Long Term Retention Of Infant Memories
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Long-term Retention of Infant Memories
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.
The Development of Memory in Infancy and Childhood
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.
Memory Development from Early Childhood Through Emerging Adulthood
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.