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.

Memory Development Between Two and Twenty, 2nd Edition
Memory Development Between Two and Twenty, 2nd Edition

Author: Wolfgang Schneider

Publisher:

Published: 2013

Total Pages: 432

ISBN-13:

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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.

Memory Development Between 2 and 20
Memory Development Between 2 and 20

Author: Wolfgang Schneider

Publisher: Springer Science & Business Media

Published: 2013-03-12

Total Pages: 409

ISBN-13: 1461397170

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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 espe cially 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 collec tions, upon consulting with the Series Editor, may elect to have their books pub lished 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. A fairly broad definition of cognitive development is being used in the selection of books for this series.

Introduction to Memory Development During Childhood and Adolescence
Introduction to Memory Development During Childhood and Adolescence

Author: Wolfgang Schneider

Publisher: Psychology Press

Published: 2013-06-17

Total Pages: 191

ISBN-13: 1134806892

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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.

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

Author: Wolfgang Schneider

Publisher: Psychology Press

Published: 2013-06-17

Total Pages: 503

ISBN-13: 1134802692

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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.

Understanding Literacy Development
Understanding Literacy Development

Author: Anne McKeough

Publisher: Routledge

Published: 2006-04-21

Total Pages: 248

ISBN-13: 1135608954

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The volume provides a global view of literacy development across cultures, countries, and circumstances. It brings together leading experts in the field of literacy education to explore ways to provide teaching and learning opportunites.

Applying the Results of Neuropsychological and Psychological Assessments
Applying the Results of Neuropsychological and Psychological Assessments

Author: Dawn E. Burau

Publisher: Routledge

Published: 2017-11-03

Total Pages: 387

ISBN-13: 1315296314

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Neuropsychological and psychological evaluations in school settings are often rich in detail about a child’s cognitive, academic and emotional functions, and come with specific recommendations to support the child’s performance in school. However, there is often a gap between the assessment results and the implementation of the recommendations, since learning specialists and teachers frequently do not have the means to both interpret and implement the recommendations. This manual presents clear and specific guidelines for school counselors and teachers to decode and put into practice evaluation findings. The book begins by describing various functional domains that are assessed in a neuropsychological evaluation, and then notes how to recognize behavior and learning styles impacted by difficulty in one of more of the domains. Furthermore, it outlines activities that could be used in the classroom or other environments to support a child’s weaknesses, develop new skills, or appear to particular strengths. Finally, ready-to-use worksheets and activities are offered. This is an essential tool for school psychologists, special education teachers, and learning specialists and counselors.

Metacognition
Metacognition

Author: John Dunlosky

Publisher: SAGE Publications

Published: 2008-09-24

Total Pages: 345

ISBN-13: 1483360040

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Metacognition is the first textbook to focus on people′s extraordinary ability to evaluate and control their cognitive processes. This comprehensive text covers both theoretical and empirical metacognitive research in educational, developmental, cognitive and applied psychology. Authors John Dunlosky and Janet Metcalfe address many of the key questions that have inspired scientists to pursue research in this domain. To answer these and many other questions, the authors assess major theoretical themes and programmatic research in the field. The authors also include chapters that define the scope of metacognition and cover its historical origins. Not only do they describe well-received theories about the nature of metacognition, but they also highlight unresolved mysteries currently on the cutting-edge of research. Key Features Emphasizes the practical relevance of theory and research in metacognition to learning with the use of "Application" boxes Introduces students to important questions that have yet to be answered by the metacognitive research literature with the inclusion of "Mystery" boxes Provides three easy-to-conduct demonstrations (e.g., tip-of-the-tongue experience, delayed-judgment-of-learning effect, etc.) that students can try themselves Offers brief biographies that introduce students to some of the most influential leaders in metacognition Includes a general summary at the end of each chapte Intended Audience This text is an ideal resource for undergraduate cognitive psychology students. It also serves as comprehensive handbook for more advanced students and psychological scientists engaged in the study of metacognitive processes.

Memory Development from Early Childhood Through Emerging Adulthood
Memory Development from Early Childhood Through Emerging Adulthood

Author: Wolfgang Schneider

Publisher: Springer

Published: 2014-09-03

Total Pages: 397

ISBN-13: 3319096117

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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.

The Oxford Handbook of Metamemory
The Oxford Handbook of Metamemory

Author: John Dunlosky

Publisher: Oxford University Press

Published: 2016-04-12

Total Pages: 560

ISBN-13: 019933675X

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The Oxford Handbook of Metamemory investigates the human ability to evaluate and control learning and information retrieval processes. Each chapter in this authoritative guide highlights a different facet of metamemory research, including classical metamemory judgments; applications of metamemory research to the classroom and courtroom; and cutting-edge perspectives on continuing debates and theory. Chapters also provide broad historical overviews of each research area and discussions of promising directions for future research. The breadth and depth of coverage on offer in this Handbook make it ideal for seminars on metamemory or metacognition. It would also be a valuable supplement for advanced courses on cognitive psychology, of use especially to graduate students and more seasoned researchers who are interested in exploring metamemory for the first time.