The role of perceptual and conceptual implicit memory in development.

摘要

Most studies of implicit memory indicate that it appears early and remains developmentally stable, but some studies show that implicit memory (like explicit memory) undergoes developmental changes. Using the cognitive framework of Transfer Appropriate Processing (TAP), this study empirically explores an explanatory scheme for the equivocal results of the developmental implicit memory literature. Second graders, fifth-graders, and college students were given either non-semantic or semantic study followed by either a perceptual or a conceptual implicit memory test, creating four critical experimental conditions. Participants also performed a free recall test. Contrary to the stated hypothesis, age-related differences in priming were found in both the nonsemantic study/perceptual test condition. Supporting the second hypothesis, age-related differences were also found in the semantic study/conceptual test condition. Results also partially supported hypotheses regarding free recall. Specifically, an age-related increase in words recalled was found, but in the pattern of a reversed levels of processing effect. These results are discussed in terms of TAP and underscore the importance of processing views of memory, especially in the development of implicit memory.