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Related Experiment Videos

The nature and development of nonverbal implicit memory

B K Hayes1, R Hennessy

  • 1Department of Psychology, University of Newcastle, Callaghan, N.S.W., Australia. HAYES@PSYCHOLOGY.NEWCASTLE.EDU.AU

Journal of Experimental Child Psychology
|October 1, 1996
PubMed
Summary

Children

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Implicit and explicit memory are crucial for cognitive development.
  • Understanding developmental trajectories of memory systems is key to cognitive science.

Purpose of the Study:

  • To investigate developmental changes in implicit and explicit memory.
  • To determine if implicit memory relies on specific perceptual information storage.

Main Methods:

  • Children aged 4, 5, and 10 years performed nonverbal memory tasks.
  • Picture identification thresholds and recognition memory were assessed after a 48-hour delay.

Main Results:

  • Implicit memory (pictorial repetition priming) showed no age-related differences.
  • Explicit memory (recognition sensitivity) improved with age.
  • Priming effects were stronger for perceptually similar items and when fragments were identified during encoding.

Conclusions:

  • Implicit and explicit memory systems develop at different rates.
  • Implicit memory priming depends on accessing specific perceptual representations of studied objects.

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