Learning to Remember

Although a great deal has been learned in the last 40 years about the mnemonic skills of children of different ages, surprisingly little is known about the course of developmental changes in these abilities (Ornstein & Haden, 2001). To illustrate, age-related differences in children's use of deliberate strategies for remembering—such as rehearsal and organization—have been well documented by many researchers (Schneider & Pressley, 1997), but the development of these skills within individual children has been studied by only a few investigators (e.g., Kron-Sperl, Schneider, & Hasselhorn, 2008; Schneider, Kron, Hünnerkopf, & Krajewski, 2004).