ERIC Number: EJ603911
Record Type: CIJE
Publication Date: 2000
Reference Count: 0
Does Memory Development Belong on an Endangered Topic List?
Child Development, v71 n1 p21-25 Jan-Feb 2000
Suggests that the study of memory needs to be situated within broader conceptual and research contexts. Examines how four contexts accommodate memory phenomena: (1) knowledge; (2) comprehension; (3) context/function; and (4) strategy. Suggests that memories are best examined as knowledge structures resulting from efforts to understand, and that memorizing is a socially situated activity undertaken in the service of individual or social goals. (Author/KB)
Publication Type: Information Analyses; Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Special Theme Issue: "New Directions for Child Development in the Twenty-First Century."