The main purpose of this research was to investigate the effects of superficial feature and structural feature matches of analogical stories on students’ story reminding performance, and whether the effects were vary with age differences. The findings are as followed: Firstly, The result suggested that both superficial feature and structural feature may influence story reminding performance. The better the two features matched, the better the story reminding performance. However, there was no interaction between the two factors. Secondly, the effects of superficial feature and structural feature match on story reminding performance changed with age difference. There was a significant difference between the performance of the fourth grade students of elementary school and that of other age groups. The performance of college students was better than that of other age groups in all conditions. The performance of story reminding improved with the increase of age.3. The reminding patterns of different age groups were different. College students showed the strongest response to superficial feature match and structural feature Tmatch. Junior high school students showed similar story reminding patterns with college students, but the response differentiation of junior high school students were not as clear as that of college students. The sixth and fourth graders in elementary school showed much less clear differentiation of superficial feature match and structural feature match response than college students and junior high school students did.