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Domain-specific knowledge and memory performance in children

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Abstract

Developmental studies assessing the impact of domain-specific knowledge on memory are discussed. In the first section of the review, different ways through which domain-specific knowledge relates to strategy use in memory tasks are briefly summarized. Empirical evidence indicating nonstrategic effects of the knowledge base are discussed next. In particular, findings based on the expert-novice paradigm are used to compare the knowledge structure and memory performance of experts and novices of different ages, and to explore how individual differences relate to the acquisition and use of domain-specific knowledge. The review shows that domain-specific knowledge permits children to process and remember domain-related information more efficiently, apply strategies more effectively, and integrate novel information more easily than domains for which they have less detailed knowledge. If the knowledge base is particularly rich, it exerts a greater influence than other sources of memory development (i.e., memory capacity, strategies, and metamemory) combined.

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  1. Department of Psychology, University of Würzburg, Wittelsbacher Platz 1, W-8700, Würzburg, Germany

    Wolfgang Schneider

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Schneider, W. Domain-specific knowledge and memory performance in children. Educ Psychol Rev 5, 257–273 (1993). https://doi.org/10.1007/BF01323047

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