1 Children's Retrieval Deficit.- Current Accounts of Children's Retrieval Deficit.- Descriptions: A Model of Memory Retrieval.- The Research Program.- Constraints on Descriptive Power.- General Discussion.- References.- 2 From Cognitive to Procedural Mapping.- Proposition 1: The Study of Cognitive Mapping Is Now an Active Pluralistic Enterprise.- Proposition 2: The Cognitive Mapping Enterprise Has Tended to Operate on Its Own, in Relative Isolation From Other Relevant Research Domains.- Proposition 3: The Study of Cognition and Cognitive Development Is More Mature Than the Study of Cognitive Mapping.- Proposition 4: Spatial Representation Is Paradigmatic of Nonspatial Thought.- Proposition 5: The Cognitive Mapping Enterprise Can Profit From the Activities of Cognitive Psychology.- Proposition 6: Emotions Play a Significant Role in Both Spatial and Nonspatial Thought.- Proposition 7: Cognitive Processing Has a Heavier Emotional Component in Early Development.- Proposition 8: Emotional Agenda Have Greater Priority Than Cognitive Agenda Early in Development.- Epilogue: Cognitive Development Among Cognitive Mappers.- References.- 3 The Role of Conceptual Knowledge in the Development of Organization in Children's Memory.- The Development of Conceptual Knowledge.- The Development of Organization in Children's Memory.- References.- 4 Model-Based Approaches to Storage and Retrieval Development.- Why Models?.- A Short-Term Memory Model.- A Long-Term Memory Model.- A Retention Model.- Storage and Retrieval: The Developmental Picture.- References.- 5 Short-Term Memory Development in Childhood and Adolescence.- Theoretical Issues and Controversies.- The Development of Short-Term Memory.- Summary and Conclusions.- References.- 6 Interpretation of Response Time in Research on the Development of Memory and Cognition.- Decomposing Reaction Times.- Growth Functions.- Practice.- The Speed-Accuracy Trade-Off.- Concluding Remarks.- References.- 7 Memory Methodology in Maturity.- Memory Classification Scheme.- Establishing Phenomena-Internal Validity.- The Question of Generalizability-External Validity.- Sampling Considerations-Subject Selection.- Conclusion.- References.- Author Index.
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 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.
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