The two-component model of memory development and its potential implications 
for educational settings

Sander, Myriam C.; Werkle-Bergner, Markus; Gerjets, Peter; Shing, Yee Lee; Lindenberger, Ulman

doi:10.1016/j.dcn.2011.11.005

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The two-component model of memory development and its potential implications for educational settings

MPS-Authors

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Sander, Myriam C.
Center for Lifespan Psychology, Max Planck Institute for Human Development, Max Planck Society;

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Werkle-Bergner, Markus
Center for Lifespan Psychology, Max Planck Institute for Human Development, Max Planck Society;

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Shing, Yee Lee
Center for Lifespan Psychology, Max Planck Institute for Human Development, Max Planck Society;

/persons/resource/persons139635

Lindenberger, Ulman
Center for Lifespan Psychology, Max Planck Institute for Human Development, Max Planck Society;

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http://dx.doi.org/10.1016/j.dcn.2011.11.005
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Sander, M. C., Werkle-Bergner, M., Gerjets, P., Shing, Y. L., & Lindenberger, U. (2012). The two-component model of memory development and its potential implications for educational settings. Developmental Cognitive Neuroscience, 2(Suppl. 1), S67-S77. doi:10.1016/j.dcn.2011.11.005.

Cite as: https://hdl.handle.net/11858/00-001M-0000-0024-EF4A-D

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