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  • Absolute versus relative difference measures of priming: Which is appropriate when baseline scores change with age?

    Author(s)
    Murphy, K
    McKone, E
    Slee, J
    Griffith University Author(s)
    Murphy, Kristina
    Year published
    2006
    Metadata
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    Abstract
    It is often of theoretical interest to know if implicit memory (repetition priming) develops across childhood under a given circumstance. Methodologically, however, it is difficult to determine whether development is present when baseline performance for unstudied items improves with age. Calculation of priming in absolute (priming 젳tudied - unstudied) or relative-to-baseline terms can lead to different conclusions. In first noting this problem, Parkin (1993) suggested using the Snodgrass (1989a) calculation of relative priming [priming 젨studied - unstudied)/(maximum - unstudied)], and most developmental studies have ...
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    It is often of theoretical interest to know if implicit memory (repetition priming) develops across childhood under a given circumstance. Methodologically, however, it is difficult to determine whether development is present when baseline performance for unstudied items improves with age. Calculation of priming in absolute (priming 젳tudied - unstudied) or relative-to-baseline terms can lead to different conclusions. In first noting this problem, Parkin (1993) suggested using the Snodgrass (1989a) calculation of relative priming [priming 젨studied - unstudied)/(maximum - unstudied)], and most developmental studies have since adopted this procedure. Here, we question the Snodgrass method because the Snodgrass method's results are not replicated in the picture identification task when baselines are equated experimentally across age groups. Instead, results support an absolute measure of priming. Theoretically, we argue against its core assumption; namely, that children and adults always lie on the same learning curve, with an equal maximum performance level and equal rate of learning.
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    Journal Title
    British Journal of Developmental Psychology
    Volume
    24
    Issue
    2
    DOI
    https://doi.org/10.1348/026151005X35732
    Subject
    Cognitive and computational psychology
    Publication URI
    http://hdl.handle.net/10072/55087
    Collection
    • Journal articles

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