Um paradigma para diferenciar o uso de memória implícita e explícita

Pompéia, Sabine; Bueno, Orlando Francisco Amodeo

doi:10.1590/s0102-79722006000100012

Cited by 2 publications

(4 citation statements)

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“…The design is the same as in Experiment 1, with the difference that participants performed a word-stem completion task and an equivalent cued-recall task. Stimuli in the word-stem completion task (implicit) consisted of 100 triads of five-letter words standardized by Pompéia and Bueno (2006), using the Dicionário para as Palavras Cruzadas Diretas [Dictionary for Direct Crosswords] (Grupo Coquetel, 1983). The words were split among four lists (AC, BD, EZ, and FX), each comprising 25 triads each; two of the lists were used in the implicit test and two in the explicit recollection test (cued recall).…”

Section: Methodsmentioning

confidence: 99%

“…The words were randomly presented during the study and test phases. Each word of the standards provided by Pompéia and Bueno (2006) can be completed with at least 10 words from the Brazilian Portuguese dictionary, but a single word was required in the implicit test. Twenty-five triads were presented during the study phase and 50 triads (25 studied and 25 nonstudied) were presented during the test phase.…”

Section: Methodsmentioning

confidence: 99%

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The role of attention in perceptual and conceptual priming.

Sbicigo

Janczura

Salles

2017

Psychology & Neuroscience

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The aim of this study aim was to explore the role of attention in nonverbal perceptual implicit memory (priming) and verbal perceptual and conceptual tests, comparing with equivalent tests of explicit memory. We hypothesized that perceptual priming would be immune to the effects of divided attention during retrieval, while conceptual priming and explicit tasks would be vulnerable to these effects. Three experiments tested this hypothesis in a divided-attention condition in the retrieval phase. Experiment 1 used a picture-fragment completion task and a tone judgment task; Experiment 2 used a word-stem completion task; and Experiment 3 used a category-exemplar production task. Experiments 2 and 3 used a secondary task in which a sequence of consonants was judged as same or different. Implicit memory was affected by divided attention in the picture-fragment completion task and the category-exemplar production task. The word-stem completion task was immune to the effects of divided attention. The explicit tests were affected in the 3 experiments. Together, these results indicate that, under some circumstances, perceptual implicit memory demands attentional resources during retrieval. Conceptual implicit memory, on the other hand, always requires attentional resources, as has been previously shown in the literature.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

The role of attention in perceptual and conceptual priming.

Sbicigo

Janczura

Salles

2017

Psychology & Neuroscience

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“…Os pesquisadores podem estar interessados no estudo do fenômeno de priming per se, em geral comparando os resultados em tarefas de memória explícita e implícita, como a pesquisa de Oliveira e Janczura (2004) e a de Pompéia & Bueno (2006), ou utilizar o fenômeno de priming como um recurso metodológico para evidenciar outros tipos de processos cognitivos, como a leitura de palavras.…”

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“…Porém, no Brasil, as publicações enfocando os estudos no paradigma de priming, mesmo não restritos ao contexto do processamento de leitura, são escassas (Azevedo, Squella & Ribeiro-do-Valle, 2001;Busnello, 2007;Carreiro, Haddad Júnior & Baldo, 2003;DelFava & Ribeiro-do-Valle, 2004;Macedo, 2003;Oliveira, 2001;Oliveira & Janczura, 2004;Pompéia & Bueno, 2006;Pompéia, Paes & Bueno, 2003;Rosin, 2001Rosin, , 2004Squella & Ribeiro-do-Valle, 2003), conforme pesquisa feita nas bases de dados Scielo e LILACS, com a palavra-chave "priming".…”

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O paradigma de priming semântico na investigação do processamento de leitura de palavras

Salles¹,

Jou²,

Stein³

2007

Inter. Psicol.

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RESUMOO priming é um tipo de memória implícita (não declarativa) referente aos efeitos facilitadores de eventos antecedentes (primes) sobre o desempenho subseqüente (alvos). No priming semântico há uma relação de significado ou de contexto entre o prime e o alvo. Este paradigma pode ser utilizado como recurso metodológico para estudar, de forma indireta, o processamento semântico na leitura. Este artigo visa apresentar conceitos e discutir aspectos metodológicos do paradigma de priming semântico e as possibilidades de uso para estudo do processamento da leitura. Será apresentada uma revisão do conceito e de procedimentos metodológicos do priming semântico nos estudos de leitura. Serão abordados os modelos teóricos de leitura de palavras (acesso ao léxico mental), os modelos explicativos para o efeito de priming semântico na leitura e serão analisadas pesquisas utilizando o paradigma para investigar o reconhecimento de palavras escritas. Conclui-se que, apesar dos estudos internacionais, especialmente os realizados com crianças, conduzirem a resultados não consensuais, o paradigma de priming semântico mostra-se útil para investigar o conhecimento semântico implícito e on-line, ou seja, durante o processamento das palavras lidas, o que torna sua testagem ecológica e menos artificial. As diferenças de resultados podem relacionar-se à variabilidade dos procedimentos metodológicos. Palavras-chave: priming semântico; leitura de palavras; memória implícita. ABSTRACT The semantic priming paradigm in the word reading processing investigationPriming is a type of implicit memory (non-declarative) referring to the facilitating effects of precedent events (primes) on subsequent performance (targets). In semantic priming there is a relation of signification or context between the prime and the target. This paradigm can be used as a methodological resource to study, in an indirect manner, the semantic processing in reading. This article aims to present concepts and discuss methodological aspects of the paradigm of semantic priming and the possibilities of using it in studying the process of reading. A revision of concepts and the discussion of methodological aspects of the semantic priming paradigm in reading studies will be presented. Theoretical models of word reading (access to mental lexicon), the explanatory models for the semantic priming effect in reading will be approached. And, studies using the paradigm to investigate the recognition of written words will be analyzed. Despite international studies that led to non-consensual results, especially those undertaken with children, this study infers that the semantic priming paradigm shows to be useful in investigating implicit and on-line semantic knowledge, rather, during the process of reading words, which makes its testing more ecological and less artificial. The differences of results can be related to the variability of methodological procedures.

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Um paradigma para diferenciar o uso de memória implícita e explícita

Cited by 2 publications

References 22 publications

The role of attention in perceptual and conceptual priming.

The role of attention in perceptual and conceptual priming.

O paradigma de priming semântico na investigação do processamento de leitura de palavras

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