Search

Skip to main content Accessibility help

Only show content I have access to (0)

Chapters (1)

Over 3 years (1)

From year:

To year:

Apply

Psychology (1)

Cambridge University Press (1)

1 results

Chapter 5 - Strategies and Self-Derivation
from Part II - Children’s Memory Strategies
- By Alena G. Esposito, Patricia J. Bauer
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 62-78
- Chapter
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register
- Export citation
Summary

In this chapter, we review Ornstein’s contributions to the study of children’s memory strategy use to maintain information they are expected to remember, including barriers, supports, and application. We then discuss our own work on how children go beyond maintaining information to extending their knowledge base by going beyond what was explicitly provided and self-deriving new knowledge through integration of separate learning episodes. We examine the parallels in how knowledge is maintained and extended, including the role of prior knowledge. We conclude with three lessons learned from the work of Ornstein and colleagues that will enrich developmental science: move the research into ecologically relevant and even “high-stakes” contexts, conduct longitudinal work, and investigate the role of metacognition.