This article presents a survey of research on memory development conducted within the
last 120 years. It begins with an examination of historical trends and then focuses
on developmental trends over the last three decades. The article concludes with some
predictions of future research activities and trends in this classic domain of
cognitive development.
Get full access to this article
View all access options for this article.
References
1.
Anooshian, L.J.
(1997).
Distinctions between implicit and explicit memory: Significance for
understanding cognitive development
. International Journal of Behavioral Development,
21,
453–478
.
2.
Ausley, J.A.
&
Guttentag, R.E.
(1993). Direct and indirect assessments of memory:
Implications for the study of memory development during childhood. In
M.L. Howe
&
R. Pasnak
(Eds.), Emerging themes in cognitive development (pp.
234–264).
New York: Springer
.
3.
Baddeley, A.
(1986). Working memory.
Oxford, UK: Clarendon Press
.
4.
Bahrick, L.E.
, &
Pickens, J.N.
(1995).
Infant memory for object motion across a period of three months:
Implications for a four-phase attention function
. Journal of Experimental Child Psychology, 59,
343–371
.
5.
Bauer, P.J.
(1997). Development of memory in early childhood.
In
N. Cowan
(Ed.), The development of memory in childhood (pp.
83–112).
Hove, UK: Psychology Press
.
6.
Binet, H.
(1900). La suggestibilité.
Paris: Schleicher Freres
.
7.
Binet, H.
, &
Henri, V.
(1894a).
La mémoire des mots [Memory for words
]. L’Année Psychologique, 1,
1–23
.
8.
Binet, H.
&
Henri, V.
(1894b).
La mémoire des phrases (Mémoire des idées
). L’Année Psychologique, 1,
24–59
.
9.
Bjorklund, D.F.
(1985). The role of conceptual knowledge in the
development of organization in children’s memory. In
C.J. Brainerd
&
M. Pressley
(Eds.), Basic processes in memory development (pp.
103–142).
New York: Springer
.
10.
Bjorklund, D.F.
(2000). Children’s thinking—Developmental
function and individual differences (3rd ed.).
Belmont, CA: Wadsworth
.
11.
Bjorklund, D.F.
, &
Douglas, R.N.
(1997). The development of memory strategies. In
N. Cowan
(Ed.), The development of memory in children (pp.
201–246).
Hove, UK: Psychology Press
.
12.
Bjorklund, D.F.
, &
Schneider, W.
(1996). The interaction of knowledge, aptitude, and
strategies in children’s memory performance. In
H. Reese
(Ed.), Advances in child development and behavior (Vol. 26, pp.
59–89).
San Diego, CA: Academic Press
.
13.
Bourdon, B. (1894). Influence de l’age sur la memoire
immédiate. Revue Philosophique de la France et de
l’Étranger, 38, 148–167.
14.
Bousfield, W.A.
,
Esterson, J.
, &
Whitmarsh, G.A.
(1958).
A study of developmental changes in conceptual and perceptual associative clustering
. Journal of Genetic Psychology, 92,
95–102
.
15.
Brainerd, C.J.
, &
Pressley, M.
(1985). Preface. In
C. Brainerd
&
M. Pressley
(Eds.), Basic processes in memory development (pp.
vii–x).
New York: Springer
.
16.
Brainerd, C.J.
, &
Reyna, V.F.
(1993a). Domains of fuzzy-trace theory. In
M.L. Howe
&
R. Pasnak
(Eds.), Emerging themes in cognitive development (pp.
50–93).
New York. Springer
.
17.
Brainerd, C.J.
, &
Reyna, V.F.
(1993b).
Memory independence and memory interference in cognitive developmentPsychological Review, 100,
42–67
.
18.
Brainerd, C.J., Reyna, V.F., Harnishfeger, K.K., & Howe, M.L. (1993).
Is memory-strength grouping good for recall? Unpublished manuscript.
19.
Bruck, M.
&
Ceci, S.J.
(1999).
The suggestibility of children’s memory
. Annual Review of Psychology, 50,
419–439
.
20.
Brunswik, E.
,
Goldscheider, L.
, &
Pilek, E.
(1932). Untersuchungen zur Entwicklung des
Gedächtnisses. In
W. Stern
&
O. Lipmann
(Eds.), Beihefte zur Zeitschrift für angewandte
Psychologie (Vol. Beiheft 64).
Leipzig: Ambrosius Barth
.
21.
Bühler, K.
(1918). Die geistige Entwicklung des Kinder.
Jena: Fischer
.
22.
Bü hler, K.
(1930). Die Erinnerungen des Kindes. In
K. Bühler
(Ed.), Die geistige Entwicklung des Kindes (6th ed., pp.
318–329).
Jena: Gustav Fischer
.
23.
Case R.
(1985). Intellectual development: A systematic
reinterpretation.
New York: Academic Press
.
24.
Ceci, S.J.
, &
Bruck, M.
(1993).
Suggestibility of the child witness: A historical review and synthesis
. Psychological Bulletin, 113,
403–439
.
25.
Ceci, S.J.
, &
Bruck, M.
(1998). Children’s testimony: Applied and basic
issues. In
W. Damon
(Series Ed.), and
I. Siegel
&
K.A. Renninger
(Vol. Eds.), Handbook of child psychology: Vol. 4. Child psychology in
practice.
New York: Wiley
.
26.
Camberlain, A.H.
(1915).
Memory test with school children
. Psychological Review, 22,
71–76
.
27.
Chi, M.T.H.
, &
Ceci, S.J.
(1987). Content knowledge: Its role, representation, and
restructing in memory development. In
H.W. Reese
(Ed.), Advances in child development and behavior (Vol. 20, pp.
91–142).
New York: Academic Press
.
28.
Cowan, N.
(1997). The development of working memory. In
N. Cowan
(Ed.), The development of memory in childhood (pp.
163–200).
Hove, UK: Psychology Press
.
29.
Cowan, N.
,
Nugent, L.
,
Elliott, E.
,
Ponomarev, I.
, &
Saults, J.
(1999).
The role of attention in the development of short-term memory: Age
differences in the verbal span of apprehension
. Child Development, 70,
1082–1097
.
30.
Dempster, F.N.
(1981).
Memory span: Sources of individual and developmental differences
. Psychological Bulletin, 89,
63–100
.
31.
Ebbinghaus, H. (1885). Über das Gedächtnis. [On
memory]. Darmstadt: Wissenschaftliche Buchgesellschaft.
32.
Ebbinghaus, H. (1897). Ü ber eine neue Methode zur Prüfung
geistige Fähigkeiten und ihrer Anwendung bei Schulkindern. Zeitschrift
für Psychologie und Physiologie der Sinnesorgane, 13, 401–459.
33.
Fechner, B. (1965). Zur Psychologie des Gedächtnisses: III.
Zeitschrift für Psychologie, 170, 1–22.
34.
Fivush, R.
(1997). Event memory in early childhood. In
N. Cowan
(Ed.), The development of memory in childhood (pp.
139–162).
Hove, UK: Psychology Press
.
35.
Flavell, J.H.
(1971).
First discussant’s comments: What is memory development the
development of?Human Development, 14,
272–278
.
36.
Flavell, J.H.
(2000).
Development of children’s knowledge about the mental world
. International Journal of Behavioral Development,
24,
15–23
.
37.
Flavell, J.H.
,
Miller, P.H.
,
&Miller, S.A.
(1993). Cognitive development (3rd ed.).
Englewood Cliffs, NJ: Prentice Hall
.
38.
Flavell, J.H.
, &
Wellman, H.M.
(1977). Metamemory. In
R.V. Kail
&
J.W. Hagen
(Eds.), Perspectives on the development of memory and cognition.
Hillsdale, NJ: Lawrence Erlbaum Associates Inc.
39.
Gathercole, S.E.
(1998).
The development of memory
. Journal of Child Psychology and Psychiatry, 39,
3–27
.
40.
Goulet, L.R.
(1968).
Verbal learning in children: Implications for developmental research
. Psychological Bulletin, 69,
359–376
.
41.
Harnishfeger, K.K.
, &
Bjorklund, D.F.
(1990). Children’s strategies: A brief
history. In
D.F. Bjorklund
(Ed.), Children’s strategies: Contemporary views of cognitive
development (pp. 1–22).
Hillsdale, NJ: Erlbaum
.
42.
Hasselhorn, M.
(1992).
Task dependency and the role of category typicality and metamemory in the
development of an organizational strategy
. Child Development, 63,
202–214
.
43.
Hitch, G.J.
,
&Towse, J.
(1995). Working memory: What develops? In
F. Weinert
&
W. Schneider
(Eds.), Memory performance and competencies. Issues in growth and
development (pp. 3–22).
Mahwah, NJ: Erlbaum
.
44.
Howe, M.L.
, &
Brainerd, C.J.
(1989).
Development of children’s long-term retention
. Developmental Review, 9,
301–340
.
45.
Hudson, J.A.
(1990). The emergence of autobiographical memory in
mother-child conversation. In
R. Fivush and J.A. Hudson
(Eds.), Knowing and remembering in young children (pp.
166–196).
Cambridge, UK: Cambridge University Press
.
46.
Istomina, Z.M.
(1948/1977). The development of voluntary memory in
preschool-age children. In
M. Cole
(Ed.), Soviet developmental psychology. An anthology (pp.
100–159).
New York: M.E. Sharpe
.
47.
Jacobs, J.
(1887).
Experiments on “prehension”
. Mind. A Quarterly Review of Psychology and Philosophy,
12,
75–79
.
48.
Johnson, M.
(1998). The neural basis of cognitive
development. In
W. Damon
(Series Ed.), and
D. Kuhn
&
R.S. Siegler
(Vol. Eds.), Handbook of child psychology: Vol. 2. Cognition, perception
and language (5th ed.).
New York: Wiley
.
49.
Kail, R.V.
(1990). The development of memory in children (3rd
ed.).
New York: W.H. Freeman
.
50.
Kail, R.V.
(1991).
Processing time declines exponentially during childhood and adolescence
. Developmental Psychology, 27,
259–266
.
51.
Kail, R.V.
(1993). The role of a global mechanism in developmental
change in speed of processing. In
M.L. Howe
&
R. Pasnak
(Eds.), Emerging themes in cognitive development: Vol. 1.
Foundations (pp. 97–119).
New York: Springer
.
52.
Kail, R.V.
, &
Hagen, J.W.
(1977). Preface. In
R.V. Kail
&
J.W. Hagen
(Eds.), Perspectives on the development of memory and cognition
(pp. xi–xiii).
Hillsdale, NJ: Lawrence Erlbaum Associates Inc.
53.
Kail, R.V.
&
Salthouse, T.A.
(1994).
Proessing speed as a mental capacity
. Acta Psychologica, 86,
199–225
.
54.
Kail, R.V.
, &
Strauss, M.S.
(1984). The development of human memory: A historical
overview. In
R.V. Kail
&
N.E. Spear
(Eds.), Comparative perspectives on the development of memory (pp.
3–22).
Hillsdale, NJ: Erlbaum
.
55.
Keppel, G.
(1964).
Verbal learning in children
. Psychological Bulletin, 61,
63–80
.
56.
Koffka, K.
(1921). Die Grundlagen der psychischen Entwicklung.
Osterwieck: Zickfeld
.
57.
Koppenaal, R.J.
,
Krull, A.
&
Katz, H.
(1964).
Age, interference, and forgetting
. Journal of Experimental Child Psychology, 1,
360–375
.
58.
Kuhlmann, F.
(1907).
On the analysis of memory consciousness for pictures of familiar objects
. American Journal of Psychology, 18,
389–420
.
59.
Kuhn, D.
(2000).
Does memory development belong on an endangered topic list?Child Development, 71,
21–25
.
60.
Lobsien, M. (1902a). Experimentelle Untersuchungen über die
Gedächtnisentwicklung bei Schulkindern. Zeitschrift für
Psychologie und Physiologie der Sinnesorgane, 27, 34–76.
61.
Lobsien, M.
(1902b).
Memorieren
. Zeitschrift für Pädagogische Psychologie,
Pathologie und Hygiene, 4,
293–306
.
62.
Meacham, J.A.
(1977). Soviet investigations of memory
development. In
R.V. Kail
&
J.W. Hagen
(Eds.), Perspective on the Development of Memory and Cognition
(Vol. 9, pp. 273–295).
Hillsdale, NJ: Erlbaum
.
63.
Meltzoff, A.N.
(1995).
What infant memory tells us about infantile amnesia: Long-term recall and
deferred imitation
. Journal of Experimental Child Psychology, 59.
64.
Meumann, E.
(1907a). Die geistige Arbeit des Kindes. In
E. Meumann
(Ed.), Vorlesungen zur Einführung in die Experimentelle
Pädogogik und ihre psychologischen Grundlagen (Vol. 2, pp.
1–78).
Leipzig: Wilhelm Engelmann
.
65.
Meumann, E.
(1907b). Entwicklung der einzelnen geistigen
Fähigkeiten beim Kinde. In
E. Meumann
(Ed.), Vorlesungen zur Einführung in die Experimentelle
Pädagogik und ihre psychologischen Grundlagen (Vol. 1, pp.
170–203).
Leipzig: Wilhelm Engelmann
.
66.
Miller, P.H.
, &
Seier, W.L.
(1994). Strategy utilization deficiencies in children:
when, where, and why. In
H.W. Reese
(Ed.) Advances in child development and behavior (Vol. 25, pp.
107–156).
San Diego: Academic Press
.
67.
Nagy, L. (1930). Experimentelle Untersuchungen über die Entwicklung
der Gedächtnis- und Denkformen der Knaben und Mädchen zwischen
7–19 Jahren. In H. Volkelt (Ed.), Bericht über den XI.
Kongreß für experimentelle Psychologie in Wien (pp.
113–122). Jena: Gustav Fischer.
68.
Nelson, C.A.
(1997). The neurobiological basis of early memory
development. In
N. Cowan
(Ed.), The development of memory in childhood (pp.
41–82).
Hove, UK: Psychology Press
.
69.
Nelson, K.
(1996). Language in cognitive development: The emergence of
the mediated mind.
New York: Cambridge University Press
.
70.
Netschajeff, A.
(1900).
Experimentelle Untersuchungen über die
Gedächtnisentwicklung bei Schulkindern
. Zeitschrift für Psychologie und Physiologie der
Sinnesorgane, 24,
321–351
.
71.
Netschajeff, A. (1902). Ü ber Memorieren. Eine Skizze aus dem
Gebiete der experimentellen Pädagaogischen Psychologie. In H. Schiller
& Th. Ziehen (Eds.), Sammlung von Abhandlungen aus dem Gebiete der
Pädagogischen Psychologie und Physiologie (Vol. 5(5)). Berlin:
Reuther & Reichard.
72.
Offner, M. (1924). Individuelle und sexuelle Unterschiede des
Gedächtnisses. In M. Offner (Ed.), Das Gedächtnis. Die
Ergebnisse der experimentellen Psychologie und ihre Anwendung in Unterricht und
Erziehung (4th ed., pp. 168–200). Berlin: Reuther & Reichard.
73.
Parkin, A.J.
(1993). Implicit memory across the life-span. In
P. Graf
&
M. Masson
(Eds.), Implicit memory: New directions in cognition, development, and
neuropsychology (pp. 63–131).
Amsterdam: Elsevier
.
74.
Pohlmann, A. (1906). Einfluss der Lokalisation auf das Behalten. In A.
Pohlmann (Ed.), Experimentelle Beiträge zur Lehre vom
Gedächtnis (pp. 91–138). Berlin: Gerdes & Hödel.
75.
Pressley, M.
,
Borkowski, J.G.
, &
Schneider, W.
(1989).
Good information processing: What it is and how education can promote it
. Journal of Educational Research, 14,
857–867
.
76.
Pressley, M.
, &
Van Meter, P.
(1993). Memory strategies: Natural development and use
following instruction. In
R. Pasnak
&
M.L. Howe
(Eds.), Emerging themes in cognitive development (Vol. 2, pp.
128–165).
New York: Springer
.
77.
Preyer, W.
(1882). Die Seele des Kindes [The mind of the child].
Leipzig: Grieben
.
78.
Radossawljewitsch, P.R. (1907). Das Behalten und Vergessen bei Kindern und
Erwachsenen nach experimentellen Untersuchungen. In E. Meumann (Ed.),
Pädagogische Monographien (Vol. 1). Leipzig: Otto Nemnich.
79.
Reyna, V.F.
, &
Brainerd, C.J.
(1995).
Fuzzy-trace theory: An interim synthesis
. Learning and Individual Differences, 7,
1–75
.
80.
Rovee-Collier, C.
(1995).
Time windows in cognitive development
. Developmental Psychology, 51,
1–23
.
81.
Rubinstein, S.L. (1973). Das Gedächtnis. In S.L. Rubinstein (Ed.),
Grundlagen der Allgemeinen Psychologie (pp. 359–409). Berlin:
Volk & Wissen.
82.
Schacter, D.L.
(1992).
Understanding implicit memory: A cognitive neuroscience perspective
. American Psychologist, 47,
559–569
.
83.
Schneider, W.
(1999). The development of metamemory in
children. In
D. Gopher
&
A. Koriat
(Eds.), Attention and performance: XVII. Cognitive regulation of
performance: Interaction of theory and application.
Cambridge, MA: MIT Press
.
84.
Schneider, W.
, &
Bjorklund, D.F.
(1998). Memory. In
W. Damon
(Series Ed., and
D. Kuhn
&
R.S. Siegler
(Vol. Eds.), Handbook of child psychology: Vol. 2. Cognition, perception
and language (5th ed.).
New York: Wiley
.
85.
Schneider, W.
, &
Pressley, M.
(1997). Memory development between 2 and 20.
Hillsdale NJ: Erlbaum
.
86.
Schneider, W.
, &
Sodian, B.
(1997).
Memory strategy development: Lessons from longitudinal researchDevelopmental Review, 17,
442–461
.
87.
Schneider, W.
, &
Weinert, F.E.
(1995). Memory development during early and middle
childhood: Findings from the Munich Longitudinal Study (LOGIC). In
W. Schneider
&
F.E. Weinert
(Eds.), Memory performance and competencies. Issues in growth and
development (pp. 263–279).
Mahwah, NJ: Erlbaum
.
88.
Schumann-Hengsteler, R. (1995). Die Entwicklung des
Visuell-räumlichten Gedächtnisses. Göttingen: Hogrefe.
89.
Siegler, R.S.
(1996). Emerging minds: The process of change in
children’s thinking.
New York: Oxford University Press
.
90.
Siegler, R.S.
(1998). Children’s thinking (3rd
ed.).
Upper Saddle River, NJ: Prentice Hall
.
91.
Smirnov, A.A.
(1973). Problems of the psychology of memory.
New York: Plenum
.
92.
Smirnov, A.A.
, &
Zinchenko, P.I.
(1969). Problems in the psychology of memory. In
M. Cole
&
I. Maltzman
(Eds.), A handbook of contemporary Soviet psychology (pp.
452–502).
New York: Basic Books
.
93.
Sodian, B.
, &
Schneider, W.
(1999). Memory strategy development—Gradual
increase, sudden insight or roller coaster? In
F.E. Weinert
&
W. Schneider
(Eds.), Individual development from 3 to 12: Findings from the Munich
Longitudinal Study (pp. 61–77).
Cambridge, UK: Cambridge University Press
.
94.
Squire, L.
,
Knowlton, B.
, &
Musen, G.
(1993).
The structure and organization of memory
. Annual Review of Psychology, 44,
453–495
.
95.
Stern, W.
(1910).
Abstracts of lectures on the psychology of testimony and on the study of individuality
, American Journal of Psychology, 21,
270–282
.
96.
Stern. W.
(1914). Psychologie der frühen Kindheit.
Leipzig: Quelle & Meyer
.
97.
Stern, W.
, &
Stern, C.
(1913). Die Kindersprache.
Leipzig: Barth
.
Van der Molen, M.W.
, &
Ridderinkhof, K.R.
(1998). The growing and aging brain: Life-span changes in
brain and cognitive functioning. In
A. Demetriou
,
W. Doise
, &
C. van Lieshout
(Eds.), Life-span developmental psychology (pp.
35–99).
New York: Wiley
.
100.
Vértes, J.O. (1931). Behalten und Vergessen des Kindes.
Experimentelle Untersuchungen. Zeitschrift für Psychologie,
121, 241–354.
101.
Waters, H.S.
(in press). Memory strategy development: Do we need yet another deficiency?Child Development.
102.
Weinert, F.E.
(1962).
Untersuchungen über einige Bedingungen des sprachlichen Lernens
bei Kindern und Jugendlichen
. Vita Humana, 5,
185–194
.
103.
Weinert, F.E.
&
Weinert, S.
(1998). History and systems of developmental
psychology. In
A. Demetriou
,
W. Doise
, &
C. van Lieshout
(Eds.), Life-span developmental psychology (pp.
1–33).
New York: Wiley
.
104.
Werner, H. (1926). Einführung in die
Entwicklungspsychologie. Leipzig: Barth.
105.
Whipple, G.M.
(1909).
The observer as reporter: Asurvey of the “psychology of testimony”
. Psychological Bulletin, 6,
153–170
.
106.
Whipple, G.M.
(1911).
The psychology of testimony
. Psychological Bulletin, 8,
307–309
.
107.
Yendovitskaya, T.V.
(1971). Development of memory. In
A.V. Zaporozhets
&
D.B. Elkonin
(Eds.), The psychology of preschool children (pp.
89–110).
Cambridge, MA: MIT Press
.
