Developments in the Study of the Development of Memory

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Originally published in Contemporary Psychology: APA Review of Books, 1998, Vol 43(11), 757-758. Concerning its strengths, this volume (see record 1997-08493-000) can serve to introduce a range of readers-advanced undergraduates, graduate students, and professionals alike-to children's memory. And it can even serve as a helpful reference for specialists in the area because the authors' presentation of work concerning knowledge, strategies, and metamemory is arguably the best in the literature. Moreover, taken as a group, Chapters 2 through 8 build nicely on each other and lead to an account of children's memory that is theory driven, scholarly, and well written. Admittedly, it is an account that is not uniformly developmental in tone, but it does reflect accurately the state of research on age-related changes in the components of memory with which the authors dealt in the first edition. These positive features notwithstanding, Schneider and Pressley's revision is also disappointing because it does not provide an integrated account of the memory development. (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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