Abstract
There is general agreement that with increases in age, children become increasingly competent in tasks that involve remembering (see, e.g., Schneider & Pressley, 1989). In contrast, however, there is no clear concensus as to how these developmental changes should be understood. Indeed, the closer we come to conceptualizing the development of children’s memory, the more complex the issues seem to become. Research has progressed from focusing on the operation of mnemonic strategies (e.g., Flavell, 1970; Ornstein, Naus, & Liberty, 1975), to emphasizing the contribution of the growing knowledge system in permanent memory (e.g., Chi, 1978; Bjorklund, 1985), to finally (for many researchers, at least) accepting some variant of the position that deals with both strategies and knowledge (e.g., Ornstein & Naus, 1985; Rabinowitz & Chi, 1987).
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Ornstein, P.A. (1990). Knowledge and Strategies: A Discussion. In: Schneider, W., Weinert, F.E. (eds) Interactions Among Aptitudes, Strategies, and Knowledge in Cognitive Performance. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3268-1_12
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DOI: https://doi.org/10.1007/978-1-4612-3268-1_12
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