Representational Constraints on the Development of Memory and Metamemory: A Developmental-Representational Theory

Autor/inn/en	Ceci, Stephen J.; Fitneva, Stanka A.; Williams, Wendy M.
Titel	Representational Constraints on the Development of Memory and Metamemory: A Developmental-Representational Theory
Quelle	In: Psychological Review, 117 (2010) 2, S.464-495 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-295X
DOI	10.1037/a0019067
Schlagwörter	Age Differences; Metacognition; Memory; Cognitive Development; Visual Stimuli; Brain; Neurological Organization; Brain Hemisphere Functions; Cognitive Processes; Recall (Psychology); Preschool Children; Preadolescents; Young Children; Short Term Memory + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Gedächtnis; Kognitive Entwicklung; Gehirn; Cognitive process; Kognitiver Prozess; Abberufung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Pre-adolescence; Präadoleszenz; Frühe Kindheit; Kurzzeitgedächtnis
Abstract	Traditional accounts of memory development suggest that maturation of prefrontal cortex (PFC) enables efficient metamemory, which enhances memory. An alternative theory is described, in which changes in early memory and metamemory are mediated by representational changes, independent of PFC maturation. In a pilot study and Experiment 1, younger children failed to recognize previously presented pictures, yet the children could identify the context in which they occurred, suggesting these failures resulted from inefficient metamemory. Older children seldom exhibited such failure. Experiment 2 established that this was not due to retrieval-time recoding. Experiment 3 suggested that young children's representation of a picture's attributes explained their metamemory failure. Experiment 4 demonstrated that metamemory is age-invariant when representational quality is controlled: When stimuli were equivalently represented, age differences in memory and metamemory declined. These findings do not support the traditional view that as children develop, neural maturation permits more efficient monitoring, which leads to improved memory. These findings support a theory based on developmental-representational synthesis, in which constraints on metamemory are independent of neurological development; representational features drive early memory to a greater extent than previously acknowledged, suggesting that neural maturation has been overimputed as a source of early metamemory and memory failure. (Contains 6 footnotes, 6 tables, and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10