Abstract
It is well known that much of everyday cognition relies on both the ability to acquire information and the ability to retain it over extended time intervals. Theories of memory development must, therefore, include assumptions about the processes that govern long-term retention of information as well as processes that regulate its acquisition. Unfortunately, while much is known about the development of acquisition processes, considerably less is known about the ontogeny of long-term retention. In this article, we discuss reasons for this discrepancy, and we review extant research on children's amnesia and hypermnesia. As the review unfolds, a number of methodological and measurement problems are examined, and a new theoretical framework is presented that is implemented in a mathematical model. We show how application of this framework eliminates the indicated problems.
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