ABSTRACT
This chapter has been to stimulate an expanded view of memory development that includes metacognitive aspects of remembering and the conditions that determine means-goals relationships. The primary value of the perspective is the emphasis on developmental changes in the purposes and skills of remembering. It is hoped that more detailed descriptions of causal conditions that elicit memory skills in children of various ages will result from this perspective. Consideration of spontaneous comprehension processes and children's interactions with meaningful tasks are required in order to understand how children learn to utilize these skills for memory goals. The metacognitive processes that guide the coordination of means and goals into effective memory operations may be common to all aspects of remembering and not just to experimental assessments of memory skills. Finally, analyses of children's internally directed means and goals requires naturalistic investigations of memory processes and tasks that expand our knowledge base concerning the everyday memory demands placed upon children of different ages.
