More recent studies have repeatedly emphasized that neither changes in strategies nor knowledge alone is sufficient to explain general patterns of memory development: Here the claim is that strategies ahd different forms of knowledge (e.

I Early Cognitive Development.- 1 Experiential Awareness and Children’s Episodic Memory.- Understanding Sources of Information: Implications for Early Strategy Use.- 3 Discussion: Theory of Mind.- II Thinking, Reasoning, and Problem-Solving.- 4 The Entanglement of Knowledge and Process in Development: Toward a Tentative Framework for Understanding Individual Differences in Intellectual Development.- 5 Cognitive Performance and Developmental Constraints.- 6 Understanding and Problem-Solving.- 7 How Content Knowledge, Strategies, and Individual Differences Interact to Produce Strategy Choices.- Explaining Children’s Problem-Solving: Current Trends.- III Interactive Roles of Strategies and the Knowledge Base in Memory Performance.- 9 Developmental and Individual Differences in Children’s Memory Strategies: The Role of Knowledge.- 10 Conceptual Knowledge Processing: An Oxymoron.- 11 Dynamics of Knowledge Structures: Some Underlying Strategies.- 12 Knowledge and Strategies: A Discussion.- IV Impacts of Metacognitive Knowledge and Strategies on Cognitive Performance.- 13 Transsituational Characteristics of Metacognition.- 14 Cultural Influences on Children’s Cognitive and Metacognitive Development.- 15 Elaborative Interrogation and Facilitation of Fact Learning: Why Having a Knowledge Base Is One Thing and Using It Is Quite Another.- 16 The Role of Context and Development From a Life-Span Perspective.- V Interactions Among Aptitudes, Strategies, and Knowledge in Cognitive Performance.- 17 Expert Knowledge, General Abilities, and Text Processing.- 18 Exceptional Memory: The Influence of Practice and Knowledge on the Development of Elaborative Encoding Strategies.- 19 The Role of Knowledge, Strategies, and Aptitudes in Cognitive Performance: Concluding Comments.

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