The effects of generation on auditory implicit memory

Context Effects in Auditory Implicit Memory

“…The present analysis raises a contrary possibility. The results of Dew and Mulligan (2008), coupled with positive findings of within-modality context effects in the present experiments, suggest that it is not the meaning relations between the context word and target word that drive this context effect, but merely the fact that both were presented in the same modality. It is important to reassess this classic result by contrasting the traditional manipulation with a manipulation in which the cue word is presented aurally, and the target word is presented visually.…”

“…Likewise, manipulation of study modality affects auditory priming but often not auditory explicit memory (e.g., Church & Schacter, 1994), similar to findings for visual priming and visual explicit memory (e.g., Blaxton, 1989;Schacter & Graf, 1989). Finally, the generation manipulation produces a double dissociation of auditory implicit and explicit memory (Dew & Mulligan, 2008) as it does in visual modality (Jacoby, 1983).…”

“…Mimura, Verfaille, and Milberg (1997) reported a similar dissociation: The magnitude of repetition priming for nonwords was greater in auditory modality than in visual modality in certain conditions. Finally and most relevant for present purposes, Dew and Mulligan (2008) found equivalent auditory priming for study words heard in isolation and in the context of their antonyms, differing from findings in the visual modality, which show that even the minimal context of an antonym can reduce later visual priming (e.g., Jacoby, 1983).…”

“…Wood et al, 1997). Likewise, some preliminary results implied that auditory priming was robust in the face of manipulations of context (Bassili et al, 1989;Dew & Mulligan, 2008;Gibson & Bahrey, 2005). Finally, it has been claimed that auditory priming represents more automatic encoding than does visual priming (Carlesimo et al, 2000;cf.…”

The porous boundaries between explicit and implicit memory: behavioral and neural evidence

“…A potentially common situation among cognitively intact subjects has been described, 108 in which, while completing the nominally implicit test of word stem completion, for example, subjects may become aware that some of the solutions can be completed with studied words. Importantly, although the pattern of behavioral priming performance has sometimes been unaffected by reported unintentional awareness, 115–118 in other cases priming is enhanced or is only produced by subjects who are aware of the study‐test connection 119–123 . Thus, the potential impact of involuntary explicit awareness on implicit memory is of critical consideration when interpreting the mechanism of behavioral priming effects.…”