The rationale of development of memory

In this paper, an attempt is made to analyse the rationale of development of memory. An attempt is also made to comprehend the difference between the information processing approach to cognitive development and that of Piaget. Analysis Various psychologists have contemplated regarding the process of the development of memory among the individuals. In fact, there has been debate among the scholars regarding the precise method of increasing the power to memorise many events and information.

Scholarly studies are based on the observation of particular groups of children and the scholars have come out with few theories regarding the process of the development of memory. For instance, scholars such as Schlagmuller and Schneider have studied whether strategies appear gradually or suddenly and whether utilisation deficiencies always occur. The study found that the sorting strategies appeared suddenly. Some studies have found that utilisation deficiency may occur only among the children. However, various scholars have debated regarding this aspect.

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Nevertheless, it is argued that perhaps children find it easier to memorise the sorted items. It is found that along with age, it will lead to certain changes in the individuals. These changes may be physical, biological or mental changes. These changes in the children have an impact on their capacity to memorise the events and information. Although knowledge facilitates accessibility of great amount of information, this does not mean that knowledge assures the better ability to memorise. The use of scripts helps in improving the ability to memorise.

They will allow children to comprehend the information to reproduce it when required. Through scripts children obtain knowledge regarding various events. Scripts are assigned to children depending on their age. However, it is found that experience alone does not guarantee the ability to memorise among the children. This implies that children with less experience have handled complex scripts. Nevertheless, with the increasing age the children become aware of their abilities and age increases the meta-memory.

The information processing approach gives more importance to the process than the basic structure of memory. This approach also believes that reasoning ability depends on memory, language and attentional skills. However, Piaget and the followers of Piaget believed that information processing ability changes and this change is found when produce stage changes. Piaget gave more importance to cognitive structures rather than cognitive processes while discussing the growth of memory of an individual.

However, both the approaches did not give much importance to role of the social context of cognition. Information processing includes aspects such as processes of registering information, storage of information, operating on information and outputting the result. Many information processing theorists believe that development is continuous and it is not stage like. This implies that one needs to monitor the continuous development of memory process without many breaks. However, the followers of Piaget accept the importance of stages in the process of development of memory.

They tried to discern the process of stage changes, which is calculated based on the increased capacity to memorise information and events. They find difference between one stage and the other and within stages also. This difference may depend on the age and experience of the children. This can be considered as the major difference between the information processing theorists and Piaget. Conclusion There are various theories regarding the development of memory. In this respect, information processing theorists and Piaget and the followers of Piaget differ from each other.