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Theoretical and empirical studies of memory have long been framed by a distinction between declarative and non-declarative memory. We question the sharpness of the distinction by reporting evidence from amnesic L.S.J., who despite retrograde memory losses in declarative knowledge domains, shows sparing of declarative knowledge related to premorbid skill (e.g., playing an instrument). We previously showed that L.S.J. had severe losses of retrograde declarative knowledge across areas of premorbid expertise (e.g., artists of famous works) and everyday knowledge (e.g., company names for logos). Here we present evidence that L.S.J. has sparing of what we call skill-related declarative knowledge, in four domains in which she had premorbid skill (art, music, aviation, driving). L.S.J.'s pattern of loss and sparing raises questions about the strict separation between classically-defined memory types and aligns with a recent proposal by Stanley and Krakauer [2013. Motor skill depends on knowledge of facts. Frontiers in Human Neuroscience, 7,1-11].

Children often interpret first noun phrases (NP1s) as agents, which improves comprehension of actives but hinders passives. While children sometimes withhold the agent-first bias, the reasons remain unclear. The current study tests the hypothesis that children default to the agent-first bias as a "best guess" of role assignment when they face uncertainty about sentence properties. Thus, rather than always relying on early-arriving cues, children can attend to different sentence cues across communicative contexts. To test this account, we manipulated interpretive uncertainty by varying cues to the discourse status of initial arguments (referring to new vs. given entities) and measured interpretation accuracy for active (where the agent-first bias predicted verb morphology) and passive sentences (where the two conflicted). Across three experiments, we found that children relied on the agent-first bias more when new discourse entities were signaled by definite NP1s, reference to unmentioned entities, and novel words. This, in turn, led to higher accuracy for actives relative to passives. In contrast, when given entities were implied through pronoun NP1s, reference to mentioned entities, and known words, children avoided the agent-first bias and instead assigned roles using more reliable but laterarriving verb morphology. This led to similar comprehension accuracy across constructions. These findings suggest that children simultaneously interpret relations between sentences (e.g., discourse continuity) and within sentences (e.g., role assignment), such that commitments to the former can influence parsing cues for the latter.

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