Developmental patterns in priming and familiarity in explicit recollection

Developmental trajectories of two classes of human memory, implicit and explicit memory, appear to diverge. We examined how developmental differences in perceptual and conceptual priming, two types of implicit memory, coincide with differences between familiarity and recollective responses on explic...

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Bibliographic Details
Published in:Journal of experimental child psychology 2002-07, Vol.82 (3), p.251-277
Main Authors: Billingsley, Rebecca L, Lou Smith, Mary, Pat McAndrews, Mary
Format: Article
Language:English
Subjects:
Adolescent
Adolescents
Adult
Age Differences
Age Factors
Awareness - physiology
Biological and medical sciences
Child
Child development
Child Development - physiology
Children
Cognitive Processes
Cues
Developmental psychology
Explicit Memory
Familiarity
Female
Fundamental and applied biological sciences. Psychology
Humans
Implicit Memory
Knowledge
Male
Memory
Memory - physiology
Mental Recall - physiology
Pattern Recognition, Visual - physiology
Perception - physiology
Performance Factors
Priming
Priming Effects
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Recognition (Psychology) - physiology
Remember/Know
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Summary:Developmental trajectories of two classes of human memory, implicit and explicit memory, appear to diverge. We examined how developmental differences in perceptual and conceptual priming, two types of implicit memory, coincide with differences between familiarity and recollective responses on explicit memory tests that employ the Remember/Know paradigm ( Tulving, 1985). Both types of priming were characterized by developmental invariance in 52 children and adolescents ages 8–19 years. Contrary to Komatsu, Naito, and Fuke (1996) results, few age-group differences in perceptual priming were observed following a levels-of-processing encoding manipulation. In contrast, age group differences were found for “Remember” but not “Know” responses. Neither levels of awareness nor strategies influenced priming. Adult levels of performance appear earlier in development on perceptual and conceptual priming tests compared to explicit memory tests. Similar developmental dissociations exist between explicit and implicit memory performance as between “Remember” and “Know” recollective responses.
ISSN:0022-0965
1096-0457
DOI:10.1016/S0022-0965(02)00007-3