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Stored memories may be drawn upon when accomplishing goals. In two experiments, we investigated limits on the ability to use episodic memories to support planning in 3- and 4-year-old children. We designed a new memory-guided planning task that required children to both retrieve memories and apply those memories to accomplish multiple, nested goals. We manipulated the difficulty of the task by varying the number of steps required to achieve the goals, and examined the impact of this manipulation on both memory retrieval and planning. We f
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