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2 results

  • Chapter 3 - Memory Development or the Development of Memory?

  • from Part I - Backdrop
  • Edited by Lynne E. Baker-Ward, North Carolina State University, David F. Bjorklund, Florida Atlantic University, Jennifer L. Coffman, University of North Carolina, Greensboro
  • Book:
    The Development of Children's Memory
    Published online:
    28 May 2021
    Print publication:
    10 June 2021, pp 29-42

  • Summary

    In a 2001 paper published in Current Directions in Psychological Science, Ornstein and Haden asserted that despite considerable progress in understanding age-related differences in memory performance, research on children’s memory offered too few insights into the processes that drive the development of skilled remembering. Essentially, the argument was that the focus of research was more on memory development than the development of memory. This chapter offers an update as to whether and to what extent critical gaps identified by Ornstein and Haden (2001a) remain.

  • 3 - The concept of metamemory: cognitive, developmental, and clinical issues

  • from Part I
  • Edited by German E. Berrios, University of Cambridge, John R. Hodges, University of Cambridge
  • Book:
    Memory Disorders in Psychiatric Practice
    Published online:
    06 January 2010
    Print publication:
    16 March 2000, pp 47-57

  • Summary

    This chapter provides an overview of an elaborated concept of metamemory and a brief review of literature pertaining to the assessment of it. This elaborated view of metamemory is especially useful when considering developmental issues and clinical concerns (e.g. how memory disorders are developed, supported and remedied). A theoretically coherent elaborated concept of metamemory includes at least four components: declarative knowledge of memory functioning, awareness (or monitoring) of current memory processes, beliefs about memory skills and change, and memory-related affect. The brief review of the Metamemory in Adulthood instrument and literature demonstrates that it is possible to obtain indicators of multiple dimensions of metamemory simultaneously. Important issues of current and future research include: the extent to which dimensions of metamemory interact in determining memory performance, impairment, or decline; and the extent to which dimensions of metamemory may serve as early indicators of progressive memory decline, associated with organic diseases.