Development of Long-Term Retention

  • Mark L. Howe
  • Charles J. Brainerd
  • Valerie F. Reyna

Table of contents

  1. Front Matter
    Pages i-xiii
  2. Fundamental Aspects of Retention

    1. Front Matter
      Pages 1-1
    2. Carolyn Rovee-Collier, C.-W. Gary Shyi
      Pages 3-55
    3. Mark L. Howe, Andrea Kelland, Lynn Bryant-Brown, Sandra L. Clark
      Pages 56-102
  3. Pragmatic Aspects of Retention

    1. Front Matter
      Pages 133-133
    2. Peter A. Ornstein, Betty N. Gordon, Lynne E. Baker-Ward
      Pages 135-158
    3. Elizabeth F. Loftus, Hunter G. Hoffman, Willem A. Wagenaar
      Pages 159-183
    4. Maria S. Zaragoza, Donna Dahlgren, Jean Muench
      Pages 184-216
    5. Michael P. Toglia, David F. Ross, Stephen J. Ceci, Helene Hembrooke
      Pages 217-241
  4. Current Issues and Future Directions

    1. Front Matter
      Pages 243-243
    2. Mark L. Howe, Julia T. O’Sullivan, Tammy A. Marche
      Pages 245-255
  5. Back Matter
    Pages 257-267

About this book

Introduction

For a number of decades now the study of children's memory development, with few exceptions, has been synonymous with the development of pro­ cesses that lead to the initial encoding and immediate retention of informa­ tion. Although there is little doubt that the study of such acquisition pro­ cesses is central to understanding memory development, the long-term retention of previously encoded information represents at least as important a component of children's memory. Indeed, as both students of memory development and educators, our interest is in the maintenance and utiliza­ tion of knowledge over considerable periods of time, not just in the immedi­ ate (e. g. , classroom) context. Clearly, then, without an understanding of how recently acquired information is maintained in memory over extended periods of time, our theories of long-term memory development remain incomplete at best. Although children's forgetting and reminiscence was a topic of inquiry early in this century, it is only recently, due in part to the current controversy concerning the reliability of children's eyewitness testimony, that the study of long-term retention has resurfaced in the scientific literature. The purpose of this volume is to draw together some of the principals involved in this resurgence to summarize their recent research programs, present new and previously unpublished findings from their labs, and outline the issues they believe are important in the study of children's long-term retention.

Keywords

Exploration Gedächtnis Langzeitgedächtnis Training assessment development memory

Editors and affiliations

  • Mark L. Howe
    • 1
  • Charles J. Brainerd
    • 2
  • Valerie F. Reyna
    • 2
  1. 1.Department of PsychologyMemorial UniversitySt. John’sCanada
  2. 2.Department of Educational PsychologyUniversity of ArizonaTucsonUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-1-4612-2868-4
  • Copyright Information Springer-Verlag New York 1992
  • Publisher Name Springer, New York, NY
  • eBook Packages Springer Book Archive
  • Print ISBN 978-1-4612-7702-6
  • Online ISBN 978-1-4612-2868-4
  • About this book