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ERIC Number: EJ875874
Record Type: Journal
Publication Date: 2007-Mar
Pages: 18
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-0022-1325
Does Conceptual Implicit Memory Develop? The Role of Processing Demands
Barry, Elaine S.
Journal of Genetic Psychology, v168 n1 p19-36 Mar 2007
The author investigated the importance of processing considerations within implicit memory in a developmental design. Second-graders (n = 87) and college students (n = 81) completed perceptual (word stem completion) and conceptual (category generation) implicit memory tests after studying target items either nonsemantically (read) or semantically (generated). In support of previous research, the author found no age differences in priming in the nonsemantic study/perceptual test condition. Age differences in priming were found in the semantic study/conceptual test condition, however, where college students had significantly higher priming scores than did children. These developmental dissociations support the theory that the processing requirements of conceptual implicit memory are similar to those in explicit memory. The author also discusses the contribution of the Transfer Appropriate Processing (TAP; H. L. Roediger, D. A. Gallo, & L. Geraci, 2002) framework to understanding these findings. (Contains 1 figure and 2 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A