- Email: [email protected]
Perspectives on the development of memory and cognition
INTEI.I.IGENCE 2, 321-324 (1978)
Book Reviews PERSPECTIVES ON THE D E V E L O P M E N T OF MEMORY AND COGNITION edited by ROBERT W. KAIL, JR., AND JOHN W. HAGEN. New York: Halsted Press, 1977.
In their prefatory comments to this volume, the editors state their purpose as being the elucidation of two dominant themes regarding the current knowledge of the development of memory: specifically, that memory is not a unitary skill, and that the development of memory occurs in interaction with other developing cognitive skills. The first theme is supported by the papers in the first section of the book, including those on metamemory (Flavell & Wellmen), constructive processes (Paris & Lindauer), encoding (Kail & Siegel), strategies of acquisition (Hagen & Stanovich), imagery (Reese), retrieval strategies (Kobasigawa), and organization (Moely). The second section, entitled "The Role of Memory in Cognitive Development," consists of only two chapters directly relevant to this second theme: the Piagetian approach (Liben) and the role of memory as a system in making transitive inferences (Trabasso). The remaining chapters in this section extend the scope to include data from other cultural contexts (Cole & Scribner) or other psychological traditions, such as Soviet investigations of memory development (Meacham). A final set of chapters reviews the literature on the mentally retarded (Campione & Brown) and deficient memorizers (Belmont & Butterfield). Each of these latter chapters, as well as the one on memory development and educational processes (Rohwer & Dempsey), includes suggestions for enhancing performance in individuals with deficient memory processes. The minimal framework provided by the two themes is surprisingly effective, although there are some minor qualifications. For example, the primary focus of a majority of these chapters is upon the development of a set of skills that, while not unitary, can be categorized as cognitive strategies or control processes. Furthermore, although the reader is made aware of the interdependence of memorial processes with other cognitive processes, this book is really about the development of control processes in memory, with other cognitive processes considered only in relation to memory. The coverage of cognitive development is thus less broad than in Hamilton and Vernon's recent volume, which does include the development of attention, perception, learning, intelligence, and so forth. The coverage of the literature on memory development is more thorough than that available in Hamilton and Vernon, but there are some notable
321
322
BOOK REVIEWS
limitations here also. For example, the editors have restricted their view of development to include preschool to late elementary school children. There is virtually no consideration of the infant memory literature or life-span development, including changes throughout adulthood. This latter omission is particularly surprising since Reese has recently reviewed the relevant literature regarding the development of memory, from the dialectic, life-span perspective. Another ommission is the lack of any attention to the structural, biochemical, or neurological substrata of memorial processes and their development course. Obviously, any review of a rapidly expanding area is destined to become obsolete shortly after its publication. Although this book is no exception, the reader's concern can be tempered somewhat. First, to a large extent the excellent coverage of the topics presented by the contributors, and the framework provided by the editors, should increase both the reader's interest and expertise. Thus, this volume is likely to generate an increase in research into the development of memorial abilities while simultaneously revealing areas in which research is now sparse. The compilation provided in this volume should facilitate the development of integrative theoretical models, and will ultimately pro~)ide for a better understanding of the process (or processes) basic to intellectual development and responsible for individual differences in cognitive effectiveness. In addition, although the available experimental literature on memory development has already grown, subsequent work has not yet dramatically changed the field. For example, one prominent topic in which there has recently been a dramatic increase in interest is the "levels o f processing" research, such as that of Craik and Lockhart. However, this new research primarily scrves to strengthen the discussions presented within this volume (e.g., Campione & Brown). On the other hand, recent research into the structure of semantic memory is likely to force developmentally oriented investigators into more detailed consideration of structural properites and models of memory. In contrast, almost exclusive emphasis is given by most of the current contributors to strategic or control processes. The editors also forewarn the reader that no unifying theory is explicitly presented in the volume. This is certainly an accurate characterization of the volume, which emphasizes descriptive data. However, here too the volume accurately reflects the area. Yet there are, a number of discernable influences apparent in the volume. For example, the influence of the Piagefian tradition is emphasized in the preface and, in fact, eight of the fourteen chapters make one or more direct references to Piaget. However, there is little evidence presented that directly confirms any of the explicit deductions from the Piagetian models. Indeed, the chapter by Trabasso (as well as the one by Liben) presents evidence that is not compatible with certain Piagetian
BOOK REVIEWS
323
propositions. Obviously, however, Piaget has had a clear influence upon contemporary developmental psychology, and his significant heuristic value is obvious in this volume. Another prominent influence is the data and conceptualization provided by Soviet investigators. This influence is amply documented by Meacham and is displayed in reference to it in five of the fourteen chapters. Perhaps the most pervasive and overriding influence is the "information processing approach" so widespread in psychology in general. Although the influence is not heralded in the preface, the concepts of encoding, storage, and retrieval of information are explicitly presented in ten of the chapters and are implicit in the remainder. This general theoretical framework is effective for coordinating the seemingly diverse perspective in the volume, clearly demonstrating the influence of the general, adult literature on the thinking of developmental psychologists. This influence, along with the obvious number of tasks and variables that have been adopted from the larger area, leads naturally to the question of whether these developmental researchers have borrowed everything but their subject population. In actuality, we were impressed by the extent to which these investigators have pioneered the concern with a number of topics. The topic of metamemory is easily the most salient example, but the research on production and mediational deficiencies, the infuence of formal education on the nature of memory strategies (and vice versa), and the correlation of memory performance with other measures of cognitive competence provide other illustrations of this point. Such concern lends the developmental memory area some identity of its own, and many investigators of adult memory might derive a better understanding of the broader context of their own research through exposure to it. At the same time, the notable absence of any consideration of some topics of extensive current interest in the adult area (e.g., encoding specificity, cued recall, cueoverload, etc.) makes one wonder whether they have been found to be without developmental relevance, or whether they are just further examples of a usual temporal lag in picking up potentially fruitful ideas from the adult area. One bothersome limitation of the efforts here that is not entirely the fault of the contributors, but that reflects the state of the field, is the inability to construct either a general ontogenetic timetable for the development of underlying processes or ~ more broad general sequence of the appearance of these processes. In fact, to the credit of particular contributors (viz., Trabasso, Cole & Liben), those timetables and/or sequences that have previously received general intuitive agreement are examined critically and, indeed, not always affirmed by the data present in the respective chapters (or are found to be specific to particular situations, tasks, or cultures). Overall, then, this book provides an excellent review of our knowledge about memorial processes as they develop in school age children. It is
324
BOOK REVIEWS
recommended as mandatory reading for neophytes as well as established investigators--especially recommended for the latter are those chapters that may not appear directly relevant to their particular interests. For example, the cross-cultural research reviewed by Cole and Scribner provides data that strongly suggest that increases in metamemory ability only occur following exposure to a particular set of experiential events typically associated with formal education. We also suggest that readers do not skip the chapter by Trabasso because it appears too esoteric. The inferential processes discussed therein are clearly described, and the data have direct bearing upon any attempt to establish a timetable for the appearance of cognitive abilities throughout ontogeny. Finally, any reader interested in individual differences in the level or rate of intellectual development will benefit from the presentations of Campione and Brown, and Belmont and Butterfield. These chapters identify particular memorial processes associated with intellectual development, and provide a prototheoretical explanation for retarded intellectual development. Furthermore, the latter chapter could be the most explicit guideline for devising and assessing remediational programs available in the literature to date. As final notes to the consumer, most of the chapters are delightfully readable and the entire volume is remarkably free of typographical errors. However, both reviewers' copies did fall apart. C. RICHARD PUFF DONALD J. TYRRELL Franklin and Marshall College
Book Reviews PERSPECTIVES ON THE D E V E L O P M E N T OF MEMORY AND COGNITION edited by ROBERT W. KAIL, JR., AND JOHN W. HAGEN. New York: Halsted Press, 1977.
In their prefatory comments to this volume, the editors state their purpose as being the elucidation of two dominant themes regarding the current knowledge of the development of memory: specifically, that memory is not a unitary skill, and that the development of memory occurs in interaction with other developing cognitive skills. The first theme is supported by the papers in the first section of the book, including those on metamemory (Flavell & Wellmen), constructive processes (Paris & Lindauer), encoding (Kail & Siegel), strategies of acquisition (Hagen & Stanovich), imagery (Reese), retrieval strategies (Kobasigawa), and organization (Moely). The second section, entitled "The Role of Memory in Cognitive Development," consists of only two chapters directly relevant to this second theme: the Piagetian approach (Liben) and the role of memory as a system in making transitive inferences (Trabasso). The remaining chapters in this section extend the scope to include data from other cultural contexts (Cole & Scribner) or other psychological traditions, such as Soviet investigations of memory development (Meacham). A final set of chapters reviews the literature on the mentally retarded (Campione & Brown) and deficient memorizers (Belmont & Butterfield). Each of these latter chapters, as well as the one on memory development and educational processes (Rohwer & Dempsey), includes suggestions for enhancing performance in individuals with deficient memory processes. The minimal framework provided by the two themes is surprisingly effective, although there are some minor qualifications. For example, the primary focus of a majority of these chapters is upon the development of a set of skills that, while not unitary, can be categorized as cognitive strategies or control processes. Furthermore, although the reader is made aware of the interdependence of memorial processes with other cognitive processes, this book is really about the development of control processes in memory, with other cognitive processes considered only in relation to memory. The coverage of cognitive development is thus less broad than in Hamilton and Vernon's recent volume, which does include the development of attention, perception, learning, intelligence, and so forth. The coverage of the literature on memory development is more thorough than that available in Hamilton and Vernon, but there are some notable
321
322
BOOK REVIEWS
limitations here also. For example, the editors have restricted their view of development to include preschool to late elementary school children. There is virtually no consideration of the infant memory literature or life-span development, including changes throughout adulthood. This latter omission is particularly surprising since Reese has recently reviewed the relevant literature regarding the development of memory, from the dialectic, life-span perspective. Another ommission is the lack of any attention to the structural, biochemical, or neurological substrata of memorial processes and their development course. Obviously, any review of a rapidly expanding area is destined to become obsolete shortly after its publication. Although this book is no exception, the reader's concern can be tempered somewhat. First, to a large extent the excellent coverage of the topics presented by the contributors, and the framework provided by the editors, should increase both the reader's interest and expertise. Thus, this volume is likely to generate an increase in research into the development of memorial abilities while simultaneously revealing areas in which research is now sparse. The compilation provided in this volume should facilitate the development of integrative theoretical models, and will ultimately pro~)ide for a better understanding of the process (or processes) basic to intellectual development and responsible for individual differences in cognitive effectiveness. In addition, although the available experimental literature on memory development has already grown, subsequent work has not yet dramatically changed the field. For example, one prominent topic in which there has recently been a dramatic increase in interest is the "levels o f processing" research, such as that of Craik and Lockhart. However, this new research primarily scrves to strengthen the discussions presented within this volume (e.g., Campione & Brown). On the other hand, recent research into the structure of semantic memory is likely to force developmentally oriented investigators into more detailed consideration of structural properites and models of memory. In contrast, almost exclusive emphasis is given by most of the current contributors to strategic or control processes. The editors also forewarn the reader that no unifying theory is explicitly presented in the volume. This is certainly an accurate characterization of the volume, which emphasizes descriptive data. However, here too the volume accurately reflects the area. Yet there are, a number of discernable influences apparent in the volume. For example, the influence of the Piagefian tradition is emphasized in the preface and, in fact, eight of the fourteen chapters make one or more direct references to Piaget. However, there is little evidence presented that directly confirms any of the explicit deductions from the Piagetian models. Indeed, the chapter by Trabasso (as well as the one by Liben) presents evidence that is not compatible with certain Piagetian
BOOK REVIEWS
323
propositions. Obviously, however, Piaget has had a clear influence upon contemporary developmental psychology, and his significant heuristic value is obvious in this volume. Another prominent influence is the data and conceptualization provided by Soviet investigators. This influence is amply documented by Meacham and is displayed in reference to it in five of the fourteen chapters. Perhaps the most pervasive and overriding influence is the "information processing approach" so widespread in psychology in general. Although the influence is not heralded in the preface, the concepts of encoding, storage, and retrieval of information are explicitly presented in ten of the chapters and are implicit in the remainder. This general theoretical framework is effective for coordinating the seemingly diverse perspective in the volume, clearly demonstrating the influence of the general, adult literature on the thinking of developmental psychologists. This influence, along with the obvious number of tasks and variables that have been adopted from the larger area, leads naturally to the question of whether these developmental researchers have borrowed everything but their subject population. In actuality, we were impressed by the extent to which these investigators have pioneered the concern with a number of topics. The topic of metamemory is easily the most salient example, but the research on production and mediational deficiencies, the infuence of formal education on the nature of memory strategies (and vice versa), and the correlation of memory performance with other measures of cognitive competence provide other illustrations of this point. Such concern lends the developmental memory area some identity of its own, and many investigators of adult memory might derive a better understanding of the broader context of their own research through exposure to it. At the same time, the notable absence of any consideration of some topics of extensive current interest in the adult area (e.g., encoding specificity, cued recall, cueoverload, etc.) makes one wonder whether they have been found to be without developmental relevance, or whether they are just further examples of a usual temporal lag in picking up potentially fruitful ideas from the adult area. One bothersome limitation of the efforts here that is not entirely the fault of the contributors, but that reflects the state of the field, is the inability to construct either a general ontogenetic timetable for the development of underlying processes or ~ more broad general sequence of the appearance of these processes. In fact, to the credit of particular contributors (viz., Trabasso, Cole & Liben), those timetables and/or sequences that have previously received general intuitive agreement are examined critically and, indeed, not always affirmed by the data present in the respective chapters (or are found to be specific to particular situations, tasks, or cultures). Overall, then, this book provides an excellent review of our knowledge about memorial processes as they develop in school age children. It is
324
BOOK REVIEWS
recommended as mandatory reading for neophytes as well as established investigators--especially recommended for the latter are those chapters that may not appear directly relevant to their particular interests. For example, the cross-cultural research reviewed by Cole and Scribner provides data that strongly suggest that increases in metamemory ability only occur following exposure to a particular set of experiential events typically associated with formal education. We also suggest that readers do not skip the chapter by Trabasso because it appears too esoteric. The inferential processes discussed therein are clearly described, and the data have direct bearing upon any attempt to establish a timetable for the appearance of cognitive abilities throughout ontogeny. Finally, any reader interested in individual differences in the level or rate of intellectual development will benefit from the presentations of Campione and Brown, and Belmont and Butterfield. These chapters identify particular memorial processes associated with intellectual development, and provide a prototheoretical explanation for retarded intellectual development. Furthermore, the latter chapter could be the most explicit guideline for devising and assessing remediational programs available in the literature to date. As final notes to the consumer, most of the chapters are delightfully readable and the entire volume is remarkably free of typographical errors. However, both reviewers' copies did fall apart. C. RICHARD PUFF DONALD J. TYRRELL Franklin and Marshall College