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).