ERIC Number: ED365927
Record Type: RIE
Publication Date: 1993-Apr
Memory: Issues of Import to School Psychologists.
John, Kirk R.
This document defines memory as a complex, interactive process that is a prerequisite for all higher learning. Without intact memory skills, a host of disorders may ensue ranging from mild learning problems to disorientation and helplessness (Lezak, 1983). Because of the pervasive and central role memory plays in people's lives, school psychologists should have at the very least a basic understanding of the memory process. In this regard, this paper addresses selected topics from the knowledge base on memory that have relevance for school psychologists. First, an information-processing model of memory is presented and the three separate memory systems through which information is processed are described (sensory memory, short-term memory, and long-term memory). A section on the developmental aspects of memory considers memory development in infants, children and adolescents. Metamemory, or the individual's conscious awareness of his/her own memory capabilities and functions, also is explained in this section. The final major section of the paper focuses on memory and reading. This information is discussed in the context of how it can be applied by school psychologists in their decision-making. (Author/NB)
Publication Type: Speeches/Meeting Papers; Guides - General
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association of School Psychologists (25th, Washington, DC, April 13-17, 1993).