Effects of hearing words, imaging hearing words, and reading on auditory implicit and explicit memory tests.
In four experiments, we examined the degree to which imaging written words as spoken by a familiar talker differs from direct perception (hearing words spoken by that talker) and reading words (without imagery) on implicit and explicit tests. Subjects first performed a surface encoding task on spoke...
| Publicado en: | Memory & Cognition Vol. 28; no. 8; pp. 1406 - 1419 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Dec2000
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107074592&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107074592 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0090502X MEG jtl: Memory & Cognition issn: 0090502X maglogo: N pubinfo: dt: Dec2000 vid: 28 iid: 8 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 107074592 107074592 2001111875 10.3758/bf03211841 NLM11219968 107074592 ppf: 1406 ppct: 13 formats: tig: atl: Effects of hearing words, imaging hearing words, and reading on auditory implicit and explicit memory tests. aug: au: Pilotti M Gallo DA Roediger HL III affil: Washington University, St. Louis, Missouri sug: subj: Memory Auditory Perception Cognition Experimental Studies Word Lists Scales Factorial Design Convenience Sample Analysis of Variance Descriptive Statistics Cues Hearing Reading Adult Funding Source Human Adult: 19-44 years ab: In four experiments, we examined the degree to which imaging written words as spoken by a familiar talker differs from direct perception (hearing words spoken by that talker) and reading words (without imagery) on implicit and explicit tests. Subjects first performed a surface encoding task on spoken, imagined as spoken, or visually presented words, and then were given either an implicit test (perceptual identification or stem completion) or an explicit test (recognition or cued recall) involving auditorily presented words. Auditory presentation at study produced larger priming effects than did imaging or reading. Imaging and reading yielded priming effects of similar magnitude, whereas imaging produced lower performance than reading on the explicit test of cued recall. Voice changes between study and test weakened priming on the implicit tests, but did not affect performance on the explicit tests. Imagined voice changes affected priming only in the implicit task of stem completion. These findings show that the sensitivity of a memory test to perceptual information, either directly perceived or imagined, is an important dimension for dissociating incidental (implicit) and intentional (explicit) retrieval processes. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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