Memory for Connected Discourse: A Constructivist View

Abstract

The history of constructivism in memory theory and research is reviewed briefly. Early work by Bartlett is contrasted with the more firmly entrenched empirical-associationistic notions of his time. Contemporary lines of research are then discussed within the perspective of this ongoing controversy. It is argued that the predominant views of memory at present are essentially abstractive-trace theories, with active construction limited to the perceptive and comprehensive stages of information processing. It is further argued that a more purely constructive model of memory (with active processing during retention and recall, as well as during comprehension) accounts equally well for present empirical evidence, yet at the same time promises a more general and integrated model of human cognition. Finally, certain pragmatic implications of a constructive view of memory are considered, particularly as relevant to the concerns of educators.