Memory Development from Early Childhood Through Emerging Adulthood

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Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner (2020, background): “Self-regulated learning and metacognitive competences (i.e., theory of mind and executive functions) emerge as early as the preschool years and might continue to develop throughout adulthood (Schneider, 2015; Greene, 2018).”
Executive function and metacognition: Towards a unifying framework of cognitive self-regulation (2017, background): “Traditionally, it was assumed that the most pronounced developmental improvements in MC are observed once children enter formal schooling (Roebers, 2014; Schneider, 2015), mainly employing structured learning tasks.”
Generative Learning: Which Strategies for What Age? (2020, background): “…in cognitive capacities: The increase in use of learning strategies over middle childhood and adolescence coincides with an increase in working memory and inhibitory capacities, which are closely linked to the ongoing maturation of the prefrontal cortex (Best and Miller 2010; Schneider 2015).”
Theory of mind: The state of the art* (2018, background): “When children go to school they face increased demands for learning and memory and thus their metacognitive knowledge about knowledge of strategies for enhancing cognition and learning can become increasingly relevant (see e.g. Schneider, 2015).”