Developmental differences in explicit and implicit conceptual memory tests: A processing view account

Abstract

The present study addressed contradictory results in childhood literature about conceptual priming. Based on the processing view, two forms of conceptual priming were investigated across two experiments in children aged from 7 to 16: associative priming (using the free-association test) and relational (categorical) priming (using the categorical exemplar generation test) as well as their explicit memory measure counterparts (the associative-cued recall and the category-cued recall). Experiment 1 compared age differences in associative and relational (categorical) priming. Experiment 2 focused on relational (categorical) priming with manipulations of blocked/unblocked words per category. The results showed that (a) associative priming was unchanged in children aged from 7 to 16, whereas relational (categorical) priming improved from 7-9 to 13-16 years old, and (b) age differences in relational (categorical) priming still occurred under unblocked conditions and blocked condition, while age differences in explicit measures were reduced under blocked conditions. These findings were discussed in line with the debate between the system and processing view and in terms of knowledge and automaticity development.

Establishing and explaining the testing effect in free recall for young children.

“…Also, older children are more likely than younger children to use memory strategies. Most relevant to theory of testing effects, 9- and 10-year-olds are more likely than 5- and 6-year-olds to use relational strategies (e.g., organizing a list of words into categories; Carr, Kurtz, Schneider, Turner, & Borkowski, 1989; see also Ornstein, Naus, & Liberty, 1975; Lehmann & Hasselhorn, 2007, 2010, 2012; Sauzéon, Déjos, Lestage, Pala, & N’Kaous, 2012). Not only are older children more likely to use strategies than are younger children, but older children also use strategies more effectively (Bjorklund, Miller, Coyle, & Slawinski, 1997; Schwenck, Bjorklund, & Schneider, 2009).…”

“…Also, older children are more likely than younger children to use memory strategies. Most relevant to theory of testing effects, 9-and 10-year-olds are more likely than 5-and 6-year-olds to use relational strategies (e.g., organizing a list of words into categories; Carr, Kurtz, Schneider, Turner, & Borkowski, 1989; see also Ornstein, Naus, & Liberty, 1975;Lehmann & Hasselhorn, 2007Sauzéon, Déjos, Lestage, Pala, & N'Kaous, 2012). This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

Pedagogical Agents for Fostering Question-Asking Skills in Children

“…One possible reason is the sudden removal of support by the agent when transitioning from the intervention session to the post-intervention baseline session, which made the task of question asking more difficult. This discrepancy in children's performance between agent-supported and self-supported question asking mirrors a well-known learning phenomenon-the maintenance of under-developed skills requires support from the environment, whereas welldeveloped skills that can be self-sustained regardless of the circumstances [56]. In other words, the 18 trials of question asking training may simply be inadequate to consolidate the learning of divergent-thinking question asking behaviors.…”

Developmental neuroscience of memory: research status and future prospect

“…进入老年, 个体的内隐学习能力 一般不会削弱 [102] , 但是有些形式的内隐学习可能随着 年龄的增长而有所下降 [103] . 另外, 老年人内隐学习的 内隐记忆可能并非单一成分 [114,115] , 对儿童期到成 年期内隐记忆的发展研究显示, 知觉内隐记忆大多没 有表现出明显的年龄差异 [60,116~118] , 但儿童和成人的 概念内隐记忆存在差异 [119,120] . 也就是说, 儿童期内隐 记忆的发展可能存在知觉和概念之间的分离.…”