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Children become able to replicate more complex events with greater detail, from memory. [9] Jean Piaget, a child development psychologist, conducted a study testing the cognitive and memory abilities of children around 2 years of age. These tests were conducted using objects presented to the child followed by their removal from sight.
The development of memory is a lifelong process that continues through adulthood. Development etymologically refers to a progressive unfolding. Memory development tends to focus on periods of infancy, toddlers, children, and adolescents, yet the developmental progression of memory in adults and older adults is also circumscribed under the umbrella of memory development.
The Atkinson–Shiffrin model (also known as the multi-store model or modal model) is a model of memory proposed in 1968 by Richard Atkinson and Richard Shiffrin. [1] The model asserts that human memory has three separate components: a sensory register, where sensory information enters memory,
The development of memory in children becomes evident within the first 2 to 3 years of a child's life as they show considerable advances in declarative memory. This enhancement continues into adolescence with major developments in short term memory, working memory, long-term memory and autobiographical memory. [21]
In addition, the memory improvement might not generalize to children who are not in operative concept development transition stages. Nonetheless, these memory gains were unexpected, and might lend credence to the idea that operative development can be facilitated by presenting a stimulus that the child can generalize to his or her environment.
While applying the Bayley Scales of Infant Development (BSID-II), it was found that scales may lead to under-estimates of cognitive abilities in infants with Down syndrome. [7] Researchers excluded a number of items that implicated language, motor , attentional and social functioning from the original measures the modified form was administered ...
The development of the human mind is complex and a debated subject, and may take place in a continuous or discontinuous fashion. [4] Continuous development, like the height of a child, is measurable and quantitative, while discontinuous development is qualitative, like hair or skin color, where those traits fall only under a few specific phenotypes. [5]
Phenomena in memory associated with repetition, word frequency, recency, forgetting, and contiguity, among others, can be easily explained in the realm of multiple trace theory. Memory is known to improve with repeated exposure to items. For example, hearing a word several times in a list will improve recognition and recall of that word later on.