230:
due to the process the study is retrieved, which include writing or speaking. The way that researchers study the memory capabilities of infants in this age range is through measuring eye movements between test images presented. After doing this initial round of testing, the researchers would conduct follow-up tests both 5 minutes later and one day later. The follow-up tests shown to the infants included two geometric shapes: one from the original test, and a new shape. The researchers were able to record how long the infants looked at the images in the follow-up tests and measured how long the infants stared at each shape. The infants were more likely to gaze at the geometric shapes from the original tests if they had been paired with positive voices than if they had been paired with neutral or negative voices. This study indicated that infants at this age would be able to better remember shapes and patterns of things if they were associated with positive emotions because positivity would increase the infants' interest and attention.
222:
by testing the kicking of infants. Researchers placed a mobile over the infant's crib and a ribbon that connects the infant's leg to the mobile. The infants demonstrated to the researchers that they were learning the connection between their kicking and the mobile's movement. Once the allotted time passed, the infant's leg was attached once more to the mobile. Two types of ideas were formed; supposing that the child could energetically start kicking, would lead to the assumption that the infant remembered the connection between the mobile's movement and the childs kicking. Now, if the infant's kicking gingerly become more energetic, that would presume that the infant is relearning the connection, which would suggest that the infant has forgotten the connection made.
161:
information and that the central executive reinforced long-term memory and has the potential to designate resources for focusing, dividing and switching attention. Currently the model of the central executive excludes the possibility of any type of memory storage. However, it does include the understanding that it does have a responsibility for the control and reinforcement of attention. In children from 2–4, the memory storage capacity limitation constrains complex comprehension processes. As the child grows older however, less processing is necessary which opens more storage space for memory.
152:, which is specialized for the manipulation and retention of material in particular informational domains. Finally, the visuospatial sketchpad stores material in terms of its visual or spatial features. The strength of the relationships between the three components of working memory vary; the central executive is strongly linked with both the phonological loop as well as the visuospatial sketchpad which are both independent of each other. Some evidence indicates linear increases in performance of working memory from age 3–4 years through to adolescence.
299:. Memories formed at this age and beyond are more likely to stand the test of time over the years and be recalled in adulthood, compared to earlier memories. Young children can sometimes retain information from specific episodes over very long periods of time, but the particular information a child of a particular age is likely to retain over different periods of time is unpredictable. This depends on the nature of the memory event and individual differences in the child such as gender, parental style of communication, and language ability.
200:
Memory. It is believed to be more temporary in its storage capabilities, but nonetheless helps form new information and lasting memory. Since it combines several elements of memory, one could in theory say it is a distributed system. The limits of its abilities in storage have yet to be determined. Other issues include identifying the differences between the
Episodic Buffer and Episodic Memory, as well as showing how important and essential the Episodic Buffer is to the Working Model of Memory.
438:
been significant progression, children in this age steadily become better at remembering to do things in the future (e.g., throwing out the garbage, closing the bathroom door or doing homework). Children in this stage of their lives often have an attention shifting episodes in which enable to portion of the memory that was expiring to activate once more, not allowing them to forget. Once ascending to the 3rd grade, children are generally categorizing and in return helps the memory.
307:
possible reasons behind this. Their findings through several longitudinal and cross-sectional studies found that as mentioned that
Episodic memory does decrease with age. In regards to sex they found that women tend to have a slightly lower decrease rate of Episodic Memory than men, -.12 compared to -.14 units. They study however didn't go into other variables such as social-economical-status in regards to how this might affect the decrease rates in age and sex.
174:
watching children for overt sign of rehearsal (for example lip movement) and second if the child is given nameable pictures, there are no differences in retrieval found for long versus short words. At the age of seven, children begin to use a subvocal rehearsal process to maximize retention in the phonological store. As development continues, nonauditory memory material is recoded into a phonological code suitable for the phonological loop when possible.
226:
were introduced to a certain factor that would aid the infant to remember. According to
Professor Robert V. Kail and Professor Meghan Saweikis (2004), if the experimenter moves the mobile showing the infant the movements, as soon as the infant is reconnected to the mobile with a ribbon, the infant will start kicking energetically. The conclusion was that the infant could indeed remember a memory, although time has passed.
372:
good opportunities to rehearse their memories. The parents’ use of language at the time in which the event occurred can also play a factor in how the child remembers the episode. Cultural differences in parenting styles and parent-child relationships can contribute to autobiographical memory at an early age. Parent-child relationships have also seen as something that causes memory issues in adults as well.
303:
episodic. This suggests that children are more susceptible and successful in remembering certain events (e.g., what are you going to have for lunch, what will you play with in the park, etc.), not because they traveled in both past and future, but that parents are the ones’ who generally organize the day, meaning they are the ones who have control over their children's futures.
277:(Aβ42), phosphorylated tau (P-tau), total tau, chitinase-3-like protein 1 (YKL-40), fatty acid binding protein 3 (FABP3), and neurofilament light (NFL), and their findings suggest that tauopathy and FABP3 tended to be associated with the most memory decline. As individuals age, the hippocampus appears to begin to lose its ability to make connections to life events and memory.
422:. In order to remember objects, they tend to verbally name or visually inspect items and use memory strategies intermittently or inconsistently even if they are aware of how they can improve recall. Memory Strategies are used more consistently by children if they are reminded and taught to use them each time they are processing something that should be remembered.
247:. This knowledge can also be used by older toddlers, 24-month-olds, to facilitate acquisition and retention of new information. Their knowledge of causal ordering of events can be used to help to recall the sequence of events. Infants have the ability to recall experiences after some time or demonstrate that they have a forming cognitive process.
209:
after a few minutes or be stored for a long time. Long term memory uses an important distinguishing factor known as meaning that can help an individual learn; It is used in a form of encoding and it is deemed the primary method of developing long-term memory. Once meaning is understood and applied to information it can impact what one recalls.
264:
information, the better that the information is remembered. Because older children have more knowledge than younger children, older children perform better than younger children in most memory tasks. When familiarity and meaningfulness of material were equated across age, developmental differences in memory performance was no longer a factor.
3743:
3731:
355:
Autobiographical memories can only begin to form after infants have developed a sense of self to whom events having personal significance can occur. Evidence of a sense of self develops towards the end of the second year of life, in between 21 and 24 months of age. The development of a cognitive self
332:
Childhood amnesia is a phenomenon that ranges from the age of 3–8 years of age. This phenomenon occurs when a child has forgotten memories and cannot recall them. For instance, when a certain event seems forgotten, it may be accessible in the mind's storage with time limit depending on other factors,
276:
Memory tends to begin to fade as when enter and go through adulthood. Professor Ane-Victoria Idland et al., investigated the biological factors that begin to form in a person's older life and examined biological markers that could help explain the decrease in memory. They focused on beta amyloid 1–42
238:
Infants at as early as 7-months-old can conceptually differentiate between categories such as animals and vehicles. Although infants’ concepts may be crude by adult standards, they still allow infants to make meaningful semantic distinctions. An example is that infants can differentiate between items
229:
Infants who are 5 months or older are able to use emotions to influence their memories. However, at this age, infants will be more likely to remember things that were characterized by positive emotions. Numerous mechanisms that are used to study and infer memory in children cannot be used on infants,
437:
Elementary-age children have a significant improvement in their ability to retain information. Children start to understand that in order to not forget what they have learned. It is crucial to create a connection that will aid them to remember next time. Once this skill has been learned or there has
315:
The amount of information that is able to be recalled depends on the child's age at the time of the event. Children at the age of 1-2 can recall personal events, though only in fragments when questioned several months later. Two-year-old children form autobiographical memories and remember them over
221:
A surprising finding was that within the same age group of 2 to 3 months, infants could also remember an event or memory that was forgotten over the years. The infant experienced this recollection by a certain factor that might have sparked that forgotten memory. These impressive findings were found
208:
Long-term memory, also known as episodic and semantic memory, has the ability to store valuable information for a proficient amount of time. According to Longe (2016) the storage of long-term memory could be in assortments of minutes to lifetime, meaning an activity or event attended can be recalled
65:
Recent research on the development of memory has indicated that declarative, or explicit memory, may exist in infants who are even younger than two years old. For example, newborns who are less than 3 days old demonstrate a preference for their mother's own voice, demonstrating the significance of a
454:
A strong metacognitive strategy for a student would be practicing reflective and critical thinking skills. For instance, when a child is asked to memorize a song or a poem the teacher will sing or read aloud, essentially comprehending the meaning of certain words and forming a connection is what is
371:
play central roles in the early development of autobiographical memory. The manner in which parents discuss the past with their children and how elaborative they are in reminiscing affects how the child encodes the memory. Children whose parents talk in detail about the past are being provided with
319:
Difficulty in assessing memory in young children can be attributed to their level of language skills; this is because memory tests usually occur in the form of a verbal report. It is unclear whether performance on memory assessments is due to poor memory for the event or to the inability to express
225:
The study also indicated that the infant could remember the connection for up to 14 days. However, once certain time has passed the infant's leg is once again connected to the mobile's movement with a ribbon to test of the infant recalled what to do. The infant did not remember what to do, and they
470:
Consequently, it is crucial to acknowledge that a child's brain is constantly experiencing development from life adaptation. Children need to be an environment that fortifies and encourages cognitive development in the beginning. However, in proportion too literature a child's mind is a remarkable
450:
structure on the to-be-remembered items to guide memory performance. For example, if a child is packing their bag for school, they can go through each part of their day and think of each item that they need to pack. Children at this age understand the advantages of using memory strategies and make
401:
In children under 7, the relationship between metamemory, strategy use, and recall is generally very weak or absent. This can be seen when comparing older children (over the age of 7) and preschool children on sorting tasks where children are asked to sort objects into groups that go together (for
302:
One of the most important aspects of episodic memory according to
Psychologist Endel Tulving (1985, 1999) is the element of the individual to cognitively travel to both the past and the future. A studied yet still speculative thought about episodic memory in children is the lack of and anticipated
250:
Pre-school children can be heavily inaccurate in recalling words or numbers they have just learned. Children are more able to recall information, which according to
Professor Lucy Henry (2011) children can “predict” memory performance if they have an online experience with a task. What led to this
267:
Children's use of memory strategies and the development of metamemory skills are also instrumental in age-related changes in memory, particularly later in childhood years. Knowledge influences memory by affecting retrieval, by facilitating spread of activation among related items in memory and by
212:
Explicit memory becomes much better over the developmental years. However, there are small effects of age on implicit memory, which could be because implicit memory involves more basic processes than declarative memory which would make it less affected by a child's developing cognitive skills and
182:
Younger children (under the age of 5) may be more dependent than older children or adults on using the visuospatial sketchpad to support immediate memory for visual material. Older children adopt a strategy of verbally recoding pictures where possible and also use the phonological loop to mediate
199:
In his initial paper, Professor of
Psychology Alan Baddeley detailed what he believes to be the biological functioning, location, and purpose of the episodic buffer. The purpose of the episodic buffer is to serve as a bridge between both Working memory and Long-Term-Memory, specifically Episodic
173:
store which is one of two components of the phonological loop. Preschool aged children do not use a subvocal rehearsal strategy to maintain decaying phonological representations in the store but instead they identify visual features of pictures in order to remember them. This is evident first by
306:
As with all forms of memory, Episodic Memory is known to also decline with age. However, it can also be said that biological factors such as one's sex also affects how
Episodic memory develops and degrades. In a study done by Professor Astri J. Lundervold et al., they decided to investigate the
255:
organization of information in storage for preschoolers and older children. Children who experienced an event twice recalled the event better 3 months later than did children who only experienced it once and showed equally good recall at 3 months compared to recall at 2 weeks after experiences.
323:
Autobiographical memory development is related to the emotional state of both children and adults. Professor Leslie
Rollins et al.(2018), showed that particularly bad experiences tended to degrade, to be forgotten, and were more related to difficulties remembering than positive memories.
254:
Knowledge itself will not alter retention performance, rather how well that knowledge is structured will alter performance. Better retention was shown with information that had greater cohesion and more elaborative elements. Familiarity and repetition of an experience can also influence the
34:
is a lifelong process that continues through adulthood. Development etymologically refers to a progressive unfolding. Memory development tends to focus on periods of infancy, toddlers, children, and adolescents, yet the developmental progression of memory in adults and older adults is also
160:
Central executive is an integral of the working memory, and involves the all- inclusive attentional control of the working memory system. Initially
Professor in Psychology Robert V. Kail and Professor Meghan Saweikis inferred that the central executive had an important role of storing some
263:
Age differences in memory are attributed to age-correlated growth in the foundation of knowledge. What children know affects what they encode, how that information is organized in storage, and the manner in which it's retrieved. The greater the background knowledge about the to-be-encoded
239:
belonging to a kitchen and those items belonging to a bathroom. At the very least, these categories lay a foundation for early knowledge development, organizing information in storage and influence future encoding. Infants from 16 months old are able to draw on their semantic knowledge in
195:
The episodic buffer is something that was added to
Baddeley’ s working model in memory in the year 2000. It is believed to act as a connector of various sources within the memory process. The episodic buffer is a developing concept that is being researched and refined.
251:
conclusion was the children were given a tape recorder with 10 words, the kids were asked to stop the tape recorder once they thought they could remember all the words mentioned. According to the study 17% children predicted that they knew all 10 words mentioned.
320:
what they remember in words. However, memory tests assessing performance with a nonverbal photograph recognition test and behavioral re-enactment showed that children had signs of recall from 27 months, as opposed to 33 months using verbal recall testing.
2447:
Guerrero Sastoque, Lina; Bouazzaoui, Badiâa; Burger, Lucile; Froger, Charlotte; Isingrini, Michel; Taconnat, Laurence (January 2019). "Optimizing memory strategy use in young and older adults: The role of metamemory and internal strategy use".
430:
By the age of 7, the awareness of the benefits of memory strategies in learning generally arises. The goal is for children to recognize the advantage of using memory strategies such as categorizing rather than simply looking or naming.
405:
As Adults age they tend to lose the recall ability. In a study by Guerrero Sastoque et al., they discovered that this could be the result of changes in the types of memory strategies used to compensate with their slower recall ability.
380:
Memory strategies are ways in which individuals can organize the information that they are processing in order to enhance recall in the future. Memory strategies that are helpful may include but are not limited to verbal rehearsal or
1708:
Idland, Ane-Victoria; Sala-Llonch, Roser; Watne, Leiv Otto; Brækhus, Anne; Hansson, Oskar; Blennow, Kaj; Zetterberg, Henrik; Sørensen, Øystein; Walhovd, Kristine Beate; Wyller, Torgeir Bruun; Fjell, Anders Martin (September 2020).
397:
which is the knowledge about their memory and how it works. There is strong evidence that suggests that greater awareness and knowledge about ones memory leads to increased use of memory strategies and greater levels of recall.
61:
The development of memory in adults, especially older adults, is often seen more negatively. Most adults will face symptoms of memory loss in both their short- and long-term memory; Alzheimer's is a prime example of this.
2104:
822:
1939:
Rollins, Leslie; Gibbons, Jeffrey A.; Cloude, Elizabeth B. (July 2018). "Affective change greater for unpleasant than pleasant events in autobiographical memory of children and adults: A retrospective study".
471:
mechanism that if a child has not been adequately given the optimal care and stimulation for brain development. A child can inverse the damage sustained in their early life and have an opportunity to develop.
131:
occurs during first year of life which can dramatically increase the efficiency and speed of transmission in neurons. This can explain the higher processing speed of older infants as compared to younger ones.
463:
In early adolescence, children begin to use elaborative rehearsal meaning that items are not simply kept in mind but rather are processed more deeply. They also prefer to use memory strategies such as
104:
Development of explicit memory depends on a later developing memory system in the brain that reaches maturity between 8 and 10 months of age. Explicit memory depends heavily on structures in the
343:
as young children do not engage in rehearsal of remembered information. There are two theoretical explanations for why this may occur; although they take different approaches, they are not
434:
At this age, children spontaneously use rehearsal to enhance short-term memory performance and retrieval strategies begin to be used spontaneously without the guidance of others.
356:
provides a new framework from which memories can be organized. With this cognitive advancement, we see the emergence of autobiographical memory and the end of infantile amnesia.
89:
in infants. Implicit memory is controlled by an early-developing memory system in the brain that is present very early on, and can be explained by the early maturation of
455:
generating a student's mind. Once the student is practicing, he or she will be able to approach the song or poem with more understanding, reflective and problem solving.
169:
Evidence indicates linear increases in performance from age 4 years through to adolescence. Prior to about 7 years of age, serial recall performance is mediated by the
2420:
Tiedemann, Joachim (2000). "Parents' gender stereotypes and teachers' beliefs as predictors of children's concept of their mathematical ability in elementary school".
2091:
989:
993:
2667:
2614:
2012:
1310:
1387:
Flom, Ross; Janis, Rebecca B.; Garcia, Darren J.; Kirwan, C. Brock (2014). "The effects of exposure to dynamic expressions of affect on 5-month-olds' memory".
3331:
891:
Bauer, Patricia J.; Larkina, Marina (2014). "Childhood amnesia in the making: Different distributions of autobiographical memories in children and adults".
385:. The use of memory strategies varies in both the types of strategies used as well as the effectiveness of the strategies used across different age groups.
2914:
3195:
772:
Webb, Sara J.; Long, Jeffrey D.; Nelson, Charles A. (2005). "A longitudinal investigation of visual event-related potentials in the first year of life".
1711:"Biomarker profiling beyond amyloid and tau: cerebrospinal fluid markers, hippocampal atrophy, and memory change in cognitively unimpaired older adults"
17:
77:
develops very rapidly throughout the first 2 years of life; infants of this age show evidence of cognitive development in many ways (e.g., increased
1662:
O’Sullivan, Julia T.; Howe, Mark L. (1998). "A different view of metamemory with illustrations from children's beliefs about long-term retention".
2066:(Third ed.). 75 Arlington Street, Suite 300, Boston, MA: Pearson Education Inc. as Allyn & Bacon. pp. 272–276, 295–296, 339–346.
2643:
2590:
2071:
2047:
1988:
1839:
1551:
1507:
1286:
1024:
582:
467:
rather than simple rehearsal, looking or naming and use these strategies without needing to think about memory strategies prior to learning.
141:
268:
facilitating the use of strategies. Knowledge also provides better elaboration of information which can strengthen its storage in memory.
2367:
Henry, Lucy A. (1996). "The Relationships between Memory Performance, Use of Simple Memory Strategies and Metamemory in Young Children".
451:
use of strategies like categorization overlooking or naming if they are instructed to think about learning strategies prior to learning.
3405:
38:
The development of memory in children becomes evident within the first 3 years of a child's life as they show considerable advances in
148:
which is responsible for a range of regulatory functions including attention, the control of action, and problem solving. Second, the
347:
of each other. The development of a cognitive self is also thought by some to have an effect on encoding and storing early memories.
2756:
965:
832:
529:
2790:
2116:
Loftus, Elizabeth F. (1993). "Desperately seeking memories of the first few years of childhood: The reality of early memories".
3278:
291:
By school age, the typical child shows skill in recalling details of past experiences and in organizing those details into a
2545:
Justice, Elaine M. (1985). "Categorization as a preferred memory strategy: Developmental changes during elementary school".
414:
Preschool children use simple tactics for remembering but do not use mental strategies and do not typically differentiate
1643:"Child Traumatic Memory and the Testimony of Children | Southwest Regional Training Center | New Mexico State University"
3326:
3227:
3114:
2087:
1904:
Simcock, Gabrielle; Hayne, Harlene (2003). "Age-related changes in verbal and nonverbal memory during early childhood".
446:
In late elementary school, children engage in self-directed use of organization and demonstrate the ability to impose a
42:, a child's memory throughout their development. This enhancement continues into adolescence with major developments in
1141:
Eacott, M. J.; Crawley, R. A. (1998). "The offset of childhood amnesia: Memory for events that occurred before age 3".
2151:
Usher, JoNell A.; Neisser, Ulric (1993). "Childhood amnesia and the beginnings of memory for four early life events".
1578:
Flavell, John H; Friedrichs, Ann G; Hoyt, Jane D (October 1970). "Developmental changes in memorization processes".
1179:
Jack, Fiona; Hayne, Harlene (2007). "Eliciting adults' earliest memories: Does it matter how we ask the question?".
3452:
3377:
3210:
2671:
2016:
1314:
553:
339:
is the tendency to have few autobiographical memories from below the age of 2–4. This can be attributed to lack of
2337:
Miller, Patricia H. (1994). "Individual differences in children's strategic behaviors: Utilization deficiencies".
2395:
3490:
3435:
3410:
3240:
3217:
3167:
3072:
2248:
Fivush, Robyn; Nelson, Katherine (2004). "Culture and Language in the Emergence of Autobiographical Memory".
1642:
3177:
2943:
2302:; Nguyen, Duyen T. K. (November 2010). "Parent-child relationship quality and infantile amnesia in adults".
2221:
Lewis, Michael; Brooks-Gunn, Jeanne (1979). "Toward a theory of social cognition: The development of self".
708:
Schacter, D.; Moscovitch, M. (1984). "Infants, amnesiacs, and dissociable memory". In Moscovitch, M. (ed.).
55:
3584:
3544:
3445:
3414:
3052:
2840:
2186:
Howe, Mark L.; Courage, Mary L. (1997). "The emergence and early development of autobiographical memory".
672:
145:
128:
113:
3599:
3314:
3200:
3172:
3157:
3152:
2990:
2498:"Learning the functional significance of mnemonic actions: A microgenetic study of strategy acquisition"
1471:
Mandler, Jean M.; Fivush, Robyn; Reznick, J. Steven (1987). "The development of contextual categories".
2497:
3483:
3467:
3346:
3104:
3057:
3047:
2835:
2783:
664:
105:
82:
677:
3614:
3514:
3205:
3089:
3037:
3005:
2985:
1612:
Fivush, Robyn; Gray, Jacquelyn T.; Fromhoff, Fayne A. (1987). "Two-year-old talk about the past".
1016:
598:
Jørgensen, Isabella Friis; Aguayo‐Orozco, Alejandro; Lademann, Mette; Brunak, Søren (2020-04-27).
3711:
3534:
3479:
3472:
3440:
3341:
3336:
3288:
3266:
3235:
3062:
2661:
2608:
2473:
2281:
2265:
2081:
2006:
1957:
1799:
1750:
1687:
1679:
1453:
1304:
1253:
1204:
1083:
983:
873:
865:
547:
344:
74:
39:
3696:
3747:
3735:
3706:
3554:
3425:
3400:
3356:
3283:
3261:
3162:
3099:
3067:
3042:
3010:
2995:
2905:
2875:
2813:
2752:
2721:
2713:
2649:
2639:
2596:
2586:
2465:
2319:
2273:
2203:
2168:
2133:
2067:
2043:
1994:
1984:
1921:
1886:
1835:
1791:
1742:
1557:
1547:
1513:
1503:
1445:
1404:
1369:
1351:
1292:
1282:
1245:
1196:
1158:
1123:
1075:
1067:
1020:
971:
961:
908:
828:
789:
754:
690:
637:
619:
578:
570:
535:
525:
336:
187:
increases substantially and it is at this point when adult levels of performance are reached.
149:
43:
3686:
3639:
3609:
3564:
3420:
3351:
3304:
3109:
3084:
2970:
2930:
2818:
2744:
2703:
2554:
2520:
2512:
2457:
2429:
2376:
2346:
2311:
2257:
2230:
2195:
2160:
2125:
2035:
1949:
1913:
1876:
1868:
1827:
1781:
1732:
1722:
1671:
1621:
1587:
1480:
1435:
1396:
1359:
1341:
1235:
1188:
1150:
1115:
1057:
1012:
938:
900:
857:
781:
744:
736:
682:
627:
611:
340:
51:
2396:"Developmental Trends in the Metamemory-memory behavior Relationship: An Integrated Review"
655:
DeCasper, A.; Fifer, W. (1980). "Of human bonding: newborns prefer their mothers' voices".
3768:
3624:
3604:
3579:
3569:
3524:
3519:
3273:
3245:
2980:
2963:
2958:
2953:
2948:
2823:
2776:
2299:
1770:"Age-related memory decline, dysfunction of the hippocampus and therapeutic opportunities"
286:
86:
1857:"Age and sex related changes in episodic memory function in middle aged and older adults"
1727:
1710:
668:
85:, increasing knowledge). There is a difference in the brain development of explicit and
18:
Knowledge (XXG):School and university projects/Psyc3330 w11/Group12 - Memory development
3691:
3655:
3549:
3147:
3094:
2920:
2890:
2870:
2857:
2692:"Looking back, for a change: A story of directions in child and adolescent development"
1881:
1856:
1364:
1329:
749:
724:
632:
599:
464:
240:
47:
2039:
1625:
1484:
1240:
1223:
1062:
1045:
3762:
3670:
3660:
3634:
3629:
3589:
3574:
3539:
3462:
3309:
3137:
3000:
2975:
2938:
2895:
2885:
2880:
2865:
2516:
2350:
2261:
1961:
1803:
1754:
1691:
1591:
1440:
1423:
785:
117:
2477:
2285:
1457:
1257:
1087:
877:
3701:
3665:
3619:
3529:
3372:
3187:
3142:
3129:
3119:
3079:
2799:
1208:
725:"Accounting for change in declarative memory: A cognitive neuroscience perspective"
170:
2461:
1953:
1400:
600:"Age‐stratified longitudinal study of Alzheimer's and vascular dementia patients"
333:
over a time of months or perhaps a year. In amnesia it is not easily accessible.
120:
within the hippocampal formation has about 70% of the number of cells in adults.
3559:
3430:
3384:
2558:
2199:
2164:
2129:
1786:
1769:
184:
124:
109:
2433:
1917:
1154:
3594:
3457:
3024:
2653:
1424:"Emotional Expressions of Young Infants and Children: A Practitionerʼs Primer"
1192:
419:
394:
183:
performance of the “visual” memory task. Between the ages of 5 and 11, visual
98:
94:
2748:
2717:
2600:
2315:
1998:
1983:. Lerner, Richard M. (Seventh ed.). Hoboken, New Jersey. 31 March 2015.
1561:
1517:
1449:
1355:
1346:
1296:
1071:
740:
623:
2830:
2380:
1119:
861:
686:
539:
382:
296:
292:
244:
78:
2725:
2469:
2323:
2277:
2234:
2105:
Handbook of Child Psychology and Developmental Science, Cognitive Processes
1925:
1890:
1824:
The Wiley Handbook on the Development of Children's Memory: Bauer/The Wiley
1795:
1746:
1408:
1373:
1249:
1200:
1079:
975:
912:
824:
Handbook of Child Psychology and Developmental Science, Cognitive Processes
793:
758:
641:
2583:
Child and adolescent development in your classroom : topical approach
2207:
2172:
2137:
1831:
1162:
1127:
694:
524:. Byrne, John H. (2nd ed.). New York: Macmillan Reference USA. 2003.
3319:
2525:
942:
807:
Baddeley, A. D.; Hitch, G. (1974). "Working memory". In Bower, G. (ed.).
447:
364:
90:
2269:
1683:
869:
848:
Eacott, Madeline J. (1999). "Memory for the Events of Early Childhood".
3032:
1872:
1855:
Lundervold, Astri J.; Wollschläger, Daniel; Wehling, Eike (June 2014).
1737:
1675:
368:
615:
2030:
Pennington, Bruce F. (2015-03-23), "Atypical Cognitive Development",
1281:. Longe, Jacqueline L. (Third ed.). Farmington Hills, MI. 2016.
904:
415:
2708:
2691:
144:, working memory is composed of three parts. First is the central
2636:
The SAGE encyclopedia of intellectual and developmental disorders
2415:
2413:
1007:
Baddeley, Alan (2007-03-15), "What limits working memory span?",
929:
Joseph, Rhawn (2003). "Emotional trauma and childhood amnesia".
2772:
2768:
1768:
Dahan, Lionel; Rampon, Claire; Florian, Cédrick (August 2020).
1328:
Ward, Emma V.; Berry, Christopher J.; Shanks, David R. (2013).
116:. Much of the brain system is formed before birth, however the
2362:
2360:
1774:
Progress in Neuro-Psychopharmacology and Biological Psychiatry
2576:
2574:
2572:
2570:
2568:
2496:
Paris, Scott G.; Newman, Richard S.; McVey, Kelly A. (1982).
2062:
Robinson-Riegler; Robinson-Riegler, Bridget; Gregory (2012).
1817:
1815:
1813:
924:
922:
1106:
Gathercole, Susan E. (1998). "The Development of Memory".
101:, which are all involved in implicit learning and memory.
35:
circumscribed under the umbrella of memory development.
1224:"The episodic buffer: a new component of working memory?"
1046:"The episodic buffer: a new component of working memory?"
393:
As children grow older, they show increasing evidence of
2585:. Bergin, David Allen (Third ed.). Boston, MA, US.
811:. Vol. 8. New York: Academic Press. pp. 47–90.
516:
514:
512:
510:
508:
506:
504:
1422:
Sullivan, Margaret Wolan; Lewis, Michael (April 2003).
577:(3rd ed.). Upper Saddle River, NJ: Prentice Hall.
502:
500:
498:
496:
494:
492:
490:
488:
486:
484:
2064:
Cognitive Psychology: Applying the Science of the Mind
2032:
Handbook of Child Psychology and Developmental Science
1981:
Handbook of child psychology and developmental science
1822:
Bauer, Patricia J.; Fivush, Robyn, eds. (2013-10-07).
1537:
1535:
1533:
1531:
1529:
1527:
3679:
3648:
3507:
3500:
3393:
3365:
3297:
3254:
3226:
3186:
3128:
3023:
2929:
2904:
2856:
2849:
2806:
2696:
New Directions for Child and Adolescent Development
2685:
2683:
2681:
2638:. Braaten, Ellen. Thousand Oaks, California. 2018.
2223:
New Directions for Child and Adolescent Development
1573:
1571:
1637:
1635:
2369:International Journal of Behavioral Development
1273:
1271:
1269:
1267:
1174:
1172:
2581:Bergin, Christi Ann Crosby (14 October 2016).
2400:Metacognition, Cognition and Human Performance
2034:, John Wiley & Sons, Inc., pp. 1–48,
66:strong and powerful connection to the mother.
2784:
2630:
2628:
2626:
2624:
1975:
1973:
1971:
1826:. Chichester, UK: John Wiley & Sons Ltd.
1544:The development of working memory in children
1500:The development of working memory in children
1330:"Age effects on explicit and implicit memory"
1011:, Oxford University Press, pp. 189–210,
402:example animals) and attempt to recall them.
8:
988:: CS1 maint: multiple names: authors list (
723:Richmond, Jenny; Nelson, Charles A. (2007).
70:Cognitive neuroscience of memory development
2915:The Magical Number Seven, Plus or Minus Two
2153:Journal of Experimental Psychology: General
2118:Journal of Experimental Psychology: General
2090:) CS1 maint: multiple names: authors list (
1664:European Journal of Psychology of Education
1143:Journal of Experimental Psychology: General
893:Journal of Experimental Psychology: General
850:Current Directions in Psychological Science
3504:
2853:
2791:
2777:
2769:
2666:: CS1 maint: location missing publisher (
2613:: CS1 maint: location missing publisher (
2540:
2538:
2536:
2011:: CS1 maint: location missing publisher (
1309:: CS1 maint: location missing publisher (
1108:Journal of Child Psychology and Psychiatry
992:) CS1 maint: numeric names: authors list (
2707:
2524:
1880:
1785:
1736:
1726:
1607:
1605:
1603:
1601:
1439:
1363:
1345:
1239:
1101:
1099:
1097:
1061:
1017:10.1093/acprof:oso/9780198528012.003.0011
809:The psychology of learning and motivation
748:
676:
631:
2505:Journal of Experimental Child Psychology
2491:
2489:
2487:
480:
2741:Resource Book on TRIPS and Development
2659:
2606:
2079:
2004:
1302:
981:
545:
1703:
1701:
1039:
1037:
1035:
827:. John Wiley & Sons. 2015-03-31.
712:. New York: Plenum. pp. 173–209.
565:
563:
7:
1728:10.1016/j.neurobiolaging.2020.04.002
316:periods of at least several months.
2339:Learning and Individual Differences
1279:The Gale encyclopedia of psychology
1009:Working Memory, Thought, and Action
1861:Scandinavian Journal of Psychology
142:Baddeley's model of working memory
25:
3196:Deese–Roediger–McDermott paradigm
2422:Journal of Educational Psychology
2040:10.1002/9781118963418.childpsy223
956:Baddeley, Alan D., 1934- (1976).
27:Development of memory in children
3741:
3729:
2262:10.1111/j.0956-7976.2004.00722.x
1441:10.1097/00001163-200304000-00005
1222:Baddeley, Alan (November 2000).
1044:Baddeley, Alan (November 2000).
786:10.1111/j.1467-7687.2005.00452.x
1389:Infant Behavior and Development
3406:Atkinson–Shiffrin memory model
3279:Memory and social interactions
1:
2304:British Journal of Psychology
1626:10.1016/S0885-2014(87)80015-1
1485:10.1016/S0885-2014(87)80012-6
1241:10.1016/S1364-6613(00)01538-2
1063:10.1016/s1364-6613(00)01538-2
3115:Retrieval-induced forgetting
2517:10.1016/0022-0965(82)90073-X
2462:10.1016/j.actpsy.2018.11.002
2394:Schneider, Wolfgang (1985).
2351:10.1016/1041-6080(94)90019-1
1954:10.1016/j.cogdev.2018.03.002
1592:10.1016/0010-0285(70)90019-8
1428:Infants & Young Children
1401:10.1016/j.infbeh.2014.09.006
1228:Trends in Cognitive Sciences
1050:Trends in Cognitive Sciences
2739:UNCTAD-ICTSD (2005-04-07).
2559:10.1037/0012-1649.21.6.1105
2200:10.1037/0033-295X.104.3.499
2165:10.1037/0096-3445.122.2.155
2130:10.1037/0096-3445.122.2.274
1787:10.1016/j.pnpbp.2020.109943
931:Consciousness & Emotion
3785:
3453:Levels of Processing model
3378:World Memory Championships
3211:Lost in the mall technique
3058:dissociative (psychogenic)
2434:10.1037/0022-0663.92.1.144
1918:10.1037/0012-1649.39.5.805
1155:10.1037/0096-3445.127.1.22
604:Alzheimer's & Dementia
360:Social cultural influences
284:
3724:
1193:10.1080/09658210701467087
3491:The Seven Sins of Memory
3436:Intermediate-term memory
3241:Indirect tests of memory
3218:Recovered-memory therapy
3168:Misattribution of memory
2749:10.1017/cbo9780511511363
2547:Developmental Psychology
2316:10.1348/000712609X482948
2086:: CS1 maint: location (
1906:Developmental Psychology
1347:10.3389/fpsyg.2013.00639
958:The psychology of memory
741:10.1016/j.dr.2007.04.002
3178:Source-monitoring error
2690:Damon, William (2005).
2381:10.1080/016502596386018
1334:Frontiers in Psychology
1120:10.1111/1469-7610.00301
862:10.1111/1467-8721.00011
687:10.1126/science.7375928
311:Autobiographical memory
56:autobiographical memory
3585:George Armitage Miller
3545:Patricia Goldman-Rakic
2235:10.1002/cd.23219790403
552:: CS1 maint: others (
442:Late elementary school
178:Visuospatial sketchpad
129:central nervous system
114:parahippocampal cortex
3748:Philosophy portal
3736:Psychology portal
3600:Henry L. Roediger III
3201:False memory syndrome
3173:Misinformation effect
3153:Imagination inflation
2670:) CS1 maint: others (
2250:Psychological Science
2015:) CS1 maint: others (
1942:Cognitive Development
1832:10.1002/9781118597705
1715:Neurobiology of Aging
1614:Cognitive Development
1546:. Los Angeles: SAGE.
1542:Henry, Lucy. (2012).
1498:Henry, Lucy. (2011).
1473:Cognitive Development
1313:) CS1 maint: others (
774:Developmental Science
522:Learning & memory
32:development of memory
3105:Motivated forgetting
2188:Psychological Review
1580:Cognitive Psychology
943:10.1075/ce.4.2.02jos
729:Developmental Review
127:of axons within the
106:medial temporal lobe
83:language acquisition
3615:Arthur P. Shimamura
3515:Richard C. Atkinson
3332:Effects of exercise
3206:Memory implantation
3090:Interference theory
3006:Selective retention
2986:Meaningful learning
669:1980Sci...208.1174D
575:Children's Thinking
259:School-age children
234:Pre-school children
3712:Andriy Slyusarchuk
3535:Hermann Ebbinghaus
3441:Involuntary memory
3342:Memory improvement
3327:Effects of alcohol
3289:Transactive memory
3267:Politics of memory
3236:Exceptional memory
1873:10.1111/sjop.12114
1676:10.1007/BF03172810
410:Preschool children
345:mutually exclusive
75:Declarative memory
40:declarative memory
3756:
3755:
3720:
3719:
3707:Cosmos Rossellius
3555:Marcia K. Johnson
3426:Exosomatic memory
3411:Context-dependent
3401:Absent-mindedness
3284:Memory conformity
3262:Collective memory
3163:Memory conformity
3100:Memory inhibition
3019:
3018:
3011:Tip of the tongue
2645:978-1-4833-9227-1
2592:978-1-305-96424-2
2450:Acta Psychologica
2073:978-0-205-17674-8
2049:978-1-118-96341-8
1990:978-1-118-95296-2
1841:978-1-118-59770-5
1553:978-1-4462-5419-6
1509:978-1-84787-329-3
1288:978-1-4103-1781-0
1026:978-0-19-852801-2
616:10.1002/alz.12091
584:978-0-13-397910-7
459:Early adolescence
376:Memory strategies
337:Infantile amnesia
328:Childhood amnesia
165:Phonological loop
156:Central executive
150:phonological loop
44:short term memory
16:(Redirected from
3776:
3746:
3745:
3744:
3734:
3733:
3732:
3687:Jonathan Hancock
3640:Robert Stickgold
3610:Richard Shiffrin
3565:Elizabeth Loftus
3505:
3421:Childhood memory
3228:Research methods
3110:Repressed memory
3085:Forgetting curve
3073:transient global
2944:Autobiographical
2854:
2793:
2786:
2779:
2770:
2763:
2762:
2736:
2730:
2729:
2711:
2687:
2676:
2675:
2665:
2657:
2632:
2619:
2618:
2612:
2604:
2578:
2563:
2562:
2542:
2531:
2530:
2528:
2502:
2493:
2482:
2481:
2444:
2438:
2437:
2417:
2408:
2407:
2391:
2385:
2384:
2364:
2355:
2354:
2334:
2328:
2327:
2300:Peterson, Carole
2296:
2290:
2289:
2245:
2239:
2238:
2218:
2212:
2211:
2183:
2177:
2176:
2148:
2142:
2141:
2113:
2107:
2102:
2096:
2095:
2085:
2077:
2059:
2053:
2052:
2027:
2021:
2020:
2010:
2002:
1977:
1966:
1965:
1936:
1930:
1929:
1901:
1895:
1894:
1884:
1852:
1846:
1845:
1819:
1808:
1807:
1789:
1765:
1759:
1758:
1740:
1730:
1705:
1696:
1695:
1659:
1653:
1652:
1650:
1649:
1639:
1630:
1629:
1609:
1596:
1595:
1575:
1566:
1565:
1539:
1522:
1521:
1495:
1489:
1488:
1468:
1462:
1461:
1443:
1419:
1413:
1412:
1384:
1378:
1377:
1367:
1349:
1325:
1319:
1318:
1308:
1300:
1275:
1262:
1261:
1243:
1219:
1213:
1212:
1176:
1167:
1166:
1138:
1132:
1131:
1103:
1092:
1091:
1065:
1041:
1030:
1029:
1004:
998:
997:
987:
979:
953:
947:
946:
926:
917:
916:
905:10.1037/a0033307
888:
882:
881:
845:
839:
838:
819:
813:
812:
804:
798:
797:
769:
763:
762:
752:
720:
714:
713:
705:
699:
698:
680:
663:(4448): 1174–6.
652:
646:
645:
635:
595:
589:
588:
567:
558:
557:
551:
543:
518:
341:memory rehearsal
204:Long-term memory
108:, including the
52:long term memory
21:
3784:
3783:
3779:
3778:
3777:
3775:
3774:
3773:
3759:
3758:
3757:
3752:
3742:
3740:
3730:
3728:
3716:
3697:Dominic O'Brien
3675:
3644:
3625:Susumu Tonegawa
3605:Daniel Schacter
3580:Eleanor Maguire
3570:Geoffrey Loftus
3525:Stephen J. Ceci
3520:Robert A. Bjork
3496:
3415:state-dependent
3389:
3361:
3293:
3274:Cultural memory
3250:
3246:Memory disorder
3222:
3182:
3124:
3015:
2925:
2900:
2845:
2802:
2797:
2767:
2766:
2759:
2738:
2737:
2733:
2689:
2688:
2679:
2658:
2646:
2634:
2633:
2622:
2605:
2593:
2580:
2579:
2566:
2544:
2543:
2534:
2500:
2495:
2494:
2485:
2446:
2445:
2441:
2419:
2418:
2411:
2393:
2392:
2388:
2366:
2365:
2358:
2336:
2335:
2331:
2298:
2297:
2293:
2247:
2246:
2242:
2220:
2219:
2215:
2185:
2184:
2180:
2150:
2149:
2145:
2115:
2114:
2110:
2103:
2099:
2078:
2074:
2061:
2060:
2056:
2050:
2029:
2028:
2024:
2003:
1991:
1979:
1978:
1969:
1938:
1937:
1933:
1903:
1902:
1898:
1854:
1853:
1849:
1842:
1821:
1820:
1811:
1767:
1766:
1762:
1707:
1706:
1699:
1661:
1660:
1656:
1647:
1645:
1641:
1640:
1633:
1611:
1610:
1599:
1577:
1576:
1569:
1554:
1541:
1540:
1525:
1510:
1497:
1496:
1492:
1470:
1469:
1465:
1421:
1420:
1416:
1386:
1385:
1381:
1327:
1326:
1322:
1301:
1289:
1277:
1276:
1265:
1234:(11): 417–423.
1221:
1220:
1216:
1178:
1177:
1170:
1140:
1139:
1135:
1105:
1104:
1095:
1056:(11): 417–423.
1043:
1042:
1033:
1027:
1006:
1005:
1001:
980:
968:
960:. Basic Books.
955:
954:
950:
928:
927:
920:
890:
889:
885:
847:
846:
842:
835:
821:
820:
816:
806:
805:
801:
771:
770:
766:
722:
721:
717:
707:
706:
702:
678:10.1.1.553.1738
654:
653:
649:
597:
596:
592:
585:
569:
568:
561:
544:
532:
520:
519:
482:
477:
461:
444:
428:
412:
391:
378:
362:
353:
330:
313:
289:
287:Episodic memory
283:
281:Episodic memory
274:
261:
236:
219:
206:
193:
191:Episodic buffer
180:
167:
158:
138:
87:implicit memory
72:
28:
23:
22:
15:
12:
11:
5:
3782:
3780:
3772:
3771:
3761:
3760:
3754:
3753:
3751:
3750:
3738:
3725:
3722:
3721:
3718:
3717:
3715:
3714:
3709:
3704:
3699:
3694:
3692:Paul R. McHugh
3689:
3683:
3681:
3677:
3676:
3674:
3673:
3668:
3663:
3658:
3652:
3650:
3646:
3645:
3643:
3642:
3637:
3632:
3627:
3622:
3617:
3612:
3607:
3602:
3597:
3592:
3587:
3582:
3577:
3572:
3567:
3562:
3557:
3552:
3550:Ivan Izquierdo
3547:
3542:
3537:
3532:
3527:
3522:
3517:
3511:
3509:
3502:
3498:
3497:
3495:
3494:
3487:
3477:
3476:
3475:
3465:
3460:
3455:
3450:
3449:
3448:
3438:
3433:
3428:
3423:
3418:
3408:
3403:
3397:
3395:
3391:
3390:
3388:
3387:
3382:
3381:
3380:
3369:
3367:
3363:
3362:
3360:
3359:
3354:
3349:
3344:
3339:
3334:
3329:
3324:
3323:
3322:
3317:
3307:
3301:
3299:
3295:
3294:
3292:
3291:
3286:
3281:
3276:
3271:
3270:
3269:
3258:
3256:
3252:
3251:
3249:
3248:
3243:
3238:
3232:
3230:
3224:
3223:
3221:
3220:
3215:
3214:
3213:
3203:
3198:
3192:
3190:
3184:
3183:
3181:
3180:
3175:
3170:
3165:
3160:
3155:
3150:
3148:Hindsight bias
3145:
3140:
3134:
3132:
3126:
3125:
3123:
3122:
3117:
3112:
3107:
3102:
3097:
3095:Memory erasure
3092:
3087:
3082:
3077:
3076:
3075:
3070:
3065:
3060:
3055:
3053:post-traumatic
3050:
3045:
3040:
3029:
3027:
3021:
3020:
3017:
3016:
3014:
3013:
3008:
3003:
2998:
2993:
2991:Personal-event
2988:
2983:
2978:
2973:
2968:
2967:
2966:
2961:
2956:
2946:
2941:
2935:
2933:
2927:
2926:
2924:
2923:
2921:Working memory
2918:
2910:
2908:
2902:
2901:
2899:
2898:
2893:
2891:Motor learning
2888:
2883:
2878:
2873:
2868:
2862:
2860:
2851:
2847:
2846:
2844:
2843:
2838:
2833:
2827:
2826:
2821:
2816:
2810:
2808:
2807:Basic concepts
2804:
2803:
2798:
2796:
2795:
2788:
2781:
2773:
2765:
2764:
2757:
2731:
2709:10.1002/cd.133
2702:(109): 15–19.
2677:
2644:
2620:
2591:
2564:
2553:(6): 1105–10.
2532:
2511:(3): 490–509.
2483:
2439:
2409:
2386:
2375:(1): 177–200.
2356:
2345:(3): 285–307.
2329:
2310:(4): 719–737.
2291:
2240:
2213:
2194:(3): 499–523.
2178:
2143:
2108:
2097:
2072:
2054:
2048:
2022:
1989:
1967:
1931:
1896:
1867:(3): 225–232.
1847:
1840:
1809:
1760:
1697:
1654:
1631:
1620:(4): 393–409.
1597:
1586:(4): 324–340.
1567:
1552:
1523:
1508:
1490:
1463:
1434:(2): 120–142.
1414:
1379:
1320:
1287:
1263:
1214:
1168:
1133:
1093:
1031:
1025:
999:
966:
948:
918:
899:(2): 597–611.
883:
840:
833:
814:
799:
764:
735:(3): 349–373.
715:
700:
647:
610:(6): 908–917.
590:
583:
571:Siegler, R. S.
559:
530:
479:
478:
476:
473:
465:categorization
460:
457:
443:
440:
427:
424:
411:
408:
390:
387:
377:
374:
361:
358:
352:
351:Cognitive self
349:
329:
326:
312:
309:
285:Main article:
282:
279:
273:
270:
260:
257:
241:generalization
235:
232:
218:
215:
205:
202:
192:
189:
179:
176:
166:
163:
157:
154:
137:
136:Working memory
134:
71:
68:
48:working memory
26:
24:
14:
13:
10:
9:
6:
4:
3:
2:
3781:
3770:
3767:
3766:
3764:
3749:
3739:
3737:
3727:
3726:
3723:
3713:
3710:
3708:
3705:
3703:
3700:
3698:
3695:
3693:
3690:
3688:
3685:
3684:
3682:
3678:
3672:
3671:Clive Wearing
3669:
3667:
3664:
3662:
3659:
3657:
3654:
3653:
3651:
3647:
3641:
3638:
3636:
3635:Endel Tulving
3633:
3631:
3630:Anne Treisman
3628:
3626:
3623:
3621:
3618:
3616:
3613:
3611:
3608:
3606:
3603:
3601:
3598:
3596:
3593:
3591:
3590:Brenda Milner
3588:
3586:
3583:
3581:
3578:
3576:
3575:James McGaugh
3573:
3571:
3568:
3566:
3563:
3561:
3558:
3556:
3553:
3551:
3548:
3546:
3543:
3541:
3540:Sigmund Freud
3538:
3536:
3533:
3531:
3528:
3526:
3523:
3521:
3518:
3516:
3513:
3512:
3510:
3506:
3503:
3499:
3493:
3492:
3488:
3485:
3484:retrospective
3481:
3478:
3474:
3471:
3470:
3469:
3466:
3464:
3463:Muscle memory
3461:
3459:
3456:
3454:
3451:
3447:
3444:
3443:
3442:
3439:
3437:
3434:
3432:
3429:
3427:
3424:
3422:
3419:
3416:
3412:
3409:
3407:
3404:
3402:
3399:
3398:
3396:
3392:
3386:
3383:
3379:
3376:
3375:
3374:
3371:
3370:
3368:
3364:
3358:
3355:
3353:
3350:
3348:
3345:
3343:
3340:
3338:
3335:
3333:
3330:
3328:
3325:
3321:
3318:
3316:
3313:
3312:
3311:
3310:Art of memory
3308:
3306:
3303:
3302:
3300:
3296:
3290:
3287:
3285:
3282:
3280:
3277:
3275:
3272:
3268:
3265:
3264:
3263:
3260:
3259:
3257:
3253:
3247:
3244:
3242:
3239:
3237:
3234:
3233:
3231:
3229:
3225:
3219:
3216:
3212:
3209:
3208:
3207:
3204:
3202:
3199:
3197:
3194:
3193:
3191:
3189:
3185:
3179:
3176:
3174:
3171:
3169:
3166:
3164:
3161:
3159:
3158:Memory biases
3156:
3154:
3151:
3149:
3146:
3144:
3141:
3139:
3138:Confabulation
3136:
3135:
3133:
3131:
3130:Memory errors
3127:
3121:
3118:
3116:
3113:
3111:
3108:
3106:
3103:
3101:
3098:
3096:
3093:
3091:
3088:
3086:
3083:
3081:
3078:
3074:
3071:
3069:
3066:
3064:
3061:
3059:
3056:
3054:
3051:
3049:
3048:post-hypnotic
3046:
3044:
3041:
3039:
3036:
3035:
3034:
3031:
3030:
3028:
3026:
3022:
3012:
3009:
3007:
3004:
3002:
3001:Rote learning
2999:
2997:
2994:
2992:
2989:
2987:
2984:
2982:
2979:
2977:
2976:Hyperthymesia
2974:
2972:
2969:
2965:
2962:
2960:
2957:
2955:
2952:
2951:
2950:
2947:
2945:
2942:
2940:
2939:Active recall
2937:
2936:
2934:
2932:
2928:
2922:
2919:
2916:
2912:
2911:
2909:
2907:
2903:
2897:
2894:
2892:
2889:
2887:
2884:
2882:
2879:
2877:
2874:
2872:
2869:
2867:
2864:
2863:
2861:
2859:
2855:
2852:
2848:
2842:
2839:
2837:
2836:Consolidation
2834:
2832:
2829:
2828:
2825:
2822:
2820:
2817:
2815:
2812:
2811:
2809:
2805:
2801:
2794:
2789:
2787:
2782:
2780:
2775:
2774:
2771:
2760:
2758:9780521850445
2754:
2750:
2746:
2742:
2735:
2732:
2727:
2723:
2719:
2715:
2710:
2705:
2701:
2697:
2693:
2686:
2684:
2682:
2678:
2673:
2669:
2663:
2655:
2651:
2647:
2641:
2637:
2631:
2629:
2627:
2625:
2621:
2616:
2610:
2602:
2598:
2594:
2588:
2584:
2577:
2575:
2573:
2571:
2569:
2565:
2560:
2556:
2552:
2548:
2541:
2539:
2537:
2533:
2527:
2526:2027.42/23793
2522:
2518:
2514:
2510:
2506:
2499:
2492:
2490:
2488:
2484:
2479:
2475:
2471:
2467:
2463:
2459:
2455:
2451:
2443:
2440:
2435:
2431:
2428:(1): 144–51.
2427:
2423:
2416:
2414:
2410:
2405:
2401:
2397:
2390:
2387:
2382:
2378:
2374:
2370:
2363:
2361:
2357:
2352:
2348:
2344:
2340:
2333:
2330:
2325:
2321:
2317:
2313:
2309:
2305:
2301:
2295:
2292:
2287:
2283:
2279:
2275:
2271:
2267:
2263:
2259:
2255:
2251:
2244:
2241:
2236:
2232:
2228:
2224:
2217:
2214:
2209:
2205:
2201:
2197:
2193:
2189:
2182:
2179:
2174:
2170:
2166:
2162:
2159:(2): 155–65.
2158:
2154:
2147:
2144:
2139:
2135:
2131:
2127:
2123:
2119:
2112:
2109:
2106:
2101:
2098:
2093:
2089:
2083:
2075:
2069:
2065:
2058:
2055:
2051:
2045:
2041:
2037:
2033:
2026:
2023:
2018:
2014:
2008:
2000:
1996:
1992:
1986:
1982:
1976:
1974:
1972:
1968:
1963:
1959:
1955:
1951:
1947:
1943:
1935:
1932:
1927:
1923:
1919:
1915:
1912:(5): 805–14.
1911:
1907:
1900:
1897:
1892:
1888:
1883:
1878:
1874:
1870:
1866:
1862:
1858:
1851:
1848:
1843:
1837:
1833:
1829:
1825:
1818:
1816:
1814:
1810:
1805:
1801:
1797:
1793:
1788:
1783:
1779:
1775:
1771:
1764:
1761:
1756:
1752:
1748:
1744:
1739:
1734:
1729:
1724:
1720:
1716:
1712:
1704:
1702:
1698:
1693:
1689:
1685:
1681:
1677:
1673:
1669:
1665:
1658:
1655:
1644:
1638:
1636:
1632:
1627:
1623:
1619:
1615:
1608:
1606:
1604:
1602:
1598:
1593:
1589:
1585:
1581:
1574:
1572:
1568:
1563:
1559:
1555:
1549:
1545:
1538:
1536:
1534:
1532:
1530:
1528:
1524:
1519:
1515:
1511:
1505:
1501:
1494:
1491:
1486:
1482:
1479:(4): 339–54.
1478:
1474:
1467:
1464:
1459:
1455:
1451:
1447:
1442:
1437:
1433:
1429:
1425:
1418:
1415:
1410:
1406:
1402:
1398:
1394:
1390:
1383:
1380:
1375:
1371:
1366:
1361:
1357:
1353:
1348:
1343:
1339:
1335:
1331:
1324:
1321:
1316:
1312:
1306:
1298:
1294:
1290:
1284:
1280:
1274:
1272:
1270:
1268:
1264:
1259:
1255:
1251:
1247:
1242:
1237:
1233:
1229:
1225:
1218:
1215:
1210:
1206:
1202:
1198:
1194:
1190:
1187:(6): 647–63.
1186:
1182:
1175:
1173:
1169:
1164:
1160:
1156:
1152:
1148:
1144:
1137:
1134:
1129:
1125:
1121:
1117:
1113:
1109:
1102:
1100:
1098:
1094:
1089:
1085:
1081:
1077:
1073:
1069:
1064:
1059:
1055:
1051:
1047:
1040:
1038:
1036:
1032:
1028:
1022:
1018:
1014:
1010:
1003:
1000:
995:
991:
985:
977:
973:
969:
967:0-465-06736-0
963:
959:
952:
949:
944:
940:
937:(2): 151–79.
936:
932:
925:
923:
919:
914:
910:
906:
902:
898:
894:
887:
884:
879:
875:
871:
867:
863:
859:
855:
851:
844:
841:
836:
834:9781118953846
830:
826:
825:
818:
815:
810:
803:
800:
795:
791:
787:
783:
780:(6): 605–16.
779:
775:
768:
765:
760:
756:
751:
746:
742:
738:
734:
730:
726:
719:
716:
711:
710:Infant Memory
704:
701:
696:
692:
688:
684:
679:
674:
670:
666:
662:
658:
651:
648:
643:
639:
634:
629:
625:
621:
617:
613:
609:
605:
601:
594:
591:
586:
580:
576:
572:
566:
564:
560:
555:
549:
541:
537:
533:
531:0-02-865619-9
527:
523:
517:
515:
513:
511:
509:
507:
505:
503:
501:
499:
497:
495:
493:
491:
489:
487:
485:
481:
474:
472:
468:
466:
458:
456:
452:
449:
441:
439:
435:
432:
425:
423:
421:
417:
409:
407:
403:
399:
396:
388:
386:
384:
375:
373:
370:
366:
359:
357:
350:
348:
346:
342:
338:
334:
327:
325:
321:
317:
310:
308:
304:
300:
298:
294:
288:
280:
278:
271:
269:
265:
258:
256:
252:
248:
246:
242:
233:
231:
227:
223:
216:
214:
210:
203:
201:
197:
190:
188:
186:
177:
175:
172:
164:
162:
155:
153:
151:
147:
143:
140:According to
135:
133:
130:
126:
121:
119:
118:dentate gyrus
115:
111:
107:
102:
100:
96:
92:
88:
84:
80:
76:
69:
67:
63:
59:
57:
53:
49:
45:
41:
36:
33:
19:
3702:Ben Pridmore
3620:Larry Squire
3530:Susan Clancy
3489:
3373:Memory sport
3298:Other topics
3188:False memory
3143:Cryptomnesia
3120:Weapon focus
3080:Decay theory
2841:Neuroanatomy
2800:Human memory
2740:
2734:
2699:
2695:
2635:
2582:
2550:
2546:
2508:
2504:
2453:
2449:
2442:
2425:
2421:
2403:
2399:
2389:
2372:
2368:
2342:
2338:
2332:
2307:
2303:
2294:
2256:(9): 573–7.
2253:
2249:
2243:
2226:
2222:
2216:
2191:
2187:
2181:
2156:
2152:
2146:
2124:(2): 274–7.
2121:
2117:
2111:
2100:
2063:
2057:
2031:
2025:
1980:
1945:
1941:
1934:
1909:
1905:
1899:
1864:
1860:
1850:
1823:
1777:
1773:
1763:
1718:
1714:
1667:
1663:
1657:
1646:. Retrieved
1617:
1613:
1583:
1579:
1543:
1499:
1493:
1476:
1472:
1466:
1431:
1427:
1417:
1395:(4): 752–9.
1392:
1388:
1382:
1337:
1333:
1323:
1278:
1231:
1227:
1217:
1184:
1180:
1149:(1): 22–33.
1146:
1142:
1136:
1111:
1107:
1053:
1049:
1008:
1002:
957:
951:
934:
930:
896:
892:
886:
853:
849:
843:
823:
817:
808:
802:
777:
773:
767:
732:
728:
718:
709:
703:
660:
656:
650:
607:
603:
593:
574:
521:
469:
462:
453:
445:
436:
433:
429:
413:
404:
400:
392:
379:
363:
354:
335:
331:
322:
318:
314:
305:
301:
290:
275:
266:
262:
253:
249:
237:
228:
224:
220:
211:
207:
198:
194:
181:
171:phonological
168:
159:
139:
122:
103:
73:
64:
60:
37:
31:
29:
3560:Eric Kandel
3508:Researchers
3480:Prospective
3431:Free recall
3385:Shas Pollak
3038:anterograde
2954:Declarative
2229:(4): 1–20.
1738:2445/177677
1670:(1): 9–28.
1114:(1): 3–27.
856:(2): 46–8.
213:abilities.
185:memory span
125:myelination
110:hippocampus
3595:Lynn Nadel
3473:intertrial
3458:Metamemory
3446:flashbacks
3366:In society
3063:retrograde
3025:Forgetting
2996:Procedural
2906:Short-term
2876:Eyewitness
2654:1022637397
1780:: 109943.
1648:2020-03-30
475:References
420:perception
395:metamemory
389:Metamemory
295:form with
99:brain stem
95:cerebellum
3347:Nutrition
3255:In groups
3068:selective
3043:childhood
2971:Flashbulb
2931:Long-term
2831:Attention
2718:1520-3247
2662:cite book
2609:cite book
2601:953710158
2456:: 73–86.
2406:: 57–109.
2082:cite book
2007:cite book
1999:888026377
1962:149260200
1948:: 46–52.
1804:215753906
1755:215767584
1692:143496921
1562:797817779
1518:926809576
1450:0896-3746
1356:1664-1078
1305:cite book
1297:941831058
1072:1364-6613
984:cite book
673:CiteSeerX
624:1552-5260
548:cite book
383:mnemonics
293:narrative
245:inference
146:executive
79:attention
3763:Category
3649:Patients
3320:mnemonic
3315:chunking
2981:Implicit
2964:Semantic
2959:Episodic
2949:Explicit
2814:Encoding
2726:16342889
2478:53738505
2470:30453098
2324:20100396
2286:12384439
2278:15327626
2270:40064143
1926:12952395
1891:24601911
1796:32298784
1747:32438258
1721:: 1–15.
1684:23420104
1502:. SAGE.
1458:17383258
1409:25459793
1374:24065942
1258:14333234
1250:11058819
1201:17654279
1088:14333234
1080:11058819
913:23937179
878:17155352
870:20182556
794:16246251
759:18769510
642:32342671
573:(1998).
540:49977789
448:semantic
426:By age 7
365:Language
297:cohesion
112:and the
91:striatum
3468:Priming
3394:Related
3337:Emotion
3033:Amnesia
2871:Eidetic
2858:Sensory
2819:Storage
2208:9243962
2173:8315398
2138:8315402
1882:4314696
1365:3779811
1340:: 639.
1209:5775522
1163:9503650
1128:9534084
976:2118601
750:2094108
695:7375928
665:Bibcode
657:Science
633:7383608
369:culture
217:Infants
3769:Memory
3501:People
3486:memory
3417:memory
3357:Trauma
2896:Visual
2886:Iconic
2881:Haptic
2866:Echoic
2824:Recall
2755:
2724:
2716:
2652:
2642:
2599:
2589:
2476:
2468:
2322:
2284:
2276:
2268:
2206:
2171:
2136:
2070:
2046:
1997:
1987:
1960:
1924:
1889:
1879:
1838:
1802:
1794:
1753:
1745:
1690:
1682:
1560:
1550:
1516:
1506:
1456:
1448:
1407:
1372:
1362:
1354:
1295:
1285:
1256:
1248:
1207:
1199:
1181:Memory
1161:
1126:
1086:
1078:
1070:
1023:
974:
964:
911:
876:
868:
831:
792:
757:
747:
693:
675:
640:
630:
622:
581:
538:
528:
416:memory
272:Adults
123:Rapid
97:, and
3680:Other
3352:Sleep
3305:Aging
2850:Types
2501:(PDF)
2474:S2CID
2282:S2CID
2266:JSTOR
1958:S2CID
1800:S2CID
1751:S2CID
1688:S2CID
1680:JSTOR
1454:S2CID
1254:S2CID
1205:S2CID
1084:S2CID
874:S2CID
866:JSTOR
3482:and
3413:and
2753:ISBN
2722:PMID
2714:ISSN
2700:2005
2672:link
2668:link
2650:OCLC
2640:ISBN
2615:link
2597:OCLC
2587:ISBN
2466:PMID
2320:PMID
2274:PMID
2227:1979
2204:PMID
2169:PMID
2134:PMID
2092:link
2088:link
2068:ISBN
2044:ISBN
2017:link
2013:link
1995:OCLC
1985:ISBN
1922:PMID
1887:PMID
1836:ISBN
1792:PMID
1743:PMID
1558:OCLC
1548:ISBN
1514:OCLC
1504:ISBN
1446:ISSN
1405:PMID
1370:PMID
1352:ISSN
1315:link
1311:link
1293:OCLC
1283:ISBN
1246:PMID
1197:PMID
1159:PMID
1124:PMID
1076:PMID
1068:ISSN
1021:ISBN
994:link
990:link
972:OCLC
962:ISBN
909:PMID
829:ISBN
790:PMID
755:PMID
691:PMID
638:PMID
620:ISSN
579:ISBN
554:link
536:OCLC
526:ISBN
418:and
367:and
243:and
54:and
30:The
2745:doi
2704:doi
2555:doi
2521:hdl
2513:doi
2458:doi
2454:192
2430:doi
2377:doi
2347:doi
2312:doi
2308:101
2258:doi
2231:doi
2196:doi
2192:104
2161:doi
2157:122
2126:doi
2122:122
2036:doi
1950:doi
1914:doi
1877:PMC
1869:doi
1828:doi
1782:doi
1778:102
1733:hdl
1723:doi
1672:doi
1622:doi
1588:doi
1481:doi
1436:doi
1397:doi
1360:PMC
1342:doi
1236:doi
1189:doi
1151:doi
1147:127
1116:doi
1058:doi
1013:doi
939:doi
901:doi
897:143
858:doi
782:doi
745:PMC
737:doi
683:doi
661:208
628:PMC
612:doi
3765::
3666:NA
3661:KC
3656:HM
2751:.
2743:.
2720:.
2712:.
2698:.
2694:.
2680:^
2664:}}
2660:{{
2648:.
2623:^
2611:}}
2607:{{
2595:.
2567:^
2551:21
2549:.
2535:^
2519:.
2509:34
2507:.
2503:.
2486:^
2472:.
2464:.
2452:.
2426:92
2424:.
2412:^
2402:.
2398:.
2373:19
2371:.
2359:^
2341:.
2318:.
2306:.
2280:.
2272:.
2264:.
2254:15
2252:.
2225:.
2202:.
2190:.
2167:.
2155:.
2132:.
2120:.
2084:}}
2080:{{
2042:,
2009:}}
2005:{{
1993:.
1970:^
1956:.
1946:47
1944:.
1920:.
1910:39
1908:.
1885:.
1875:.
1865:55
1863:.
1859:.
1834:.
1812:^
1798:.
1790:.
1776:.
1772:.
1749:.
1741:.
1731:.
1719:93
1717:.
1713:.
1700:^
1686:.
1678:.
1668:13
1666:.
1634:^
1616:.
1600:^
1582:.
1570:^
1556:.
1526:^
1512:.
1475:.
1452:.
1444:.
1432:16
1430:.
1426:.
1403:.
1393:37
1391:.
1368:.
1358:.
1350:.
1336:.
1332:.
1307:}}
1303:{{
1291:.
1266:^
1252:.
1244:.
1230:.
1226:.
1203:.
1195:.
1185:15
1183:.
1171:^
1157:.
1145:.
1122:.
1112:39
1110:.
1096:^
1082:.
1074:.
1066:.
1052:.
1048:.
1034:^
1019:,
986:}}
982:{{
970:.
933:.
921:^
907:.
895:.
872:.
864:.
852:.
788:.
776:.
753:.
743:.
733:27
731:.
727:.
689:.
681:.
671:.
659:.
636:.
626:.
618:.
608:16
606:.
602:.
562:^
550:}}
546:{{
534:.
483:^
93:,
81:,
58:.
50:,
46:,
2917:"
2913:"
2792:e
2785:t
2778:v
2761:.
2747::
2728:.
2706::
2674:)
2656:.
2617:)
2603:.
2561:.
2557::
2529:.
2523::
2515::
2480:.
2460::
2436:.
2432::
2404:1
2383:.
2379::
2353:.
2349::
2343:6
2326:.
2314::
2288:.
2260::
2237:.
2233::
2210:.
2198::
2175:.
2163::
2140:.
2128::
2094:)
2076:.
2038::
2019:)
2001:.
1964:.
1952::
1928:.
1916::
1893:.
1871::
1844:.
1830::
1806:.
1784::
1757:.
1735::
1725::
1694:.
1674::
1651:.
1628:.
1624::
1618:2
1594:.
1590::
1584:1
1564:.
1520:.
1487:.
1483::
1477:2
1460:.
1438::
1411:.
1399::
1376:.
1344::
1338:4
1317:)
1299:.
1260:.
1238::
1232:4
1211:.
1191::
1165:.
1153::
1130:.
1118::
1090:.
1060::
1054:4
1015::
996:)
978:.
945:.
941::
935:4
915:.
903::
880:.
860::
854:8
837:.
796:.
784::
778:8
761:.
739::
697:.
685::
667::
644:.
614::
587:.
556:)
542:.
20:)
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.