“…Although the results of the present low-emphasis condition are consistent with such singlemechanism accounts, neither inhibition nor context change can explain why first graders showed reliable List 1 forgetting but did not show any List 2 enhancement in the highemphasis condition. However, this developmental dissociation is consistent with other work reporting dissociations between the two DF effects (e.g., Bäuml, Hanslmayr, Pastötter, & Klimesch, 2008;Pastötter & Bäuml, 2010;Sahakyan & Delaney, 2003, and it is consistent with two-mechanism accounts of DF, according to which a retrieval-based mechanism (e.g., inhibition or context change) underlies List 1 forgetting and an encoding-based mechanism (e.g., a change in encoding strategy) underlies List 2 enhancement Sahakyan & Delaney, 2003). Following such two-mechanism accounts, the present results suggest that the retrieval-based List 1 mechanism develops earlier than the encoding-based List 2 mechanism and that only the former and not the latter is sensitive to variations in task instruction.…”