Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/22276
Appears in Collections:Psychology Journal Articles
Peer Review Status: Refereed
Title: The two-component model of memory development, and its potential implications for educational settings
Authors: Sander, Myriam C
Werkle-Bergner, Markus
Gerjets, Peter
Shing, Yee Lee
Lindenberger, Ulman
Contact Email: yee.shing@stir.ac.uk
Keywords: Child development
Episodic memory
Educational neuroscience
Instructional design
Two-component model
Working memory
Issue Date: 15-Feb-2012
Publisher: Elsevier
Citation: Sander MC, Werkle-Bergner M, Gerjets P, Shing YL & Lindenberger U (2012) The two-component model of memory development, and its potential implications for educational settings, Developmental Cognitive Neuroscience, 2 (Supplement 1), pp. S67-S77.
Abstract: We recently introduced a two-component model of the mechanisms underlying age differences in memory functioning across the lifespan. According to this model, memory performance is based on associative and strategic components. The associative component is relatively mature by middle childhood, whereas the strategic component shows a maturational lag and continues to develop until young adulthood. Focusing on work from our own lab, we review studies from the domains of episodic and working memory informed by this model, and discuss their potential implications for educational settings. The episodic memory studies uncover the latent potential of the associative component in childhood by documenting children's ability to greatly improve their memory performance following mnemonic instruction and training. The studies on working memory also point to an immature strategic component in children whose operation is enhanced under supportive conditions. Educational settings may aim at fostering the interplay between associative and strategic components. We explore possible routes towards this goal by linking our findings to recent trends in research on instructional design.
Type: Journal Article
URI: http://hdl.handle.net/1893/22276
DOI Link: http://dx.doi.org/10.1016/j.dcn.2011.11.005
Rights: This article published by Elsevier: Sander MC, Werkle-Bergner M, Gerjets P, Shing YL & Lindenberger U (2012) The two-component model of memory development, and its potential implications for educational settings, Developmental Cognitive Neuroscience, 2 (Supplement 1), pp. S67-S77. Users may access, download, copy, translate, text and data mine (but may not redistribute, display or adapt) the articles for non-commercial purposes provided that users: •Cite the article using an appropriate bibliographic citation (i.e. author(s), journal, article title, volume, issue, page numbers, DOI and the link to the definitive published version on ScienceDirect) •Maintain the integrity of the article •Retain copyright notices and links to these terms and conditions so it is clear to other users what can and cannot be done with the article •Ensure that, for any content in the article that is identified as belonging to a third party, any re-use complies with the copyright policies of that third party
Affiliation: Max Planck Institute for Human Development
Max Planck Institute for Human Development
Knowledge Media Research Center (KMRC)
Psychology
Max Planck Institute for Human Development

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