What is the significance of remembering people, & things at age  of 2 1/2-5 and academic success  as  adult?
610847
Some people with Alzheimer's disease can remember things that happened _many_ years ago with great clarity, without being able to remember what they were doing an hour ago.\n\nSo in other words, being able to remember something that happened when you were younger does not necessarily mean anything.\n\nExcept the fact that you remember your grandpa.  I have a grandpa who died when I was real young, and I wish I could remember him. :(
1180770
Depends on the grade level and what the judgment is regarding.\n\nCertainly kids always know less then they think they do... and most kids  think they know more then their teachers (and their parents too)...\n\nUsually what happens is, somewhere around 25, they figure it out.  (And they conceptualize it as "wow, they got a lot smarter")\n\nI'd say... some judgments are VALID (Like my teacher wears too much cologne)... but things that may seem arbitrary to a student... probably is not.\n\nOverall?  I'd say FALSE.
493044
i think about my boyfriend, my family, music, school, friends, tv, computer, things i have to do in my life, anything coming up or w/e.\n\nhmm... im 15 ...does that count still?
357984
It has to do with what we now know about the brain and its' development.  Younger than 18 all the parts that you need to cope and use for your self control aren't done until them.  While the brain doesn't finish 'growing' until around 20 -21 by 18 most of what you need to function in an adult world is there.
126923
As a matter of fact, children upto the age of around 11 or 12 pick up things more quickly than grown ups do. BUT, it is NOT the age that matters, but the curosity to know more and the will power to learn. \nRemember,\n"WHERE THERE IS A WILL, THERE IS A WAY."\nHowever, if you consider a very old person, s/he could have some problems realting to old age (memory) that would affect their learning abilities.
1042163
Memory is of two types. 1)recent memory that is lost with stress alcohol lack of attention etc. 2)remote memory --that is conducive to long lasting rememberance.\nMemory depends upon three factors  a)impression---the total concept, comprehension,and mental picture(we remember things which we understand) b)repetition---(the number of times we read or encounter a concept) and  c)association---relation of one thing to other.\nChilhood events have all these factors.Moreover reception in our brain(mind) can be  compared to a coating of cement.During childhood the cement coat is fresh and the impression is long lasting.
443511
Kids mature in three domains of growth: cognitive, physical and socio-emotional.\n\nThe cognitive domain includes intellectual and academic skills, such as math, language and science; the physical domain involves factors such as dexterity and being comfortable with one's body as it changes and matures; and the socio-emotional domain is the realm of emotions, psychology and social skills.\n\nTraditional educational environments tend to focus almost exclusively on the cognitive domain, paying less attention to the other two, but it's important that your program take a "whole child" approach, incorporating age-appropriate learning in all three domains. For example, if you are doing a project on dance, don't just study it in books or watch a video—get the kids up and moving. For the socio-emotional domain, try having them talk about how they danced in a way that reinforces positive interaction. \n\nOne of the many reasons we are advocates for inquiry-based learning is that it is better at incorporating the whole child approach.\n\nDifferent age groups reach milestones in each domain at different times. Most physical competencies are achieved in the early ages, and most of the basic "hardwiring" of adult logic and thinking skills begin to appear around age 12. Match your skills components accordingly. One particular challenge for youth workers in underserved communities is that children may be lagging in one or more domains. Observe your children with an open mind and see where their specific needs and strengths lie. Also remember that other factors, such as gender, nutrition and home environment, influence the age at which kids master certain skills.\n\n Although it's important to get a complete picture of each child's strengths, challenges and competencies in each domain, avoid thinking in terms of buzz words and pop psychology. Labels can become self-fulfilling prophecies. Even if kids never hear you say words like "at risk" or "ADD," they'll respond to how you treat them and the expectations you show. \nhttp://www.youthlearn.org/learning/planning/ages.asp
1076413
memory has to do with how you store the information in your mind, and strategies you have for recall.  There are very easy ways to accomplish this, and have easy, long-term recall of school data. Email me at coach4learn@yahoo.com and Id be happy to give you more info on that.\n\nP.S. Im a vegetarian too!!!
135056
Children who are securely attached to significant adults in early childhood have been shown to be able to develop appropriate peer relationships, and cope well with problems that confront them. It is also known that children who have had good attachment experiences will be able to use these in their relationships with their own children in later life.\n"Attachment helps the child attain full intellectual potential; sort out what he or she perceives; think logically; develop a conscience; become self-reliant; cope with stress and frustration; handle fear and worry; develop future relationships; and reduce jealousy." (Fahlberg, 1988., p.13)
240302
Some might say it is the transition from childhood to full on adulthood. Others might say 18 is the transition.
107175
I have adult ADD.  I wasn't diagnosed until I was about 22.  I never had problems in elementary or high school with schoolwork.  I was always busy with after-school activities, which made me happy.  I had problems with depression at about 16, which lasted until about 21...  I have a lot of self-esteem issues, problems with outbursts of anger, problems dealing with frustration and anger.  I forget details, so I have to try very, very hard to keep track of important things.  I miss appointments, I lose important things, I sometimes say stupid things without thinking.  I think the thing I have the biggest problem with is self-esteem, though.  I can't blame it on anyone else, because I give myself the most grief for making mistakes.  I find that real life in much, much harder than school was.
320824
when is it you expect to know exactly what you want in life later on isnt ones circumstances that can changes ones perception on life and as we grow in life .when you were little,. think did you do nothing no always doing something, but it now does seem to be important but it was part of life an growing up.do we really want to go back in time an do nothing wouldnt we soon get bored.
800886
you need to be more specific\n\neach age group langauage activities are different from the very young 2s something as simple as on/off to pre k beginning studies of letters and more advanced opposites to prereading skills
8136
If you are speaking about actual "gaps" where you cannot remember things from a point in time, or you suddenly are somewhere and cannot remember how you got there, you need to speak to a professional counselor, especially if under the age of 40.\n\nIf you are talking about gaps in early childhood, that could be "normal" for you, depends on if it is truly gaps or no memories before age 3 or 4.\n\nIf you are talking about over age 40 and symptomology similar to more forgetfulness, then you need a medical doctor. \n\nThere are many reasons and causes for this.
579792
They have a different point of view than you do.  To them, the important things to remember are different from what you thought important to remember.  They are looking at themselves from the inside and you from the outside, while you are looking at them from the ouside and yourself from the inside.  They also have different feelings than you do.  How they perceive the world is dictated by how they feel at the time.  At the time of any one event, you and your siblings were at different ages, which also alters the individual perception.  You can view the same event very differently at age 4 than you would at age 10 because of how much knowledge and experience you have at that time.   There are countless other factors, but these are a few of the biggest ones.  Hope this helps you.
1029374
I think the age ranges and even adults can give lousy answers.  I am 24 and have sometimes seen more wisdom from my five year old nephew then I have from people twice my age.
395029
Memories that call up emotions, sensations, or other memories.\n\nFor instance, recalling your 7th grade Science Fair may bring back that godforsaken "Wheels Of the Bus" song because you had to listen to it for 4 hours on the way to the Fair.  It could also "bring back" the smell of watermelon gum, because someone put it in your seat and you sat in it on accident and had it stuck on you for the rest of the day.