ABSTRACT

What stimulates research is surprise. Clear-cut dissociations between implicit and explicit memory are exactly that, and they have been producing fairly fruitful research in the adult memory literature. Less attention has been paid, however, to the developmental processes of implicit/explicit memory, as acknowledged by Schacter (1987). In this chapter, we delineate the current status of research on children’s implicit memory and discuss its implications for theoretical frame­ works that elucidate implicit/explicit memory. The chapter consists of three major sections. We begin with a brief review of previous studies in the develop­ mental literature. We then compare and weigh evidence now available for reveal­ ing an age-related dissociation between implicit and explicit memory, in which children’s performance is compared with that of adults using the same memory tasks. Finally, we propose a tentative framework that could link up the findings in the child memory literature with those in the adult literature.