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The Effect of Teachers' Memory‐Relevant Language on Children's Strategy Use and Knowledge

dc.contributor.authorGrammer, Jennieen_US
dc.contributor.authorCoffman, Jennifer L.en_US
dc.contributor.authorOrnstein, Peteren_US
dc.date.accessioned2013-12-04T18:58:06Z
dc.date.available2015-01-05T13:54:43Zen_US
dc.date.issued2013-11en_US
dc.identifier.citationGrammer, Jennie; Coffman, Jennifer L.; Ornstein, Peter (2013). "The Effect of Teachers' Memory‐Relevant Language on Children's Strategy Use and Knowledge." Child Development 84(6): 1989-2002.en_US
dc.identifier.issn0009-3920en_US
dc.identifier.issn1467-8624en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/101866
dc.publisherPearsonen_US
dc.publisherWiley Periodicals, Inc.en_US
dc.titleThe Effect of Teachers' Memory‐Relevant Language on Children's Strategy Use and Knowledgeen_US
dc.typeArticleen_US
dc.rights.robotsIndexNoFollowen_US
dc.subject.hlbsecondlevelPsychologyen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/101866/1/cdev12100.pdf
dc.identifier.doi10.1111/cdev.12100en_US
dc.identifier.sourceChild Developmenten_US
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dc.identifier.citedreferenceCoffman, J. L., Ornstein, P. A., McCall, L. E., & Curran, P. J. ( 2008 ). Linking teachers' memory‐relevant language and the development of children's memory skills. Developmental Psychology, 44, 1640 – 1654. doi: 10.1037/a0013859en_US
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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