ABSTRACT
Sometimes memory is easy, like when you’re driving down the road and recognize a street corner and just “know” that there’s a Starbucks on the next block, or when you’re watching Jeopardy and you call out “Who was Captain Cook?” to the clue “He was the first European explorer to set foot on Hawaii,” and being surprised that you knew that piece of trivia. Other times memory is difficult, like when you’re trying to learn and later recall the causes and consequences of the French Revolution, or when, while walking up and down the aisles of the supermarket, you try to reconstruct the grocery list you left on the kitchen table. It is the development of the latter type of explicit, often difficult, memory that is the focus of this chapter, specifically children’s use of strategies, or mnemonics, to acquire and later retrieve information.
