The contributors to this book bring a surprisingly wide range of intellectual disciplines to bear on the discussion of self-narrative and the self. Using the ecological/cognitive approach, The Remembering Self relates ideas from the experimental, developmental, and clinical study of memory to insights from postmodernism and literature. Although autobiographical remembering is an essential way of giving meaning to our lives, the memories we construct are never fully consistent and often simply wrong. In the first chapter, the authors consider the so-called false memory syndrome in this...

In the context of an Emory Symposium on Cognition honoring the enormous contributions to cognitive psychology of Ulric Neisser, this book brings together ecological approaches to various aspects of cognition and its development. Well-known former students and colleagues of Neisser articulate their views on perception, memory, and culture. There is a strong developmental component, with chapters on infant perception, infant problem solving, and the cognitive profile of Williams Syndrome, as well as two chapters that consider philosophical issues related to cognitive psychology.

Divided into three parts, this volume discusses: the development of autobiographical memory and self-understanding; cross-cultural variation in narrative environments and self-construal; and the construction of gender and identity concepts in developmental and situational contexts.

This volume is a festschrift for Katherine Nelson, an NYU professor who was a pioneer in infant perception and memory. The "mediated mind" is a term coined by Dr. Nelson and it refers to how cognitive development is mediated by the sociocultural context, including language and social interaction. The impact of Nelson's views on the sociocultural basis of cognition and her functionalist perspective on cognitive development are evident in the collection of chapters in this book. The contributors--all leaders in the field of cognitive development--examine ways in which cognition is embedded in...

The contributors to this book bring a surprisingly wide range of intellectual disciplines to bear on the discussion of self-narrative and the self. Using the ecological/cognitive approach, The Remembering Self relates ideas from the experimental, developmental, and clinical study of memory to insights from postmodernism and literature. Although autobiographical remembering is an essential way of giving meaning to our lives, the memories we construct are never fully consistent and often simply wrong. In the first chapter, the authors consider the so-called false memory syndrome in this...

The question of how well children recall and can discuss emotional experiences is one with numerous theoretical and applied implications. Theoretically, the role of emotions generally and emotional distress specifically in children's emerging cognitive abilities has implications for understanding how children attend to and process information, how children react to emotional information, and how that information affects their development and functioning over time. Practically speaking, increasing numbers of children have been involved in legal settings as victims or witnesses to violence,...

What kinds of memory demands are placed on young children and how are social interactions structured to allow children to develop various memory skills? Are there changes in children's representational abilities that lead to different memory abilities? How do individual differences affect children's memory performance? Are there age-related changes in children's autobiographical memories? These are among the questions addressed in this third volume in the Emory Cognition Project series, originally published in 1990. Although the contributors examine memory in different ways, they share the...

It is a truism in psychology that self and autobiographical memory are linked, yet we still know surprisingly little about the nature of this relation. Scholars from multiple disciplines, including cognitive psychology, developmental psychology, anthropology, and philosophy have begun theorizing and writing about the ways in which autobiographical memory is organized, the role that narratives play in the development of autobiographical memory, and the relations between autobiographical memory, narrative, and self concept. If narratives are a critical link between memory and self, then it...

This volume is a festschrift for Katherine Nelson, an NYU professor who was a pioneer in infant perception and memory. The "mediated mind" is a term coined by Dr. Nelson and it refers to how cognitive development is mediated by the sociocultural context, including language and social interaction. The impact of Nelson's views on the sociocultural basis of cognition and her functionalist perspective on cognitive development are evident in the collection of chapters in this book. The contributors--all leaders in the field of cognitive development--examine ways in which cognition is embedded in...

This all-embracing Handbook on the Development of Children's Memory represents the first place in which critical topics in memory development are covered from multiple perspectives, from infancy through adolescence. Forty-four chapters are written by experienced researchers who have influenced the field.

• Edited by two of the world's leading experts on the development of memory
• Discusses the importance of a developmental perspective on the study of memory
• The first ever handbook to bring together the world's leading academics in one reference...