title: The role of enactment in implicit and explicit memory.
abstract: Enactment during the encoding of simple imperatives has been found to improve substantially performance on conceptually driven explicit-memory tests. In two experiments the effect of this manipulation on a conceptually driven implicit test (category association) was studied. A conceptually driven explicit test (free recall) was also included. In Experiment one three different study conditions (enactment with real objects, reading, and generation) were considered. In Experiment two there were two study conditions (enactment with imaginary objects and reading). Compared to reading, generation was found to improve the performance on both free recall and category association, whereas enactment affected free recall only. In a final experiment subjects imagined that they performed the tasks, and this manipulation was found to improve the memory performance on both tests. Taken together, this pattern of results is interpreted as suggesting that free recall and category association have a process in common that is sensitive to semantic processing at study (promoted by generation and imagery, but not by enactment), and that free recall involves a retrieval process in addition that is facilitated by a rich encoding environment (provided by enactment).
authors.affiliation: Department of Psychology, University of Umeå, Sweden.
authors.forename: L
authors.initials: L
authors.lastname: Nyberg
authors.forename: L G
authors.initials: LG
authors.lastname: Nilsson
mesh_terms: D000293:Adolescent; D000328:Adult; D001288:Attention; D005260:Female; D006801:Humans; D007092:Imagination; D008297:Male; D011939:Mental Recall; D010153:Paired-Associate Learning; D011340:Problem Solving; D011597:Psychomotor Performance; D012153:Retention, Psychology; D014706:Verbal Learning