Toward an Understanding of the Development of Skilled Remembering: The Role of Teachers’ Instructional Language
Public Deposited- Creator
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Ornstein, P.A.
- Affiliation: College of Arts and Sciences, Department of Psychology and Neuroscience
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Coffman, J.L.
- Other Affiliation: University of North Carolina at Greensboro
- Abstract
- Although there is a rich literature on children’s strategies for remembering, little attention has been paid to characterizing developmental change within individual children and to examining mediators that may bring about such change. To address these issues, we assess children’s memory skills over time while simultaneously examining communicative interactions in the classroom. Children are not taught memory strategies in an explicit manner, but these skills emerge in the context of the elementary school classroom. Accordingly, we use longitudinal and experimental methodologies to examine the ways in which the language of instruction contributes to the development of children’s memory and cognitive skills. The basic findings are discussed here in terms of possible applications in the classroom that may impact teachers’ instruction and students’ learning.
- Date of publication
- 2020
- Keyword
- DOI
- Identifier
- Resource type
- Article
- Rights statement
- In Copyright
- License
- Attribution-NonCommercial 4.0 International
- Journal title
- Current Directions in Psychological Science
- Journal volume
- 29
- Journal issue
- 5
- Page start
- 445
- Page end
- 452
- Language
- English
- Version
- Publisher
- ISSN
- 0963-7214
- Publisher
- SAGE Publications Inc.
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