The Development of Children's Memory: The Scientific Contributions of Peter A. Ornstein

This book provides an understanding of memory development through an examination of the scientific contributions of eminent developmental scientist Peter A. Ornstein. His fifty-year career not only coincided with but also contributed to a period of extraordinary progress in the understanding of children's memory. The volume describes this historical context, constructs a theoretical structure for understanding memory development, and emphasizes research applications for educational and forensic practice. Organized around Ornstein's four influential research programs in children's memory strategies, children's event memory, family socialization of memory, and classroom socialization of memory, the chapters examine contemporary directions in each area, with commentaries addressing each program provided by internationally renowned developmental psychologists. The book presents a comprehensive overview of memory development for psychologists and educators at all levels of training and practice, and also provides a model of a generative life in science.

Table of Contents:
Part I. Backdrop: 1. Introduction: The Emergence of the Developmental Science of Memory: A Festschrift for Peter A. Ornstein Lynne E. Baker-Ward, David F. Bjorklund, and Jennifer L. Coffman; 2. Mechanism of Meaning? The Ornstein Lab and Memory in Historical Context Brian D. Cox; 3. Memory Development or the Development of Memory: An Update Catherine A. Haden; Part II. Children's Memory Strategies: 4. Overview: Deliberate Remembering in Children Deborah L. Best and Trisha H. Folds-Bennett; 5. Knowledge Influences Strategies: Origins and Updates of Knowledge Alena Esposito and Patricia J. Bauer; 6. Commentary: Children's Memory Strategies Wolfgang Schneider; Part III. Children's Event Memory: 7. Overview: Children's Memory for Personal Experiences: From the Laboratory to the Doctor's Office to the Courtroom Lynne E. Baker-Ward and Taylor E. Thomas; 8. Child Victims and Witnesses of Reported Abuse Heather L. Price and Deborah A. Connolly; 9. Natural Conversations as a Source of False Memories in Children: Implication for the Testimony of Young Witnesses Gabrielle F. Principe; 10. Commentary: Children's Memory of their Personal Experiences Maggie Bruck; Part 4. Family Socialization of Memory: 11. Overview: Developmental Pathways to Skilled Remembering: Characterizing the Development of Children's Memory within the Family Context Amy M. Hedrick; 12. Making Memories in Museums Catherine A. Haden, Diana I. Acosta, and Lauren C. Pagano; 13. The Socialization of Gratitude: How Parent-Child Conversations Impact Children's Memory for Gratitude-Related Events Hillary A. Langley, Jennifer L. Coffman, and Andrea M. Hussong; 14. Commentary: How Memory Develops in Conversational Contexts Robyn Fivush; Part 5. Classroom Socialization of Memory: 15. Overview: The Development of Memory in the Elementary Classroom Context Jennifer L. Coffman and Olivia K. Cook; 16. Children's Accuracy and Strategy Use in the Context of Addition: Extending the Impact Metacognitive Language to Children's Academic Skills Kesha N. Hudson, Keadija C. Wiley, and Jennifer L. Coffman; 17. The Socialization of Cognition in the Classroom: Future Directions for Understanding the Role of Instruction in Brain and Behavioral Development Jennie K. Grammer and Remi Torres; 18. Commentary: Creating a Life in Science Frederick J. Morrison; Part 6. Perspective: 19. Fifty Years of Memory Research and Its Impact on Conceptions of Cognitive Development David F. Bjorklund.

About the Author :
Lynne E. Baker-Ward is Professor of Psychology at North Carolina State University, USA, where she teaches courses in developmental psychology and ethics. Her research examines how children interpret, remember, and share their experiences. David F. Bjorklund is Professor of Psychology at Florida Atlantic University, USA, where he teaches courses in developmental and evolutionary psychology. His research interests include children's cognitive development and evolutionary developmental psychology. Jennifer L. Coffman is Associate Professor of Human Development and Family Studies at the University of North Carolina at Greensboro, USA, where she teaches developmental science and studies the socialization of cognition.

Review :
'This book is a goldmine of research from some of the most important scholars of children's memory. It is fitting that something this good be dedicated to the contributions of one of the true giants of the field of memory development: Peter A. Ornstein.' Stephen J. Ceci, H. L. Carr Chaired Professor of Developmental Psychology, Cornell University, USA 'This book is a both fitting tribute to a pioneer of the field and an invaluable guide. From a theoretical and practical standpoint, it provides an authoritative view on the impact of age and stage on memory competence, which should be read by lawmakers and academics alike.' Graham M. Davies, Emeritus Professor of Psychology, University of Leicester, UK 'Peter A. Ornstein's work has defined research on memory development for the past 50 years. The chapters of this book are essential reading for anyone wishing to understand the development of memory itself and the ways in which scientific research on this topic has evolved and advanced.' Robert Guttentag, Professor of Psychology, University of North Carolina at Greensboro, USA 'For 50 years, children's memory development has been one of the most fruitful areas of research in cognitive development and Peter A. Ornstein shaped the agenda for such advancement. The distinguished authors of this book provide a diverting insight into his work and the avenues for research he inspired.' Marcus Hasselhorn, Executive Director, Leibniz Institute for Research and Information in Education, Germany 'The chapters in this edited volume present well-written summaries of more than 50 years of programmatic laboratory and field research by Dr Ornstein and his students. Dr Ornstein's important work has earned the respect of the scientific community and this research provides critical knowledge for students in psychology and education.' Mary J. Naus, Retired Clinical and Developmental Psychology Faculty, University of Houston, USA 'It's hard to imagine research on children's memory without the inspiration of Peter A. Ornstein. In this book, his colleagues and collaborators come together to review the themes in the research area he launched, achieving a wealth of implications for how we see children and work to support their development.' Nora S. Newcombe, Laura H. Carnell Professor of Psychology, Temple University, USA 'If anyone deserves a festschrift, it would be Peter A. Ornstein. The chapters in this book provide an excellent overview of the significant impact that Peter's research had on the field and should be required reading for people looking for an overview of Peter's work.' Mitchell Rabinowitz, Professor of Education, Fordham University, USA 'This volume is both a fascinating retrospective and an insightful prospective view of children's memory development. Peter A. Ornstein's impact on the world's knowledge of human memory is immense. Dr Ornstein's gift for nurturing researchers to do their very best work is a legacy that will live on for generations.' Elaine Reese, Professor of Psychology, University of Otago, New Zealand 'Peter A. Ornstein has influenced the field of children's memory development in a sustainable way and this volume is proof of it. Written by the best representatives of the field, it is an impressive collection drawing from traditional approaches and contemporary literature.' Claudia M. Roebers, Professor and Head of Developmental Psychology, University of Bern, Switzerland