Changing Conception of Sources of Memory Development. 1985/23.

Autor/in	Chi, Michelene T. H.
Institution	Pittsburgh Univ., PA. Learning Research and Development Center.
Titel	Changing Conception of Sources of Memory Development. 1985/23.
Quelle	In: Human Development, 28 (1985), S.50-56 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Cognitive Development; Cognitive Processes; Educational Research; Elementary Secondary Education; Knowledge Level; Learning Strategies; Memorization; Memory; Metacognition; Mnemonics; Problem Solving + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Bildungsforschung; Pädagogische Forschung; Wissensbasis; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Gedächtnistraining; Gedächtnis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Mnemotechnik; Problemlösen
Abstract	Explanations for memory development have tended to focus on acquistion of general strategies and metaknowledge. Recently, emphasis has been given to the knowledge base as a whole, including general world-knowledge and domain-specific knowledge and procedures. Evidence is presented from the memory development literature showing why strategies and metaknowledge, although undoubtedly important in development, are not sufficient factors to account for memory development, especially if considered in isolation. Current research on the influence of the general knowledge base and the kinds of questions that must be considered by further research are summarized. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC