Memory Development from Early Childhood Through Emerging Adulthood

1. Front Matter

   Pages i-xiii

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2. Introduction

   • Wolfgang Schneider

   Pages 1-7

3. A Brief History of Memory Development Research

   • Wolfgang Schneider

   Pages 9-23

4. The Development of Implicit Memory

   • Wolfgang Schneider

   Pages 25-37

5. Memory Development During the Infant and Toddler Years

   • Wolfgang Schneider

   Pages 39-74

6. The Development of Event and Autobiographical Memory in Childhood and Adolescence

   • Wolfgang Schneider

   Pages 75-129

7. The Role of Basic Memory Capacities and Working Memory

   • Wolfgang Schneider

   Pages 131-181

8. The Development of Encoding and Retrieval Strategies

   • Wolfgang Schneider

   Pages 183-230

9. Effects of the Knowledge Base on Memory Development

   • Wolfgang Schneider

   Pages 231-253

10. The Development of Metamemory

    • Wolfgang Schneider

    Pages 255-308

11. Conclusions and Future Directions

    • Wolfgang Schneider

    Pages 309-326

12. Back Matter

    Pages 327-391

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Based on decades of established research findings in cognitive and developmental psychology, this volume explores and integrates the leading scientific advances into infancy and brain-memory linkages as well as autobiographical and strategic memory. In addition, given that the predominantly classic research on memory development has recently been complemented by more cutting-edge applied research (e.g., eyewitness memory, memory development in educational contexts) in recent years, this volume also provides in-depth and up-to-date coverage of these emerging areas of study.

• Autobiographical memory in children and adolescents
• Basic memory capacities in childhood
• Event memory in children and adolescents
• Eyewitness memory in children and adolescents
• History of memory development
• Individual differences in memory development
• Knowledge and memory development
• Memory development and the brain
• Memory development in infancy
• Memory in schools
• Memory strategy development in children
• Skilled remembering in children
• Sociocultural theories of memory development
• Theories of memory development
• Working memory in children and adolescents

“The book provides an important discussion on the interaction of implicit and explicit memory. … it is unquestionably an excellent resource for graduate students, researchers, and practitioners. … the book provides an excellent review of the development of memory while noting important debates and controversies within the field. … Anyone planning to teach a course in memory development will want to give this book very serious consideration.” (Stephen J. Ceci, Kayla A. Burd and Karen Ojeda, PsycCRITIQUES, Vol. 60 (33), August, 2015)

• Dept. Psychology, University of Würzburg, Würzburg, Germany

  Wolfgang Schneider

Wolfgang Schneider is currently Professor of Psychology at the Department of Psychology, University of Würzburg, Germany. He received his Ph.D. in Psychology from the University of Heidelberg in 1979. His research interests include the development of memory and metacognition, giftedness and expertise, the development of reading and spelling as well as the prevention of reading and math difficulties. He was Vice President and President of the German Psychological Society (2000-2004) and also Vice President of the University of Würzburg (2004-2009). He is author and (co-) editor of about 40 books, including the volume co-authored with Michael Pressley on Memory Development between Two and Twenty and (co-) authored about 350 journal articles and book chapters. Professor Schneider is currently President of the International Society for the Study of Behavioral Development (ISSBD).

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