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.

Table of 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).


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© 1993
North Holland
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