Development of Long-Term Retention
Development of Long-Term Retention

Author: Mark L. Howe

Publisher: Springer Science & Business Media

Published: 2012-12-06

Total Pages: 358

ISBN-13: 1461228689

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For a number of decades now the study of children's memory development, with few exceptions, has been synonymous with the development of pro cesses that lead to the initial encoding and immediate retention of informa tion. Although there is little doubt that the study of such acquisition pro cesses is central to understanding memory development, the long-term retention of previously encoded information represents at least as important a component of children's memory. Indeed, as both students of memory development and educators, our interest is in the maintenance and utiliza tion of knowledge over considerable periods of time, not just in the immedi ate (e. g. , classroom) context. Clearly, then, without an understanding of how recently acquired information is maintained in memory over extended periods of time, our theories of long-term memory development remain incomplete at best. Although children's forgetting and reminiscence was a topic of inquiry early in this century, it is only recently, due in part to the current controversy concerning the reliability of children's eyewitness testimony, that the study of long-term retention has resurfaced in the scientific literature. The purpose of this volume is to draw together some of the principals involved in this resurgence to summarize their recent research programs, present new and previously unpublished findings from their labs, and outline the issues they believe are important in the study of children's long-term retention.

The Long-Term Retention of Knowledge and Skills
The Long-Term Retention of Knowledge and Skills

Author: Marshall J. Farr

Publisher: Springer Science & Business Media

Published: 2012-12-06

Total Pages: 171

ISBN-13: 1461210623

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A. INTRODUCTION AND BACKGROUNDl,2 This report reviews and interprets research on the nature and magnitude of the effects of those factors which influence how well knowledge and skills (K&S) are retained over relatively long periods of nonuse. Our interest lies in the kinds of knowledge domains and skills that military personnel must master to function effectively on their jobs. The practical concern impelling this study is that K&S degradation or loss (which we will refer to as "decay") can and does occur, often and severely enough, to jeopardize military preparedness. There are occasions in all the military services when personnel who have just completed their training do not receive an opportunity to practice or use their new capabilities for weeks or months. In the case of reservists who may be called back to active duty, the period of nonuse of relevant military job skills may be counted in terms of years. B. OBJECTIVES The overall objective is to critically analyze the relevant scientific literature which relates the processes involved in learning to those of memory, taking into account the characteristics of the learner and the learning tasks. More specifically, we have focused on the following sub-objectives: 1. Identify, describe and rank the influence and the interactions of the important major variables that affect long-term retention (LTR); 1 I am indebted to Dr. Jesse Orlansky, Institute for Defense Analyses, for his encouragement and guidance through all phases of this report.

Long-term Retention of Infant Memories
Long-term Retention of Infant Memories

Author: Robyn Fivush

Publisher: Psychology Press

Published: 1994

Total Pages: 156

ISBN-13: 9780863779312

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This special issue of Memory brings together some of the most exciting new research on infant memory. Using innovative research designs, the five studies presented here are addressing questions of central importance to understanding the development of human memory. In particular, the studies seek to discover whether, and if so under what conditions, memories of events experienced during infancy are retained over the preschool years. Research questions include how long retention of early memories may persist, what form these memories may take, the role of language and language development, and the role of intervening experience in the retention of early memories. The results provide provocative evidence that experiences occurring even during the first year of life may be retained in some form for at least several years. However, much of this memory is expressed more as familiarity than as explicit recall. The researchers and commentator present different theoretical views about what these results mean and the conclusions we may or may not be able to draw. Although many questions remain unanswered, the researchers contributing to this volume are on the edge of making important new discoveries about human memory and its development.

Discovering the Brain
Discovering the Brain

Author: National Academy of Sciences

Publisher: National Academies Press

Published: 1992-01-01

Total Pages: 195

ISBN-13: 0309045290

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The brain ... There is no other part of the human anatomy that is so intriguing. How does it develop and function and why does it sometimes, tragically, degenerate? The answers are complex. In Discovering the Brain, science writer Sandra Ackerman cuts through the complexity to bring this vital topic to the public. The 1990s were declared the "Decade of the Brain" by former President Bush, and the neuroscience community responded with a host of new investigations and conferences. Discovering the Brain is based on the Institute of Medicine conference, Decade of the Brain: Frontiers in Neuroscience and Brain Research. Discovering the Brain is a "field guide" to the brainâ€"an easy-to-read discussion of the brain's physical structure and where functions such as language and music appreciation lie. Ackerman examines: How electrical and chemical signals are conveyed in the brain. The mechanisms by which we see, hear, think, and pay attentionâ€"and how a "gut feeling" actually originates in the brain. Learning and memory retention, including parallels to computer memory and what they might tell us about our own mental capacity. Development of the brain throughout the life span, with a look at the aging brain. Ackerman provides an enlightening chapter on the connection between the brain's physical condition and various mental disorders and notes what progress can realistically be made toward the prevention and treatment of stroke and other ailments. Finally, she explores the potential for major advances during the "Decade of the Brain," with a look at medical imaging techniquesâ€"what various technologies can and cannot tell usâ€"and how the public and private sectors can contribute to continued advances in neuroscience. This highly readable volume will provide the public and policymakersâ€"and many scientists as wellâ€"with a helpful guide to understanding the many discoveries that are sure to be announced throughout the "Decade of the Brain."

Working Memory Capacity
Working Memory Capacity

Author: Nelson Cowan

Publisher: Psychology Press

Published: 2016-04-14

Total Pages: 238

ISBN-13: 1317232380

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The idea of one's memory "filling up" is a humorous misconception of how memory in general is thought to work; it actually has no capacity limit. However, the idea of a "full brain" makes more sense with reference to working memory, which is the limited amount of information a person can hold temporarily in an especially accessible form for use in the completion of almost any challenging cognitive task. This groundbreaking book explains the evidence supporting Cowan's theoretical proposal about working memory capacity, and compares it to competing perspectives. Cognitive psychologists profoundly disagree on how working memory is limited: whether by the number of units that can be retained (and, if so, what kind of units and how many), the types of interfering material, the time that has elapsed, some combination of these mechanisms, or none of them. The book assesses these hypotheses and examines explanations of why capacity limits occur, including vivid biological, cognitive, and evolutionary accounts. The book concludes with a discussion of the practical importance of capacity limits in daily life. This 10th anniversary Classic Edition will continue to be accessible to a wide range of readers and serve as an invaluable reference for all memory researchers.

The Development of Working Memory in Children
The Development of Working Memory in Children

Author: Lucy Henry

Publisher: SAGE

Published: 2011-11-04

Total Pages: 394

ISBN-13: 1446291057

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Using the highly influential working memory framework as a guide, this textbook provides a clear comparison of the memory development of typically developing children with that of atypical children. The emphasis on explaining methodology throughout the book gives students a real understanding about the way experiments are carried out and how to critically evaluate experimental research. The first half of the book describes the working memory model and goes on to consider working memory development in typically developing children. The second half of the book considers working memory development in several different types of atypical populations who have intellectual disabilities and/or developmental disorders. In addition, the book considers how having a developmental disorder and/or intellectual disabilities may have separate or combined effects on the development of working memory. The Development of Working Memory in Children is for undergraduate and postgraduate students taking courses in development/child psychology, cognitive development and developmental disorders.

Memory Development Between Two and Twenty
Memory Development Between Two and Twenty

Author: Wolfgang Schneider

Publisher: Psychology Press

Published: 2013-06-17

Total Pages: 427

ISBN-13: 1134802625

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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.

Modeling Human and Organizational Behavior
Modeling Human and Organizational Behavior

Author: Panel on Modeling Human Behavior and Command Decision Making: Representations for Military Simulations

Publisher: National Academies Press

Published: 1998-08-14

Total Pages: 433

ISBN-13: 0309523893

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Simulations are widely used in the military for training personnel, analyzing proposed equipment, and rehearsing missions, and these simulations need realistic models of human behavior. This book draws together a wide variety of theoretical and applied research in human behavior modeling that can be considered for use in those simulations. It covers behavior at the individual, unit, and command level. At the individual soldier level, the topics covered include attention, learning, memory, decisionmaking, perception, situation awareness, and planning. At the unit level, the focus is on command and control. The book provides short-, medium-, and long-term goals for research and development of more realistic models of human behavior.

Transforming the Workforce for Children Birth Through Age 8
Transforming the Workforce for Children Birth Through Age 8

Author: National Research Council

Publisher: National Academies Press

Published: 2015-07-23

Total Pages: 587

ISBN-13: 0309324882

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Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.