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==Working Memory==
According to [[Baddeley's model of working memory]], working memory is composed of three parts. First is the central [[Executive (management)|executive]] which is responsible for a range of regulatory functions including attention, the control of action, and problem solving. Second, the [[phonological loop]], which is specialized for the manipulation and retention of material in particular informational domains. Finally, the visuospatial sketchpad stores material in terms of its visual or spatial features. The strength of the relationships between the three components of working memory vary; the central executive is strongly linked with both the phonological loop as well as the visuospatial sketchpad which are both independent of each other. Some evidence indicates linear increases in performance of working memory from age 3–4 years through to adolescence.<ref>{{cite book |last1=Baddeley |first1=A. D. |last2=Hitch |first2=G. |year=1974 |chapter=Working memory |editor1-first=G. |editor1-last=Bower |title=The psychology of learning and motivation |volume=8 |pages=47–90 |___location=New York |publisher=Academic Press }}</ref><ref>{{Cite book | url=https://books.google.com/books?id=MB_PBwAAQBAJ
===Central Executive===
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Long term memory, also known as episodic and semantic memory, has the ability to store valuable information for a proficient amount of time.<ref name="worldcat.org">{{Cite book|title=The Gale encyclopedia of psychology|others=Longe, Jacqueline L.|year = 2016|isbn=978-1-4103-1781-0|edition=Third|___location=Farmington Hills, MI|oclc=941831058}}</ref> According to Longe (2016) the storage of long-term memory could be in assortments of minutes to lifetime, meaning an activity or event attended can be recalled after a few minutes or be stored for a long time.<ref name="worldcat.org"/> Long term memory uses an important distinguishing factor known as meaning that can help an individual learn; It is used in a form of encoding and it is deemed the primary method of developing long-term memory.<ref name="worldcat.org"/> Once meaning is understood and applied to information it can impact what one recalls.<ref name="worldcat.org"/>
Explicit memory becomes much better over the developmental years. However, there are small effects of age on implicit memory, which could be because implicit memory involves more basic processes than declarative memory which would make it less affected by a child's developing cognitive skills and abilities.<ref>{{Cite journal|last1=Ward|first1=Emma V.|last2=Berry|first2=Christopher J.|last3=Shanks|first3=David R.|date=2013|title=Age effects on explicit and implicit memory|journal=Frontiers in Psychology|volume=4|pages=639|doi=10.3389/fpsyg.2013.00639|pmid=24065942|pmc=3779811|issn=1664-1078|doi-access=free }}</ref>
===Infants===
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Difficulty in assessing memory in young children can be attributed to their level of language skills; this is because memory tests usually occur in the form of a verbal report. It is unclear whether performance on memory assessments is due to poor memory for the event or to the inability to express what they remember in words. However, memory tests assessing performance with a nonverbal photograph recognition test and behavioral re-enactment showed that children had signs of recall from 27 months, as opposed to 33 months using verbal recall testing.<ref>{{cite journal|last1=Simcock|first1=Gabrielle|last2=Hayne|first2=Harlene|year=2003|title=Age-related changes in verbal and nonverbal memory during early childhood|journal=Developmental Psychology|volume=39|issue=5|pages=805–14|doi=10.1037/0012-1649.39.5.805|pmid=12952395}}</ref>
Autobiographical memory development is related to the emotional state of both children and adults. Rollins et al., <ref>{{Cite journal|last1=Rollins|first1=Leslie|last2=Gibbons|first2=Jeffrey A.|last3=Cloude|first3=Elizabeth B.|date=July 2018|title=Affective change greater for unpleasant than pleasant events in autobiographical memory of children and adults: A retrospective study|journal=Cognitive Development|language=en|volume=47|pages=46–52|doi=10.1016/j.cogdev.2018.03.002|s2cid=149260200 }}</ref> showed that particularly bad experiences tended to degrade, to be forgotten, and were more related to difficulties remembering than positive memories.
===Childhood Amnesia===
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In children under 7, the relationship between metamemory, strategy use, and recall is generally very weak or absent. This can be seen when comparing older children (over the age of 7) and preschool children on sorting tasks where children are asked to sort objects into groups that go together (for example animals) and attempt to recall them.<ref>{{cite journal |last1=Schneider |first1=Wolfgang |year=1985 |title=Developmental Trends in the Metamemory-memory behavior Relationship: An Integrated Review |journal=Metacognition, Cognition and Human Performance |volume=1 |pages=57–109 |url=https://opus.uni-wuerzburg.de/opus4-wuerzburg/frontdoor/index/index/docId/6978 }}</ref><ref name="DOI 10.1037/0022-0663.92.1.144">{{cite journal |last1=Tiedemann |first1=Joachim |title=Parents' gender stereotypes and teachers' beliefs as predictors of children's concept of their mathematical ability in elementary school |journal=Journal of Educational Psychology |volume=92 |issue=1 |year=2000 |pages=144–51 |doi=10.1037/0022-0663.92.1.144 }}</ref>
As Adults age they tend to lose the recall ability. In a study by Guerrero Sastoque et al., they discovered that this could be the result of changes in the types of memory strategies used to compensate with their slower recall ability.<ref>{{Cite journal|last1=Guerrero Sastoque|first1=Lina|last2=Bouazzaoui|first2=Badiâa|last3=Burger|first3=Lucile|last4=Froger|first4=Charlotte|last5=Isingrini|first5=Michel|last6=Taconnat|first6=Laurence|date=January 2019|title=Optimizing memory strategy use in young and older adults: The role of metamemory and internal strategy use|journal=Acta Psychologica|language=en|volume=192|pages=73–86|doi=10.1016/j.actpsy.2018.11.002|pmid=30453098|s2cid=53738505 }}</ref>
====Preschool Children====
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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 looking 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"/>
====Early Adolescence====
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