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Related Concept Videos

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Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
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Related Experiment Video

Updated: Jun 2, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

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

Hélène Sauzéon1, Marie Déjos, Philippe Lestage

  • 1University of Bordeaux 2, Bordeaux, France. helene.sauzeon@u-bordeaux2.fr

Child Neuropsychology : a Journal on Normal and Abnormal Development in Childhood and Adolescence
|April 19, 2011
PubMed
Summary
This summary is machine-generated.

Associative priming remained stable in children aged 7–16, but relational priming improved with age. Blocked conditions reduced age differences in explicit memory but not relational priming.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Conceptual priming research in children yields conflicting findings.
  • The processing view suggests distinct developmental trajectories for different priming types.
  • Understanding these differences is key to cognitive development theories.

Purpose of the Study:

  • Investigate associative and relational priming in children aged 7–16.
  • Compare developmental changes in priming and explicit memory.
  • Examine the impact of blocked vs. unblocked conditions on priming.

Main Methods:

  • Two experiments were conducted with children aged 7–16.
  • Associative priming assessed via free-association tasks.
  • Relational priming assessed via category exemplar generation tasks.
  • Explicit memory measured using cued recall tasks.

Main Results:

  • Associative priming showed no age-related changes.
  • Relational priming significantly improved in older children (13–16) compared to younger ones (7–9).
  • Age differences in relational priming persisted across blocked and unblocked conditions, unlike explicit memory.

Conclusions:

  • Findings support the processing view of conceptual priming development.
  • Relational priming demonstrates significant developmental progression, unlike associative priming.
  • Automaticity and knowledge development influence conceptual priming trajectories in childhood.