Abstract
The relationship of the syntagmatic-paradigmatic shift to recall was examined in college-aged adults and young children. Forced experience (priming) with taxonomic or functional modes of categorization produced modest effects on children’s recall and powerful effects on their style of recall, as measured by taxonomic and functional intrusions. No comparable effects were observed with adults, demonstrating a developmental inequivalency based on experience with different conceptual modes. Phenomena associated with the syntagmatic-paradigmatic shift are thus shown to result from differences of experience between age groups, rather than from endogenous developmental differences.
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Sharps, M.J., Gollin, E.S. Memory and the syntagmatic-paradigmatic shift: A developmental study of priming effects. Bull. Psychon. Soc. 23, 95–97 (1985). https://doi.org/10.3758/BF03329792
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DOI: https://doi.org/10.3758/BF03329792