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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]], a child's memory throughout their development.<ref name="Learning & memory">{{Cite book|title=Learning & memory|date=2003|publisher=Macmillan Reference USA|others=Byrne, John H.|isbn=0-02-865619-9|edition=2nd|___location=New York|oclc=49977789}}</ref> This enhancement continues into adolescence with major developments in [[short term memory]], [[working memory]], [[long term memory]] and [[autobiographical memory]].<ref name="bad">{{cite book|last=Siegler|first=R. S.|title=Children's Thinking|year=1998|publisher=Prentice Hall|___location=Upper Saddle River, NJ|edition=3rd|authorlink=Robert S. Siegler|isbn=978-0-13-397910-7}}{{page needed|date=August 2016}}</ref>
The development of memory in adults, especially older adults, is often seen more negatively, as with age so does the deterioration of mental functions. Most Adults will face symptoms of memory loss in both their short- and long-term memory, Alzheimer’s is a prime example of this.
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, resulting the significance of a strong and powerful 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 integral of the working memory, and involves the all- inclusive attentional control of the working memory system.<ref name="Learning & memory"/> Initially Kail and Saweikis inferred that the central executive had an important role of storing some information and that the central executive reinforced long-term memory and has 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.<ref
===Phonological Loop===
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Younger children (under the age of 5) may be more dependent than older children or adults on using the visuospatial sketchpad to support immediate memory for visual material. Older children adopt a strategy of verbally recoding pictures where possible and also use the phonological loop to mediate performance of the “visual” memory task. Between the ages of 5 and 11, visual [[memory span]] increases substantially and it is at this point when adult levels of performance are reached.<ref name="gather" /><ref name="DOI 10.1075/ce.4.2.02jos"/><ref name=pmid17654279/>
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The episodic buffer is something that has recently been added to Baddeley’ s working model in memory, being added in the year 2000. It is believed to act as a connector of various sources within the memory process. While this is a new theory being developed, the overall effects are still be researched.
Baddeley in his initial paper describing the Episodic Buffer, “The episodic buffer: a new component of working memory?”, details what he believes to be the biological functioning, ___location, and purpose of the episodic buffer.
The purpose of the episodic buffer is to serve as a bridge between both Working memory and Long-Term-Memory, specifically the Episodic Memory. It is believed to be more temporary in its storage capabilities, but none the less helps form new information and lasting memory.
Since it combines several elements of memory, one could in theory say it is everywhere.<ref>{{Cite journal|last=Baddeley|first=Alan|date=November 2000
Baddeley discusses that there are some possible issues since it is a new concept of memory, the limits of its abilities in storage have yet to be determined. Other issues include identifying the differences between the Episodic Buffer and Episodic Memory, as well as showing how important and essential the Episodic Buffer is to the Working Model of Memory.
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=== Adults ===
Memory tends to begin to fade as when enter and go through adulthood. Ane-Victoria Idland et al.,<ref name=":0">{{Cite journal|last=Idland|first=Ane-Victoria|last2=Sala-Llonch|first2=Roser|last3=Watne|first3=Leiv Otto|last4=Brækhus|first4=Anne|last5=Hansson|first5=Oskar|last6=Blennow|first6=Kaj|last7=Zetterberg|first7=Henrik|last8=Sørensen|first8=Øystein|last9=Walhovd|first9=Kristine Beate|last10=Wyller|first10=Torgeir Bruun|last11=Fjell|first11=Anders Martin|date=September 2020
Time is also believed to be a factor in the eventual decline of memory within adults. With increased years certain degradation of brain functions and areas begin to take its toll. The hippocampus appears to begin to lose its ability to make connections to life events and memory.<ref>{{Cite journal|last=Dahan|first=Lionel|last2=Rampon|first2=Claire|last3=Florian|first3=Cédrick|date=August 2020
==Episodic Memory==
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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|title=The Wiley Handbook on the Development of Children's Memory: Bauer/The Wiley|date=2013-10-07|publisher=John Wiley & Sons Ltd|isbn=978-1-118-59770-5|editor-last=Bauer|editor-first=Patricia J.|___location=Chichester, UK|language=en|doi=10.1002/9781118597705|editor-last2=Fivush|editor-first2=Robyn}}</ref> A studied yet still speculative thought about episodic memory in children is the lack of and anticipated episodic.<ref name="John Wiley & Sons Ltd"/> This suggests that children are more susceptible and successful in remembering certain events (eg., what are you going to have for lunch, what will you play with in the park, etc.), not because they traveled in both past and future, but that parents are the ones’ who generally organize the day, meaning they are the ones who have control over their childrens futures.<ref name="John Wiley & Sons Ltd"/>
As with all forms of memory, Episodic Memory is known to also decline with age. However, it can also be said that biological factors such as one’s sex also effects how Episodic memory develops and degrades. In a study done by Lundervold et al.,<ref>{{Cite journal|last=Lundervold|first=Astri J.|last2=Wollschläger|first2=Daniel|last3=Wehling|first3=Eike|date=June 2014
==Autobiographical Memory==
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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 can also develop depending on the emotional state of both children and adults. Autobiographical memory is the collection of memories comprising of the life events of the individual, so the idea that emotions can impact how our memories are remembered would seem to be a viable idea. In a study by Rollins et al.,<ref>{{Cite journal|last=Rollins|first=Leslie|last2=Gibbons|first2=Jeffrey A.|last3=Cloude|first3=Elizabeth B.|date=July 2018
===Childhood Amnesia===
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====Social Cultural Influences====
[[Language]] and [[culture]] play central roles in the early development of autobiographical memory. The manner in which parents discuss the past with their children and how elaborative they are in reminiscing affects how the child encodes the memory. Children whose parents talk in detail about the past are being provided with good opportunities to rehearse their memories. The parents’ use of language at the time in which the event occurred can also play a factor in how the child remembers the episode. Cultural differences in parenting styles and parent-child relationships can contribute to autobiographical memory at an early age.<ref>{{cite journal |last1=Fivush |first1=Robyn |last2=Nelson |first2=Katherine |title=Culture and Language in the Emergence of Autobiographical Memory |journal=Psychological Science |volume=15 |issue=9 |pages=573–7 |year=2004 |pmid=15327626 |jstor=40064143 |doi=10.1111/j.0956-7976.2004.00722.x }}</ref> Parent-child relationships have also seen as something that causes memory issues in adults as well.
==Memory Strategies==
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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|last=Guerrero Sastoque|first=Lina|last2=Bouazzaoui|first2=Badiâa|last3=Burger|first3=Lucile|last4=Froger|first4=Charlotte|last5=Isingrini|first5=Michel|last6=Taconnat|first6=Laurence|date=January 2019
====Preschool Children====
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