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The purpose of Remembering the Times of Our Lives: Memory in Infancy and Beyond is to trace the development from infancy through adulthood in the capacity to form, retain, and later retrieve autobiographical or personal memories. It is appropriate for scholars and researchers in the fields of cognitive psychology, memory, infancy, and human development.
This book is about building metaphorical bridges--all sorts of bridges. At the most basic level, it concerns the bridges that individuals build to understand the events that they experience--the bridges that connect the events in the mind's eye. At another level, it is about bridges that interconnect findings and theoretical frameworks concerning event comprehension and representation in different age groups, ranging from infancy to adulthood. Finally, it is about building bridges between researchers who share interests, yet may not ordinarily even be aware of each other's work. The success of the book will be measured in terms of the extent to which the contributors have been able to create a picture of the course of development across a wide span in chronological age, and across different types of events, from the fictional to the actual. The individuals whose work is represented in this book conduct their work in a shared environment--they all have an intellectual and scholarly interest in event comprehension and representation. These interests are manifest in the overlapping themes of their work. These include a focus on how people come to temporally integrate individual "snapshots" to form a coherent event that unfolds over time, to understand cause and effect, and to appreciate the role of the goal of events. Another overlapping theme involves the possibility of individual differences. These themes are apparent in work on the early development of representations of specific episodes and autobiographical memories, and comprehension of complex events such as stories involving multiple characters and emotions. The editors of this volume had two missions: * to create a development span by bringing together researchers working from infancy to adulthood, and * to create a bridge between individuals working from within the text comprehension perspective, within the naturalistic perspective, and with laboratory analogues to the naturalistic perspective. Their measure of success will be the extent to which they have been able to create a picture of the course of development across a wide span in chronological age, and across different types of events--from fictional to actual.
This book is about building metaphorical bridges--all sorts of
bridges. At the most basic level, it concerns the bridges that
individuals build to understand the events that they
experience--the bridges that connect the events in the mind's eye.
At another level, it is about bridges that interconnect findings
and theoretical frameworks concerning event comprehension and
representation in different age groups, ranging from infancy to
adulthood. Finally, it is about building bridges between
researchers who share interests, yet may not ordinarily even be
aware of each other's work. The success of the book will be
measured in terms of the extent to which the contributors have been
able to create a picture of the course of development across a wide
span in chronological age, and across different types of events,
from the fictional to the actual.
This volume is a festschrift for Katherine Nelson, an NYU professor who was a pioneer in infant perception and memory. The "mediated mind" is a term coined by Dr. Nelson and it refers to how cognitive development is mediated by the sociocultural context, including language and social interaction. The impact of Nelson's views on the sociocultural basis of cognition and her functionalist perspective on cognitive development are evident in the collection of chapters in this book. The contributors--all leaders in the field of cognitive development--examine ways in which cognition is embedded in everyday, meaningful activities and the role of social context and cultural symbol symptoms, such as language and text influence children's developing concepts and thought. The concept of the mediated mind is examined from a variety of perspectives, including research in concept development, memory development, language learning, the development of literacy, narrative analysis, and children's theory of mind. The significant contribution of this volume is that it addresses all aspects of the mediated mind. Memory--both autobiographical and event-semantic--theory of mind, mental representation, temporality, narrative, and metalinguistic awareness comprise the chapter topics. The breadth of topics represented is a tribute to the impact Nelson's vision has on many developmental "domains." The contributors acknowledge and honor her work. Her theory and research paved the way for the advances in understanding a mediated mind that are evident and that will continue to shape notions of how the human mind develops and evolves within a social, interactive world.
A festschrift to honor Jean Mandler, this volume contains contributions from leading scholars focusing on the child's development of memory, visual representation, and language. It is appropriate for students and researchers in cognitive psychology, language acquisition, and memory.
The purpose of Remembering the Times of Our Lives: Memory in
Infancy and Beyond is to trace the development from infancy through
adulthood in the capacity to form, retain, and later retrieve
autobiographical or personal memories. It is appropriate for scholars and researchers in the fields of cognitive psychology, memory, infancy, and human development.
A festschrift to honor Jean Mandler, this volume contains
contributions from leading scholars focusing on the child's
development of memory, visual representation, and language. It is
appropriate for students and researchers in cognitive psychology,
language acquisition, and memory.
Volume 38 of the "Advances in Child Development and Behavior"
series is concerned with the development of memory in the first
years of life. It covers an introduction to normative development
of memory during this period andan introduction of a means of
assessing memory in preverbal infants--namely, elicited
imitation.Three chapters each concern a special population in which
we have reason to believe the development of memory will be
affected due to compromised hippocampal development as a result of
maternal gestational diabetes, preterm birth, early deprivation
resulting from institutional (orphanage) care, and abuse and/or
neglect by the caregiver.
Volume 37 of the "Advances in Child Development and Behavior"
series includes 8 chapters that highlight some of the most recent
research in developmental and educational psychology.
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