Does conceptual implicit memory develop? The role of processing demands.
The author investigated the importance of processing considerations within implicit memory in a developmental design. Second-graders (n = 87) and college students (n = 81) completed perceptual (word stem completion) and conceptual (category generation) implicit memory tests after studying target items either nonsemantically (read) or semantically (generated). In support of previous research, the author found no age differences in priming in the nonsemantic study/perceptual test condition. Age differences in priming were found in the semantic study/conceptual test condition, however, where college students had significantly higher priming scores than did children. These developmental dissociations support the theory that the processing requirements of conceptual implicit memory are similar to those in explicit memory. The author also discusses the contribution of the Transfer Appropriate Processing (TAP; H. L. Roediger, D. A. Gallo, & L. Geraci, 2002) framework to understanding these findings.
Barry
Elaine S
ES
Pennsylvania State University, Fayette-The Eberly Campus, Uniontown 15401, USA. esb12@psu.edu
D002648:Child; D002657:Child Development; D002675:Child, Preschool; D003210:Concept Formation; D005163:Factor Analysis, Statistical; D005260:Female; D006801:Humans; D007223:Infant; D008297:Male; D008568:Memory