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Chapter 5 - Strategies and Self-Derivation

Means of Maintaining and Extending Knowledge

from Part II - Children’s Memory Strategies

Published online by Cambridge University Press:  28 May 2021

Lynne E. Baker-Ward
Affiliation:
North Carolina State University
David F. Bjorklund
Affiliation:
Florida Atlantic University
Jennifer L. Coffman
Affiliation:
University of North Carolina, Greensboro
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Summary

In this chapter, we review Ornstein’s contributions to the study of children’s memory strategy use to maintain information they are expected to remember, including barriers, supports, and application. We then discuss our own work on how children go beyond maintaining information to extending their knowledge base by going beyond what was explicitly provided and self-deriving new knowledge through integration of separate learning episodes. We examine the parallels in how knowledge is maintained and extended, including the role of prior knowledge. We conclude with three lessons learned from the work of Ornstein and colleagues that will enrich developmental science: move the research into ecologically relevant and even “high-stakes” contexts, conduct longitudinal work, and investigate the role of metacognition.

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The Development of Children's Memory
The Scientific Contributions of Peter A. Ornstein
, pp. 62 - 78
Publisher: Cambridge University Press
Print publication year: 2021

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