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. ...
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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 of several changes that took place in the field of cognitive development during the decade preceding publication.
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Add this copy of Knowing and Remembering in Young Children to cart. $22.77, good condition, Sold by Fireside Bookshop rated 4.0 out of 5 stars, ships from Stroud, GLOUCESTERSHIRE, UNITED KINGDOM, published 1990 by Cambridge University Press.
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Add this copy of Knowing and Remembering in Young Children (Emory to cart. $77.12, good condition, Sold by Bonita rated 4.0 out of 5 stars, ships from Newport Coast, CA, UNITED STATES, published 2010 by Cambridge University Press.
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