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Development of Implicit Memory: The Effect of Knowledge Base and Meta Memory

암묵적 기억의 발달: 지식기반과 메타기억의 영향

  • 장세희 (경동대학교 유아교육과)
  • Received : 2015.07.16
  • Accepted : 2015.09.01
  • Published : 2015.09.28

Abstract

The purpose of this study is to examine the effects of knowledge base and metamemory in children's conceptual implicit memory with category-exemplar-generation task. Subjects were total 180 children of each 60 from Grade2, Grade6 and High school students. They were examined implicit memory with category-exemplar-generation task, knowledge base test, and metamemory test. The data were analyzed using ANCOVA, and Scheffe post hoc test. The result was following: First, as the child grow old, implicit memory primed increased. Implicit memory amount was significantly different between Grade2 and High school students, Grade6 and High school students. Second, as the child grow high knowledge base, implicit memory primed increased. There was a significantly different found between age and knowledge base. Third, as the child grow high metamemory, implicit memory primed increased. These results were interpreted as that the state of the age, knowledge base and metamemory should be an important factorin implicit memory. And current findings suggest that implicit memory can show development if a children's knowledge base and metamemory in developing with age.

Keywords

Implicit Memory;Knowledge Base;Meta Memory

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