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Related Experiment Videos

Conceptual implicit memory: a developmental study

P Perruchet1, N Frazier, J Lautrey

  • 1Université de Bourgogne, LEAD', Faculté des sciences, Dijon, France.

Psychological Research
|January 1, 1995
PubMed
Summary
This summary is machine-generated.

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Implicit memory development differs from explicit memory development when using conceptual tasks. Older children showed better performance with atypical category items, challenging prior findings from perceptual tasks.

Area of Science:

  • Developmental Psychology
  • Cognitive Psychology
  • Neuroscience

Background:

  • Implicit memory is widely believed to develop earlier and be more stable than explicit memory throughout life.
  • Previous research supporting this notion primarily utilized perceptual tasks.

Purpose of the Study:

  • To investigate if the established developmental trajectory of implicit versus explicit memory holds true for conceptual tasks.
  • To compare memory performance in children using a category-exemplar generation task.

Main Methods:

  • A category-exemplar generation task was administered to children in 2nd and 4th grades.
  • Performance was assessed on both typical and atypical category exemplars.

Main Results:

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  • Children's performance was similar for typical category exemplars across age groups.
  • Older children (4th grade) significantly outperformed younger children (2nd grade) on atypical category exemplars.

    • Conclusions:

    • The developmental relationship between implicit and explicit memory may be task-dependent.
    • Findings suggest that conceptual tasks reveal different developmental patterns than perceptual tasks for memory.