Children's abilities to derive inferences requiring the integration of primarily episodic versus primarily semantic information were investigated. Kindergarteners, third, and seventh graders viewed 1 of 2 versions of an animated television program that varied in terms of continuity of presentation (integrated vs. separated). Age-related improvements in episodic inferencing, semantic inferencing, and verbatim memory were found. The differences between the third and seventh graders' performance on the episodic and semantic inference questions were due to differences in memory for the premise information. However, memory differences alone did not account for the difference between kindergarteners and third graders. [...]