Cognitive Learning and Memory in Children

1. Front Matter

   Pages i-xiv

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2. Children’s Use of Cognitive Strategies, How to Teach Strategies, and What to Do If They Can’t Be Taught

   • Michael Pressley, D. L. Forrest-Pressley, Darlene Elliott-Faust, Gloria Miller

   Pages 1-47

3. Memory in Very Young Children

   • Marvin W. Daehler, Carolyn Greco

   Pages 49-79

4. Social Contexts and Functions of Children’s Remembering

   • Scott G. Paris, Richard S. Newman, Janis E. Jacobs

   Pages 81-115

5. Memory Development in Cultural Context

   • Barbara Rogoff, Jayanthi Mistry

   Pages 117-142

6. Figure and Fantasy in Children’s Language

   • Valerie F. Reyna

   Pages 143-179

7. Studying Student Cognition During Classroom Learning

   • Ronald W. Marx, Philip H. Winne, John Walsh

   Pages 181-203

8. Some Methodological and Statistical “Bugs” in Research on Children’s Learning

   • Joel R. Levin

   Pages 205-233

9. Back Matter

   Pages 235-250

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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 especially 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 collections, upon consultation with the Series Editor, may elect to have their books published 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.

• Memory
• cognition
• development
• developmental psychology
• learning
• psychology

• Department of Psychology, University of Western Ontario, London, Canada

  Michael Pressley

• Department of Psychology, University of Alberta, Edmonton, Canada

  Charles J. Brainerd

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