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It is a truism that as we age there are a number of underlying
physiological changes conspiring to alter our level of behavioral
and cognitive function ing. Despite the inherent interrelatedness
of these behavioral and cognitive changes, all too often the papers
we read confine themselves to specific, isolated components of the
developing process. Although exceptions nat urally exist, we
believe that these exceptions should become rule. Although an
integrated approach is important in all areas of adult devel
opment, it is perhaps particularly germane in the study of atypical
aging. Here, changes in overall functioning can occur in rapid
succession, with the synchrony of decline between different
subprocesses making it difficult to factor changes in one process
from changes in another. For example, because changes in cognitive
functioning co-occur with other dramatic changes in (motoric)
response capacities, it is unclear how one can effec tively study
changes in the ability to cognize independent of changes in the
very mechanisms (ability to execute motor sequences) so often used
to index cognitive performance."
For some time now, the study of cognitive development has been far
and away the most active discipline within developmental
psychology. Although there would be much disagreement as to the
exact proportion of papers published in develop mental journals
that could be considered cognitive, 50% seems like a conservative
estimate. Hence, a series of scholarly books devoted to work in
cognitive devel opment is especially appropriate at this time. The
Springer Series in Cognitive Development contains two basic types
of books, namely, edited collections of original chapters by
several authors, and original volumes written by one author or a
small group of authors. The flagship for the Springer Series is a
serial publication of the "advances" type, carrying the subtitle
Progress in Cognitive Development Research. Each volume in the
Progress sequence is strongly thematic, in that it is limited to
some well-defined domain of cognitive developmental research (e.g.,
logical and mathematical development, development of learning). All
Progress volumes will be edited collections. Editors of such
collections, upon consultation with the Series Editor, may elect to
have their books published either as contributions to the Progress
sequence or as separate volumes. All books written by one author or
a small group of authors are being published as separate volumes
within the series."
For some time now, the study of cognitive development has been far
and away the most active discipline within developmental
psychology. Although there would be much disagreement as to the
exact proportion of papers published in developmen tal journals
that could be considered cognitive, 50% seems like a conservative
estimate. Hence, a series of scholarly books to be devoted to work
in cognitive development is especially appropriate at this time.
The Springer Series in Cognitive Development contains two basic
types of books, namely, edited collections of original chapters by
several authors, and original volumes written by one author or a
small group of authors. The flagship for the Springer Series will
be a serial publication of the "advances" type, carrying the
subtitle Progress in Cognitive Development Research. Each volume in
the Progress sequence will be strongly thematic, in that it will be
limited to some well-defined domain of cognitive-developmental
research (e. g., logical and mathematical de velopment, semantic
development). All Progress volumes will be edited collec tions.
Editors of such collections, upon consultation with the Series
Editor, may elect to have their books published either as
contributions to the Progress sequence or as separate volumes. All
books written by one author or a small group of authors will be
published as separate volumes within the series. A fairly broad
definition of cognitive development is being used in the selection
of books for this series."
Current and comprehensive, "Formal Methods in Developmental "
"Psychology" reviews and explains the advantages and details of
recent methodological advances in developmental psychology. The
latest progress in the use of mathematical and computer-based tools
in the formulation of theories and data analysis are discussed.
Individual chapters describe different approaches to computer
simulation and to mathematical modeling, as well as the use of
these models in a number of substantive areas including infant
vision, perception of intelligence, spatial knowledge, and memory
processes. This unique contribution to the "Springer Series in
Cognitive Development" allows the reader a better understanding of
the many forms of modeling through explicit descriptions of the
steps involved in the use of various methods.
For a number of decades now the study of children's memory
development, with few exceptions, has been synonymous with the
development of pro cesses that lead to the initial encoding and
immediate retention of informa tion. Although there is little doubt
that the study of such acquisition pro cesses is central to
understanding memory development, the long-term retention of
previously encoded information represents at least as important a
component of children's memory. Indeed, as both students of memory
development and educators, our interest is in the maintenance and
utiliza tion of knowledge over considerable periods of time, not
just in the immedi ate (e. g., classroom) context. Clearly, then,
without an understanding of how recently acquired information is
maintained in memory over extended periods of time, our theories of
long-term memory development remain incomplete at best. Although
children's forgetting and reminiscence was a topic of inquiry early
in this century, it is only recently, due in part to the current
controversy concerning the reliability of children's eyewitness
testimony, that the study of long-term retention has resurfaced in
the scientific literature. The purpose of this volume is to draw
together some of the principals involved in this resurgence to
summarize their recent research programs, present new and
previously unpublished findings from their labs, and outline the
issues they believe are important in the study of children's
long-term retention."
For some time now, the study of cognitive development has been far
and away the most active discipline within developmental
psychology. Although there would be much disagreement as to the
exact proportion of papers published in developmental journals that
could be considered cognitive, 50% seems like a conservative
estimate. Hence, a series of scholarly books devoted to work in
cognitive development is especially appropriate at this time. The
Springer Series in Cognitive Developmemt contains two basic types
of books, namely, edited collections of original chapters by
several authors, and original volumes written by one author or a
small group of authors. The flagship for the Springer Series is a
serial publication of the "advances" type, carrying the subtitle
Progress in Cognitive Development Research. Each volume in the
Progress sequence is strongly thematic, in that it is limited to
some well defined domain of cognitive-developmental research (e.
g., logical and math ematical development, development of
learning). All Progress volumes will be edited collections. Editors
of such collections, upon consultation with the Series Editor, may
elect to have their books published either as contributions to the
Progress sequence or as separate volumes. All books written by one
author or a small group of authors are being published as separate
volumes within the series. A fairly broad definition of cognitive
development is being used in the selection of books for this
series."
The nature of memory for everyday events, and the contexts that can
affect it, are controversial topics being investigated by
researchers in cognitive, social, clinical, and
developmental/lifespan psychology today. This book brings many of
these researchers together in an attempt to unpack the contextual
and processing variables that play a part in everyday memory,
particularly for emotion-laden events. They discuss the mental
structures and processes that operate in the formation of memory
representations and their later retrieval and interpretation.
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