Abstract
This study adapted a procedure used by Luo and Craik (2009) to examine whether developmental differences exist in the ability to use controlled retrieval processes to access the contextual details of memory representations. Participants from 3 age groups (mean ages 9, 12, and 25 years) were presented with words in 3 study contexts: with a black-and-white picture, with a color picture, or alone without a picture. Six recognition tests were then presented that varied in the demands (high or low) placed on the retrieval of specific contextual information. Each test consisted of a mixture of words that were old targets from 1 study context, distractors (i.e., previously studied words from a different context), and completely new words. A high-specificity and a low-specificity test list was paired with each test question, with high and low specificity being determined by the nature of the distractors used in a test list. High-specificity tests contained words that were studied in similar contexts: old targets (e.g., words studied with black-and-white pictures) and distractors (e.g., words studied with color pictures). In contrast, low-specificity tests contained words that were studied in dissimilar contexts: old targets (e.g., words studied with black-and-white pictures) and distractors (e.g., words previously studied without a picture). Relative to low-specificity tests, the retrieval conditions of high-specificity tests were assumed to place greater demands on the controlled access of specific contextual information. Analysis of recollection scores revealed that age differences were present on high-but not low-specificity tests, with the performance of 9-year-olds disproportionately affected by the retrieval demands of high-specificity tests.