What kinds of memory demands are placed on young children and how
are social interactions structured to allow children to develop
various memory skills? Are there changes in children's
representational abilities that lead to different memory abilities?
How do individual differences affect children's memory performance?
Are there age-related changes in children's autobiographical
memories? These are among the questions addressed in this third
volume in the Emory Cognition Project series, originally published
in 1990. Although the contributors examine memory in different
ways, they share the view that memory can no longer be considered a
distinct and separate cognitive process isolated from other
cognitive processes; rather, remembering is viewed as a cognitive
activity embedded in larger social and cognitive tasks. This view
is the culmination of several changes that took place in the field
of cognitive development during the decade preceding publication.
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