What kinds of memory demands are placed on young children and how are social interactions structured to allow children to develop various memory skills? Are there changes in children’s representational abilities that lead to different memory abilities? How do individual differences affect children’s memory performance? Are there age-related changes in children’s autobiographical memories? These are among the questions addressed in this third volume in the Emory Cognition Project series, originally published in 1990. Although the contributors examine memory in different ways, they share the view that memory can no longer be considered a distinct and separate cognitive process isolated from other cognitive processes; rather, remembering is viewed as a cognitive activity embedded in larger social and cognitive tasks. This view is the culmination ofseveral changes that took place in the field of cognitive development during the decade preceding publication. INDICE: Preface; List of contributors; 1. Introduction: what young children remember and why Judith A. Hudson and Robyn Fivush; 2. Remembering what happened next: very young children's recall of event sequences Patricia J. Bauer and Jean M. Mandler; 3. Developmental differences in the relation between scripts and episodic memory: do they exist? Michael Jeffrey Farrar and Gail S. Goodman; 4. Children's organisation of events and event memories Hilary Horn Ratner, Brenda S. Smith and Robert J. Padgett; 5. Young children's understanding ofmodels Judy S. DeLoache; 6. Children's play interests, representation and activity K. Ann Renninger; 7. The emergence of autobiographical memory in mother-child conversation Judith A. Hudson; 8. The social and functional context of children's remembering Barbara Rogoff and Jayanthi Mistry; 9. Autobiographical memory across the preschool years: toward reconceptualising childhood amnesia Robyn Fivush and Nina R. Hamond; 10. Children's concerns and memory: issues ofecological validity in the study of children's eyewitness testimony Gail S. Goodman, Leslie Rudy, Bette L. Bottoms and Christine Aman; 11. The suggestibility of preschoolers' recollections: historical perspectives on current problemsStephen J. Ceci, Michael P. Toglia and David F. Ross; 12. Remembering, forgetting and childhood amnesia Katherine Nelson; 13. Recall and its verbal expression Jean M. Mandler; 14. Learning from the children Ulric Neisser; Indexes.
- ISBN: 978-0-521-12581-9
- Editorial: Cambridge University
- Encuadernacion: Rústica
- Páginas: 368
- Fecha Publicación: 14/01/2010
- Nº Volúmenes: 1
- Idioma: Inglés