Memory Development in Childhood

Schneider, Wolfgang

doi:10.1002/9780470996652.ch11

Cited by 32 publications

(27 citation statements)

References 115 publications

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“…Thus, the compensation account predicts that gains from cognitive training correlate negatively with cognitive abilities and initial performance, and that age differences, and other interindividual differences, are reduced after training. Notably, supporting data for the compensation model appears to be more prevalent in the literature on child development (e.g., Gaultney et al, 1996; Cox, 2001; see also Bjorklund and Douglas, 1997; Schneider, 2012). …”

Section: Introductionmentioning

confidence: 73%

Training-induced compensation versus magnification of individual differences in memory performance

Lövdén

Brehmer

et al. 2012

Front. Hum. Neurosci.

145

150

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Do individuals with higher levels of task-relevant cognitive resources gain more from training, or do they gain less? For episodic memory, empirical evidence is mixed. Here, we revisit this issue by applying structural equation models for capturing individual differences in change to data from 108 participants aged 9–12, 20–25, and 65–78 years. Participants learned and practiced an imagery-based mnemonic to encode and retrieve words by location cues. Initial mnemonic instructions reduced between-person differences in memory performance, whereas further practice after instruction magnified between-person differences. We conclude that strategy instruction compensates for inefficient processing among the initially less able. In contrast, continued practice magnifies ability-based between-person differences by uncovering individual differences in memory plasticity.

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Section: Introductionmentioning

confidence: 73%

Training-induced compensation versus magnification of individual differences in memory performance

Lövdén

Brehmer

et al. 2012

Front. Hum. Neurosci.

145

150

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“…Se ha descrito en la literatura que la niñez es el periodo de mayor intensidad de desarrollo para la memoria declarativa (Schneider, 2002); siendo los principales factores de este progreso el monitoreo y el control (Ghetti, Lyons, Lazzarin & Cornoldi, 2008). A partir de los 7 años de edad los niños pueden implementar estrategias de memorización de una forma eficiente (Roebers, 2006), sin embargo la eficiencia en la implementación es más claramente observada hasta los 8 años de edad (Lange, Guttentag & Nida, 1990;Schneider, Kron, Hünnerkopf & Krajewski, 2004).…”

Section: Memoria Estratégicaunclassified

Desarrollo de funciones ejecutivas, de la niñez a la juventud

2014

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Resumen: Las funciones ejecutivas se encuentran entre los procesos más complejos del humano; su desarrollo permite la conformación de diversas capacidades de control, y organización de la conducta y la cognición. En este artículo se presenta una extensa revisión de la literatura más relevante a nivel internacional sobre el tema. Se abarca el proceso de desarrollo desde la niñez hasta la juventud, analizando las características de desarrollo de las principales funciones ejecutivas. Se muestra que la hipótesis planteada por Victoria Anderson hace ya una década es correcta: las funciones ejecutivas se desarrollan de forma secuencial y curvilínea: un intenso progreso en la infancia, con una desaceleración a inicios de la adolescencia. También se analiza el efecto de otros factores adicionales a la edad como son el efecto de la escolaridad, los estilos parentales y el contexto cultural. Palabras clave: Desarrollo funciones ejecutivas; infancia; adolescencia.Title: Executive functions development, from childhood to youthhood. Abstract: The executive functions are among the most complex cognitive processes in the human; during development they support the conformation of several capacities for organization and control of behavior and cognition. In this article an extensive review on the most relevant scientific literature is presented, with a developmental range from childhood to youthhood. An analysis on the developmental characteristics of the main executive functions is offered. The review indicates that the hypothesis stated by Victoria Anderson a decade ago, is accurate: the executive functions develops in a sequential form, with a curvilinear behavior: an intense progression during childhood, with slowness by early adolescence. Effects of additional factors like school level, parenting, and cultural context are also analyzed. Key words: Executive functions development; childhood; adolescence. IntroducciónDe forma progresiva diversos teóricos e investigadores han coincidido en que las funciones ejecutivas (FE) se encuentran entre los componentes más importantes para que el desarrollo infantil y adolescente sea exitoso (Diamond & Lee, 2011); entre las FE más importantes se encuentran el autocontrol, la memoria de trabajo, la organización, la planeación, la solución de problemas, y la flexibilidad de pensamiento; capacidades primordiales para un adecuado aprendizaje académico desde la infancia temprana (Best, Miller & Naglien, 2001). Las investigaciones sistematizadas sobre el desarrollo de las FE se han incrementado progresivamente en los últimos 15 años, lo que ha producido un nú-mero significativo de resultados; con esta información se puede construir un panorama inicial-básico sobre el estado del arte de este tema.A pesar de que ya se cuenta en la literatura con decenas de artículos sobre esta temática, recientes trabajos de revisión y metanálisis advierten que aún no se ha conseguido construir un conocimiento básico sobre el desarrollo infancia-adolescencia, debido a que la mayoría de las investigaciones se han...

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“…While children as young as 3–4 years of age can form episodic memories for pictures (Arterberry, Milburn, Loza, & Willert, 2001), performance on episodic memory tasks (tasks demanding recollection of events) continues to improve until the age of 11, at which point memory abilities begin to resemble those of adults in several respects (Schneider & Goswami, 2002). However, the capacity of memory systems, the speed of retrieval and the strategies used to remember continue to develop through young adulthood (Cycowicz, 2000; Cycowicz, Friedman, Snodgrass, & Duff, 2001).…”

Section: Neurodevelopmental Changes In Related Cognitive Processesmentioning

confidence: 99%

Developmental cognitive neuroscience of arithmetic: implications for learning and education

Menon

2010

ZDM Mathematics Education

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In this article, we review the brain and cognitive processes underlying the development of arithmetic skills. This review focuses primarily on the development of arithmetic skills in children, but it also summarizes relevant findings from adults for which a larger body of research currently exists. We integrate relevant findings and theories from experimental psychology and cognitive neuroscience. We describe the functional neuroanatomy of cognitive processes that influence and facilitate arithmetic skill development, including calculation, retrieval, strategy use, decision making, as well as working memory and attention. Building on recent findings from functional brain imaging studies, we describe the role of distributed brain regions in the development of mathematical skills. We highlight neurodevelopmental models that go beyond the parietal cortex role in basic number processing, in favor of multiple neural systems and pathways involved in mathematical information processing. From this viewpoint, we outline areas for future study that may help to bridge the gap between the cognitive neuroscience of arithmetic skill development and educational practice. Aims and scopeMathematical skills are arguably one of the most important cognitive abilities that a child must master. What are the changes that occur in the brain as children begin to develop more complex and quantitative ways of thinking? Why do children show marked individual differences in mathematical abilities, and what factors contribute to these differences? These questions have fueled the work of developmental and education psychologists for decades (Dowker, 2005;Geary, 1994;Geary, Hoard, & Royer, 2002;Siegler, 1998;Siegler & Stern, 1998). Now, with advancements in quantitative brain imaging and the use of targeted cognitive experiments, we are uniquely positioned to answer these questions.Arithmetic skills build on a core number knowledge system, for representing numerical quantity using abstract symbols, which is typically in place by the age of 5 years (Barth, La Mont, Lipton, & Spelke, 2005). Neural mechanisms underlying the development of these core numerical systems are reviewed elsewhere (Ansari, 2008); here, we focus on the development of brain systems involved in arithmetic. The approach taken here is to highlight major findings related to key component processes involved in arithmetic problem solving and reasoning. We first review core cognitive and brain processes involved in arithmetic processing and discuss the implications of relevant studies in adults for understanding the neural basis of arithmetic skill development. Recent studies have focused on various aspects of arithmetic processing, including (1) retrieval, (2) NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript reasoning and decision making about arithmetic relations, and (4) resolving interference between multiple competing solutions (interference resolution). They help to clarify which brain areas are critically and consistently engaged during ar...

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Memory Development in Childhood

Cited by 32 publications

References 115 publications

Training-induced compensation versus magnification of individual differences in memory performance

Training-induced compensation versus magnification of individual differences in memory performance

Desarrollo de funciones ejecutivas, de la niñez a la juventud

Developmental cognitive neuroscience of arithmetic: implications for learning and education

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