| 000 | 01524 a2200289 4500 | ||
|---|---|---|---|
| 001 | 1138876615 | ||
| 005 | 20250317100407.0 | ||
| 008 | 250312042015GB eng | ||
| 020 | _a9781138876613 | ||
| 037 |
_bTaylor & Francis _cGBP 53.99 _fBB |
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| 040 | _a01 | ||
| 041 | _aeng | ||
| 072 | 7 |
_aJMC _2thema |
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_aPSY039000 _2bisac |
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_a155.41312 _2bisac |
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| 100 | 1 | _aWolfgang Schneider | |
| 245 | 1 | 0 | _aMemory Development Between Two and Twenty |
| 250 | _a2 | ||
| 260 |
_aOxford _bPsychology Press _c20150507 |
||
| 300 | _a426 p | ||
| 520 | _bIn this volume, two scholars with different but complementary interests in memory and cognitive development present a careful overview of the field of memory development from the perspective of their theory of good strategy use. In addition to treating broad topics of general interest, such as knowledge, cognitive capacity, and metamemory, the text also examines controversial issues surrounding the development of children's memory--particularly eyewitness memory. The result is a coherent statement about memory development accompanied by commentary on the study of memory development, plus applications of the theory and research in the area. This book is intended for advanced undergraduate and graduate students as well as researchers and other professionals interested in child and adolescent memory. | ||
| 700 | 1 |
_aMichael Pressley _4A01 |
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| 999 |
_c1913 _d1913 |
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