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The Wiley Handbook on the Development of Children's Memory

ISBN: 978-1-119-99399-5
1114 pages
November 2013, Wiley-Blackwell
The Wiley Handbook on the Development of Children

The all-embracing, two-volume 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
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Contributors vii

Preface xi
Patricia J. Bauer and Robyn Fivush

1 The Development of Memory: Multiple Levels and Perspectives 1
Patricia J. Bauer and Robyn Fivush

Section I History, Theories, and Methods of the Development of Memory 15
Robyn Fivush

2 The History of Memory Development Research: Remembering Our Roots 19
Patricia H. Miller

3 The Coaction of Theory and Methods in the Study of the Development of Memory 41
Lynne Baker-Ward and Peter A. Ornstein

4 The Development of Memory from a Piagetian Perspective 65
Lynn S. Liben and Caitlin R. Bowman

5 Sociocultural Theories of Memory Development 87
Katherine Nelson

6 The Development of Memory from a Neurocognitive and
Comparative Perspective 109
Jocelyne Bachevalier

7 Memory Development in Evolutionary Perspective 126
David F. Bjorklund and Patrick Douglas Sellers II

Section II Mnemonic Processes 151
Patricia J. Bauer

8 Short-term Memory in Infancy 157
Lisa M. Oakes and Steven J. Luck

9 Methodological Challenges in the Study of Short-term Working
Memory in Infants 181
J. Steven Reznick

10 Short-term and Working Memory in Childhood 202
Nelson Cowan

11 Long-term Memory in Infancy and Early Childhood 230
Angela F. Lukowski and Patricia J. Bauer

12 Extending the Life of a Memory: Effects of Reminders on Children’s
Long-term Event Memory 255
Judith A. Hudson and Azriel Grysman

13 Binding Together the Elements of Episodes: Relational Memory and the
Developmental Trajectory of the Hippocampus 285
Ingrid R. Olson and Nora S. Newcombe

14 The Development of Recollection and Familiarity during Childhood:
Insight from Studies of Behavior and Brain 309
Simona Ghetti and Joshua K. Lee

15 Implicit Memory 336
Marianne E. Lloyd and Jeremy K. Miller

Section III Mnemonic Contents 361
Patricia J. Bauer

16 Remembering Where: The Origins and Early Development of Spatial Memory 367
Stella F. Lourenco and Andrea Frick

17 The Development of Memory for the Times of Past Events 394
William J. Friedman

18 Locating Events in Personal Time: Time in Autobiography 408
Thanujeni Pathman and Peggy L. St. Jacques

19 Children’s Memory for Source 427
Mary Ann Foley

20 From Specificity to Flexibility: Early Developmental Changes in
Memory Generalization 453
Rachel Barr and Natalie Brito

21 Dual Processes in Memory Development: Fuzzy-Trace Theory 480
Charles J. Brainerd and Valerie F. Reyna

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Patricia Bauer is the Asa Griggs Candler Professor of Psychology at Emory University.  She heads the Memory at Emory Laboratory, and is the author of several books & many journal articles. Her volume Remembering the Times of Our Lives: Memory in Infancy & Beyond (2007) was voted book of the year by the Cognitive Development Society.

Robyn Fivush is the Samuel Candler Dobbs Professor of Psychology at Emory University.  She directs the Family Narratives Laboratory at Emory, and, in addition to many journal articles, she has authored and edited nine books, including Autobiographical Memory and the Construction of a Narrative Self (2004).

 

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A comprehensive and authoritative overview of an expanding field written by leading researchers. Where I knew the topic, I was impressed; where I did not I was informed by clear, well organized text.
Professor David C. Rubin, Duke University
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