1 Children's Use of Cognitive Strategies, How to Teach Strategies, and What to Do If They Can't Be Taught.- Definition of Strategies.- Three Areas of Strategy Application.- The Components of Proficient Strategy Use.- Strategy Instructional Research.- Research on Strategy Shifts, Specific Strategy Knowledge, and Monitoring.- What to Do for Learners Who Cannot Be Taught Efficient Strategy Use.- Concluding Comments.- References.- 2 Memory in Very Young Children.- The Problem of Methodology.- The Issue of Retention.- The Kinds of Information to Be Remembered.- Some Lingering Concerns.- References.- 3 Social Contexts and Functions of Children's Remembering.- Prevailing Accounts of Memory Development.- The Nature of Strategies for Remembering.- Social Contexts of Memory Development.- Interpersonal Guidance in Remembering.- Cultural Practices.- Cognitive Consequences of Everyday Remembering.- Conclusions.- Toward a Theory of Functional Remembering.- References.- 4 Memory Development in Cultural Context.- Research Treating Memory and Culture as Separate Variables.- Research Integrating Memory Tasks in Cultural Context.- Theoretical Perspectives on the Sociocultural Context of Remembering.- Summary.- References.- 5 Figure and Fantasy in Children's Language.- Background.- Measures and Materials.- Interpretation: Many Competencies.- Method.- Results and Discussion.- References.- 6 Studying Student Cognition During Classroom Learning.- Classroom Settings.- Method and Methodology.- Conclusion.- References.- 7 Some Methodological and Statistical "Bugs" in Research on Children's Learning.- Bugs Associated with Developmental Comparisons.- Other Bugs in Research on Children's Learning.- A Final Bug and Victual.- References.- Author Index.

For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in developmental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive development is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial pUblication of the" advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive-developmental research (e. g. , logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series. A fairly broad definition of cognitive development is being used in the selection of books for this series.