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Does memory development belong on an endangered topic list?

D Kuhn1

  • 1Teachers College, Columbia University, New York, NY 10027, USA. dk100@columbia.edu

Child Development
|June 3, 2000
PubMed
Summary
This summary is machine-generated.

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Memory research requires broader contexts beyond cognitive development. Understanding memory as knowledge structures, influenced by comprehension, context, and strategy, reveals its socially situated nature for achieving goals.

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Memory is traditionally viewed as a core cognitive development topic.
  • Recent research indicates a need to integrate memory studies into broader contexts.
  • Existing frameworks may not fully capture the complexity of memory phenomena.

Purpose of the Study:

  • To re-evaluate the study of memory within expanded conceptual and research frameworks.
  • To identify and examine key contexts that influence memory.
  • To propose a more integrated understanding of memory and memorization.

Main Methods:

  • Conceptual analysis of memory research.
  • Identification of four key contextual frameworks for memory: knowledge, comprehension, context/function, and strategy.

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  • Examination of how these contexts accommodate memory phenomena.

    • Main Results:

    • Memory phenomena are better understood when situated within broader contexts.
    • Four critical contexts for memory include: knowledge (what is remembered), comprehension (meaning), context/function (purpose), and strategy (how to remember).
    • Memories function as knowledge structures developed through understanding and knowing.

    Conclusions:

    • Memory should be conceptualized as knowledge structures resulting from efforts to understand.
    • Memorization is an activity embedded within social contexts and serves individual or social objectives.
    • An integrated approach is necessary for a comprehensive understanding of memory.