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This study investigates the role of task demands on children's ability to inhibit irrelevant information using a block-cued directed-forgetting task. Recall performance was compared in a block-cued directed-forgetting task in which task demands had been decreased by presenting blocks of semantically related words with that in which unrelated words were presented. Inhibition patterns of recall were found at a younger age in the task that contained the related words than in the task that contained the unrelated words. These results suggest that previous results charting the development of cognitive inhibition may not have been exclusively the product of the development of inhibition, but rather a product of both the difficulty of the task and the development of inhibition.



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