can also influence the organization of information in storage for preschoolers and older children. Children who experienced an event twice recalled the event better 3 months later than did children who only experienced it once and showed equally good recall at 3 months compared to recall at 2 weeks after experiences. School Age Children Age differences in memory are attributed to age-correlated growth in the foundation of knowledge. What children know affects what they encode, how that information is organized in storage, and the manner in which it's retrieved. The greater the background knowledge about the to-be-encoded information, the better that the information is remembered. Because older children have more knowledge than younger children, older children perform better than younger children in most memory tasks. When familiarity and meaningfulness of material were equated across age, developmental differences in memory performance was no longer a factor. Children's use of memory strategies and the development of metamemory skills are also instrumental in age-related changes in memory, particularly later in childhood years. Knowledge influences memory by affecting retrieval, by facilitating spread of activation among related items in memory and by facilitating the use of strategies. Knowledge also provides better elaboration of information which can strengthen its storage in memory. Adults Memory tends to begin to fade as when enter and go through adulthood. Ane-Victoria Idland et al., investigated the biological factors that begin to form in a person's older life and examined biological markers that could help explain the decrease in memory. They focused on beta amyloid 1–42 (Aβ42), phosphorylated tau (P-tau), total tau, chitinase-3-like protein 1 (YKL-40), fatty acid binding protein 3 (FABP3), and neurofilament light (NFL), and their findings suggest that tauopathy and FABP3 tended to be associated with the most memory decline. As individuals age, the hippocampus appears to begin to lose its ability to make connections to life events and memory. Episodic Memory By school age, the typical child shows skill in recalling details of past experiences and in organizing those details into a narrative form with cohesion. Memories formed at this age and beyond are more likely to stand the test of time over the years and be recalled in adulthood, compared to earlier memories. Young children can sometimes retain information from specific episodes over very long periods of time, but the particular information a child of a particular age is likely to retain over different periods of