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Longitudinal study of declarative and procedural memory in primary school-aged children

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Citation

Lum, J., Kidd, E., Davis, S., & Conti-Ramsden, G. (2010). Longitudinal study of declarative and procedural memory in primary school-aged children. Australian Journal of Psychology, 62(3), 139-148. doi:10.1080/00049530903150547.


Cite as: http://hdl.handle.net/11858/00-001M-0000-002E-2442-4
Abstract
This study examined the development of declarative and procedural memory longitudinally in primary school-aged children. At present, although there is a general consensus that age-related improvements during this period can be found for declarative memory, there are conflicting data on the developmental trajectory of the procedural memory system. At Time 1 children aged around 5½ years were presented with measures of declarative and procedural memory. The tasks were then administered 12 months later. Performance on the declarative memory task was found to improve at a faster rate in comparison to the procedural memory task. The findings of the study support the view that multiple memory systems reach functional maturity at different points in development.