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The Development of Memory in Infancy and Childhood provides a thorough update and expansion of the previous edition and offers new research on significant themes and ideas that have emerged in the past decade such as the cognitive neuroscience of memory development, autobiographical memory and infantile amnesia, and the cognitive and social factors that underlie memory for events. In this volume, Courage and Cowan bring together leading international experts to review the current state of the science of memory development in their own research areas. They note questions of theory and basic science addressed in their research, highlight the real-world applications of those findings, and propose an agenda for future research. The book also considers the implications of their work for the development of atypical children, specifically, how these new findings might be adapted to enrich the lives of those children and to inform and validate our current expectations of individual differences in the development of typical children. The first of three groups of chapters focuses on basic neurobiological, perceptual, and cognitive processes that underlie memory and its development (i.e., encoding, consolidation and storage, retrieval). The second group focuses primarily on the social, contextual, and cultural factors that enable, shape, and mediate these basic processes, while the rest of the chapters focus on practical applications of this knowledge to real-world settings and issues.The book provides a new look at memory development, including new topics such as spatial representation and spatial working, prospective memory, false memories, and memory and culture. This classic yet contemporary volume will appeal to senior undergraduate and graduate students of developmental and cognitive psychology, as well as to developmental psychologists who want a compendium of key topics in memory development.

This comprehensive volume brings together international experts involved in applying and developing understanding of Working Memory in the context of a variety of neurodevelopmental disorders, neurocognitive disorders, and depressive disorders. Each chapter provides a description of the disorder and investigates the Working Memory and related Executive Function deficits. It goes on to provide a neurological profile, before exploring the impact of the disorder in daily functions, the current debates related to this disorder, and the potential effects of medication and intervention. Through combining coverage of theoretical understanding, methods of assessment, and different evidence-based intervention programs, the book supports clinical assessment and management of poor Working Memory. It is essential reading for students in neurodevelopmental disorders, atypical development and developmental psychopathology as well as allied health professionals, clinicians and those working with children in education and healthcare settings.

Cet ouvrage est une contribution à la question mémorielle chez des enfants et des adolescents confrontés à un génocide, et notamment à la Shoah. Comment les jeunes reçoivent-ils cette mémoire, transmise par la famille ou par l'école? La position est différente selon que cette'Mémoire'est transmise au niveau inconscient ou acquise de façon plutôt consciente. L'auteur envisage la psychanalyse comme outil de lecture du processus génocidaire dans ses effets subjectifs sur l'enfant. Il utilise un certain nombre d'écrits de témoins et de rencontres avec d'anciens'enfants cachés'.

Molly's journey starts as everyone's does, in the womb. In most memoirs the ten years after conception and birth are swiftly passed over, but here we see life from the beginning through the eyes of Molly, a small child grappling with the realities of life as she grows up in rural England at the end of the Second World War. She is a curious little detective, keen to find out as much as she can about life and love. For her, the shadows behind the doors only make sense in hindsight, and buried family secrets come to light as she struggles with the problem of how and who to be in the world. This is a story that examines the boundaries between memory and imagination, hope and illusion.

This all-embracing Handbook on the Development of Children's Memory represents the first place in which critical topics in memory development are covered from multiple perspectives, from infancy through adolescence. Forty-four chapters are written by experienced researchers who have influenced the field. Edited by two of the world's leading experts on the development of memory Discusses the importance of a developmental perspective on the study of memory The first ever handbook to bring together the world's leading academics in one reference guide Each section has an introduction written by one of the Editors, who have also written an overall introduction that places the work in historical and contemporary contexts in cognitive and developmental psychology 2 Volumes

The purpose of Remembering the Times of Our Lives: Memory in Infancy and Beyond is to trace the development from infancy through adulthood in the capacity to form, retain, and later retrieve autobiographical or personal memories.It is appropriate for scholars and researchers in the fields of cognitive psychology, memory, infancy, and human development.

For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in developmental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive development is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the'advances'type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive­ developmental research (e.g., logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series.

For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in developmen­ tal journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books to be devoted to work in cognitive development is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series will be a serial publication of the'advances'type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence will be strongly thematic, in that it will be limited to some well-defined domain of cognitive-developmental research (e. g., logical and mathematical de­ velopment, semantic development). All Progress volumes will be edited collec­ tions. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors will be published as separate volumes within the series. A fairly broad definition of cognitive development is being used in the selection of books for this series.

Les quinze dernières années ont été marquées par un véritable engouement pour le thème de la mémoire. Le succès grandissant du concept de mémoire de travail, par exemple, illustre bien le consensus actuel : la mémoire participe, dès la naissance, à toute activité mentale et dessine les frontières de chaque individu, entre souvenir et oubli. Plus complexe qu'un simple agglomérat de neurones, pourvue d'une étonnante plasticité, elle ne cesse de nous surprendre. Les auteurs, tous deux chercheurs et praticiens hospitaliers, proposent la synthèse très attendue de l'ensemble des connaissances sur la mémoire de l'enfant et son évolution. Cette version française de l'ouvrage est structurée selon deux axes : le premier envisage la dimension normale du développement mnésique, décrit les bases neurales qui le sous-tendent, ainsi que les différents modèles qui en rendent compte ; la seconde partie se focalise sur les dimensions pathologiques du développement de la mémoire, propose un inventaire inédit des techniques pour les identifier, ainsi que les possibilités thérapeutiques connues. Un glossaire vient compléter le corpus, permettant au lecteur de mieux appréhender les principaux outils lexicaux.

Human memory is not only the repository of our past but the essence of who we are. As such, it is of enduring fascination. We marvel at its resilience in some situations and its fragility in others. The origin of this extraordinary cognitive capacity in infancy and childhood is the focus of vigorous research and debate as we seek to understand the record of our earliest beginnings. The first edition of this volume, The Development of Memory in Childhood, documented the state-of-the-art science of memory development a decade ago. This new edition, The Development of Memory in Infancy and Childhood, provides a thorough update and expansion of the previous text and offers reviews of new research on significant themes and ideas that have emerged since then. Topics include basic memory processes in infants and toddlers, the cognitive neuroscience of memory development, the cognitive and social factors that underlie our memory for implicit and explicit events, autobiographical memory and infantile amnesia, working memory, the role of strategies and knowledge in driving memory development, and the impact of stress and emotion on these basic processes. The book also includes applications of basic memory processes to a variety of real world settings from the courtroom to the classroom. Including contributions from many of the best researchers in the field, this classic yet contemporary volume will appeal to senior undergraduate and graduate students of developmental and cognitive psychology as well as to developmental psychologists who want a compendium of current reviews on key topics in memory development.

Title from PDF title page (viewed on Mar. 19, 2014).

A festschrift to honor Jean Mandler, this volume contains contributions from leading scholars focusing on the child's development of memory, visual representation, and language. It is appropriate for students and researchers in cognitive psychology, language acquisition, and memory.

First published in 1959, Metamorphosis remains one of the great works of developmental psychology of the past century. From his thoughtful meditation on the assumptions of classical Freudian psychoanalysis, among them the pleasure and reality principles, the relations of drive and affect, and the nature and causes of infantile amnesia, Schachtel moves on to profound reflections on the senses considered both in terms of their evolving relation to one another during maturation and as variable ingredients in the perception and cognition of the adult.

There are many aspects of life which require us to distinguish between memories of different events, such as deciding whether you locked the door or only intended to lock the door. Source monitoring, or identifying the source of a particular memory (was the event experienced? related by someone else? or simply imagined?) is a cognitive skill that develops across the life span. In this book, the first to integrate research on children's source monitoring, readers will find an accessible overview of source-monitoring theory and findings from the research programs of leading investigators in this area. The programs of research cut across different methodologies (e.g., nomothetic, individual differences, clinical) and are applied to a wide range of issues in children's lives. Particular emphasis is placed on the effects of source monitoring on eyewitness memory and identification, learning and knowledge, and the development of a theory of mind.

Memory development has been a central topic in developmental psychology for the past 30 years. This volume summarizes the research achievements during that era and relates those achievements to work on memory development conducted throughout the 20th century. An abridgement of Schneider and Pressley's previous work (Memory Development Between Two and Twenty, Second Edition, 1997, Lawrence Erlbaum Associates, Inc.), this book has been reorganized to better discuss the most important themes in memory development for the novice student. By highlighting the issues driving contemporary memory development research, it provides the knowledge that students require to effectively understand the newest studies on memory development. This textbook is not a history; rather, it offers a framework for understanding the many memory development studies now appearing in the literature. A comprehensive, yet succinct, summary of theory and research on memory development, this volume covers more than a century of research, including European, Soviet, and American contributions. Its organization in terms of basic memory capacities, knowledge, strategies, and metamemory reflects the way that the most important researchers in memory development have conceived of the field during the past two decades. At the same time, it emphasizes the perspective that memory development is not development of any of the components alone, but rather is due to developments in capacity, knowledge, strategies, and metamemory in interaction. As such, the book is appropriate for courses in child development, cognitive development, and cognition and memory--that is, wherever students have a need to know about how leading scholars view the development of memory and intellect.

In this volume, two scholars with different but complementary interests in memory and cognitive development present a careful overview of the field of memory development from the perspective of their theory of good strategy use. In addition to treating broad topics of general interest, such as knowledge, cognitive capacity, and metamemory, the text also examines controversial issues surrounding the development of children's memory--particularly eyewitness memory. The result is a coherent statement about memory development accompanied by commentary on the study of memory development, plus applications of the theory and research in the area. This book is intended for advanced undergraduate and graduate students as well as researchers and other professionals interested in child and adolescent memory.