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Related Experiment Videos

Developmental differences in implicit and explicit memory performance

L A Perez1, Z F Peynircioğlu, T A Blaxton

  • 1American University.

Journal of Experimental Child Psychology
|September 22, 1998
PubMed
Summary
This summary is machine-generated.

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Memory performance varies by task type and age. Conceptual explicit memory improves with age, while perceptual and implicit memory show no developmental changes, highlighting transfer-appropriate processing.

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Implicit and explicit memory systems are crucial for understanding cognitive development.
  • The influence of study processing (perceptual vs. conceptual) on memory performance across different age groups is not fully understood.
  • Transfer-appropriate processing theory suggests memory performance depends on the match between study and test conditions.

Purpose of the Study:

  • To investigate developmental changes in implicit and explicit memory performance.
  • To examine the effects of perceptual versus conceptual study processing on memory recall.
  • To assess how age interacts with processing type and memory system.

Main Methods:

  • Compared memory performance of preschool, elementary, and college students on implicit and explicit memory tasks.

Related Experiment Videos

  • Utilized both perceptual and conceptual processing during the study phase.
  • Administered a series of perceptual and conceptual memory tasks at retrieval.

    • Main Results:

    • Conceptual explicit memory performance significantly improved with age.
    • Perceptual explicit memory and both implicit memory types showed no significant developmental changes.
    • Perceptual processing enhanced performance on perceptual tasks (implicit and explicit).
    • Conceptual processing enhanced performance on conceptual explicit memory tasks.

    Conclusions:

    • Memory development is specific to certain memory systems, particularly conceptual explicit memory.
    • The type of processing during study critically influences memory performance, aligning with transfer-appropriate processing principles.
    • Implicit memory systems and perceptual explicit memory appear to be less affected by developmental changes in processing strategies.