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

Hélène Sauzéon 1 Marie Déjos 2 Philippe Lestage 3
1 Phoenix - Programming Language Technology For Communication Services
EA4136 - Handicap et système nerveux :Action, communication, interaction: rétablissement de la fonction et de la participation [Bordeaux], Inria Bordeaux - Sud-Ouest, LaBRI - Laboratoire Bordelais de Recherche en Informatique
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.
Type de document :
Article dans une revue
Child Neuropsychology, Taylor & Francis (Routledge), 2011, pp.1-27. 〈10.1080/09297049.2011.557652〉
Liste complète des métadonnées

https://hal.archives-ouvertes.fr/hal-01151288
Contributeur : Philippe Lestage <>
Soumis le : mardi 12 mai 2015 - 16:35:58
Dernière modification le : jeudi 7 février 2019 - 17:12:16

Identifiants

Citation

Hélène Sauzéon, Marie Déjos, Philippe Lestage. Developmental differences in explicit and implicit conceptual memory tests : a processing view account. Child Neuropsychology, Taylor & Francis (Routledge), 2011, pp.1-27. 〈10.1080/09297049.2011.557652〉. 〈hal-01151288〉

Partager

Métriques

Consultations de la notice

185