Developmental differences in explicit and implicit conceptual memory tests: a processing view account.

Abstract : The present study addressed contradictory results in childhood literature about conceptual priming. Based on the processing view, two forms of conceptual priming were investigated across two experiments in children aged from 7 to 16: associative priming (using the free-association test) and relational (categorical) priming (using the categorical exemplar generation test) as well as their explicit memory measure counterparts (the associative-cued recall and the category-cued recall). Experiment 1 compared age differences in associative and relational (categorical) priming. Experiment 2 focused on relational (categorical) priming with manipulations of blocked/unblocked words per category. The results showed that (a) associative priming was unchanged in children aged from 7 to 16, whereas relational (categorical) priming improved from 7-9 to 13-16 years old, and (b) age differences in relational (categorical) priming still occurred under unblocked conditions and blocked condition, while age differences in explicit measures were reduced under blocked conditions. These findings were discussed in line with the debate between the system and processing view and in terms of knowledge and automaticity development.
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Article dans une revue
Child Neuropsychology, Taylor & Francis (Routledge), 2012, 18 (1), pp.23-49. 〈10.1080/09297049.2011.557652〉
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https://hal.inria.fr/hal-00907980
Contributeur : Hélène Sauzeon <>
Soumis le : vendredi 22 novembre 2013 - 10:43:29
Dernière modification le : mercredi 29 novembre 2017 - 14:54:00

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Hélène Sauzeon, Marie Déjos, Philippe Lestage, Prashant Arvind Pala, Bernard N'Kaoua. Developmental differences in explicit and implicit conceptual memory tests: a processing view account.. Child Neuropsychology, Taylor & Francis (Routledge), 2012, 18 (1), pp.23-49. 〈10.1080/09297049.2011.557652〉. 〈hal-00907980〉

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