Memory for to-be-performed tasks versus memory for performed tasks.
Memory for subject-performed tasks-that is, for simple actions such as lifting a pen, which subjects perform overtly-is better than memory for verbal tasks-that is, when subjects only listen to the action phrases. Here I investigated whether this effect depends on actual performance or whether it also shows up when there is only an intention to perform the task. Koriat, Ben-Zur, and Nussbaum (1990) found that the intention to perform items at test enhanced free recall more than did verbal tasks. Brooks and Gardiner (1994), however, were not able to replicate this finding. In four experiments, I attempted to reconcile this discrepancy by comparing subject-performed tasks, to-be-performed tasks, and verbal tasks under different conditions. The outcome depended on whether a within-subjects design or a between-subjects design was used. In the between-subjects design, memory for subject-performed tasks was better than memory for to-be-performed tasks, and both of these led to better recall performance than did verbal tasks. In a within-subjects design, in contrast, memory for to-be-performed tasks was no different from memory for verbal tasks. These results were independent of whether the test mode was congruent or incongruent. Thus, the discrepant findings of Koriat et al and of Brooks and Gardiner seem to be due to the design used, pointing to encoding processes as the critical variable. The present results are interpreted to show that actual performance of actions at study provides more information than does only the intention to perform actions at test.
Engelkamp
J
J
University of the Saarland, Saarbrücken, Germany. engelkamp@rz.uni-sb.de
D000328:Adult; D001288:Attention; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D011597:Psychomotor Performance; D012153:Retention, Psychology; D013067:Speech Perception; D014706:Verbal Learning