Long-term perceptual memory for briefly exposed words as a function of awareness and attention.

Hawley, Kevin J.; Johnston, William

doi:10.1037/0096-1523.17.3.807

Cited by 52 publications

(98 citation statements)

References 19 publications

(28 reference statements)

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“…Even if the "unattended" old words did receive some attentional processing, the lack of implicit memory for these words indicates that there is some necessary amount of attentional processing of a word that must be accomplished at encoding before it can influence performance on a later perceptual implicit memory test. The results confirm the observation of Hawley and Johnston (1991) that only when a stimulus undergoes sufficient attentional processing to support awareness of stimulus identity at encoding will there be evidence oflater perceptual implicit memory ofthe stimulus. In this way, even perceptual implicit memory appears to be similar to explicit memory (cf.…”

Section: Discussionsupporting

confidence: 78%

“…Preattentive processing ofless data-limited, but still unattended, stimuli might support implicit perceptual memory. Eich (1984) and Hawley and Johnston (1991) employed focused attention paradigms, but their results provided different answers to the question of whether there is evidence for implicit perceptual memory for unattended words. Our goal in the present study was to further examine that question.…”

mentioning

confidence: 99%

“…Reliable perceptual implicit memory was found in the 100% attentional processing group (at both exposure durations) and in the 50% attentional processing group when words were presented for 66 msec. Hawley and Johnston (1991) focused on the relationship between awareness and perceptual implicit memory rather than the nature of the encoding as attended or unattended. As a result, they used extremely data-limited displays (see Norman & Bobrow, 1975).…”

mentioning

confidence: 99%

“…Indeed, Mitchell et al attempted to control for possible confounds and failed to replicate Eich's results in any ofseven experiments; Wood et al only replicated Eich's results when the word presentation rate was slow and there was the possibility that attention could switch between the channels. Hawley and Johnston (1991) employed a focused attention paradigm in order to examine the extent to which the encoding tapped in a perceptual implicit memory test depended directly on awareness at encoding. Subjects were presented 33-msec and 66-msec displays consisting of words surrounded by digits (e.g., 6 WORD 2).…”

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confidence: 99%

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Perceptual implicit memory requires attentional encoding

Crabb

Dark

1999

Memory & Cognition

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Perceptual implicit memory for previously attended and unattended words was measured either in a word-stem completion task or in a perceptual fluency (perceptual identification) task Subjects (N = 144) first engaged in a focused attention task in which they were to identify one of two words presented for 100, 200, or 300 msec. Words were classified as attended if they were reported during the focused attention task and unattended if they were not. Results for both implicit memory tests indicated reliable perceptual implicit memory for attended words but not for unattended words, regardless of focused attention exposure duration. The results indicate that perceptual implicit memory tasks reflect attentional encoding processes; that is, words must undergo attentional encoding if they are to affect performance on a later perceptual implicit memory test.Implicit memory is the phenomenon in which previously encoded information affects performance on some task without the individual's consciously recollecting the information. This nonconscious, automatic retrieval contrasts with the conscious, effortful retrieval that occurs during an explicit memory test such as recognition or recall. A number of different implicit memory tests have been identified, and they have been classified into two broad categories: conceptual and perceptual. Category exemplar production, general knowledge tests, and spelling tasks are considered to be conceptual implicit memory tests; perceptual fluency (also termed perceptual identification), word-stem completion, and word-fragment completion are considered to be perceptual implicit memory tests (e.g., Roediger, 1990;Roediger, Weldon, & Challis, 1989). Conceptual implicit memory tests often are affected by encoding variables that affect explicit memory tests, whereas perceptual implicit memory tests are not affected by these variables.Attentional processing at encoding is assumed to be necessary to produce explicit memory for the encoded information (see, e.g., Fisk & Schneider, 1984;Rock & Gutman, 1981;Shiffrin & Schneider, 1977). The necessity of attentional processing at encoding also has been demonstrated for conceptual implicit memory tests (e.g., Mulligan, 1998;Mulligan & Hartman, 1996). It has beenThe 100-msec conditions of this study were presented at the April, 1996, meeting of the Iowa Academy of Science, and the entire study was presented at the May, 1997, meeting of the Midwestern Psychological Association. We thank Nelson Cowan, William Johnston, and Neil Mulligan for helpful comments on an earlier version of this paper. We also thank Elizabeth Andre, Alison Bateson, Kelli Bendickson, Karla Benson, Katie Bock, Amanda Easton, Dana Hartwigsen, Brenda Jacobus, Patricia Schmidt, Molly White, and Steve Willis for their assistance in collecting the data. Correspondence concerning this article may be addressed to either author at the Department of Psychology, Iowa State University, Ames, IA 50011-3180 (e-mail: bcrabb@iastate. edu or vjdark@iastate.edu).argued, however, that whereas atte...

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Section: Discussionsupporting

confidence: 78%

mentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Perceptual implicit memory requires attentional encoding

Crabb

Dark

1999

Memory & Cognition

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“…We estimated the perceptual memory for an item by the time taken by subjects to report the identity of that item. Researchers using the dot-clearing procedure have found that words previously attended to are identified faster than new words (e.g., Hawley & Johnston, 1991).…”

Section: Methodsmentioning

confidence: 99%

Cell Phone-Induced Perceptual Impairments During Simulated Driving

Strayer

Drews

Albert

et al. 2001

Proceedings of the First International Driving Symposium on Human Factors in Driver Assessment, Training and Vehicle Design: Dr

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When Did You Learn It? How Background Knowledge Impacts Attention and Comprehension in Read‐Aloud Activities

Kaefer¹

2020

Reading Research Quarterly

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Reading science has reached consensus that background knowledge is essential for reading comprehension. What remains an open question for the science of reading, however, is how and when this background knowledge ought to be developed. Teachers often include activities meant to activate background knowledge immediately prior to read‐alouds. However, these activities also often provide completely new knowledge, the efficacy of which has not been well studied. The goal of the current study was to examine differences in narrative comprehension when background knowledge is activated before reading (i.e., students are reminded of things they already know) versus provided before reading (i.e., students are informed of new information). To that end, 92 participants were tested on familiar information (i.e., activated knowledge), taught novel but relevant information (i.e., provided knowledge), or taught novel but irrelevant information (i.e., neither activated nor provided knowledge) prior to reading a story. Regression analyses showed that whereas students showed basic comprehension no matter when they learned the information, attention and more advanced comprehension skills were more successful when students already knew about a topic and merely had their knowledge activated. This suggests that common prereading activities may not be successful for students who are unfamiliar with the topic. Reading science must continue to explore how to develop this crucial background knowledge.

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Long-term perceptual memory for briefly exposed words as a function of awareness and attention.

Cited by 52 publications

References 19 publications

Perceptual implicit memory requires attentional encoding

Perceptual implicit memory requires attentional encoding

Cell Phone-Induced Perceptual Impairments During Simulated Driving

When Did You Learn It? How Background Knowledge Impacts Attention and Comprehension in Read‐Aloud Activities

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