Differential attentional demands on implicit and explicit associative memory in children 8–12 years old.
Associative memory improves during childhood, suggesting an age-related improvement in the binding mechanism responsible for linking information together. However, tasks designed to measure associative memory not only measure binding, but also place demands on attention. This makes it difficult to d...
| Publicado en: | Memory Vol. 33; no. 5; pp. 527 - 542 |
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| Autores principales: | , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
May2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=185908263&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 185908263 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09658211 BAY jtl: Memory issn: 09658211 maglogo: N pubinfo: dt: May2025 vid: 33 iid: 5 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 185908263 184621701 185908263 185908263 10.1080/09658211.2025.2493337 185908263 ppf: 527 ppct: 15 formats: tig: atl: Differential attentional demands on implicit and explicit associative memory in children 8–12 years old. aug: au: Davis, Emily E. Thomas, Hannah G. Price, Matthew S. Mahy, Caitlin E.V. Campbell, Karen L. affil: Psychology Department, Brock University, St. Catharines, Canada sug: subj: Attention Episodic Memory Learning Methods Cognition Child Development Human Male Female Child Reaction Time Executive Function Age Factors Neuropsychological Tests Child: 6-12 years Male Female ab: Associative memory improves during childhood, suggesting an age-related improvement in the binding mechanism responsible for linking information together. However, tasks designed to measure associative memory not only measure binding, but also place demands on attention. This makes it difficult to dissociate age-related improvements in memory from the development of attention. One way to reduce attentional demands is to test memory implicitly versus explicitly. In this study, children (8-, 10-, and 12-years-old) completed separate implicit and explicit associative memory tests. For the implicit task, children incidentally encoded pairs of objects by making an object categorization decision. At test, they completed the same task, but unbeknownst to the participants, the pairs were either intact, rearranged, or new. Next, children completed another incidental encoding phase, then an explicit test in which they indicated whether the pairs were intact, rearranged, or new. For the implicit test, all age groups had faster reaction times for intact than rearranged pairs (indicative of implicit associative memory). In the explicit test, memory performance (d') improved with age. A separate measure of attention related to performance in both the explicit and implicit tasks. Together, these results support that attentional mechanisms contribute to age-related improvements in associative memory. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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