The present study investigated the developmental changes in dominance of memory attributes between second and sixth graders. Subjects studied a familiar word list followed by a recognition test; dominance was inferred from the types of false recognition error (semantic and acoustic) on the test. The results showed dominance of the semantic attribute for sixth graders, but no difference of dominance level between the semantic and the acoustic attribute for second graders. The evidence also indicated no effect of the stimulus mode on dominance of memory attributes for both graders.
