short-term memory for remembering and for solving problems.
Simon (1972) and others (e.g., Chi, 1978; Siegler, 1978; Klahr
and Wallace, 1973) argued that development means overcoming
information-processing constraints, such as limited short-term
memory capacity. The crucial argument for developmental
psychologists is whether young learners are particularly
hampered by memory limitations and whether, compared with
adults, they are less able to overcome general limitations
through the clever use of strategies or by lack of relevant
knowledge factors.  One view of learning in children is that
they have a less memory capacity than adults. While there is no
doubt that, in general, children’s learning and memory abilities
increase with age, controversy surrounds the mechanisms that
affect these changes. One view is that children’s short-term
memory capacity, or the amount of mental space they have
(M-space), increases as children mature (Pascual-Leone, 1988).
With more mental space, they can retain more information