Abstract
Two themes are emphasized in this review of recent American and Soviet research and theory on the development of memory abilities: (a) Memory is conceptualized as an epiphenomenon of various cognitive activities such as classifying, rehearsing, labeling, visual imagery, and sentence elaboration. The determinants of choice among these activities are considered, and potential hindrances to the development of effective memory performance are discussed. The problem of production deficiencyis given special attention, and interpreted as an activity-specific (rather than age-specific) failure to subordinate a potential mnemonic activity to the goal of remembering, (b) The development of memory abilities is viewed as a consequence of social interactions, and thus dependent upon the particular social-historical context within which these interactions take place. The importance of memory for different cultures and historical periods is discussed.
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