By Patricia Bauer, Robyn Fivush
The all-embracing, two-volume instruction manual at the improvement of Children’s reminiscence represents the 1st position within which severe themes in reminiscence improvement are coated from a number of views, from infancy via early life. Forty-four chapters are written by way of skilled researchers who've encouraged the sphere. - Edited by way of of the world’s major specialists at the improvement of reminiscence. - Discusses the significance of a developmental viewpoint at the research of reminiscence - the 1st ever instruction manual to compile the world’s top teachers in a single reference consultant - each one part has an creation written by way of one of many Editors, who've additionally written an total creation that locations the paintings in historic and modern contexts in cognitive and developmental psychology
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Extra resources for The Wiley Handbook on the Development of Children's Memory
F. (1953). Science and Human Behavior. New York, NY: Macmillan. Squire, L. R. (1982). The neuropsychology of human memory. Annual Review of Neuroscience, 5, 241–273. Squire, L. R. (1987). Memory and brain. New York, NY: Oxford University Press. Squire, L. , & Slater, P. C. (1981). Anterograde amnesia and memory for contextual information. Neuropsychologia, 19, 141–145. Thorndike, E. (1913). Educational psychology: The psychology of learning. New York, NY: Teachers College Press. Tulving, E. (1972).
Thus, we do not provide much detail in this introductory chapter, but point to the excellent reviews in the chapters that comprise this handbook. A Brief History of the Scientific Study of Memory The study of the development of children’s memory emerged as a discipline in its own right relatively recently, just about 40 years ago. However, not surprisingly, the field has a longer history, with studies on children’s memories appearing in fits and starts from the beginning of the scientific study of psychology at the end of the nineteenth century, as discussed in the chapter by Patricia Miller.
Part of the reason for the late emergence of developmental issues as critical in the study of memory stems from theoretical beliefs about the nature of memory, and other parts stem from methodological limitations in early research that made studying young children, and especially infants, virtually impossible. As theory progressed, scientists developed new methodologies that allowed empirical tests, and these new methodologies, in turn, generated new findings leading to new theories (see the chapter by Baker-Ward and Ornstein for an elegant discussion of the evolving interplay of theory and method in developmental science).