Higher-fit and lower-fit children studied faces and houses under individual item (i.e., nonrelational) and relational encoding
conditions, and the children were subsequently tested with recognition memory trials consisting of previously studied pairs and pairs of
completely new items. With each subject participating in both item and relational encoding conditions, and with recognition test trials
amenable to the use of both item and relational memory cues, this task afforded a challenge to the flexible use of memory, specifically in
the use of appropriate encoding and retrieval strategies. Hence, the task provided a test of both executive control and memory processes