Social Contexts and Functions of Children’s Remembering

Paris, Scott G.; Newman, Richard; Jacobs, Janis E.

doi:10.1007/978-1-4613-9544-7_3

Cited by 19 publications

(16 citation statements)

References 42 publications

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“…Responsive parents guide children's learning and problem-solving by suggesting strategies, by linking new problems to old, familiar ones, and by withdrawing prompts as the child's understanding increases (Paris, Newman, & Jacobs, 1985;Wertsch, McNamee, McLane, & Budwig, 1980). Parents facilitate their children's metacognitive development both through direct instruction, and also by providing children with challenging learning situations which create the setting for the child's spontaneous acquisition of knowledge about problem-solving, remembering, and forgetting (Kontos, 1983).…”

Section: Parents and Cognitive Developmentmentioning

confidence: 97%

Cultural Influences on Children’s Cognitive and Metacognitive Development

Kurtz¹

1990

Interactions Among Aptitudes, Strategies, and Knowledge in Cognitive Performance

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Section: Parents and Cognitive Developmentmentioning

confidence: 97%

Cultural Influences on Children’s Cognitive and Metacognitive Development

Kurtz¹

1990

Interactions Among Aptitudes, Strategies, and Knowledge in Cognitive Performance

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“…lt was assumed that strategies were taskrelevant cognitive activities that were under conscious control. Strategies facilitated attainment of various goals (Naus & Ornstein, 1983;Omstein, Baker-Ward, & Naus, in press;Paris, Newman, & Jacobs, 1985). Recently, however, there is more debate about the fundamental nature of strategies.…”

Section: Development Of Encoding and Retrieval Strategiesmentioning

confidence: 99%

Memory Development Between 2 and 20

Schneider¹,

Pressley²

1989

Springer Series in Cognitive Development

310

261

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“…About 5 years ago, several heaty discussions concemed the issue of whether strategies are deliberately instigated (i.e., voluntary). While some researchers (e.g., Paris, 1988a;Paris, Newman, & Jacobs, 1985) offered definitions retaining an intentionality attribute in strategies, others defined strategies as potentiaLly conscious and controlable activities, ones that are nonetheless sometimes carried out automatically and unconsciously (cf. Pressley, Forrest-Pressley, Elliot-Faust, & Miller, 1985).…”

Section: Persistent Problemsmentioning

confidence: 99%

The Role of Knowledge, Strategies, and Aptitudes in Cognitive Performance: Concluding Comments

Schneider

Weinert

1990

Interactions Among Aptitudes, Strategies, and Knowledge in Cognitive Performance

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Several years ago, a conference was organized with the aim of identifying the merits and shortcomings of current research on memory development. In the resulting publication by Weinert & Perlmutter (l988) the contributors agreed that despite the progress that has been made in understanding children ' s memory , much remains to be learned about the natural course of memory development. As apparent from the book's organization , strategies, meta memory , and the knowledge base were conceived of as major determinants of memory development. Further, the roles of social and motivational contexts as weil as implications of individual differences were discussed in detail.Typical of more recent research is a shift in emphasis from the separate study of determinants of memory development to the analysis of possible interplay among strategies and knowledge in memory performance (cf. Bjorklund, in press;Schneider & Pressley, 1989) . Given the enormous interest and intensive research activities in the field since the mid-eighties, one major reason for organizing a second conference on the topic only a few years later was to get a better picture of the kind of progress that has been made recently in the area of memory development.Another goal of the second conference was to broaden the perspective on research in the domain of memory development by including research on interactions among knowledge, strategies and aptitudes conducted in areas of cognitive development other than memory. In our view, memory processes represent a specific class of general problem-solving activities. Accordingly, the issue of generalizability of findings from memory research to thinking, reasoning, and comprehension processes in other problem-solving tasks deserves special attention.In the following, we will use the state-of-the-art represented in the above book as a frame of reference for our comments. In doing so, we will first focus on a few general issues that were already addressed as potential problems in the mid-eighties and seem similarly controversial today . Next, we will turn to so me theoretical issues and empirical findings that, at least in our view , demonstrate recent progress. Basic agreements and (possible) disagreements which were unveiled during the conference and are reflected in this book will be high-

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Social Contexts and Functions of Children’s Remembering

Cited by 19 publications

References 42 publications

Cultural Influences on Children’s Cognitive and Metacognitive Development

Cultural Influences on Children’s Cognitive and Metacognitive Development

Memory Development Between 2 and 20

The Role of Knowledge, Strategies, and Aptitudes in Cognitive Performance: Concluding Comments

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