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Resumo

In this article, the authors present a view of remembering as a major process through which adult development takes place. They begin by reviewing functional and conversational approaches to remembering. They then introduce their model briefly and apply it to two contexts of central developmental interest: developmental tasks specific to later life and transitions that may apply across adulthood. Although existing empirical evidence is limited, it is also consistent in supporting a role for remembering as an important developmental process. The authors close with a review of how this model could inform future research attempting to understand social and communicative aspects of adult development more broadly.

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