Intrusive effects of implicitly processed information on explicit memory.
This study described the interference of implicitly processed information on the memory for explicitly processed information. Participants studied a list of words either auditorily or visually under instructions to remember the words (explicit study). They were then visually presented another word l...
| Publicado en: | Perceptual & Motor Skills Vol. 94; no. 1; pp. 241 - 251 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Ammons Scientific, Ltd.
February 2002
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507743025&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507743025 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00315125 PSK jtl: Perceptual & Motor Skills issn: 00315125 maglogo: N pubinfo: dt: February 2002 vid: 94 iid: 1 pid: 726 pub: Ammons Scientific, Ltd. artinfo: ui: 507743025 10.2466/PMS.94.1.241-250 ppf: 241 ppct: 10 formats: tig: atl: Intrusive effects of implicitly processed information on explicit memory. aug: au: Sentz, Dustin F. Kirkhart, Matthew W. LoPresto, Charles su: Cognitive interference Recognition (Psychology) Giving & following of instructions Human information processing sug: subj: Cognitive interference Recognition (Psychology) Giving & following of instructions Human information processing ab: This study described the interference of implicitly processed information on the memory for explicitly processed information. Participants studied a list of words either auditorily or visually under instructions to remember the words (explicit study). They were then visually presented another word list under instructions which facilitate implicit but not explicit processing. Following a distractor task, memory for the explicit study list was tested with either a visual or auditory recognition task that included new words, words from the explicit study list, and words implicitly processed. Analysis indicated participants both failed to recognize words from the explicit study list and falsely recognized words that were implicitly processed as originating from the explicit study list. However, this effect only occurred when the testing modality was visual, thereby matching the modality for the implicitly processed information, regardless of the modality of the explicit study list. This “modality effect” for explicit memory was interpreted as poor source memory for implicitly processed information and in light of the procedures used, as well as illustrating an example of “remembering causing forgetting.” Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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