ABSTRACT
The distinction, between recall and recognition, is the focus of this chapter; particular emphasis is given to developmental evidence and implications of differences between these two forms of memory. Models of recall and recognition are summarized, and children's performance on recall and recognition tasks is reviewed. Additionally, possible implications of developmental differences in recall and recognition are discussed; it has been argued that contrasting recall and recognition, and their development, suggest two types of development which may need to be included in any general model of memory development. Information processing models conceptualize memory as the transfer of information within a cognitive system. Very generally, memory involves acquisition, storage, and subsequent retrieval of information. One of these types of development, which seems to characterize recognition, is predominantly tied to biological factors and is little affected by environmental demands. The other type of development, which appears to characterize recall, is less canalized and is more susceptible to and determined by environmental stimulation.
