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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. Most Adults will face symptoms of memory loss in both their short- and long-term memory,
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
==Cognitive Neuroscience of Memory Development==
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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 name="Learning & memory"/> However, it does include the understanding that it does have a responsibility for the control and reinforcement of attention.<ref>{{Cite book|last=Baddeley, Alan D., 1934-|title=The psychology of memory|date=1976|publisher=Basic Books|isbn=0-465-06736-0|oclc=2118601}}</ref><ref>{{Citation|last=Baddeley|first=Alan|title=Working Memory, Thought, and Action|chapter=What limits working memory span?|date=2007-03-15|pages=189–210|publisher=Oxford University Press|doi=10.1093/acprof:oso/9780198528012.003.0011|isbn=978-0-19-852801-2}}</ref><ref name=":1">{{Cite journal|last=Baddeley|first=Alan|date=November 2000|title=The episodic buffer: a new component of working memory?|journal=Trends in Cognitive Sciences|volume=4|issue=11|pages=417–423|doi=10.1016/s1364-6613(00)01538-2|pmid=11058819|s2cid=14333234|issn=1364-6613}}</ref><ref name="Learning & memory"/> In children from
===Phonological Loop===
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The episodic buffer is something that was added to Baddeley’ s working model in memory in the year 2000<ref name=":1" />. It is believed to act as a connector of various sources within the memory process. The episodic buffer is a developing concept that is being researched and refined.
In his initial paper, Baddeley detailed what he believes to be the biological functioning, ___location, and purpose of the episodic buffer.<ref name=":1" /> The purpose of the episodic buffer is to serve as a bridge between both Working memory and Long-Term-Memory, specifically Episodic Memory. It is believed to be more temporary in its storage capabilities, but
==Long Term Memory==
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===Infants===
A surprising finding was that within the same age group of 2 to 3 months, infants could also remember an event or memory that was forgotten over the years.<ref name="Learning & memory"/> The infant experienced this recollection by a certain factor that might have sparked that forgotten memory.<ref name="Learning & memory"/> These impressive findings were found by testing the kicking of infants. Researchers placed a mobile over the
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
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|last1=Sullivan|first1=Margaret Wolan|last2=Lewis|first2=Michael|date=April 2003|title=Emotional Expressions of Young Infants and Children: A Practitionerʼs Primer|journal=Infants & Young Children|language=en|volume=16|issue=2|pages=120–142|doi=10.1097/00001163-200304000-00005|s2cid=17383258|issn=0896-3746}}</ref>
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===School Age Children===
Age differences in memory are attributed to age-correlated growth in the foundation of knowledge. What children know affects what they encode, how that information is organized in storage, and the manner in which
=== Adults ===
Memory tends to begin to fade as when enter and go through adulthood. Ane-Victoria Idland et al.,<ref name=":0">{{Cite journal|last1=Idland|first1=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|title=Biomarker profiling beyond amyloid and tau: cerebrospinal fluid markers, hippocampal atrophy, and memory change in cognitively unimpaired older adults|journal=Neurobiology of Aging|language=en|volume=93|pages=1–15|doi=10.1016/j.neurobiolaging.2020.04.002|pmid=32438258|s2cid=215767584|doi-access=free}}</ref> investigated the biological factors that begin to form in a
==Episodic Memory==
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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|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 (
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
==Autobiographical Memory==
The amount of information that is able to be recalled depends on the
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>
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Childhood amnesia is a phenomenon that ranges from the age of 3–8 years of age.<ref name="ReferenceA">{{Cite book|title=Handbook of child psychology and developmental science|others=Lerner, Richard M.|date = 31 March 2015|isbn=978-1-118-95296-2|edition=Seventh|___location=Hoboken, New Jersey|oclc=888026377}}</ref> This phenomenon occurs when a child has forgotten memories and cannot recall them.<ref name="ReferenceA"/><ref name="ReferenceA"/> For instance, when a certain event is forgotten, it can be accessible in the minds storage and the time limit depending of other factors, would be over a time of month or perhaps a year.<ref name="ReferenceA"/> In amnesia it is not easily accessible.<ref>{{Citation|last=Pennington|first=Bruce F.|title=Handbook of Child Psychology and Developmental Science|chapter=Atypical Cognitive Development|date=2015-03-23|pages=1–48|publisher=John Wiley & Sons, Inc.|doi=10.1002/9781118963418.childpsy223|isbn=978-1-118-96341-8}}</ref>
[[Infantile amnesia]] is the tendency to have few autobiographical memories from below the age of
====Cognitive Self====
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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
==References==
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