Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Does conceptual implicit memory develop? The role of processing demands.

Elaine S Barry1

  • 1Pennsylvania State University, Fayette-The Eberly Campus, Uniontown 15401, USA. esb12@psu.edu

The Journal of Genetic Psychology
|September 21, 2007
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Guided by Routine and Nurturance: How Parent Characteristics Shape Online Infant Health Information Seeking.

Health communication·2026
Same author

Maternal depressive symptoms and mother-infant cosleeping (including room sharing and bedsharing): a systematic review.

Journal of clinical sleep medicine : JCSM : official publication of the American Academy of Sleep Medicine·2024
Same author

Infant sleep: Impacts on cognitive, social, and physical development.

Infant behavior & development·2022
Same author

Using complexity science to understand the role of co-sleeping (bedsharing) in mother-infant co-regulatory processes.

Infant behavior & development·2022
Same author

Reasons mothers bedshare: A review of its effects on infant behavior and development.

Infant behavior & development·2021
Same author

Sleep Consolidation, Sleep Problems, and Co-Sleeping: Rethinking Normal Infant Sleep as Species-Typical.

The Journal of genetic psychology·2021
Same journal

Emerging Challenges in Adolescent Mental Health, Neurodevelopment, and Digital Well-Being.

The Journal of genetic psychology·2026
Same journal

When Risks Accumulate: General Cumulative Risk Amplifies the Adverse Impact of Specific Risk on Problematic Online Behaviors Among Chinese Adolescents.

The Journal of genetic psychology·2026
Same journal

Understanding the Disgust-Anger Confusion: Developmental Evidence from Children's Emotion Recognition.

The Journal of genetic psychology·2026
Same journal

Attentional networks as moderators of the relationship between digital technology use and mental health among Cuban university students.

The Journal of genetic psychology·2026
Same journal

The Longitudinal Pathway from Body Appearance Perfectionism to Social Appearance Anxiety: The Mediating Role of Digital Filter Use and Moderating Role of Fear of Missing Out.

The Journal of genetic psychology·2026
Same journal

Family Influence or Zeitgeist? Evidence for Developmental Differences in the Intergenerational Transmission of Parent-Child Value Similarity.

The Journal of genetic psychology·2026
See all related articles

This study explored implicit memory development. While children and college students showed similar performance on perceptual implicit memory, college students outperformed children on conceptual implicit memory tasks, suggesting developmental differences in deeper processing.

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Implicit memory refers to unconscious recall, distinct from explicit memory.
  • Developmental changes in cognitive processing may impact implicit memory performance.
  • The Transfer Appropriate Processing (TAP) framework suggests memory performance depends on processing alignment.

Purpose of the Study:

  • To investigate developmental differences in implicit memory.
  • To examine the role of processing considerations in implicit memory across age groups.
  • To test the hypothesis that conceptual implicit memory shows age-related differences.

Main Methods:

  • A developmental design comparing second-graders and college students.
  • Implicit memory assessed via perceptual (word stem completion) and conceptual (category generation) tasks.

Related Experiment Videos

  • Study conditions varied between nonsemantic (reading) and semantic (generating) encoding.

    • Main Results:

    • No age differences in priming were observed under nonsemantic study/perceptual test conditions.
    • Significant age differences emerged in the semantic study/conceptual test condition, with college students showing greater priming.
    • These findings indicate developmental dissociations in implicit memory based on processing demands.

    Conclusions:

    • Conceptual implicit memory performance is influenced by developmental factors.
    • Processing requirements for conceptual implicit memory align with those of explicit memory.
    • The Transfer Appropriate Processing framework effectively explains age-related differences in implicit memory.