ABSTRACT
The dominant perspective at the time was that memory development could best be explained in terms of strategy development. With age, children are more likely to use memory strategies and to use them with increasing effectiveness. This chapter outlines research on memory strategy development, focusing on the role of knowledge base on children's memory behavior. It provides a few steps backward and describe the route was simultaneously traveling that led to become an evolutionary developmental psychologist. Through the 1970s and well into the 1980s, research and theory on strategic-memory development blossomed, and a canonical view emerged. Preschool children were viewed as being essentially astrategic. Strategies were viewed as the cause of memory development. Older children remember more than younger children because they are more strategic. Children who develop an expert's knowledge of baseball or soccer, however, must usually put a good deal of effort into gaining their expertise.
