A dissociation in the effects of study modality on tests of implicit and explicit memory.
Three experiments investigated variables affecting explicit and implicit memory for study modality. Explicit memory for modality was compared with implicit memory for modality (modality-specific priming) following the study manipulation of modality and level of processing. Explicit recall of modality showed the same pattern of dissociations that has been observed between other measures of episodic memory and priming measures of memory. Manipulations of meaning at study that facilitated recognition and fragment-cued recall increased the accuracy of modality recall, but had no effect on primed fragment-completion performance. In contrast, changing modality between study and test affected fragment-cued performance, but had no effect on recognition or on modality recall. Successive tests of fragment-cued recall and modality recall were found to be highly dependent, whereas successive tests of fragment-completion and modality recall were essentially independent. The results are interpreted as evidence that (1) factors relevant to episodic memory of modality are unrelated to factors that produce modality-specific priming and (2) episodic memory for incidental attributes of an episode, such as modality of study, interacts with and is dependent upon memory for the episode as a whole.
Hayman
C A
CA
Department of Psychology, Lakehead University, Thunder Bay, ON, Canada.
Rickards
C
C
D000328:Adult; D001288:Attention; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D010153:Paired-Associate Learning; D010700:Phonetics; D011932:Reading; D012153:Retention, Psychology; D012660:Semantics; D013067:Speech Perception