Previous research on word & category learning has hypothesized that memory processes may be critical to the long-term ability to generalize information. The current experiment was designed to elucidate the recognition memory processes occurring during children and adults’ category learning. Participants were presented with a novel noun generalization task and five recognition memory tasks. The results revealed that there were developmental differences in (a) the retention for information presented during category exemplar presentations, and, (b) the sub-categories of recognition memory that were significantly related to category learning performance. These findings suggest the relationship between recognition memory and category learning processes may change across development.