Developmental differences in episodic memory across school ages: Evidence from enacted events performed by self and others. The aim of this study was to examine action memory as a form of episodic memory among school-aged subjects. Most research on action memory has focused on memory changes in adult populations. This study explored the action memory of children over time. A total of 410 schoolaged child participants, comprising 201 girls and 208 boys in four age groups (8, 10, 12, and 14), were included in this study. We studied two forms of action encoding, subject-performed tasks (SPTs) and experimenter-performed tasks (EPTs), which were compared with one verbal encoding task (VT) as a control condition. At retrieval, we used three memory tests (free recall, cued recall, and recognition). We observed significant differences in memory performance in children aged 8 to 14 years with respect to free recall and cued recall but not recognition. The largest memory enhancement was observed for the SPTs in the 8-to 14-year-old participants under all test conditions. Participants performed equally well on the free recall of SPTs and EPTs, whereas they displayed better performances on the cued recall and recognition of SPTs compared to EPTs. The strategic nature of SPTs and the distinction between item-specific information and relational information are discussed.

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Research in action memory for adults has shown that enacted encoding is not only retrieved more frequently but is also faster in comparison to verbal encoding. The aim of this study was to investigate retrieval processes in terms of recall period and recall difficulty for different encoding conditions in school-aged children (8-, 10-, 12-, 14years old). The participants studied verbal tasks, subject-performed tasks and experimenter-performed tasks, and received immediate and final free-recall tests. The results revealed that older children not only outperformed younger children in terms of accuracy but also outpaced them in all recall periods. Moreover, recalls of subjectperformed tasks and experimenter-performed tasks were better and faster compared with verbal encoding on both types of recall test, by increasing throughout the recall periods. These results are discussed in terms of memory strategies and information processing methods. Pedagogic implications for the use of action memory in children's learning are also considered. ARTICLE HISTORY