Memory Development Between 2 and 20

Schneider, Wolfgang; Pressley, Michael

doi:10.1007/978-1-4613-9717-5

Cited by 310 publications

(295 citation statements)

References 264 publications

(439 reference statements)

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“…Ceci and Howe (1978) have shown that older children search memory better, resulting in higher retrieval rates. But, as Schneider and Pressley (1989) point out in their review of this literature, inferences about encoding processes generally are drawn from recall data, and children do not always retrieve all that they have encoded. Thus, it is sometimes difficult to disentangle the two processes.…”

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Age differences in encoding and retrieving details of a pediatric examination

Bender

Wallsten

Ornstein

1996

Psychonomic Bulletin & Review

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Baker-Ward, Gordon, Ornstein, Lams, and Clubb (1993) showed that recall improves over ages 3-7 for events experienced during a physical examination. We used a joint multinomial model to ask whether the improvement was due to encoding, to retrieval, or to likelihood to report. The model fit the Baker-Ward et al. data well and showed that (1) retrieval and reporting cannot be distinguished and (2) the observed effects were due primarily to age-related improvement in retrieval reporting rather than in encoding.Research on young children's abilities to remember the details of salient, personally experienced events is important for at least two reasons: (1) it contributes to our understanding of the development of autobiographical memory, and (2) it aids in establishing methods for assessing the validity of children's reports about sexual and other forms of abuse. It is in this spirit that Ornstein and his colleagues (e.g., Baker-Ward, Gordon, Ornstein, Lams, & Clubb, 1993; Ornstein, Gordon, Baker-Ward, & Merritt, in press; Ornstein, Gordon, & Lams, 1992) have been exploring young children'smemories ofvarious types of medical experiences.In one such study, Baker-Ward et al. (1993) examined the abilities of 3-, 5-, and 7-year-olds to remember the details of a regularly scheduled physical examination by a pediatrician and nurse. Memory overall was good, although there were age differences in both initial and delayed recall. The younger children provided less information than did the older subjects and relied more strongly on specific probes. Moreover, the 7-year-olds demonstrated little, and the 3-year-olds considerable, forgetting over the course of a 6-week delay interval.What factors might underlie this pattern of findings? Developmental studies of deliberate memorization suggest age-related improvement in strategies for both encoding and retrieval. For example, Ornstein and Naus (1978) have demonstrated that older children have superior rehearsal and organizational skills than younger chil-

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“…Among the relevant modeling work are studies by Chechile, Richman, Topinka, and Ehrensbeck (1981), Brainerd (1985), Wilkinson, DeMarinis, and Riley (1983), Koestler (1983, 1984), and Brainerd, Reyna, Howe, and Kingma (1990). A summary of most of these and related efforts has been provided by Schneider and Pressley (1989) and Brainerd (1985).…”

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Age differences in encoding and retrieving details of a pediatric examination

Bender

Wallsten

Ornstein

1996

Psychonomic Bulletin & Review

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“…This model of metacognition (also known as the Good Strategy User Model) was first developed by Pressley, Borkowski, and O'Sullivan (1985) and later extended by Borkowski, Pressley, Schneider, and colleagues (cf. Borkowski, J ohnston, & Reid, 1987;Pressley, Borkowski, & Schneider, 1987;Schneider & Pressley, 1989). While the original model was built primarily to substantiate metamemory theory, its components can be easily applied to a wider range of cognitive activities.…”

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confidence: 99%

“…Bjorklund, in press;Schneider & Pressley, 1989) . Given the enormous interest and intensive research activities in the field since the mid-eighties, one major reason for organizing a second conference on the topic only a few years later was to get a better picture of the kind of progress that has been made recently in the area of memory development.…”

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The Role of Knowledge, Strategies, and Aptitudes in Cognitive Performance: Concluding Comments

Schneider

Weinert

1990

Interactions Among Aptitudes, Strategies, and Knowledge in Cognitive Performance

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Several years ago, a conference was organized with the aim of identifying the merits and shortcomings of current research on memory development. In the resulting publication by Weinert & Perlmutter (l988) the contributors agreed that despite the progress that has been made in understanding children ' s memory , much remains to be learned about the natural course of memory development. As apparent from the book's organization , strategies, meta memory , and the knowledge base were conceived of as major determinants of memory development. Further, the roles of social and motivational contexts as weil as implications of individual differences were discussed in detail.Typical of more recent research is a shift in emphasis from the separate study of determinants of memory development to the analysis of possible interplay among strategies and knowledge in memory performance (cf. Bjorklund, in press;Schneider & Pressley, 1989) . Given the enormous interest and intensive research activities in the field since the mid-eighties, one major reason for organizing a second conference on the topic only a few years later was to get a better picture of the kind of progress that has been made recently in the area of memory development.Another goal of the second conference was to broaden the perspective on research in the domain of memory development by including research on interactions among knowledge, strategies and aptitudes conducted in areas of cognitive development other than memory. In our view, memory processes represent a specific class of general problem-solving activities. Accordingly, the issue of generalizability of findings from memory research to thinking, reasoning, and comprehension processes in other problem-solving tasks deserves special attention.In the following, we will use the state-of-the-art represented in the above book as a frame of reference for our comments. In doing so, we will first focus on a few general issues that were already addressed as potential problems in the mid-eighties and seem similarly controversial today . Next, we will turn to so me theoretical issues and empirical findings that, at least in our view , demonstrate recent progress. Basic agreements and (possible) disagreements which were unveiled during the conference and are reflected in this book will be high-

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“…Schneider & Pressley, 1989). Several studies have shown that even experienced and adult learners are not successful in assessing their comprehension and correcting their method of learning accordingly (Glenberg & Epstein, 1985;Pressley, Snyder, Levin, Murray, & Ghatala, 1987).…”

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Gräsel¹,

Fischer²,

Mandl³

2000

Learning Environments Research

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Self-directed learning with authentic and complex problems (problem-oriented learning) requires that learners observe their own learning and use additional information when it is appropriate -e.g. hypertextual information in computer-supported learning environments.Research results indicate that learners in problem-oriented learning environments often have difficulties using additional information adequately, and that they should be supported. Two studies with a computer-supported problem-oriented learning environment in the domain of medicine analyzed the effects of strategy instruction on the use of additional information and the quality of the problem representation. In study 1, an expert model was used for strategy instruction. Two groups were compared: one group with strategy modeling and one group without. Strategy modeling influenced the frequency of looked-up hypertextual information, but did not influence the quality of learners' problem representations. This could be explained by difficulties in applying the general hypertext information to the problem. In study 2, the additional information was presented in a more contextualized way as graphical representation of the case and its relevant concepts. Again, two groups were compared: one with a strategy instruction text and one without. Strategy instruction texts supported an adequate use of this graphical information by learners and had an effect on the quality of their problem representations. These findings are discussed with respect to the design of additional help systems in problem-oriented learning environments. With the constructivist turn in instructional research and the view of learning as an active, self-directed and highly situated process, problem-oriented learning has recently had a kind of renaissance (Bransford, Sherwood, Hasselbring, Kinzer, & Williams, 1990; Cognition and Technology Group at Vanderbilt, 1992, 1993;Collins, Brown, & Newman, 1989;Resnick, 1987). The main idea of problem-oriented learning is that knowledge acquired in the context of meaningful and authentic problems can more easily be transferred to real-life situations than knowledge acquired in an abstract and systematic way. Of course, the idea of teaching applicable knowledge through learning with authentic and complex problems has a long history: For example, at the end of the 19 th and at the beginning of the 20 th century, the 'Reformpädagogik' (reform pedagogy) designed and implemented instructional models which resemble the constructivist view of learning and teaching (e.g. Gaudig, 1922;Kerschensteiner, 1912; see Mandl, Gruber, & Renkl, 1996). Problem-oriented learning environmentsThis paper deals with self-directed learning in problem-oriented learning environments in the domain of medicine. These learning environments can be characterised by the following features: (1) The learning environments contain authentic problems which learners have the task to solve. In medicine, students deal with medical cases and are required to give diagnoses. The prob...

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Memory Development Between 2 and 20

Cited by 310 publications

References 264 publications

Age differences in encoding and retrieving details of a pediatric examination

Age differences in encoding and retrieving details of a pediatric examination

The Role of Knowledge, Strategies, and Aptitudes in Cognitive Performance: Concluding Comments

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