217
Views
4
CrossRef citations to date
0
Altmetric
Original Articles

El desarrollo de la memoria: avances significativos y nuevos desafíos

Memory development: Accomplishments of the past and directions for the future

&
Pages 233-254 | Received 01 Aug 1999, Accepted 01 Feb 2000, Published online: 23 Jan 2014

Referencias

  • Alexander, J. M. & Schwanenflugel, P. J. (1994). Strategy regulation: The role of intelligence, metacognitive attributes, and knowledge base. Developmental Psychology, 30, 709–723
  • Ausley, J. A. & Guttentag, R. E. (1993). Direct and indirect assessments of memory: Implications for the study of memory development. En M. L. Howe & R. Pasnak (Eds.), Emerging themes in cognitive development: Vol. 1. Foundations (pp. 234–264). New York: Springer-Verlag.
  • Baddeley, A. & Hitch, G. (1974). Working memory. En G. A. Bower (Ed.), Recent advance in learning and motivation (Vol. 8, pp. 47–90). New York: Academic Press.
  • Baker-Ward, L., Gordon, B. N., Ornstein, P.A., Larus, D. & Clubb, P. A. (1993). Young children's long-term retention of a pediatric examination. Child Development, 64, 1519–1533.
  • Barkow, J. H., Cosmides, L. & Tooby, J. (Eds.) (1992). The adaptive mind: Evolutionary psychology and the generation of culture. New York: oxford university Press.
  • Baron-Cohen, S. (1995). Mindblindness: An essay on autism and theory of mind. Cambridge, MA: MIT Press.
  • Bartlett, F. C. (1932). Remembering. A study in experimental and social psychology. Cambridge: Cambridge University Press (Trad. cast.: Recordar. Madrid: Alianza, 1995).
  • Bauer, P. J. & Wewerka, S. S. (1995). One- and two-year olds recall events: Factors facilitating immediate and long-term memory an 13.5 and 16.5-month-old children. Child Development, 64, 1204–1223.
  • Bauer, P. J. (1997). Development of memory in early childhood. En N. Cowan (Ed.), The development of memory in childhood (pp. 83–111). Hove East Essex, England: Psychology Press.
  • Belsky, J. (1997). Attachment, mating, and parenting: An evolutionary interpretation. Human nature, 8, 361–381.
  • Belsky, J., Steinberg, L. & Draper, P. (1991). Childhood experience, interpersonal development, and reproductive strategy: An evolutionary theory of socialization. Child Development, 62, 647–670.
  • Bjorklund, D. F. (1985). The role of conceptual knowledge in the development of organization in children's memory. En C. J. Brainerd & M. Pressley (Eds.), Basic processes in memory development: Progress in cognitive development research (pp. 103–142). New York: Springer-Verlag.
  • Bjorklund, D. F. (1987). How ages changes in knowledge base contribute to the development of children's memory: An interpretative review. Developmental Review, 7, 93–130.
  • Bjorklund, D. F. (1997a). In search of a metatheory for cognitive development (or, Piaget's dead and I don't feel so good myself). Child Development, 68, 142–146.
  • Bjorklund, D. F. (1997b). The role of immaturity in human development. Psychological Bulletin, 122, 153–169.
  • Bjorklund, D. F. (2000). Children's thinking: Developmental function and individual differences (3rd ed.). Belmont, CA: Wadsworth.
  • Bjorklund, D. F. (Ed.) (2000). False-memory creation in children and adults: Theory, research, and implications. Mahwah, NJ: Erlbaum.
  • Bjorklund, D. F. & Douglas, R. N. (1997). The development of memory strategies. En N. Cowan (Ed.), The development of memory in childhood (pp. 201–246). Hove East Sussex: Psychology Press.
  • Bjorklund, D. F. & Pellegrini, A. (2000). Child development and evolutionary psychology. Child Development, 71, 1687–1708.
  • Bjorklund, D. F. & Pellegrini, A. (En prensa). Phylogeny and ontogeny: The emergence of evolutionary developmental psychology. Washington, DC: APA.
  • Bjorklund, D. F. & Zeman, B. R. (1982). Children's organization and metamemory awareness in their recall of familiar information. Child Development, 53, 799–810.
  • Bjorklund, D. F., Bjorklund, B. R., Brown, R. D. & Cassel, W. S. (1998). Children's susceptibility to repeated questions: How misinformation changes children's answers and their minds. Applied Developmental Science, 2, 99–111.
  • Bjorklund, D. F., Miller, P. H., Coyle, T. R. & Slawinski, J. L. (1997). Instructing children to use memory strategies: Evidence of utilization deficiencies in memory training studies. Developmental Review, 17, 411–442.
  • Bjorklund, D. F., Muir-Broaddus, J. E. & Schneider, W. (1990). The role of knowledge in the development of strategies. En D. F. Bjorklund (Ed.), Children's strategies: Contemporary views of cognitive development (pp. 93–128). Hillsdale, NJ: Erlbaum.
  • Brainerd, C. J. & Pressley, M. (Eds.) (1985). Basic processes in memory development: Progress in cognitive development research. New York: Springer-Verlag.
  • Brown, A. L., Bransford, J. D., Ferrara, R. A. & Campione, J. C. (1983). Learning, remembering, and understanding. En J. Flavell & E. M. Markman (Eds.), Handbook of child psychology (Vol. 1, pp. 77–166). New York. Wiley and Sons.
  • Buss, D. M. (1995). Evolutionary psychology. Psychological Inquiry, 6, 1–30.
  • Buss, D. M. (1999). Evolutionary psychology. The new science of the mind. Boston: Allyn and Bacon.
  • Byrnes, J. P. & Fox, N. A. (1998). The educational relevance of research in cognitive neuroscience. Educational Psychology Review, 10, 297–342.
  • Case, R. (1985). Intellectual development: Birth to adulthood. New York: Academic Press (Trad. cast.: El desarrollo intelectual: Del nacimiento a la edad madura. Barcelona: Paidós, 1989).
  • Case, R., Kurland, M. & Goldberg, J. (1982). Operational efficiency and the growth of short-term memory span. Journal of Experimental Child Psychology, 33, 386–404.
  • Ceci, S. J. & Bruck, M. (1993). The suggestibility of the child witness: A historical review and synthesis. Psychological Bulletin, 113, 403–439.
  • Ceci, S. J. & Bruck, M. (1998). Children's testimony: Applied and basic issues. En W. Damon, I. E. Sigel & K. A. Renninger (Eds.), Handbook of child psychology. Vol 4: Child psychology in practice (pp. 713–774). New York: Wiley.
  • Ceci, S. J., Bruck, M. & Battin, D. (2000). The suggestibility of children's testimony. En D. F. Bjorklund (Ed.), False-memory creation in children and adults: Theory, research, and implications (pp. 169–201). Mahwah, NJ: Erlbaum.
  • Cowan, N. (Ed.) (1997a). The development of memory in childhood. Hove East Sussex: Psychology Press.
  • Cowan, N. (1997b). The development of working memory. En N. Cowan (Ed.), The development of memory in childhood (pp. 163–199). Hove East Sussex, United Kingdom: Psychology Press.
  • Coyle, T. R. & Bjorklund, D. F. (1997). Age differences in, and consequences of, multiple- and variable strategy use on a multitrial sort-recall task. Developmental Psychology, 33, 372–380.
  • Coyle, T. R., Read, L. E., Gaultney, J. F. & Bjorklund, D. F. (En prensa). Giftedness and variability in strategic processing on a multitrial memory task: Evidence for stability in gifted cognition. Learning and Individual Differences.
  • Charlesworth, W. R. (1992). Darwin and developmental psychology: Past and present. Developmental Psychology, 28, 5–16.
  • Chen, C.& Stevenson, H. W. (1988). Cross-linguistic differences in digit span of preschool children. Journal of Experimental Child Psychology, 46, 150–158.
  • Chi, M. T. H. (1978). Knowledge structures and memory development. En R. Siegler (Ed.), Children's thinking: What develops? (pp. 73–98). Hillsdale, NJ: Erlbaum.
  • Chi, M. T. H. (Ed.) (1983). Trends in memory development research. Basel: Karger.
  • Chi, M. T. H. & Ceci, S. J. (1987). Content knowledge: Its role, representation, and restructuring in memory development. En H. W. Reese (Ed.), Advances in child development and behavior (Vol. 20, pp. 91–142). Orlando, FL: Academic Press.
  • Das, J. P., Kar, B. C. y Parrila, R. K. (1998). Planificación cognitiva. Bases psicológicas de la conducta inteligente. Paidós: Barcelona (Edición original en inglés 1996).
  • Dawson, G. & Fisher, K. W. (Eds.) (1994). Human behavior and the developing brain. New York: The Guilford Press.
  • De Jong, P. F. (1998). Working memory deficits of reading disabled children. Journal of Experimental Child Psychology, 70, 75–96.
  • Deloache, J. S. & Brown, A. L. (1984). Where do I go next? Intelligent searching by very young children. Developmental Psychology, 20, 37–44.
  • Deloache, J. S., Cassidy, D. J. & Brown, A.L. (1985). Precursors of mnemonic strategies in very young children's memory. Child Development, 56, 125–137.
  • Dempster, F. N. (1981). Memory span: Sources of individual and developmental differences. Psychological Bulletin, 89, 63–100.
  • Dempster, F. N. (1985). Short-term memory development in childhood and adolescence. En C. J. Brainerd & M. Pressley (Eds.), Basic processes in memory development: Progress in cognitive development research (pp. 209–248). New York: Springer.
  • Donald, M. (1991). Origins of the modern mind: Three stages in the evolution of culture and cognition. Cambridge, MA: Harvard University Press.
  • Drummey, A. B. & Newcombe, N. (1995). Remembering versus knowing the past: Children's explicit and implicit memory. Journal of Experimental Child Psychology, 59, 549–565.
  • Edwards, D. Y Mercer, N. (1987). Common Knowledge. London: Methuen/Routledge (Trad. cast.: El conocimiento compartido. Barcelona: Paidós, 1994).
  • Fivush, R. (1997). Event memory in early childhood. En N. Cowan (Ed.), The development of memory in childhood (pp. 139–161). Hove East Sussex, England: Psychology Press.
  • Fivush, R. & Hudson, J. A. (Eds.) (1990). Knowing and remembering in young children. Cambridge: Cambridge University Press (Trad. cast.: Conocimiento y recuerdo en la infancia. Madrid: Aprendizaje Visor, 1996.).
  • Fivush, R. & Reese, E. (1992). The social construction of autobiographical memory. En A. Conway, D. C. Rubin, H. Spinnler & W. A. Wagenaar (Eds.), Theoretical perspectives on autobiographical memory. Amsterdam: Kluwer.
  • Fivush, R., Haden, C. & Adam, S. (1995). Structure and coherence of preschoolers' personal narratives over time: Implications for childhood amnesia. Journal of Experimental Child Psychology, 60, 32–56.
  • Flavell, J. H. (1971). First discussant's comments: What is memory development the development of? Human Development, 14, 272–278.
  • Gathercole, S. E. (1998). The development of memory. Journal of Child Psychology and Psychiatry, 39 (1), 3–27.
  • Geary, D. (1995). Reflections of evolution and culture in children's cognition: Implications for mathematical development and instruction. Amrican Psychologist, 50, 24–37.
  • Geary, D. (1996). Sexual selection and sex differences in mathematical abilities. Behavioral and Brain Sciences, 19, 229–284.
  • Geary, D. C. & Bjorklund, D. F. (2000). Evolutionary developmental psychology. Child Development, 71, 57–65.
  • Geary, D. C., Bow-Thomas, C. C., Fan, L. & Siegler, R. S. (1993). Even before formal instruction, Chinese children outperform American children in mental arithmetic. Cognitive Development, 8, 517–529.
  • Geary, D. C., Brown, S. C. & Samaranayake, V. A. (1991). Cognitive addition: A short longitudinal study of strategy choice and speed of processing differences in normal and mathematically disabled children. Developmental Psychology, 21, 787–797.
  • Goodman, G. S., Emery, R. E. & Haugaard, J. J. (1998). Developmental psychology and law: Divorce, child maltreatment, foster care, and adoption. En I. E. Siegel & K. A. Renninger (Vol. Eds.), Child psychology in practice (Vol. 4), en W. Damon (Gen. Ed.), Handhook of child psychology (pp. 775–874). New York: Wiley.
  • Goodman, G. S., Hirshman, J. E., Hepps, D. & Rudly, L. (1991). Children's memory for stressful events. Merril-Palmer Quarterly, 37, 109–158.
  • Gottlieb, G., Wahlsten, D. & Lickliter, R. (1998). The significance of biology for human development: A developmental psychobiological systems view. En R. M. Lerner (Ed.), Handbook of child psychology. Vol 1: Theoretical models of human development (pp. 233–273). New York: Wiley and Sons.
  • Harnishfeger, K. K. & Bjorklund, D. F. (1990). Children's strategies: A brief history. En D. F. Bjorklund (Ed.), Children's strategies: Contemporary views of cognitive development (pp. 1–22). Hillsdale, NJ: Erlbaum.
  • Hartshorn, K., Aaron, F., Livolsi, D., Hille, S. & Rovee-Collier, C. (1995). Infant learning and memory between 9 and 12 months. Paper presented at the Meeting of the Eastern Psychological Association, Boston, MA.
  • Hasselhorn, M. (1995). Beyond production deficiency and utilization inefficiency: Mechanisms of the emergence of strategic categorization in episodic memory tasks. En F. E. Weinert & W. Schneider (Eds.), Memory performance and competencies: Issues in growth and develojment (pp. 141–159). Hillsdale, NJ: Erlbaum.
  • Hayes, B. K. & Hennessy, R. (1996). The nature and development of nonverbal implicit memory. Journal of Experimental Child Psychology, 63, 22–43
  • Hdz. Blasi, C. (1994). Conocimiento y memoria en los niños: Una aproximación evolutiva. Revista de Psicología de la Educatión, 15, 63–77.
  • Hdz. Blasi, C. (En prensa). Reseña bibliográfica de Das, J. P., Kar, B. C. & Parrila, R. K. (1998). Planificación cognitiva. Bases psicológicas de la conducta inteligente. Paidós: Barcelona (Edición original en inglés 1996), Infancia y Aprendizaje.
  • Hdz. Blasi, C. y Soto, P. (1997). Influencia del conocimiento en el recuerdo infantil: un estudio experimental. Infancia y Aprendizaje, 80, 53–70.
  • Hdz. Blasi, C. y Soto, P. (1998). El desarrollo de la memoria en los niños: Tres hipótesis sobre la influencia del conocimiento. Revista de Psicología (Universitas Tarraconensis), 20 (1), 3–43.
  • Hock, H. S., Park, C. L. & Bjorklund, D. F. (1998). Temporal organization in children's strategy formation. Journal of Experimental Child Psychology, 70, 187–206.
  • Howe, M. L. & Courage, M. L. (1993). On resolving the enigma of the infantile amnesia. Psychological Bulletin, 113, 305–326.
  • Howe, M. L., Brainerd, CH. J. & Reyna, V. F. (Eds.) (1992). Development of long-term retention. New York: Springer-Verlag.
  • Hudson, J. A. (1990). The emergence of autobiographic memory in mother-child conversation. En R. Fivush & J. A. Hudson (Eds.), Knowing and remembering in young children (pp. 166–196). Cambridge: Cambridge university Press.
  • Hulme, C., Thompson, N., Muir, C. & Lawrence, A. (1984). Speech rate and the development of spoken words: The role of rehearsal and item identification processes. Journal of Experimental Child Pshology, 38, 241–253.
  • Hyman, I. E., Husband, T. H. & Billings, F. J. (1995). False memories of childhood experiences. Applied Cognitive Psychology, 9, 181–197.
  • Johnson, M. H. (Ed.) (1993). Brain development and cognition: A reader. Oxford: Blackwell.
  • Johnson, M. H. (1997). Developmental cognitive neuroscience. Oxford: Blackwell.
  • Johnson, M. H. (1998). The neural basis of cognitive development. En D. Kuhn & R. S. Siegler (Vol. Eds.), Cognition, perception, and language (Vol. 2, pp. 1–49). En W. Damon (Gen. Ed.), Handbook of child psychology (5th edition). New York: Wiley.
  • Kail, R. (1979). The development of memory in children. New York: Freeman (Trad. cast.: El desarrollo d la memoria en los niños. Madrid: Siglo XXI, 1984).
  • Kail, R. (1984). The development of memory in children (2nd ed.). New York: Freeman.
  • Kail, R. (1990). The development of memory in children (3rd ed.). New York: Freeman (Trad. cast.: El desarrollo de la memoria en los niños. Madrid: Siglo XXI, 1994).
  • Kail, R. V. & Hagen, J. W. (Eds.) (1977). Perspectives on the development of memory and cognition. Hillsdale, NJ: Erlbaum.
  • Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. Cambridge, MA: MIT Press (Trad. cast.: Más allá de la modularidad. Madrid: Alianza, 1994).
  • Kuhn, D. (2000). Does memory development belong to an endangered topics list? Child Development, 71, 21–25.
  • Loftus, E. F. (1979). Eyewitness testimony. Cambridge, MA: Harvard University Press.
  • Loftus, E. F. (1997). Creating false memories. Scientific American, Sept., 277, 70–75.
  • Luria, A. R. (1973). The origin and cerebral organization of man's conscious action. En S. G. Sapir & A. C. Nitzburg (Eds.), Children with learning problems (pp. 109–130). New York: Brunner/Mazel.
  • Marr, D. (1982). Vision: A computational investigation into the human representation and processing of vhual information. San Francisco: Freeman (Trad. cast.: La visión. Madrid: Alianza, 1985).
  • Mcdonough, L., Mandler, J. M., Mckee, R. D. & Squire, L. R. (1995). The deferred imitation task as a nonverbal measure of declarative memory. Proceedings of the National Academy of Sciences, 92, 7580–7584.
  • Mcgilly, K. & Siegler, R. S. (1989). How children choose among serial recall strategies. Child Development, 60, 172–182.
  • Mcgilly, K. & Siegler, R. S. (1990). The influence of encoding strategic knowledge on children's choices among serial recall strategies. Developmental Psychology, 26, 931–941.
  • Meltzoff, A. N. (1995). What infant memory tell us about infantile amnesia: Long-term recall and deferred imitation. Journal of Experimental Child Psychology, 59, 497–515.
  • Mercer, N. (1995). The guided construction of knowledge. Talk amongst teachers and learners. Clevedon: Multilingual Matters (Trad. cast.: La construcción guiada dl conocimiento. Barcelona: Paidós, 1997).
  • Middleton, D. & Edwards, D. (Eds.) (1990). Collective remembering. London: Sage (Trad. cast.: Memoriacom- partida. Barcelona: Paidós, 1992).
  • Miller, L. T. & Vernon, P. A. (1996). Intelligence, reaction time, and working memory in 4- to 6-year-old children. Intelligence, 22, 155–190.
  • Miller, P. H. (1990). The development of strategies of selective attention. En D. F. Bjorklund (Ed.), Children's strategies: Contemporary views of cognitive development (pp. 157–184). Hillsdale, NJ: Erlbaum.
  • Miller, P. H. (1994). Individual differences in children's strategic behavior: Utilization deficiencies. Learning and Individual Differences, 6, 285–307.
  • Miller, P. H. & Seier, W. L. (1994). Strategy utilization deficiencies in children: When, where, and why. En H. W. Reese (Ed.), Advances in child development and behavior (Vol. 25, pp. 107–156). New York: Academic Press.
  • Miller, P. H., Haynes, V. F., Demarie-Dreblow, D. & Woody-Ramsey, J. (1986). Children's strategies for gathering information in three tasks. Child Devdopment, 57, 1429–1439.
  • Mistry, J. (1997). The development of remembering in cultural context. En N. Cowan (Ed.), The development of memory in childhood (pp. 343–368). Hove East Sussex: Psychology Press.
  • Morss, J. R. (1990). The biologising of childhood: Developmental psychology and the darwinian myth. Hillsdale, NJ: Erlbaum.
  • Nelson, CH. (1994). Neural correlates of recognition memory in the first postnatal year of life. En G. Dawson & K. W. Fisher (Eds.), Human behavior and the developing brain (pp. 269–313). New York: The Guilford Press.
  • Nelson, CH. (1995). The ontogeny of human memory: A cognitive neuroscience perspective. Developmental Psychology, 31, 723–735.
  • Nelson, CH. (1997). The neurobiological bases of early memory development. En N. Cowan (Ed.), The development of memory in childhood (pp. 41–82). Hove East Sussex, England: Psychology Press.
  • Nelson, K. (1986). Event knowledge: Structure and function in development. Hillsdale, NJ: Erlbaum.
  • Nelson, K. (Ed.) (1989). Narratives from the crib. Cambridge, MA: Harvard University Press.
  • Nelson, K. (1993a). Events, narratives, memories: What develops? En C. Nelson (Ed.), Memory and affect in development: Minnesota symposium on child psychology (Vol. 26, pp. 1–24). Hillsdale, NJ: Erlbaum.
  • Nelson, K. (1993b). The psychological and social origins of autobiographical memory. Psychological Science, 4, 1–8.
  • Nelson, K. (1993c). Explaining the emergence of autobiographical memory in early childhood. En A. Collins, N. Conway, S. Gathercole & P. Morris (Eds.), Theories of memory (pp. 355–385). Hillsdale, NJ: Erlbaum.
  • Nelson, K. (1996). Language in cognitive development: The emergence of the mediated mind. Cambridge: Cambridge university Press.
  • Ornstein, P. A. (Ed.) (1978). Memory developmnt in children. Hillsdale, NJ: Erlbaum.
  • Ornstein, P. A. & Greenhoot, A. F. (2000). Remembering the distant past: Implications of research on children's memory for the recovered memory debate. En D. F. Bjorklund (Ed.), False-memory creation in children and adults: Theory, research, and implications (pp. 203–237). Mahwah, NJ: Erlbaum.
  • Ornstein, P. A., Baker-Ward, L. & Naus, M.J. (1988). The development of the mnemonic skill. En F. E. Weinert & M. Perlmutter (Eds.), Memory development: Universal changes and individual differences (pp. 31–49). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Ornstein, P. A., Naus, M. J. & Liberty, C. (1975). Rehearsal and organizational processes in children's memory. Child Development, 46, 818–830.
  • Park, C. L., Hock, H. S. & Bjorklund, D. F. (1999). Temporal organization of study behaviors in a sort/recall task. Unpublished manuscript, Florida Atlantic University.
  • Perlmutter, M. (1988). Research on memory and its development: Past, present, and future. En F. E. Weinert & M. Perlmutter (Eds.), Memory development: Universal changes and individual differences (pp. 353–380). Hillsdale, NJ: Erlbaum.
  • Perlmutter, M. (Ed.) (1980). Children's memory. San Francisco: Jossey-Bass.
  • Pezdek, K. & Banks, W. P. (1996). The recovered memory/false memory debate. New York: Academic Press.
  • Pezdek, K. & Roe, C. (1995). The effect of memory trace strength on suggestibility. Journal of Experimental Child Psychology, 60, 116–128.
  • Piaget, J. (1971). Biology and knowledge. Chicago: University of Chicago Press.
  • Piaget, J. & Inhelder, B. (1973). Memory and intelligence. New York: Basic Books.
  • Poole, D. A. & Lindsay, D. S. (1995). Interviewing preschoolers: Effects of nonsuggestive techniques, parental coaching, and leading questions on reports of nonexperienced events. Journal of Experimental Child Psychology, 60, 129–154.
  • Pressley, M. & Brainerd, C. J. (Eds.) (1985). Cognitive learning and memory in children: Progress in cognitive development research. New York: Springer-Verlag.
  • Pressley, M. & Schneider, W. (1997). Introduction to memory development during childhood and adolescence. Mahwah, NJ: Erlbaum.
  • Qin, J., Quas, J. A., Redlich, A. D. & Goodman, G. S.. (1997). Children's eyewitness testimony: Memory development in the legal context. En N. Cowan (Ed.), The development of memory in childhood (pp. 301–341). Hove East Sussex: Psychology Press.
  • Ratner, H. H. & Foley, M. A. (1994). A unifying framework for the development of children's activity memory. En H. W. Reese (Ed.), Advances in child development and behavior (Vol. 25, pp. 33–105). New York: Academic Press.
  • Reber, A. S. (1989). Implicit learning and tacit knowledge. Journal of Experimental Psychology: General, 118, 219–235.
  • Reber, A. S. (1992). The cognitive unconscious: An evolutionary perspective. Consciousness and Cognition, 2, 93–133.
  • Recht, D. R. & Leslie, L. (1988). Effect of prior knowledge on good and poor readers' memory of text. Journal of Educational Psychology, 80, 16–20.
  • Reese, E., Haden, C. D. & Fivush, R. (1993). Mother-child conversations about the past: Relationships of style and memory over time. Cognitive Development, 8, 403–430.
  • Reese, H. W. (1962). Verbal mediation as a function of age level. Psychological Bulletin, 59, 502–509.
  • Rovee-Collier, C. (1990). The “memory system” of prelinguistic infants. Annals of the New York Acadmy of Sciences, 608, 517–536.
  • Rovee-Collier, C. & Gerhardstein, P. (1997). The development of infant memory. En N. Cowan (Ed.), The development of memory in childhood (pp. 5–39). Hove East Sussex: Psychology Press.
  • Rovee-Collier, C., Sullivan, M. W., Enright, M. K., Lucas, D. & Fagen, J. W. (1980). Reactivation of infant memory. Science, 208, 1159–1161.
  • Ruiz Vargas, J. M. (1994). La memoria humana: Funcióny estmctura. Madrid: Alianza.
  • Russo, R., Nichelli, P., Gibertoni, M. & Cornia, C. (1995). Developmental trends in implicit and explicit memory: A picture completion study. Journal of Experimental Child Psychology, 59, 566–578.
  • Schneider, W. (1993). Domain-specific knowledge and memory performance in children. Educational Psychology Review, 5, 257–273.
  • Schneider, W. & Bjorklund, D. F. (1998). Memory. En D. Kuhn & R. S. Siegler (Eds.), Handbook of child psychology (5th ed.): Cognition, perception and language (pp. 467–521). New York: Wiley & Sons.
  • Schneider, W. & Pressley, M. (1989). Memory development between 2 and 20. New York: Springer-Verlag.
  • Schneider, W. & Pressley, M. (1997). Memory development between 2 and 20 (2nd ed.). Mahwah, NJ: Erlbaum.
  • Schneider, W. & Weinert, F. E. (Eds.) (1990). Interactions among aptitudes, strategies, and knowledge in cognitive performance. New York: Springer-Verlag.
  • Schneider, W., Gruber, H., Gold, A. & Opwis, K. (1993). Chess expertise and memory for chess positions in children and adults. Journal of Experimental Child Psychology, 56, 328–349.
  • Schneider, W., Körkel, J. & Weinert, F. E. (1989). Domain-specific knowledge and memory performance: A comparison of high- and low-aptitude children. Journal of Educational Psychlogy, 81, 306–312.
  • Segalowitz, S. J. (1994). Developmental psychology and brain development: A historical perspective. En G. Dawson & K. W. Fisher (Eds.), Human behavior and the developing brain (pp. 67–92). New York: The Guil- ford Press.
  • Siegel, L. S. & Ryan, E. B. (1989). The development of working memory in normally achieving and subtypes of learning disabled children. Child Development, 60, 973–980.
  • Siegler, R. (1994). Cognitive variability: A key to understanding cognitive development. Current Directions in Psychological Science, 3, 1–5.
  • Siegler, R. (1995). Children's thinking: How does change occur? En F. E. Weinert & W. Schneider (Eds.), Memory performance and competencies: Issues in growth and development (pp. 405–430). Hillsdale, NJ: Erlbaum.
  • Siegler, R. S. (1996). Emerging minds: The process of change in children's thinking. New York: Oxford University Press.
  • Siegler, R. S. & Stern, E. (1998). Conscious and unconscious strategy discoveries: A microgenetic analysis. Journal of Experimental Psychology: General, 127, 377–397.
  • Squire, L. R. (1992). Memory and the hippocampus: A synthesis from findings with rats, monkeys, and humans. Psychological Review, 44, 453–495.
  • Swanson, H. L., Ashbaker, M. H. & Lee, C. (1996). Learning-disabled readers' working memory as a function of processing demands. Journal of Experimental Child Psychology, 61, 242–275.
  • Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press (Trad. cast.: El desarrollo de los procesos psicológicos superiores. Barcelona: Crítica, 1979)
  • Weinert, F. E. & Perlmutter, M. (Eds.) (1988). Memory development: Universal change and individual differences. Hillsdale, NJ: Erlbaum.
  • Weinert, F. E. & Schneider, W. (Eds.) (1995). Memory performance and competencies: Issue in growth and development. Hillsdale, NJ: Erlbaum.
  • Zaragoza, M. S., Graham, J. R., Hall, G. C. N., Hirschman, R. & Ben-Porath, Y. S. (Eds.) (1995). Memory and testimony in the child witness. Thousand Oakes, CA: Sage.
  • Zinchenko, P. I. (1967). Probleme der Gedächtnispsychologie. En H. Hiebsh (Ed.), Ergebnisse dr sowjetischen Psychologie (pp. 191–240). Berlin: Akademie Verlag.
  • Zola-Morgan, S. & Squire, L. R. (1990). Neuropsycological investigations of memory and amnesia: Findings from humans and nonhuman primates. En A. Diamond (Ed.), The development and neural base of higher cognitive functions. New York: The New York Academy of sciences.
  • Zola-Morgan, S. & Squire, L. R. (1992). Neuroanatomy of memory. Annual Review of Neuroscience, 16, 547–563.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.