For example, the complexity and number of actions in imitation tasks must be altered to equate for task difficulty across ages. While each of these paradigms has made a significant contribution to the study of memory development (see Hayne, 2004 Rovee-Collier, 1997 for reviews), they do require procedural changes when assessing memory in participants of different ages.
These tasks include both deferred ( Meltzoff, 1995) and elicited ( Bauer and Mandler, 1989) imitation paradigms, and conditioning tasks, such as the mobile conjugate ( Rovee and Rovee, 1969) and train ( Hartshorn and Rovee-Collier, 1997) reinforcement paradigms. Over the past several decades, developmental psychologists have come up with some ingenious tasks that allow young children to nonverbally convey their explicit memory skill. One obvious question is how can explicit memory be tracked across development? Young children's limited language skills mean that one cannot simply ask them to tell what they remember.
Damian Scarf, in International Encyclopedia of the Social & Behavioral Sciences (Second Edition), 2015 Assessing Explicit Memory across Development
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