The role of attention and study time in explicit and implicit memory for unfamiliar visual stimuli.
The effects of limited attentional resources and study time on explicit and implicit memory were studied using Schacter and Cooper's possible and impossible objects in their recognition and object decision paradigm. In one experiment, when attention at study was limited by a flanking digits procedur...
| Publicado en: | Memory & Cognition Vol. 26; no. 6; pp. 1187 - 1196 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Nov98
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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=107180790&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107180790 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0090502X MEG jtl: Memory & Cognition issn: 0090502X maglogo: N pubinfo: dt: Nov98 vid: 26 iid: 6 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 107180790 107180790 1999028042 10.3758/bf03201194 NLM9847545 107180790 ppf: 1187 ppct: 9 formats: tig: atl: The role of attention and study time in explicit and implicit memory for unfamiliar visual stimuli. aug: au: Ganor-Stern D Seamon JG Carrasco M affil: National Institute for Testing and Evaluation, Jerusalem, Israel sug: subj: Memory Attention Evaluation Experimental Studies Analysis of Variance P-Value Descriptive Statistics Time Factors Perception Adolescence Adult Human Adolescent: 13-18 years Adult: 19-44 years ab: The effects of limited attentional resources and study time on explicit and implicit memory were studied using Schacter and Cooper's possible and impossible objects in their recognition and object decision paradigm. In one experiment, when attention at study was limited by a flanking digits procedure, object recognition was diminished but object decision priming for possible objects was unaffected; in another experiment, limiting attention plus reducing stimulus study time impaired object recognition and eliminated object priming. Recognition memory and perceptual priming for previously unfamiliar visual stimuli were both influenced by attention, although to different degrees. The intervening variable of study time determined the degree to which priming was affected by attentional resources. These results support a limited capacity attentional model for both recognition and perceptual priming of unfamiliar visual stimuli, and they highlight the need for assessing the interaction of attentional resources and study time in explicit and implicit memory tasks. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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