Memory development: Difference between revisions

Revision as of 23:09, 28 March 2023

Revision as of 11:44, 8 April 2023

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====Late Elementary School====

In late elementary school, children engage in self-directed use of organization and demonstrate the ability to impose a [[semantic]] structure on the to-be-remembered items to guide memory performance. For example, if a child is packing their bag for school, they can go through each part of their day and think of each item that they need to pack.<ref name="paris" /> Children at this age understand the advantages of using memory strategies and make use of strategies like categorization over lookingoverlooking or naming if they are instructed to think about learning strategies prior to learning.<ref name="justice" />

A strong metacognitive strategy for a student would be practicing reflective and critical thinking skills.<ref name="ReferenceB">{{Cite book|title=The SAGE encyclopedia of intellectual and developmental disorders|others=Braaten, Ellen|year=2018 |isbn=978-1-4833-9227-1|___location=Thousand Oaks, California|oclc=1022637397}}</ref> For instance, when a child is asked to memorize a song or a poem the teacher will sing or read aloud,<ref name="ReferenceB"/> essentially comprehending the meaning of certain words and forming a connection is what is generating a student's mind.<ref name="ReferenceB"/> Once the student is practicing, he or she will be able to approach the song or poem with more understanding, reflective and problem solving.<ref name="ReferenceB"/>