The nature and development of nonverbal implicit memory

Journal of Experimental Child Psychology

Volumn 63, Issue 1, 1996, Pages 22-43

  Hayes, Brett K ^a   Hennessy, Ruth ^a  

^a UNIVERSITY OF NEWCASTLE   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

AGE; ARTICLE; CHILD; FEMALE; HUMAN; LANGUAGE DEVELOPMENT; MALE; MEMORY; PHYSIOLOGY; PRESCHOOL CHILD; RECALL; SEMANTICS; VISION;

AGE FACTORS; CHILD; CHILD LANGUAGE; CHILD, PRESCHOOL; FEMALE; HUMANS; LANGUAGE DEVELOPMENT; MALE; MEMORY; MENTAL RECALL; SEMANTICS; VISUAL PERCEPTION;

EID: 0030267611     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1006/jecp.1996.0041     Document Type: Article

References (64)

1. Balota, D. A., & Neely, J. H. (1980). Test-expectancy and word-frequency effects in recall and recognition. Journal of Experimental Psychology: Human Learning and Memory, 6, 576-587.
2. Bartram, D. J. (1974). The role of visual and semantic codes in object naming. Cognitive Psychology, 6, 325-356.
3. Biederman, I., & Cooper, E. E. (1991). Priming contour-deleted images: Evidence for intermediate representations in visual object recognition. Cognitive Psychology, 23, 393-419.
4. Biederman, I. (1987). Recognition-by-components: A theory of human image understanding. Psychological Review, 94, 115-147.
5. Bird, K. (1975). Simultaneous contrast testing procedures for multivariate experiments. Multivariate Behavioural Research, 10, 343-352.
6. Bjorklund, D. F. (1987). How age changes in knowledge base contribute to the development of children's memory: An interpretive review. Developmental Review, 7, 93-130.
7. Brewer, N., & Smith G. A. (1989). Developmental changes in processing speed: Influence of speed-accuracy regulation. Journal of Experimental Psychology: General, 118, 298-310.
8. Carroll, M., Byrne, B., & Kirsner, K. (1985). Autobiographical memory and perceptual learning: A developmental study using picture recognition, naming latency, and perceptual identification. Memory and Cognition, 13, 273-279.
9. Case, R. (1985). Intellectual development: Birth to adulthood. New York: Academic Press.
10. Cohen, J. (1988). Statistical power analysis for the behavioural sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
11. Durkin, K. (1989). Implicit memory and language acquisition. In S. Lewandowsky, J. C. Dunn, & K. Kirsner (Eds.), Implicit memory: Theoretical issues (pp. 241-257). Hillsdale, NJ: Erlbaum.
12. Flavell, J. H., & Wellman, H. M. (1977). Metamemory. In R. V. Kail & J. W. Hagen (Eds.), Perspectives on the development of memory and cognition (pp. 3-33). Hillsdale, NJ: Erlbaum.
13. Friedman, S. (1972). Habituation and recovery of visual response in the alert human newborn. Journal of Experimental Child Psychology, 13, 339-349.
14. Graf, P. (1990). Life-span changes implicit and explicit memory. Bulletin of the Psychonomic Society, 28, 353-358.
15. Graf, P., & Mandler, G. (1984). Activation makes words more accessible, but not necessarily more retrievable. Journal of Verbal Learning and Verbal Behaviour, 23, 553-568.
16. Graf, P., Squire, L. R., & Mandler, G. (1984). The information amnesic patients do not forget. Journal of Experimental Psychology: Learning, Memory, and Cognition, 10, 164-178.
17. Greenbaum, J. L., & Graf, P. (1989). Preschool development of implicit and explicit remembering. Bulletin of the Psychonomic Society, 27, 417-420.
18. Guttentag, R. E. (1984). The mental effort requirement of cumulative rehearsal: A developmental study. Journal of Experimental Child Psychology, 37, 92-106.
19. Hayes, B. K., & Taplin, J. E. (1993). Developmental differences in the use of prototype and exemplar-specific information. Journal of Experimental Child Psychology, 55, 329-352.
20. Jacoby, L. L. (1983). Perceptual enhancement: Persistent effects of an experience. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, 21-38.
21. Jacoby, L. L., Baker, J. G., & Brooks, L. R. (1989). Episodic effects of picture identification: Implications for theories of concept learning and theories of memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 15, 275-281.
22. Jacoby, L. L., Toth, J. P., & Yonelinas, A. P. (1993). Separating conscious and unconscious influences of memory: Measuring recollection. Journal of Experimental Psychology: General, 122, 139-154.
23. Jolicoeur, P. (1985). The time to name disoriented natural objects. Memory and Cognition, 13, 289-203.
24. Kail, R. V. Jr. (1990). The development of memory in children (3rd ed.). New York: W. H. Freeman and Co.
25. Kolers, P. A., & Roediger, H. L. (1984). Procedures of mind. Journal of Verbal Learning and Verbal Behavior, 23, 425-449.
26. Light, L. L., & Singh, A. (1987). Implicit and explicit memory in young and older adults. Journal of Experimental Psychology: Learning, Memory and Cognition, 13, 531-541.
27. Lorsbach, T. C., & Worman, L. J., (1989). The development of explicit and explicit forms of memory in learning disabled children. Contemporary Educational Psychology, 14, 67-76.
28. Mandler, J. M. (1988). How to build a baby: On the development of an accessible representational system. Cognitive Development, 3, 113-136.
29. Mandler, J. M. (1992). How to build a baby: II. Conceptual primitives. Psychological Review, 99, 587-604.
30. Medin, D. L., & Schaffer, M. M. (1978). Context theory of classification learning. Psychological Review, 85, 207-238.
31. Mitchell, D. B. (1989). How many memory systems? Evidence from aging. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 41-49.
32. Mitchell, D. B. (1993). Implicit and explicit memory for pictures: multiple views across the lifespan. In P. Graf & M. E. J. Masson (Eds.), Implicit memory: New directions in cognition, development and neuropsychology (pp. 171-190). Hillsdale, NJ: Erlbaum.
33. Morton, J., & Patterson, K. (1980). A new attempt at an interpretation, or, an attempt at a new interpretation. In M. Coltheart, K. Patterson, & J. C. Marshall (Eds.), Deep dyslexia (pp. 91-118). London: Routledge and Keagan-Paul.
34. Naito, M., & Komatsu, S. (1993). Processes involved in childhood development of implicit memory. In P. Graf & M. E. J. Masson (Eds.) Implicit memory: New directions in cognition, development and neuropsychology (pp. 231-260). Hillsdale, NJ: Erlbaum.
35. Naito, M. (1990). Repetition priming in children and adults: Age-related dissociation between implicit and explicit memory. Journal of Experimental Child Psychology, 50, 462-484.
36. Ornstein, P. A., Baker-Ward, L., & Naus, M. J. (1988). The development of mnemonic skill. In M. Weinert & M. Perlmutter (Eds.), Memory development (pp. 31-50). Hillsdale, NJ: Erlbaum.
37. Parkin, A. J. (1993). Implicit memory across the lifespan. In P. Graf & M. E. J. Masson (Eds.), Implicit memory: New directions in cognition, development and neuropsychology (pp. 191-206). Hillsdale, NJ: Erlbaum.
38. Parkin, A. J., & Streete, S. (1988). Implicit and explicit memory in young children and adults. British Journal of Psychology, 79, 361-369.
39. Perrig, W. J., & Perrig, P. (1989). Implizites Gedächtnis: unwillkürlich, entwicklungsresistent und altersunabhängig? Zeitschrift für entwicklungspsychologie und padagogishe psychologie, 25, 29-47.
40. Richardson-Klavehn, A., & Bjork, R. A. (1988). Measures of memory. Annual Review of Psychology, 39, 475-543.
41. Roediger, H. L., & Srinivas, K. (1993). Specificity of operations in perceptual priming. In P. Graf & M. E. J. Masson (Eds.) Implicit memory: New directions in cognition, development and neuropsychology (pp. 17-48). Hillsdale, NJ: Erlbaum.
42. Roediger, H. L., Weldon, M. S., & Challis, B. H. (1989). Explaining dissociations between implicit and explicit measures of retention: A processing account. In H. L. Roediger & F. I. M. Craik (Eds.), Varieties of memory and consciousness: Essays in honour of Endel Tulving (pp. 3-41). Hillsdale, NJ: Erlbaum.
43. Rosch, E., Mervis, C., Gray, W. D., Johnson, D. M., & Boyes-Braem, P. (1976). Basic objects in natural categories. Cognitive Psychology, 8, 382-439.
44. Rose, S. A. (1981). Developmental changes in infants' retention of visual stimuli. Child Development, 52, 227-233.
45. Schacter, D. L. (1987). Implicit memory: History and current status. Journal of Experimental Psychology: Learning, Memory and Cognition, 13, 501-518.
46. Schacter, D. L., & Moscovitch, M. (1984). Infants, amnesics, and dissociable memory systems. In M. Moscovitch (Ed.), Advances in the study of communication and affect (Vol. 9, pp. 173-216). New York: Plenum Press.
47. Schacter, D. L., Bowers, J., & Booker, J. (1989). Intention, awareness, and implicit memory: The retrieval intentionality criterion. In S. Lewandowsky, J. C. Dunn, & K. Kirsner (Eds.), Implicit memory: Theoretical issues (pp. 47-65). Hillsdale, NJ: Erlbaum.
48. Schacter, D. L., Chiu, C. Y. P., & Ochsner, K. N. (1993). Implicit memory: A selective review. Annual Review of Neuroscience, 16, 159-182.
49. Schacter, D. L., Delaney, S. M., & Merikle, E. P. (1990). Priming of nonverbal information and the nature of implicit memory. In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 26, pp. 83-122). San Diego, CA: Academic Press.
50. Shimamura, A. P. (1985). Problems with the finding of stochastic independence as evidence for the independence of cognitive processes. Bulletin of the Psychonomic Society, 23, 506-508.
51. Slater, A., Morrison, V., & Rose, D. (1984). Habituation in the newborn. Infant Behaviour and Development, 7, 183-200.
52. Snodgrass, J. G. (1989). Sources of learning in the picture fragment completion task. In S. Lewandowsky, J. C. Dunn, & K. Kirsner (Eds.), Implicit memory: Theoretical issues (pp. 259-282). Hillsdale, NJ: Erlbaum.
53. Snodgrass, J. G., & Corwin, J. (1988). Pragmatics of measuring recognition memory: Applications to dementia and amnesia. Journal of Experimental Psychology: General, 117, 34-50.
54. Snodgrass, J. G., & Feenan, K. (1990). Priming effects in picture fragment completion: Support for the perceptual closure hypothesis. Journal of Experimental Psychology: General, 119, 276-298.
55. Snodgrass, J. G., & Vanderwart, M. (1980). A standardized set of 260 pictures: Norms for name agreement, image agreement, familiarity, visual complexity. Journal of Experimental Psychology: Human Learning and Memory, 6, 174-215.
56. Snodgrass, J. G., Smith, B., Feenan, K., & Corwin, J. (1987). Fragmenting pictures on the Apple Macintosh computer for experimental and clinical applications. Behaviour Research Methods, Instruments and Computers, 19, 270-274.
57. Srinivas, K. (1993). Perceptual specificity in nonverbal priming. Journal of Experimental Psychology: Learning, Memory and Cognition, 19, 582-602.
58. Tenpenny, P. L., & Shoben, E. J. (1992). Component processes and the utility of the conceptually-driven/data-driven distinction. Journal of Experimental Psychology: Learning, Memory and Cognition, 18, 25-42.
59. Toth, J. P., Reingold, E. M., & Jacoby, L. L. (1994). Toward a redefinition of implicit memory: Process dissociations following elaborative processing and self-generation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 290-303.
60. Tulving, E. (1985). How many memory systems are there? American Psychologist, 40, 385-398.
61. Tulving, E., Schacter, D. L., & Stark, H. A. (1982). Priming effects in word fragment-completion are independent of recognition memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 8, 336-342.
62. Warren, C., & Morton, J. (1982). The effects of priming on picture recognition. British Journal of Psychology, 73, 117-129.
63. Wippich, W., Mecklenbräuker, S., & Brausch, A. (1989). Implizites und explizites gedächtnis bei Kindern. Zeitschrift für entwicklungspsychologie und padagogishe psychologie, 21, 294-306.
64. Wippich, W., Mecklenbräuker, S., Wentura, E., & Strümpel, S. (1991). Implizites gedächtnis bei vorschulkindern: Eine prozessanalyse beim wiederholten benennen von bildern. Schweizer Zeitschrift für Psychologie, 50, 119-128.