ABSTRACT
Much of the research on memory processes has been carried out with student volunteers. The information processing model thus describes adult capacities for coding and analysing incoming perceptions. It has little to say about the gradual development of, say, search strategies in LTM. The factor analytic studies on intellectual abilities have used samples of varying ages, but again little stress has been put on the way abilities change with age. For teachers these developmental changes are of great importance, if teaching is to be adapted to the intellectual level of the child.
