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dc.contributor.authorSander, Myriam Cen_UK
dc.contributor.authorWerkle-Bergner, Markusen_UK
dc.contributor.authorGerjets, Peteren_UK
dc.contributor.authorShing, Yee Leeen_UK
dc.contributor.authorLindenberger, Ulmanen_UK
dc.description.abstractWe 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.en_UK
dc.relationSander 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.
dc.rightsThis 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 partyen_UK
dc.subjectChild developmenten_UK
dc.subjectEpisodic memoryen_UK
dc.subjectEducational neuroscienceen_UK
dc.subjectInstructional designen_UK
dc.subjectTwo-component modelen_UK
dc.subjectWorking memoryen_UK
dc.titleThe two-component model of memory development, and its potential implications for educational settingsen_UK
dc.typeJournal Articleen_UK
dc.citation.jtitleDevelopmental Cognitive Neuroscienceen_UK
dc.citation.issueSupplement 1en_UK
dc.type.statusVoR - Version of Recorden_UK
dc.contributor.affiliationMax Planck Institute for Human Developmenten_UK
dc.contributor.affiliationMax Planck Institute for Human Developmenten_UK
dc.contributor.affiliationKnowledge Media Research Center (KMRC)en_UK
dc.contributor.affiliationMax Planck Institute for Human Developmenten_UK
rioxxterms.typeJournal Article/Reviewen_UK
local.rioxx.authorSander, Myriam C|en_UK
local.rioxx.authorWerkle-Bergner, Markus|en_UK
local.rioxx.authorGerjets, Peter|en_UK
local.rioxx.authorShing, Yee Lee|0000-0001-8922-7292en_UK
local.rioxx.authorLindenberger, Ulman|en_UK
local.rioxx.projectInternal Project|University of Stirling|
Appears in Collections:Psychology Journal Articles

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