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The author investigated the importance of processing considerations within implicit memory in a developmental design. Second-graders (n = 87) and college students (n = 81) completed perceptual (word stem completion) and conceptual (category generation) implicit memory tests after studying target items either nonsemantically (read) or semantically (generated). In support of previous research, the author found no age differences in priming in the nonsemantic study/perceptual test condition. Age differences in priming were found in the semantic study/conceptual test condition, however, where college students had significantly higher priming scores than did children. These developmental dissociations support the theory that the processing requirements of conceptual implicit memory are similar to those in explicit memory. The author also discusses the contribution of the Transfer Appropriate Processing (TAP; H. L. Roediger, D. A. Gallo, & L. Geraci, 2002) framework to understanding these findings.

The human need for sleep is universal and unquestioned; however, humans vary in their sleep needs according to age, individual differences, as well as cultural and social norms and practices. Therefore, what is “normal” in infant sleep and the development of sleep architecture in humans is highly dependent on biological and sociocultural variables as well as socially constructed assumptions about what infant sleep “should” look like. This paper uses a multidisciplinary approach to review papers from fields including pediatrics, anthropology, psychology, medicine, and sociology to understand “normal” infant sleep. Because human culture and behavioral practice changes much more quickly than evolved human biology, and because human evolutionary history occurred in the context of breastfeeding and cosleeping, new work in the field of infant sleep architecture development would benefit from a multidisciplinary approach. To come to a consensus about what is “normal” infant sleep, researchers must agree on underlying basic assumptions of infant sleep from which to ask question and interpret findings.

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This paper provides the opportunity to understand childrenÕs behavior from a memory viewpoint. For the last three decades, cognitive developmentalists have been asking the question, ''what develops in childrenÕs memory?'' Four answers to this question are presented, complete with explanations, examples, and possible applications where appropriate. The purpose of the paper is to provide early childhood educators and other practitioners who work with children a different lens through which to view childrenÕs behavior. The memory view is compatible with current best practices in early childhood education, and may provide practitioners an additional viewpoint from which to draw when implementing developmentally appropriate practice.