| 000 | 01702 a2200289 4500 | ||
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| 001 | 1317743997 | ||
| 005 | 20250317100407.0 | ||
| 008 | 250312042014GB eng | ||
| 020 | _a9781317743996 | ||
| 037 |
_bTaylor & Francis _cGBP 45.99 _fBB |
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| 040 | _a01 | ||
| 041 | _aeng | ||
| 072 | 7 |
_aJMR _2thema |
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| 072 | 7 |
_aJMRM _2bic |
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_aPSY008000 _2bisac |
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| 072 | 7 |
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_aPSY000000 _2bisac |
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| 072 | 7 |
_a155.413 _2bisac |
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| 100 | 1 | _aPeter Ornstein | |
| 245 | 1 | 0 | _aMemory Development in Children (PLE: Memory) |
| 250 | _a1 | ||
| 260 |
_aOxford _bPsychology Press _c20140509 |
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| 300 | _a292 p | ||
| 520 | _bOriginally published in 1978, the contributors to this volume offer here chapters and position papers concerned with children’s memory. The chapters represent in-depth reports on children’s sensory memory, rehearsal processes, and organizational processes, as well as treatments of constructive aspects of children’s memory, the representational-development hypothesis, and memory in pre-schoolers. The position papers address critical issues confronting researchers in memory development, including the developmental implications of multistore and levels-of-processing models of memory, as well as distinctions between semantic and episodic memory, recall and recognition, and deliberate and nondeliberate aspects of children’s memory. An historical overview provides an introduction to the volume, leading the reader to the very latest in new directions of research in this area at the time. This volume will be of interest to all concerned with the development of memory in children. | ||
| 999 |
_c1915 _d1915 |
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