Distinct processes involved in memory development were explored by obtaining separate
measures of preschoolers’ and college students’ use of
familiarity and conscious recollection in picture recognition. In each of two
testing sessions (separated by one week; with different video materials),
participants viewed pictures in the context of hearing a story. Further phases of
the experimental procedure were based on process dissociation, a methodology that
provides separate estimates of the contributions of conscious recollection and
familiarity. Consistent with existing literature on separate implicit and explicit
tasks, the results revealed a reliable difference between preschoolers and adults
for measures of conscious recollection. In contrast, but also consistent with past
research with implicit memory tasks, no developmental differences were observed for
familiarity estimates. Results were discussed in the context of controversy
regarding the best procedures for measuring different memory processes.
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