[The development of memory].

By N. Petrilowitsch. 1956

Subfields: Cognitive Science & Psychology

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Citations in the corpus

Inner Speech: Development, Cognitive Functions, Phenomenology, and Neurobiology (2015, background): “Although the evidence is not unequivocal, it is generally agreed that children begin to use verbal mediation of STM from around 7 years of age (Gathercole, 1998), at which point they begin to be susceptible to the phonological similarity effect (Conrad, 1971; Gathercole & Hitch, 1993) and word…”
Impact of Working Memory Constraints on Speech Monitoring in Healthy Children (2013, background): “Further, as with attentional refreshing, in young children ( 7 years), articulatory does not occur reliably, which may be another reason, children in this age range have lower working memory spans than older children (Gathercole, 1998).”
Reevaluating key evidence for the development of rehearsal: phonological similarity effects in children are subject to proportional scaling artifacts. (2013, background): “oneself, many have argued that it is synonymous with rehearsal, and therefore provides evidence of an individual’s ability to spontaneously rehearse (Gathercole, 1998; Howard & Franklin, 1990; Vallar & Papagno, 1995).”
The relationship between visuospatial sketchpad capacity and children's mathematical skills (2008, background): “These findings are consistent with the suggestion that working memory skills predict wider aspects of curriculum attainment (e.g., Gathercole & Pickering, 2000; Gathercole et al., 2004), and that working memory assessments may be useful as prospective indicators of scholastic attainment.”
Executive function in preschoolers: a review using an integrative framework. (2008, methodology): “Over the preschool period, children gradually can hold more items in mind (Gathercole, 1998), and the evidence suggests improvement in both the phonological loop and visual–spatial sketchpad (Bull et al.”
Inner speech is used to mediate short-term memory, but not planning, among intellectually high-functioning adults with autism spectrum disorder (2012, background): “This “phonological similarity effect” (PSE) is clear evidence that visually presented information has been recoded into a verbal form, such that recall is affected by manipulations to the phonological properties of the to be remembered pictures (see Gathercole, 1998).”
Phonological memory and lexical, narrative, and grammatical skills in second language oral production by adult learners (2006, background): “PM capacity varies among individuals (Gathercole, Pickering, Hall, & Peaker, 2001; Karakas, Yalin, Irak, & Erzengin, 2002), increases throughout childhood and adolescence (Gathercole, 1998; Hulme, Thomson, Muir, & Lawrence, 1984; Karakas et al., 2002), and decreases slightly (but significantly) thro”
The Relationship Between Working Memory and Mathematical Problem Solving in Children at Risk and Not at Risk for Serious Math Difficulties (2004, background): “Several studies have assumed that STM measures capture a subset of WM performance, the utilization and/or operation of the phonological loop (see Gathercole, 1998; Gathercole & Baddeley, 1993, for comprehensive reviews).”
Improving children's working memory and classroom performance (2010, methodology): “For example, rehearsal does not emerge until about seven years of age (e.g. Gathercole, 1998), with other strategies developing later (e.g. see Bjorkland & Douglas, 1997).”
Phonological memory and children's second language grammar learning (2008, background): “Children’s phonological memory function increases dramatically throughout childhood (Gathercole, 1998), and this increase has most recently been attributed to the development of language competence.”
Growth in Working Memory and Mathematical Problem Solving in Children at Risk and Not at Risk for Serious Math Difficulties. (2008, background): “Several studies assume that STM measures capture a subset of WM performance, the utilization and/or operation of the phonological loop (for a comprehensive review, see Dempster, 1985; Gathercole, 1998).”
Learning and development in neural networks: the importance of starting small. (1993, background): “One developmental change which is plausibly relevant to learning is the gradual increase in memory and attention span which is characteristic of children (Kail, 1984).”
Multiple-object tracking in children: The "Catch the Spies" task. (2005, methodology): “These three components are thought to develop independently ( Gathercole, 1998; Gathercole, Pickering, Ambridge, & Wearing, 2004).”
Why Arts Integration Improves Long-Term Retention of Content (2011, unknown): “…research of note includes the finding that spontaneous use of rehearsal strategies does not appear to develop before the age of 8–10 (Naus & Ornstein, 1983), although younger children can be instructed to use rehearsal strategies in order to improve recall (Naus, Ornstein, & Aivano, 1977).”
Assessment of Hot and Cool Executive Function in Young Children: Age-Related Changes and Individual Differences (2005, methodology): “Developmental research has shown that performance on measures of working memory similar to the Self-Ordered Pointing task increases during the preschool period (see Gathercole, 1998, for a review).”
Verbal and visuospatial short-term and working memory in children: are they separable? (2006, background): “First, Gathercole (1998) suggested that in practice it is difficult to utilize a task that taps purely visual or spatial components of memory.”
Designing metacognitive activities (2001, background): “Their early studies involved controlled laboratory experiments that showed that young children could be helped to improve their own memory performances when researchers helped them think about the tasks they faced and possible strategies they might use (e.g., Brown, 1975; 1987; Flavell, 1976; 1987).”
Does music training enhance working memory performance? Findings from a quasi-experimental longitudinal study (2014, background): “Some authors argue that even visually presented tasks could be linked directly to phonological loop abilities by recoding of visual as auditory information (Gathercole, 1998; Howard & Franklin, 1990).”