Contribution of perceptual fluency to recognition judgments.
Following a shallow (count vowels) or deep (read) study task, old and new words were tested for both fluency of perception and recognition memory. Subjects first identified a test word as it came gradually into view and then judged it as old or new. Old words were identified faster than new words, indicating implicit, perceptual memory for old words. Independently of this effect, words judged old were identified faster than words judged new, especially after shallow study. Eight experiments examined the possible causal relationship between perceptual fluency and recognition judgements. Experiments 1 to 4 showed that fast identifications per se do not promote old judgments. Accelerating the identification of test items by semantically priming them or making them come more quickly into view did not affect recognition judgments. Experiment 5 showed that the usual association of fast identifications with old judgments is not an artifact of item selection because the association disappeared when the identifications and judgements were segregated into different phases of the test task. Experiments 6 and 7 showed tha the likelihood of old judgments increases directly with the pretested perceptibility of test words, but only after shallow study. Experiment 8 showed that the dependency of recognition judgments on perceptual fluency continues to hold when the requirement to identify the words before judging them is eliminated. We conclude that fluency of perception contributes to recognition judgments, but only when the fluency is produced naturally (e.g., through perceptual memory) and explicit memory is minimal.
Johnston
W A
WA
Department of Psychology, University of Utah, Salt Lake City 84112.
Hawley
K J
KJ
Elliott
J M
JM
D000328:Adult; D001288:Attention; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D010364:Pattern Recognition, Visual; D011930:Reaction Time; D011932:Reading; D012660:Semantics; D012684:Sensory Thresholds; D014706:Verbal Learning