Attention and implicit memory tests: the effects of varying attentional load on conceptual priming.
The role of attention during encoding is important to many current accounts of the implicit/explicit memory distinction. Some accounts suggest that implicit memory tests reflect automatic (non-attention-demanding) encoding processes, whereas other accounts (such as the transfer-appropriate-processing view) suggest that performance on conceptual implicit tests requires attention during encoding. The present study manipulates attention at encoding over several levels (by varying short-term memory load) and examines the effects on the category-exemplar production task (a conceptual implicit memory test) and its explicit counterpart, category-cued recall. Dividing attention decreased performance on both tests, but in different ways. Mild divisions of attention reduced recall but not conceptual priming. Strong divisions of attention reduced performance on both tests and, in addition, eliminated conceptual priming entirely. These findings resolve apparently conflicting results in the literature and help to clarify the relationship between attention and performance on implicit memory tests.
Mulligan
N W
NW
Department of Psychology, Illinois State University, Normal 61790-4620, USA. nwmulli@rs6000.cmp.ilstu.edu
D000328:Adult; D001245:Association Learning; D001288:Attention; D003210:Concept Formation; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D010364:Pattern Recognition, Visual; D012153:Retention, Psychology; D014706:Verbal Learning