Repetition priming of words and pseudowords in divided attention and in amnesia.

Smith, Michael; Oscar‐Berman, Marlene

doi:10.1037/0278-7393.16.6.1033

Cited by 70 publications

(95 citation statements)

References 55 publications

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“…Priming was significantly reduced for "no" relative to "yes" verification responses. Reduction or elimination of priming for "no" responses is a common phenomenon on the categorycued verification test (Vaidya et aI., 1997, Experiment 6) as well as on other tests, such as lexical decision (M. E. Smith & Oscar-Berman, 1990). Most importantly, however, the magnitude of priming for "yes" and "no" verification responses did not vary by stimulus format or encoding condition.…”

Section: Discussionmentioning

confidence: 98%

Picture superiority in conceptual memory: Dissociative effects of encoding and retrieval tasks

Vaidya

Gabrieli

2000

Memory & Cognition

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We examined the role of encoding processes for picture superiority in explicit and conceptualimplicit memory. The nature of encoding instruction (naming or semantic categorization) yielded dissociative effects on picture and word memory on one explicit test, category-cued recall, and two conceptual-implicit tests, category-cued generation and category-cued verification. Category-cued recall was greater for pictures than for words following naming, but it did not differ for pictures and words following semantic categorization. Category-cued generation priming was greater for pictures than for words following naming, but it was greater for words than for pictures following semantic categorization. In contrast, category-cued verification priming did not differ for pictures and words following either naming or semantic categorization. Thus, picture superiority can be eliminated or reversed depending on the type of conceptual encoding task and conceptual-retrieval test.

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Section: Discussionmentioning

confidence: 98%

Picture superiority in conceptual memory: Dissociative effects of encoding and retrieval tasks

Vaidya

Gabrieli

2000

Memory & Cognition

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“…In addition, under some conditions the amount of priming is equivalent for full and dividedattention encoding conditions (Jacoby et aI., 1989;Parkin et aI., 1990;Russo & Parkin, 1993;Smith & Oscar-Berman, 1990). This equivalence has been demonstrated for the word-fragment completion test (Parkin et aI., 1990), the picture-fragment completion test Russo & Parkin, 1993), lexical decision (Smith & Oscar-Berman, 1990), and the famejudgment task developed by Jacoby and his colleagues (Jacoby et aI., 1989). In these same studies, dividing attention reduced performance on direct tests, such as recognition memory (Parkin et aI., 1990) and recall tests Russo & Parkin, 1993).…”

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confidence: 83%

“…Although several of the studies mentioned above found dissociations between indirect and direct memory tests, there were typically several differences between the memory tests besides test instructions (Parkin et aI., 1990;Russo & Parkin, 1993;Smith & Oscar-Berman, 1990). In order to determine whether the differentiating effects of divided attention are due to the direct/indirect difference, one needs to compare performance on two memory tests that are identical in all regards except test instructions (Neely, 1989;Schacter, Bowers, & Booker, 1989).…”

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confidence: 99%

“…With regard to the distinction between data-driven and conceptually driven tests, it should be noted that most of the prior research on the role of attention in priming has focused on data-driven indirect memory tests, such as word-and picture-fragment completion (Parkin et aI., 1990;Russo & Parkin, 1993) and lexical decision (Smith & Oscar-Berman, 1990). Much of this data is consistent with the TAP prediction, indicating little or no effect of divided attention on priming in data-driven indirect tests (we will address some exceptions, e.g., Hawley & Johnston, 1991, in later discussion).…”

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confidence: 99%

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Divided attention and indirect memory tests

1996

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Attentional state during acquisition is an important determinant of performance on direct memory tests. In two experiments we investigated the effects of dividing attention during acquisition on conceptually driven and data-driven indirect memory tests. Subjects read a list of words with or without distraction. Memory for the words was later tested with an indirect memory test or a direct memory test that differed only in task instructions. In Experiment 1, the indirect test was categoryexemplar production (a conceptually driven task) and the direct test was category-cued recall. In Experiment 2, the indirect test was word-fragment completion (a data-driven task) and the direct test was word-fragment cued recall. Dividing attention at encoding decreased performance on both direct memory tests. Of the indirect tests, category-exemplar production but not word-fragment completion was affected. The results indicate that conceptually driven indirect memory tests, like direct memory tests, are affected by divided attention, whereas data-driven indirect tests are not. These results are interpreted within the transfer-appropriate processing framework.

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“…Ifsubjects are engaged in a concurrent attentiondemanding task when list items were available for inspection, their subsequent performance on an explicit episodic task is much lower than that under full-attention conditions. In contrast, studies have shown that concurrent processing tasks have no effect on perceptual repetition priming (Parkin, Reid, & Russo, 1990;Smith & Oscar-Berman, 1990). Manipulations of age and divided attention have suggested that perceptual repetition priming is not dependent on the allocation of attention.…”

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confidence: 96%

Dissociation of implicit and explicit memory tests: Effect of age and divided attention on category exemplar generation and cued recall

1995

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In this article, we report an experiment that provides further evidence concerning the differences between explicit and implicit measures of memory. The effects of age and divided attention on the implicit conceptual test of category exemplar generation (CEG) were compared with their effects on the explicit test of cued recall, where the category names served as cues in both tasks. Four age groups (20-35, 40-55, 60-75, and 76-90) were compared. Half of the subjects were also required to carry out a secondary letter-detection task during the learning phase. Cued recall performance was significantly impaired by increased age and imposition of the secondary task. In contrast, the CEG task was unaffected by these two factors. These results suggest that implicit conceptual tasks and explicit memory tasks are mediated by different processes. This conclusion opposes those of previous studies that showed that experimental manipulations (level of processing, generation, organization) influenced these two kinds of memory tests in a similar way.

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Repetition priming of words and pseudowords in divided attention and in amnesia.

Cited by 70 publications

References 55 publications

Picture superiority in conceptual memory: Dissociative effects of encoding and retrieval tasks

Picture superiority in conceptual memory: Dissociative effects of encoding and retrieval tasks

Divided attention and indirect memory tests

Dissociation of implicit and explicit memory tests: Effect of age and divided attention on category exemplar generation and cued recall

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