Direct and indirect testing of picture memory in second and sixth grade children

Abstract

Recent studies have found that a developmental dissociation may be observed between direct and indirect tests of memory. Although older children perform significantly better than younger children on direct tests of memory, these developmental differences are often absent when memory is tested indirectly. The present investigation further examines whether such a developmental dissociation is obtained between a direct and an indirect test of picture memory. Recognition memory provided the direct measure, whereas the magnitude of naming facilitation that accompanied “old,” relative to “new,” pictures provides the indirect measure of memory. Second and sixth grade children were asked to study a set of pictures, and on the following day measures of recognition accuracy and naming facilitation were obtained. Although older children performed significantly better on the recognition task, the two age groups were comparable in their degree of naming facilitation.