Abstract
It is commonly accepted that memory development is accompanied by the acquisition of strategies such as rehearsal. This paper argues for focusing on children’s content knowledge base as a locus of development of strategic knowledge. The paper cites some direct and indirect evidence in favor of the view that cognitive development is largely the increment of content knowledge, both declarative and procedural, and further suggests that strategies might be generalized forms of specific content-related procedural knowledge.
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© 1981 Plenum Press, New York
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Chi, M.T.H. (1981). Knowledge Development and Memory Performance. In: Friedman, M.P., Das, J.P., O’Connor, N. (eds) Intelligence and Learning. NATO Conference Series, vol 14. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-1083-9_20
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DOI: https://doi.org/10.1007/978-1-4684-1083-9_20
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4684-1085-3
Online ISBN: 978-1-4684-1083-9
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