Learning to remember: Social-communicative exchanges and the development of children’s memory skills

For more than three decades, the question “What is memory development the development of?” has guided research on children’s memory. As theories and methodologies have evolved, so too has our knowledge of the mnemonic competencies of young children, and of age-related differences in memory performance. Unfortunately, however, current understanding of the development of memory is seriously limited, largely because the bulk of the literature is based on cross-sectional experiments. From our perspective, in order to increase our understanding of the development of children’s skills for remembering, it is necessary to conduct longitudinal studies that illuminate mechanisms underlying developmental change. In addition, experimental methods must be used to explore further the operation of these potential mediators of change. In this article, we review our own recent longitudinal and experimental research to illustrate how we are addressing a new call—to study both memory development and the development of memory.