CHAPTER 7

Origins of Memory

-Infants can remember ,forget ,and be reminded of events that occurred in the past

Strategies for Remembering

-Using memory strategies successfully depends,first,on analying the goal of a memory task and ,second,on monitoring the effectiveness of the chosen strategy. -Analyzing goals and monitoring are two important elements of metamemory,which is child's informal understanding of how memory operates.

Knowledge and Memory

-Knowledge improves memory for children and adolescents,althrough older individuals often reap more benefit because they have more knowledge. -Autobiographical memory refers to a person's memory about his or her own life. -Autobiographical memory emerges in the early preschool years,often prompted by parents'asking children about past events. -Young children's memory in court cases is often inaccurate because children are questioned repeatedly,which makes it hard for them to distinguish what actually occurred from what adults suggest may have occurred.

-Prereading skills include knowing letters and the sounds associated with them. -Begining readers more often accomplish this by sounding out words:advanced readers more often retrieve a word from long-term memory. -Several factors :working memory capacity increases,readers are better able to monitor what they read and to match their reading strategies to the goals of the reading task.

Writing

-Writing improves,reflecting several factors. -They know more about the world and they have more to say;they use more offective ways of organizing their writing.

Knowing and Using Numbers

-Infants can distinguish quantities.-Children begin to count by about age 2,and by 3 years most children have mastered the one-to-one ,stable-order,and cardinality principles,at least when counting small sets of objects.

Developmental Trends in Solving Problem

-As children develop they typically solve problems more often and solve them more effectively.

Features of Children's and Adolescents Problem Solving

-Young children sometimes fail to solve problems because they don't plan ahead and because they don't encode all of the necessary information in a problem.-Successful problem solving typically depends on knowledge specific to the problem ,along with general processes;involves the use of a variety of strategies; and is enhanced by col-laborating with an adult or older child.

Scientific Problem Solving

-Although the "child-as-scientist"metaphor is popular ,in fact ,children's and adolescents' scientific reasoning often has many shortcomings. -Children and adolescents often have misconceptions that interfere with real scientific understanding;they tend to design conclusions prematurely,based on inadequate evidence;and they have difficulty using data to evaulate theories.