ABSTRACT
This chapter first, describes developmental changes in children's constructive comprehension skills in memory tasks; and second, to postulate an explanation regarding why children learn to select better and more appropriate mnemonic strategies specifically for the purpose of remembering. It has been to bring attention to the need for multiple experimental methods to investigate children's constructive memory skills. Semantic tasks such as prose enable subjects to exhibit a wide range of creative comprehension processes. The output-output paradigm brings attention to another neglected aspect of memory research, namely, the continuous, cyclical nature of memory and the reciprocal interactions between comprehending and remembering, encoding and retrieving. The paradigm is important for developmental research because it permits the researcher to evaluate the effects of repeated recall attempts, time, and experience on the memory of a single individual. Ontogenetic changes may be observed readily in such a paradigm, hopefully, to many new kinds of memory tasks.
