The Early Development of Intentional Memory Behavior

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Abstract
A conceptualization of intentional behavior is presented stressing the problem of diagnosis. The conceptual considerations are translated into methodological requirements for the study of intentional memory development. These requirements are used to selectively review the literature on memory development. It is concluded that even 3-year-old children intentionally engage in certain simple mnemonic behaviors in certain simple memory situations. Subsequently, this early achievement undergoes considerable development involving changes in the child’s memory behaviors and metamemory.

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