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Handbook of Childhood Psychopathology and Developmental Disabilities Treatment pp 87–96Cite as

Cognition and Memory

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Part of the book series: Autism and Child Psychopathology Series ((ACPS))

Abstract

This book chapter provides a summary and overview of current research from the field of cognitive psychology regarding the development of cognition and memory in children. Functional improvements in attention and strategy use lead to many improvements in cognitive abilities but do not explain the whole picture of developmental change in typically developing children. Important improvements in working memory abilities, including the connections to memories within long-term memory, and the ease of retrieving those memories, play an additionally important role. We discuss research conducted with both typically developing and atypically developing children, to promote a better understanding of cognitive development across the field of psychology broadly. Finally, we present conclusions regarding the future directions of research in these areas, as well as the need for careful research in the area of working memory training.

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Authors and Affiliations

  1. Department of Psychology, Louisiana State University, Baton Rouge, LA, USA

    Corey I. McGill & Emily M. Elliott

Authors
  1. Corey I. McGill
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  2. Emily M. Elliott
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Correspondence to Emily M. Elliott .

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Editors and Affiliations

  1. Department of Psychology, Louisiana State University, Baton Rouge, Louisiana, USA

    Johnny L. Matson

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McGill, C.I., Elliott, E.M. (2017). Cognition and Memory. In: Matson, J. (eds) Handbook of Childhood Psychopathology and Developmental Disabilities Treatment . Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-319-71210-9_6

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