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Dissociations between implicit and explicit memory in children: The role of strategic processing and the knowledge base

Murphy, Kristina (Tina); McKone, Elinor; Slee, Judith

Description

A review of the literature shows that explicit memory develops substantially from three years of age to adulthood, while implicit memory remains stable across this age range. Previously, this developmental dissociation has been attributed to different memory systems, or to confounds with perceptual vs. conceptual processing. Prompted by an alternative developmental framework, the experiments reported here provide evidence against both interpretations. Instead, it will be argued that (a) the...[Show more]

dc.contributor.authorMurphy, Kristina (Tina)
dc.contributor.authorMcKone, Elinor
dc.contributor.authorSlee, Judith
dc.date.accessioned2015-12-13T23:07:24Z
dc.date.available2015-12-13T23:07:24Z
dc.identifier.issn0022-0965
dc.identifier.urihttp://hdl.handle.net/1885/86197
dc.description.abstractA review of the literature shows that explicit memory develops substantially from three years of age to adulthood, while implicit memory remains stable across this age range. Previously, this developmental dissociation has been attributed to different memory systems, or to confounds with perceptual vs. conceptual processing. Prompted by an alternative developmental framework, the experiments reported here provide evidence against both interpretations. Instead, it will be argued that (a) the implicit-explicit developmental dissociation reflects differences in strategic processing (strategy use and metamemory) across childhood and (b) that implicit memory can show development if a child's knowledge base in the tested domain is developing with age.
dc.publisherAcademic Press
dc.sourceJournal of Experimental Child Psychology
dc.subjectKeywords: adolescent; adult; article; child; cognition; female; human; male; memory; preschool child; questionnaire; randomization; Adolescent; Adult; Child; Child, Preschool; Cognition; Female; Humans; Male; Memory; Questionnaires; Random Allocation Dissociation; Implicit memory; Knowledge base; Memory development; Pictures; Priming; Strategy use
dc.titleDissociations between implicit and explicit memory in children: The role of strategic processing and the knowledge base
dc.typeJournal article
local.description.notesImported from ARIES
local.description.refereedYes
local.identifier.citationvolume84
dc.date.issued2003
local.identifier.absfor170102 - Developmental Psychology and Ageing
local.identifier.absfor170103 - Educational Psychology
local.identifier.ariespublicationMigratedxPub14987
local.type.statusPublished Version
local.contributor.affiliationMurphy, Kristina (Tina), College of Medicine, Biology and Environment, ANU
local.contributor.affiliationMcKone, Elinor, College of Medicine, Biology and Environment, ANU
local.contributor.affiliationSlee, Judith, College of Medicine, Biology and Environment, ANU
local.bibliographicCitation.startpage124
local.bibliographicCitation.lastpage165
local.identifier.doi10.1016/S0022-0965(03)00002-X
dc.date.updated2015-12-12T08:09:01Z
local.identifier.scopusID2-s2.0-0038305796
CollectionsANU Research Publications

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