Review of R.V. Kail, Jr. and J.W. Hagen (Eds.), Perspectives on the Development of Memory and Cognition, and D.G. Bobrow and A. Collins (Eds.), Representation and Understanding: Studies in Cognitive Science

Loading...
Thumbnail Image
Penn collection
Journal Articles (Literacy.org)
Degree type
Discipline
Subject
Child Psychology
Cognitive Psychology
Early Childhood Education
Education
Educational Psychology
Language and Literacy Education
Funder
Grant number
License
Copyright date
Distributor
Related resources
Contributor
Abstract

The use of narrative and other prose forms as a tool for investigating mental processes is not new. Psychologists such as Jean Piaget and F.C. Bartlett both used stories in research on complex cognitive skills in children and adults. However, with the advent of Ebbinghaus' monumental work on memory using "non-sense syllables," theoretical psychology turned away from the use of meaningful material. With the use of nonsense syllables, researchers hoped to isolate the variables of memory and individual content associations. Recently, there has been a renewal of interest in the study of narrative and memory due to the recognition that narrative taps certain processes that syllables and isolated words do not. In addition, narrative and memory studies have generated interest among those researchers concerned with the applicability of memory studies to educational settings.

Advisor
Date Range for Data Collection (Start Date)
Date Range for Data Collection (End Date)
Digital Object Identifier
Series name and number
Publication date
1978
Journal title
Keystone Folklore
Volume number
Issue number
Publisher
Publisher DOI
Journal Issue
Comments
Recommended citation
Collection