Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

1 results

  • Chapter 17 - The Socialization of Cognition in the Classroom

  • from Part V - Classroom Socialization of Memory
  • Edited by Lynne E. Baker-Ward, North Carolina State University, David F. Bjorklund, Florida Atlantic University, Jennifer L. Coffman, University of North Carolina, Greensboro
  • Book:
    The Development of Children's Memory
    Published online:
    28 May 2021
    Print publication:
    10 June 2021, pp 273-289

  • Summary

    The Classroom Memory Study (Coffman et al., 2008) laid a foundation for understanding the ways in which teachers shape children’s memory development, but it also provides a framework for examining the acquisition of other related cognitive skills that children need to be successful in school. In this chapter, we draw on this foundation to describe new directions in research on the socialization of cognition in the school setting. First, we describe links between cognitive skills that support children’s learning in school, focusing on associations between memory skills and those associated with self-regulated learning, including metacognition and executive functions. We then outline studies linking schooling experience – including aspects of teacher language identified in the Classroom Memory Study – and self-regulated learning skills. Finally, building on this, new research focusing on the impact of instruction on the neural and behavioral correlates of student attention, a key aspect of self-regulation, will be described.