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Does Memory Development Belong on an Endangered Topic List?
Author(s) -
Kuhn Deanna
Publication year - 2000
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/1467-8624.00114
Subject(s) - psychology , situated , memorization , cognitive psychology , cognition , context (archaeology) , comprehension , cognitive science , function (biology) , developmental psychology , computer science , history , neuroscience , artificial intelligence , evolutionary biology , biology , programming language , archaeology
Although memory has long been regarded as a central and well‐defined topic within the field of cognitive development, developments in and related to the study of memory increasingly suggest that the study of memory needs to be situated in a number of broader conceptual and research contexts. Four of these contexts are identified here and the ways they accommodate memory phenomena are examined: (1) knowledge (what is remembered?); (2) comprehension (what does it mean?); (3) context/function (why remember?); and (4) strategy (how to remember?). Memories , it is suggested, are best examined as knowledge structures that are the product of efforts to understand and to know, and memorizing is a socially situated activity undertaken in the service of individual or social goals.