Memory Development

Abstract

Unlike the traditional view of memory development that dominated researchers' agendas throughout the 20th century, the current chapter is focused on research that has defined theoretical advances in the early 21st century. The chapter begins with a brief review of the earlier 20th‐century views about memory development and then turns to three additional issues that have enjoyed a renewed interest early in the 21st century. The first issue changes the theoretical focus from questions about the structure of memory and its development to one about the (adaptive) function of memory. What the research shows is that at least some of the functional attributes of memory include the extraction of meaning, binding information into regular patterns, and using these patterns to predict future outcomes. The second issue addressed in this chapter concerns how these adaptive memory systems develop. To answer this question, I review recent research that has examined correlated changes in neurobiological and cognitive functioning. The final issue concerns whether we share these adaptive memory developments with other animals. The answer to this is found by reviewing the comparative memory development literature. Overall, this adaptive view of memory suggests that it develops not simply to remember one's past, but to understand the present, and anticipate the future.

Assessing the quality of child investigative interviewing in the Netherlands

“…There are a number of reasons why it is important to conduct high‐quality interviews with children. Young children find it more difficult to remember details about their experiences (Howe, ; Ngo, Newcombe, & Olson, ), and they are thus more prone to suggestibility and agreeing with interview bias communicated from a position of authority (Ceci & Bruck, ; Otgaar, Candel, Smeets, & Merckelbach, ; Sutherland & Hayne, ). For example, in one pioneering study, 3‐ to 7‐year‐old children interacted with an “authority” called “Mr.…”