Although there is a rich literature on children’s strategies for remembering, little attention has been paid to characterizing developmental change within individual children and to examining mediators that may bring about such change. To address these issues, we assess children’s memory skills over time while simultaneously examining communicative interactions in the classroom. Children are not taught memory strategies in an explicit manner, but these skills emerge in the context of the elementary school classroom. Accordingly, we use longitudinal and experimental methodologies to examine the ways in which the language of instruction contributes to the development of children’s memory and cognitive skills. The basic findings are discussed here in terms of possible applications in the classroom that may impact teachers’ instruction and students’ learning.

中文翻译：

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理解技能记忆的发展：教师教学语言的作用

尽管有很多关于儿童记忆策略的文献，但很少关注表征个别儿童的发展变化以及研究可能导致这种变化的调解人。为了解决这些问题，我们会随着时间的推移评估孩子的记忆能力，同时检查教室中的交流互动。没有以明确的方式教给孩子记忆策略，但是这些技能是在小学教室的背景下出现的。因此，我们使用纵向和实验方法来检验教学语言对儿童记忆力和认知技能发展的贡献方式。