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140122 ||| eng |
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|a 9781461397175
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| 100 |
1 |
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|a Schneider, Wolfgang
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| 245 |
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|a Memory Development Between 2 and 20
|h Elektronische Ressource
|c by Wolfgang Schneider, Michael Pressley
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| 250 |
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|a 1st ed. 1989
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| 260 |
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|a New York, NY
|b Springer New York
|c 1989, 1989
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| 300 |
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|a XI, 224 p. 11 illus
|b online resource
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|a 1 A Brief History of Memory Development Research -- 2 Capacity -- 3 Development of Encoding and Retrieval Strategies -- 4 The Knowledge Base -- 5 Metamemory -- 6 Good Strategy Use: A General Model, A Specific Example, and Comments on How To Do Research on the Development of Strategy Proficiency -- 7 Is Good Strategy Use Possible? -- 8 Conclusions -- References and Bibliography -- Author Index
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| 653 |
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|a Medicine/Public Health, general
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| 653 |
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|a Medicine
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| 700 |
1 |
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|a Pressley, Michael
|e [author]
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| 041 |
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7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b SBA
|a Springer Book Archives -2004
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| 490 |
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|a Springer Series in Cognitive Development
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| 856 |
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|u https://doi.org/10.1007/978-1-4613-9717-5?nosfx=y
|x Verlag
|3 Volltext
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| 082 |
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|a 610
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| 520 |
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|a For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in developmental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive development is espe cially appropriate at this time The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive developmental research (e. g. , logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collec tions, upon consulting with the Series Editor, may elect to have their books pub lished either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series. A fairly broad definition of cognitive development is being used in the selection of books for this series
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