Abstract
Three- and 4-year-old children were given extensive paired-associate (PA) training in which response terms were highly familiar words and stimulus terms were words semantically related to response terms but relatively unfamiliar to the Ss. Subsequent recognition memory (RM) performance indicated, by an analysis of false recognitions, that the newly acquired associations functioned during the encoding of the RM items, i.e., the PA response terms occurred as implicit associative responses to the PA stimulus terms presented for learning. The feasibility of using an entirely verbal PA task with children as young as 3 years also was demonstrated.
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