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{{short description|Development of memory in children}}
The '''development of memory in children''' becomes evident within the first 3 years of a child's life as they show considerable advances in [[declarative memory]]. An important aspect to reckon throughout this article, is that the memory of a child ameliorates throughout their development.<ref name="Learning & memory">{{Cite book
Recent research on the development of memory has indicated that declarative, or explicit memory, may exist in infants who are even younger than two years old. For example, newborns who are less than 3 days old demonstrate a preference for their mother’s own voice, as well as proposing the importance of a strong connection to the mother.<ref>{{cite journal |last1=DeCasper |first1=A. |last2=Fifer |first2=W. |title=Of human bonding: newborns prefer their mothers' voices |journal=Science |volume=208 |issue=4448 |pages=1174–6 |year=1980 |pmid=7375928 |doi=10.1126/science.7375928 |bibcode=1980Sci...208.1174D |citeseerx=10.1.1.553.1738 }}</ref>
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===Central Executive===
Central executive is an important integral of the working memory, in where it has the all- inclusive attentional control of the working memory system.<ref name="Learning & memory"/> Towards the beginning it was inferred that the central executive had an important role of storing some information. It was also inferred that the central executive reinforced long-term memory, as well as having the potential to designate resources for focusing, dividing and switching attention.<ref name="Learning & memory"/> Currently the model of the central executive excludes the possibility of any type of memory storage. However, it does include the new understanding that it does have a responsibility for the control and reinforcement of attention.<ref>{{Cite book|last=Baddeley, Alan D., 1934-
===Phonological Loop===
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==Long Term Memory==
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
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|last=Ward|first=Emma V.|last2=Berry|first2=Christopher J.|last3=Shanks|first3=David R.|date=2013|title=Age effects on explicit and implicit memory
===Infants===
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The study also indicated that the infant could remember the connection for up to 14 days.<ref name="Learning & memory"/> However, once certain time has passed the infant’s leg is once again connected to the mobile’s movement with a ribbon to test of the infant recalled what to do.<ref name="Learning & memory"/> The infant did not remember what to do, and they were introduced to a certain factor that would aid the infant to remember.<ref name="Learning & memory"/> According to Robert & Saweikis (2004), If the “experimenter” moves the mobile showing the infant the movements, as soon as the infant is reconnected to the mobile with a ribbon, the infant will start kicking energetically.<ref name="Learning & memory"/> The conclusion was that the infant could indeed remember a memory, although time has passed.<ref name="Learning & memory"/>
Infants who are 5 months or older are able to use emotions to influence their memories. However, at this age, infants will be more likely to remember things that were characterized by positive emotions. Numerous mechanisms that are used to study and infer memory in children cannot be used on infants, due to the process the study is retrieved, which include writing or speaking.<ref name="Learning & memory"/> The way that researchers study the memory capabilities of infants in this age range is through measuring eye movements between test images presented. After doing this initial round of testing, the researchers would conduct follow-up tests both 5 minutes later and one day later. The follow-up tests shown to the infants included two geometric shapes: one from the original test, and a new shape. The researchers were able to record how long the infants looked at the images in the follow-up tests and measured how long the infants stared at each shape. The infants were more likely to gaze at the geometric shapes from the original tests if they had been paired with positive voices than if they had been paired with neutral or negative voices. This study indicated that infants at this age would be able to better remember shapes and patterns of things if they were associated with positive emotions because positivity would increase the infants' interest and attention.<ref>{{cite journal |last1=Flom |first1=Ross |last2=Janis |first2=Rebecca B. |last3=Garcia |first3=Darren J. |last4=Kirwan |first4=C. Brock |title=The effects of exposure to dynamic expressions of affect on 5-month-olds' memory |journal=Infant Behavior and Development |volume=37 |issue=4 |pages=752–9 |year=2014 |pmid=25459793 |doi=10.1016/j.infbeh.2014.09.006 }}</ref><ref>{{Cite journal|last=Sullivan|first=Margaret Wolan|last2=Lewis|first2=Michael|date=April 2003|title=Emotional Expressions of Young Infants and Children: A Practitionerʼs Primer
===Pre-school Children===
Infants at as early as 7-months-old can conceptually differentiate between categories such as animals and vehicles. Although infants’ concepts may be crude by adult standards, they still allow infants to make meaningful semantic distinctions. An example is that infants can differentiate between items belonging to a kitchen and those items belonging to a bathroom.<ref>{{cite journal |last1=Mandler |first1=Jean M. |last2=Fivush |first2=Robyn |last3=Reznick |first3=J. Steven |title=The development of contextual categories |journal=Cognitive Development |volume=2 |issue=4 |year=1987 |pages=339–54 |doi=10.1016/S0885-2014(87)80012-6 }}</ref> At the very least, these categories lay a foundation for early knowledge development, organizing information in storage and influence future encoding. Infants from 16 months old are able to draw on their semantic knowledge in [[generalization]] and [[inference]]. This knowledge can also be used by older toddlers, 24-month-olds, to facilitate acquisition and retention of new information. Their knowledge of causal ordering of events can be used to help to recall the sequence of events.<ref>{{Cite book|last=Henry, Lucy.
Pre-school children can be heavily inaccurate in recalling words or numbers they have just learned.<ref name="Flavell 324–340"/><ref name="Henry, Lucy. 2012"/> Children are more able to recall information, which according to Henry (2011) children can “predict” memory performance if they have online experience with a task.<ref name="Henry, Lucy. 2012"/> What lead to this conclusion was the children were given a a tape recorder with 10 words, the kids were asked to stop the tape recorder once they thought they could remember all the words mentioned.<ref name="Henry, Lucy. 2012"/> According to the study 17% children predicted that they knew all 10 words mentioned.<ref name="Henry, Lucy. 2012"/>
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By school age, the typical child shows skill in recalling details of past experiences and in organizing those details into a [[narrative]] form with [[:wikt:cohesion|cohesion]]. Memories formed at this age and beyond are more likely to stand the test of time over the years and be recalled in adulthood, compared to earlier memories. Young children can sometimes retain information from specific episodes over very long periods of time, but the particular information a child of a particular age is likely to retain over different periods of time is unpredictable. This depends on the nature of the memory event and individual differences in the child such as gender, parental style of communication, and language ability.<ref name="fivush">{{cite journal |last1=Fivush |first1=Robyn |last2=Gray |first2=Jacquelyn T. |last3=Fromhoff |first3=Fayne A. |title=Two-year-old talk about the past |journal=Cognitive Development |volume=2 |issue=4 |year=1987 |pages=393–409 |doi=10.1016/S0885-2014(87)80015-1 }}</ref>
One of the most important aspects of episodic memory according to Tulving (1985, 1999) is the element of the individual to cognitively travel to both the past and the future.<ref name="John Wiley & Sons Ltd">{{Cite book
==Autobiographical Memory==
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===Childhood Amnesia===
Childhood amnesia is a phenomenon that ranges from the age of 3–8 years of age.<ref name="ReferenceA">{{Cite book
[[Infantile amnesia]] is the tendency to have few autobiographical memories from below the age of 2-4. This can be attributed to lack of [[memory rehearsal]] as young children do not engage in rehearsal of remembered information. There are two theoretical explanations for why this may occur; although they take different approaches, they are not [[mutually exclusive]] of each other.<ref name="PsychBook">{{cite book|last=Robinson-Riegler; Robinson-Riegler|first=Bridget; Gregory|title=Cognitive Psychology: Applying the Science of the Mind|year=2012|publisher=Pearson Education Inc. as Allyn & Bacon|___location=75 Arlington Street, Suite 300, Boston, MA|isbn=978-0-205-17674-8|pages=272–276; 295–296; 339–346|edition=Third}}</ref> The development of a cognitive self is also thought by some to have an effect on encoding and storing early memories.<ref>[https://books.google.com/books?id=MB_PBwAAQBAJ&pg=PA218&lpg=PA218&dq=The+development+of+a+cognitive+self+is+also+thought+by+some+to+have+an+effect+on+encoding+and+storing+early+memories&source=bl&ots=sSw1xhUFaY&sig=tGznp7eKE58c--jLd1Mo0FF6lG0&hl=en&sa=X&ved=0ahUKEwit0Ij03u7LAhWCOSYKHfMUCdUQ6AEIKDAC#v=onepage&q=The%20development%20of%20a%20cognitive%20self%20is%20also%20thought%20by%20some%20to%20have%20an%20effect%20on%20encoding%20and%20storing%20early%20memories&f=false Handbook of Child Psychology and Developmental Science, Cognitive Processes]{{full citation needed|date=August 2016}}</ref><ref>{{cite journal |last1=Loftus |first1=Elizabeth F. |title=Desperately seeking memories of the first few years of childhood: The reality of early memories |journal=Journal of Experimental Psychology: General |volume=122 |issue=2 |year=1993 |pages=274–7 |doi=10.1037/0096-3445.122.2.274 |pmid=8315402}}</ref><ref>{{cite journal |last1=Usher |first1=JoNell A. |last2=Neisser |first2=Ulric |title=Childhood amnesia and the beginnings of memory for four early life events |journal=Journal of Experimental Psychology: General |volume=122 |issue=2 |year=1993 |pages=155–65 |doi=10.1037/0096-3445.122.2.155 |pmid=8315398}}</ref>
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At this age, children spontaneously use rehearsal to enhance short-term memory performance and retrieval strategies begin to be used spontaneously without the guidance of others.<ref name="paris" />
Elementary-age children have a significant improvement in their ability to retain information.<ref name="Bergin, Christi Ann Crosby">{{Cite book|last=Bergin, Christi Ann Crosby
====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 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.<ref name="ReferenceB">{{Cite book
====Early Adolescence====
In early adolescence, children begin to use elaborative rehearsal meaning that items are not simply kept in mind but rather are processed more deeply. They also prefer to use memory strategies such as [[categorization]] rather than simple rehearsal, looking or naming and use these strategies without needing to think about memory strategies prior to learning.<ref name="justice" />
Consequently, it is crucial to acknowledge that a child’s brain is constantly experiencing development from life adaptation.<ref name="Damon 2005 15–19">{{Cite journal|last=Damon|first=William|date=2005|title=Looking back, for a change: A story of directions in child and adolescent development
==References==
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