Interactions of Knowledge and Memory in the Development of Skilled Remembering

Memory Development from Early Childhood Through Emerging Adulthood

“…Thus, one interesting avenue for future research would be to further specify the causal connection between social and cognitive factors in the memory domain, for instance, by linking deliberate and event memory. Given the demonstrations of parent-child interactions for enhancing children's understanding and remembering of events, it seems important to ask about the ways in which these social factors are related to the emergence of memory skills in general (Haden et al 2014). The importance of this link could be explored via correlational longitudinal studies that also include the impact of the preschool context and preschool teachers' behaviors but could also be done via intervention studies in which teachers or parents are trained in the use of verbal and nonverbal behaviors that emphasize mnemonic skills.…”

“…As noted by Haden (2014), despite the substantial gains in our understanding of the links between knowledge and remembering, we still do not exactly understand what it means to say that knowledge and memory interact. We still know very little about how knowledge changes with age and experience and about the mechanisms by which these changes operate to affect memory.…”

“…We still know very little about how knowledge changes with age and experience and about the mechanisms by which these changes operate to affect memory. As Haden (2014) suggested, more within-person, longitudinal, and microanalytic examinations of the process of knowledge acquisition and transfer should be included in future research because they possess the potential to generate valuable information about how knowledge and memory interact. For instance, such studies should carefully examine the role of parent-child conversation during and after novel events and analyze how such conversations contribute to children's understanding and subsequent remembering.…”

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

“…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.…”

Conversational reflections about tinkering experiences in a children's museum

“…Reflection is foundational in modern STEM education (e.g., Next Generation Science Standards , NGSS Lead States, ; Framework , National Research Council, ; Strands of Informal Science Learning , National Research Council, ). It may be especially important for the consolidation of learning from hands‐on activities, such as tinkering (see Haden, , for similar arguments). This is because conversational reflection can facilitate what Sigel () called distancing and what Goldstone and Sakamoto () called concreteness fading – learning to focus less on the specific objects and more on the general knowledge and concepts that can be learned from object manipulation (Fyfe, McNeil, Son, & Goldstone, ; Uttal, Liu, & DeLoache, ).…”