Description The last decade has seen a major growth in research on how memory is used in everyday life. This volume represents a reaction to traditional
laboratory-bound studies of the first half of the century which sought to identify the fundamental principles of learning and memory
through the use of materials and methods totally divorced from the real world. The new wave of memory research has had considerable success
in charting how memory develops, the role it plays in educational and social skills and the impact of memory impairment on mental life.
The current volume consists of authoritative reviews of this emerging area linked to comment and criticism from major researchers in
the field.
Contrasted, probably for the first time, are two major styles of research in applied memory research: The naturalistic
approach, which has sought to study memory in everyday environments, using actual experiences from people's lives as the raw data
from which to derive more general principles, and the applied cognitive approach, whereby theories and methods are developed
using orthodox laboratory techniques which are then validated by applying them directly to real phenomena. This is one of the few books
to bring together evidence across the very wide spectrum of humdrum activity that constitutes the everyday uses of memory.
Contents
Part 1 - Memory in the Classroom. 1. A tale of two settings: Young children's memory performance in the laboratory and
the field (L. Baker-Ward, P.A. Ornstein, B.N. Gordon). Commentaries: On the collection of data (J. Morton). Memory and meaning in the
laboratory and the field (R. Fivush). Rejoinder: Meaning, data and the diagnosis of cognitive competence (L. Baker-Ward, P.A. Ornstein,
B.N. Gordon). 2. The role of memory in learning to read, write and spell: A review of recent research (R.S. Johnston). Commentaries:
Memory and reading: Associated or dissociated? (P.H.K. Seymour). Strategies for learning and instruction (L.S. Siegel). 3. Fuzzy memory
and mathematics in the classroom (V.F. Reyna, C.J. Brainerd). Commentaries: Mathematical cognition and fuzzy-trace theory (G.J. Hitch).
Counting on mathematics in everyday life (R.H. Logie).
Part 2 - Memory and Everyday Life. 4. Slips and errors in learning
complex tasks (D.C. Berry). Commentaries: Environment versus cognitions (W.A. Wagenaar). Slips and errors on learning complex tasks (D.
Dörner). 5. Working memory in everyday cognition (R.H. Logie). Commentaries: Developing the model of working memory (J.T.E. Richardson).
Ecological perspectives of working memory (M. Naveh-Benjamin). 6. The structure of memory performance in experts: Implications for memory
in everyday life (K.A. Ericsson, N. Pennington). Commentaries: Expertise and extended memory (K.J. Gilhooly). Hardware, software, and
goal maintenance (N. Charness).
Part 3 - Life Skills. 7. Remembering ourselves (C.R. Barclay). Commentaries: Memory
of schemata, details and selves (S.F. Larsen). Memory, self and story (J.A. Robinson). Rejoinder: Reflections on Professors Robinson's
and Larsen's comments (C.R. Barclay). 8. Recognising friends and acquaintances (A.W. Young). Commentaries: Dimensions of facial appearances
(V. Bruce). Accessing identity information (B. Johnston). 9. Witnessing events (G. Davies). Commentaries: The theory behind witnessing
events, and the practice (E.F. Loftus). On aging witnesses and earwitnesses (A.D. Yarmey).
Part 4 - Deficits in Memory.
10. Memory and Ageing (G. Cohen). Commentaries: The maze in the garden (L.W. Poon). Is memory something we have or something we do? (E.A.L.
Stine). 11. Coping with memory impairment (B. Wilson). Commentaries: Memory rehabilitation for neurological patients (N. Kapur). Some
guidelines on memory rehabilitation (A. Mayes).
Part 5 - Methodology. 12. Method and meaning in memory research (M.A.
Conway). Commentaries: Faith and scepticism in memory research (R.G. Crowder). Holy war or wholly unnecessary? Some thoughts on the 'conflict'
between laboratory studies and everyday memory (A. Baddeley). Author index. Subject index.
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