Absolute versus Relative Difference Measures of Priming: Which Is Appropriate when Baseline Scores Change with Age?

Autor/inn/en	Murphy, Kristina; McKone, Elinor; Slee, Judith
Titel	Absolute versus Relative Difference Measures of Priming: Which Is Appropriate when Baseline Scores Change with Age?
Quelle	In: British Journal of Developmental Psychology, 24 (2006) 2, S.293-304 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-510X
DOI	10.1348/026151005X35732
Schlagwörter	Priming; Measurement; Computation; Children; Age Differences; Child Development + Suchen Sie Ihr Suchwort? Messverfahren; Child; Kind; Kinder; Age; Difference; Age difference; Altersunterschied; Kindesentwicklung
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=studied--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=(studied--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. (As Provided).
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Update	2017/4/10