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2 results

  • Chapter 4 - Overview

  • from Part II - Children’s Memory Strategies
  • Edited by Lynne E. Baker-Ward, North Carolina State University, David F. Bjorklund, Florida Atlantic University, Jennifer L. Coffman, University of North Carolina, Greensboro
  • Book:
    The Development of Children's Memory
    Published online:
    28 May 2021
    Print publication:
    10 June 2021, pp 45-61

  • Summary

    Through the lens of Peter Ornstein’s work, this chapter traces the history of research on the development of deliberate memory. With particular emphasis on two mnemonic strategies, rehearsal and organization, we describe the methodological tools and research designs that have provided insight into the universal and individual patterns of development. Considerations are given to contextual factors, such as task conditions and instructions, types of materials to be remembered, and capacity demands, as well as to the individual factors, such as knowledge base, metamemory, age, and experience that influence the likelihood that a child will use strategies effectively in the service of memory. We conclude with an overview of the ways in which longitudinal research has provided greater insight into how intentional memory develops.

  • 29 - Memory dysfunction

  • from Section B3 - Cognitive neurorehabilitation
  • Edited by Michael Selzer, University of Pennsylvania, Stephanie Clarke, Université de Lausanne, Switzerland, Leonardo Cohen, National Institute of Mental Health, Bethesda, Maryland, Pamela Duncan, University of Florida, Fred Gage, Salk Institute for Biological Studies, San Diego
  • Book:
    Textbook of Neural Repair and Rehabilitation
    Published online:
    04 August 2010
    Print publication:
    16 February 2006, pp 461-474

  • Summary

    This chapter presents a brief introduction to the different forms of memory. After brain injury there is usually a period during which cognitive functions impaired by primary and secondary damage recover. The aim of restitution-oriented therapies for memory impairment (or indeed any impairment) is, in effect, to restore the physical or the functional integrity of the memory systems of the brain. Pharmacological and some memory training interventions might be considered to be attempts to restore functional integrity of memory systems. The chapter reviews recent studies that provide the basis for future developments in biologically based memory rehabilitation, along with examples of compensatory learning methods, strategies and aids. Within the category of compensatory strategies, there is a range of possible intervention approaches, some of which have been well evaluated. Four different types of approach can be identified: enhanced learning, mnemonic strategies, external aids, and environmental modification.