Cognition and Inhibition

  • Karen Zelan
Part of the Perspectives in Developmental Psychology book series (PDPS)


Throughout previous chapters of this book my aim has been to highlight the connections the youngster makes between academic learning and other phenomena. I have attempted to show how the child often confuses learning school subjects with understanding other people. Especially important is that children often “learn” how their parents react to their academic advances. I have only just begun to propose that to a child remembering past events resembles making new discoveries. To a child it is often surprising when he understands he has forgotten something he once knew rather well. The reapprehension of the once-known fact or affective experience seems similar to the original apprehension. Then he tends to confound remembering in therapy with remembering in school. A success in therapeutic remembering often excites the child, and he hopes to replicate the success by remembering in school. Similarly, a failed attempt to remember in therapy sometimes convinces the child that he is incapable of remembering in school. Although they are different, both remembering in therapy and remembering in school are altered by his progress in the use of concepts. Thus, one important purpose of this chapter is to clarify how conceptual development might affect a young person’s use in therapy of suppression and repression.


School Attendance School Holiday Therapy Appointment School Phobia Favorite Memory 
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Copyright information

© Springer Science+Business Media New York 1991

Authors and Affiliations

  • Karen Zelan
    • 1
  1. 1.BerkeleyUSA

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