Children's Deliberate Memory Development: The Contribution of Strategies and Metacognitive Processes

Roebers, Claudia M.

doi:10.1002/9781118597705.ch37

Cited by 31 publications

(53 citation statements)

References 146 publications

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“…When children were explicitly provided with the option to respond with "I am not sure," their false identification rates in target-absent lineups was substantially reduced. This finding indicates that deficient metacognitive monitoring processes may be at last partly responsible for children's typically low performance on such face-recognition tasks (for a more detailed discussion, see Roebers 2014).…”

Section: The Role Of Metacognitive and Background Knowledgementioning

confidence: 98%

“…This is mainly due to a shift from predominantly cross-sectional work to longitudinal studies and the use of multivariate statistical designs. Moreover, the recent implementation of large-scale longitudinal studies that have explored the impact of the social context (parents, teachers) on children's strategy development has helped to identify mechanisms of memory strategy development that seem to have long-lasting consequences for memory performance Roebers 2014).…”

Section: Organization Of This Bookmentioning

confidence: 99%

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Memory Development from Early Childhood Through Emerging Adulthood

Schneider

2015

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Section: The Role Of Metacognitive and Background Knowledgementioning

confidence: 98%

Section: Organization Of This Bookmentioning

confidence: 99%

Memory Development from Early Childhood Through Emerging Adulthood

Schneider

2015

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“…The changes typically are viewed in terms of positive developments in the quality of the representations of past events that are formed, in terms of improvements in component abilities, or both. For example, we attribute better retention over time to more veridical encoding (e.g., Ornstein, Baker-Ward, & Naus, 1988), to more nuanced differentiation of the details of one event or experience relative to another (e.g., Bauer & Lukowski, 2010; Riggins, 2014), to greater precision locating events in time (Friedman, 2014) and place (Lourenco & Frick, 2014), to more robust and autonomous retrieval processes (e.g., Roebers, 2014), and to increases in autonoetic awareness (Tulving, 2005; Wheeler, 2000), to name a few. All of these changes contribute to the formation of memory representations that are of higher quality, through addition of more, better elaborated, and more tightly integrated features (Bauer, 2015).…”

Section: Complementary Processes In Development Of Memorymentioning

confidence: 99%

Development of episodic and autobiographical memory: The importance of remembering forgetting

Bauer

2015

Developmental Review

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Some memories of the events of our lives have a long shelf-life—they remain accessible to recollection even after long delays. Yet many other of our experiences are forgotten, sometimes very soon after they take place. In spite of the prevalence of forgetting, theories of the development of episodic and autobiographical memory largely ignore it as a potential source of variance in explanation of age-related variability in long-term recall. They focus instead on what may be viewed as positive developmental changes, that is, changes that result in improvements in the quality of memory representations that are formed. The purpose of this review is to highlight the role of forgetting as an important variable in understanding the development of episodic and autobiographical memory. Forgetting processes are implicated as a source of variability in long-term recall due to the protracted course of development of the neural substrate responsible for transformation of fleeting experiences into memory traces that can be integrated into long-term stores and retrieved at later points in time. It is logical to assume that while the substrate is developing, neural processing is relatively inefficient and ineffective, resulting in loss of information from memory (i.e., forgetting). For this reason, focus on developmental increases in the quality of representations of past events and experiences will tell only a part of the story of how memory develops. A more complete account is afforded when we also consider changes in forgetting.

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“…Yet to date, studies examining memory over a delay have focused on material that is explicitly taught or directly experienced. For example, children recall semantically related items that are explicitly presented via list-learning paradigms (see for example Haden, in press; Roebers, in press, for reviews) as well as the features of directly experienced events such as medical exams (e.g., Ornstein, Gordon, & Larus, 1992). Tests of memory for knowledge self-generated through integration have not been conducted.…”

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confidence: 99%

Effects of delays on 6-year-old children’s self-generation and retention of knowledge through integration

Varga

Bauer

2013

Journal of Experimental Child Psychology

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The present research was an investigation of the effect of delay on self-generation and retention of knowledge derived through integration by 6-year-old children. Children were presented with novel facts from passages read aloud to them (stem facts) and tested for self-generation of new knowledge through integration of the facts. In Experiment 1, children integrated the stem facts at Session 1 and retained the self-generated memory traces over 1 week. In Experiment 2, 1-week delays were imposed either between the to-be-integrated facts (between-stem delay) or after the stem facts but before the test (before-test delay). Integration performance was diminished in both conditions. Moreover, memory for individual stem facts was lower in Experiment 2 than in Experiment 1, suggesting that self-generation through integration promoted memory for explicitly taught information. The results indicate the importance of tests for promoting self-generation through integration as well as for retaining newly self-generated and explicitly taught information.

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Children's Deliberate Memory Development: The Contribution of Strategies and Metacognitive Processes

Cited by 31 publications

References 146 publications

Memory Development from Early Childhood Through Emerging Adulthood

Memory Development from Early Childhood Through Emerging Adulthood

Development of episodic and autobiographical memory: The importance of remembering forgetting

Effects of delays on 6-year-old children’s self-generation and retention of knowledge through integration

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