Международный научно-образовательный электронный журнал

CONCLUSION
: 
The memory of 
the preschool 
child obviously 
works 
mechanically , never going beyond simple natural imprinting ( as the enormous 
development of the graphic eidetic memory in small children clearly demonstrate
.
Age differences in memory are attributed to age-correlated growth in the foundation of 
knowledge. What children know affects what they encode, how that information is 
organized in storage and the manner in which it's retrieved. The greater the background 
knowledge about the to-be-encoded information, the better that the information is 
remembered. Because older children have more knowledge than younger children, 
older children perform better than younger children in most memory tasks. When 
familiarity and meaningfulness of material were equated across age, developmental 
differences in memory performance was no longer a factor. Children's use of memory 
strategies and the development of metamemory skills are also instrumental in age-

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related changes in memory, particularly later in childhood years. Knowledge 
influences memory by affecting retrieval, by facilitating spread of activation among 
related items in memory and by facilitating the use of strategies. Knowledge also 
provides better elaboration of information which can strengthen its storage in memory.
REFERENCES: 
1.Lewes et.al.,2015 
2.Roulstone,Miller,Wren,&Peters.2009 
3.www.ncbi.nlmnih.gov 
4.Einstein&Mc Daniel,2005 
5.Smith,2003,Smith and Bayon ,2004 
6.Handbook of Child psychology ,Cognition,Perception Language.(William 
Damon,Richard .M) 
7.www.books.google.com 

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ФИО автора:
 Absatova Zarina Tolliboyevna 
Student of Samarkand State Institute of foreign languages