Includes bibliographical references and indexes
|Statement||edited by Lisa M. Oakes, Patricia J. Bauer|
|Contributions||Oakes, Lisa M., 1963-, Bauer, Patricia J|
|LC Classifications||BF720.M45 S56 2007|
|The Physical Object|
|Pagination||xix, 337 p.,  p. of plates :|
|Number of Pages||337|
|LC Control Number||2006022111|
Despite early speculations that young infants are unable to form memories, since the s developmental scientists have documented amazing memory abilities in infancy and explored how these abilities develop. This research on memory development in infancy and early childhood has recently moved in exciting new directions. Short-and long-term memory in infancy and early childhood: taking the first steps toward remembering. [Lisa M Oakes; Patricia J Bauer;] -- This edited work focuses on recent advances in the study of memory development in infancy and early childhood. Both short-term and long-term memory are critically important for infants' learning. Fishpond Australia, Short- And Long-Term Memory in Infancy and Early Childhood: Taking the First Steps Toward Remembering by Lisa M Oakes Patricia J BauerBuy. Books online: Short- And Long-Term Memory in Infancy and Early Childhood: Taking the First Steps Toward Remembering, , d: Oxford University Press. This book provides both a review of the literature and a theoretical framework for understanding the development of visual attention from infancy through early .
Short‐ and long‐term memory in infancy and early childhood: taking the first steps toward remembering. Edited by Lisa M. Oakes and Patricia J. Bauer. Oxford University Press, New York, NY, Oxford, UK, pp. Price: $, £ ISBN ‐0‐19‐‐3Author: Mark L. Howe. Book review: Short- and long-term memory in infancy and early childhood: taking the first steps toward remembering By Mark L. Howe No static citation data No static citation data CiteAuthor: Mark L. Howe. Long-term memory can be further divided into two types: non-declarative (or implicit) and declarative (or explicit). Non-declarative memories are inaccessible to conscious awareness and include skill learning (e.g., knowing how to ride a bike) and priming (i.e., facilitated processing of a stimulus as a function of prior experience with it). We then examine new developments in the field, describing four important lines of inquiry: (a) the development of implicit memory, (b) short‐ and long‐term memory development in infancy, (c.
SHORT- AND LONG-TERM MEM-ORY IN INFANCY AND EARLY CHILDHOOD: TAKING THE FIRST STEPS TOWARD REMEMBERING. Edited by Lisa M. Oakes and Patricia J. Bauer. Oxford University Press, New York, NY, Oxford, UK, pp. Price: $, £ ISBN This collection of chapters on the very early development of short- and Author: Mark L. Howe. More recent behavioral work confirms and extends these findings by further implicating post-encoding processes as a significant source of variability in long-term recall memory from infancy to early childhood. Svein Magnussen, in International Encyclopedia of the Social & Behavioral Sciences (Second Edition), Second, a distinction is drawn between short-term memory, called immediate memory by early memory researchers, which is the seat of consciousness and active processing and is able to store limited quantities of information for limited periods of time, and long-term . The Brain During Childhood. Cognitive development refers to the development of a child in terms of information processing, conceptual resources, perceptual skill, and language learning. The brain grows and matures rapidly during early childhood, faster than any .