A study investigated children's and adults' abilities to derive inferences requiring the integration of two episodic premises (episodic inferences) and inferences requiring the integration of one episodic premise with extra-stimulus, semantic knowledge. Subjects, 95 kindergarten, third grade, seventh grade, and college students, watched either an integrated version or a separated version of an animated audiovisual program, and then answered episodic inference, semantic inference, and verbatim memory questions regarding the program. Results indicated that (1) all subjects could draw inferences using episodic or semantic information; (2) subjects could integrate episodic information across separately-presented episodes to derive inferences; (3) college students were better than kindergartners at integrating episodic information viewed in the separated version; and (4) college students, seventh graders, and third graders were better than kindergartners at using semantic information to derive inferences. Findings support the unitary view of long-term memory. (Two figures of data are included, and 43 references are attached.) (RS)