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Titlebook: Development of Long-Term Retention; Mark L. Howe,Charles J. Brainerd,Valerie F. Reyna Book 1992 Springer-Verlag New York, Inc. 1992 Explor

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發(fā)表于 2025-3-21 19:32:45 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書目名稱Development of Long-Term Retention
編輯Mark L. Howe,Charles J. Brainerd,Valerie F. Reyna
視頻videohttp://file.papertrans.cn/270/269977/269977.mp4
圖書封面Titlebook: Development of Long-Term Retention;  Mark L. Howe,Charles J. Brainerd,Valerie F. Reyna Book 1992 Springer-Verlag New York, Inc. 1992 Explor
描述For a number of decades now the study of children‘s memory development, with few exceptions, has been synonymous with the development of pro- cesses that lead to the initial encoding and immediate retention of informa- tion. Although there is little doubt that the study of such acquisition pro- cesses is central to understanding memory development, the long-term retention of previously encoded information represents at least as important a component of children‘s memory. Indeed, as both students of memory development and educators, our interest is in the maintenance and utiliza- tion of knowledge over considerable periods of time, not just in the immedi- ate (e. g. , classroom) context. Clearly, then, without an understanding of how recently acquired information is maintained in memory over extended periods of time, our theories of long-term memory development remain incomplete at best. Although children‘s forgetting and reminiscence was a topic of inquiry early in this century, it is only recently, due in part to the current controversy concerning the reliability of children‘s eyewitness testimony, that the study of long-term retention has resurfaced in the scientific literature.
出版日期Book 1992
關(guān)鍵詞Exploration; Ged?chtnis; Langzeitged?chtnis; Training; assessment; development; memory
版次1
doihttps://doi.org/10.1007/978-1-4612-2868-4
isbn_softcover978-1-4612-7702-6
isbn_ebook978-1-4612-2868-4
copyrightSpringer-Verlag New York, Inc. 1992
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Verallgemeinerung des Kraftgr??enverfahrensties have raised questions about the nature and bases of the suggestibility of children’s memory (as well as adults’ suggestibility). Therefore, the major goals of this chapter are (a) to briefly review research on children’s suggestibility, (b) to describe social and cognitive factors that influenc
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at best. Although children‘s forgetting and reminiscence was a topic of inquiry early in this century, it is only recently, due in part to the current controversy concerning the reliability of children‘s eyewitness testimony, that the study of long-term retention has resurfaced in the scientific literature. 978-1-4612-7702-6978-1-4612-2868-4
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The Role of Memory Impairment in Children’s Suggestibilityt learning has been revived in the context of studies on suggestibility and eyewitness memory. These studies have shown that, for subjects of all ages, exposure to misinformation (i.e., false information presented as truth) after viewing an event can lead to profound decrements in performance on later tests of memory for the originally seen event.
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