Age-related improvements in a conceptual implicit memory test
The present study investigated developmental improvements in category exemplar generation priming in children from kindergarten to older elementary school age. The strength of categorical links for atypical exemplars increases in this age range, whereas category knowledge for typical exemplars remai...
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| Veröffentlicht in: | Memory & cognition 2003-12, Vol.31 (8), p.1208-1217 |
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| container_title | Memory & cognition |
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| creator | MECKLENBRÄUKER, Silvia HUPBACH, Almut WIPPICH, Werner |
| description | The present study investigated developmental improvements in category exemplar generation priming in children from kindergarten to older elementary school age. The strength of categorical links for atypical exemplars increases in this age range, whereas category knowledge for typical exemplars remains relatively stable. Therefore, in comparison with older children, younger children should show less categorical-relational encoding and, thus, less priming for atypical items but not for typical items. This expectation was confirmed in Experiment 1. In Experiment 2, picture versus word format at study dissociated implicit and explicit performance, indicating that the age-related increase in priming for atypical exemplars in Experiment 1 was not an artifact of explicit contamination. The findings suggest that developmental improvements in conceptual priming can be observed when the conceptual knowledge relevant for a given task improves over the age range tested. |
| doi_str_mv | 10.3758/BF03195804 |
| format | Article |
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The strength of categorical links for atypical exemplars increases in this age range, whereas category knowledge for typical exemplars remains relatively stable. Therefore, in comparison with older children, younger children should show less categorical-relational encoding and, thus, less priming for atypical items but not for typical items. This expectation was confirmed in Experiment 1. In Experiment 2, picture versus word format at study dissociated implicit and explicit performance, indicating that the age-related increase in priming for atypical exemplars in Experiment 1 was not an artifact of explicit contamination. The findings suggest that developmental improvements in conceptual priming can be observed when the conceptual knowledge relevant for a given task improves over the age range tested.</description><identifier>ISSN: 0090-502X</identifier><identifier>EISSN: 1532-5946</identifier><identifier>DOI: 10.3758/BF03195804</identifier><identifier>PMID: 15058682</identifier><identifier>CODEN: MYCGAO</identifier><language>eng</language><publisher>Austin, TX: Psychonomic Society</publisher><subject>Age ; Age Factors ; Biological and medical sciences ; Child ; Child development ; Child, Preschool ; Concept Formation ; Cues ; Developmental psychology ; Experiments ; Female ; Fundamental and applied biological sciences. Psychology ; Human ; Humans ; Learning. Memory ; Male ; Memory ; Mental Recall ; Psychological tests ; Psychology. Psychoanalysis. Psychiatry ; Psychology. 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The strength of categorical links for atypical exemplars increases in this age range, whereas category knowledge for typical exemplars remains relatively stable. Therefore, in comparison with older children, younger children should show less categorical-relational encoding and, thus, less priming for atypical items but not for typical items. This expectation was confirmed in Experiment 1. In Experiment 2, picture versus word format at study dissociated implicit and explicit performance, indicating that the age-related increase in priming for atypical exemplars in Experiment 1 was not an artifact of explicit contamination. The findings suggest that developmental improvements in conceptual priming can be observed when the conceptual knowledge relevant for a given task improves over the age range tested.</description><subject>Age</subject><subject>Age Factors</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child development</subject><subject>Child, Preschool</subject><subject>Concept Formation</subject><subject>Cues</subject><subject>Developmental psychology</subject><subject>Experiments</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Human</subject><subject>Humans</subject><subject>Learning. Memory</subject><subject>Male</subject><subject>Memory</subject><subject>Mental Recall</subject><subject>Psychological tests</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. 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Psychology</topic><topic>Human</topic><topic>Humans</topic><topic>Learning. Memory</topic><topic>Male</topic><topic>Memory</topic><topic>Mental Recall</topic><topic>Psychological tests</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>MECKLENBRÄUKER, Silvia</creatorcontrib><creatorcontrib>HUPBACH, Almut</creatorcontrib><creatorcontrib>WIPPICH, Werner</creatorcontrib><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Animal Behavior Abstracts</collection><collection>Neurosciences Abstracts</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Premium</collection><collection>MEDLINE - Academic</collection><collection>ComDisDome</collection><jtitle>Memory & cognition</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>MECKLENBRÄUKER, Silvia</au><au>HUPBACH, Almut</au><au>WIPPICH, Werner</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Age-related improvements in a conceptual implicit memory test</atitle><jtitle>Memory & cognition</jtitle><addtitle>Mem Cognit</addtitle><date>2003-12-01</date><risdate>2003</risdate><volume>31</volume><issue>8</issue><spage>1208</spage><epage>1217</epage><pages>1208-1217</pages><issn>0090-502X</issn><eissn>1532-5946</eissn><coden>MYCGAO</coden><abstract>The present study investigated developmental improvements in category exemplar generation priming in children from kindergarten to older elementary school age. 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| subjects | Age Age Factors Biological and medical sciences Child Child development Child, Preschool Concept Formation Cues Developmental psychology Experiments Female Fundamental and applied biological sciences. Psychology Human Humans Learning. Memory Male Memory Mental Recall Psychological tests Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology |
| title | Age-related improvements in a conceptual implicit memory test |
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