This research was carried out based on the Deese-Roediger-McDermott (DRM) paradigm, aiming to establish the effect that the presentation of a set of semantically associated words has on memory and recognition in boys and girls. 30 boys and girls aged between 7 and 8 years old, in the second and third year of primary school, participated, and were divided into two groups: the first was given three word lists, each one made up of 11 items. semantically associated with a critical word; The second group was presented with 3 lists without semantic association. Subsequently, recall was evaluated through 3 free recovery tests and 3 recognition tests, in both groups. Among the main findings, it was evidenced that a greater amount of false acknowledgments are generated in relation to the recovery, especially in the lists with semantic association; Limitations were also identified regarding the control of variables such as mood, socio-demographic data and academic history that could influence the results. The findings are discussed in terms of their implications for the fields of memory psychology and testimony psychology, specifically with boys and girls.