title: Depth-of-processing effects on priming in stem completion: tests of the voluntary-contamination, conceptual-processing, and lexical-processing hypotheses.
abstract: Depth-of-processing effects on incidental perceptual memory tests could reflect (a) contamination by voluntary retrieval, (b) sensitivity of involuntary retrieval to prior conceptual processing, or (c) a deficit in lexical processing during graphemic study tasks that affects involuntary retrieval. The authors devised an extension of incidental test methodology--making conjunctive predictions about response times as well as response proportions--to discriminate among these alternatives. They used graphemic, phonemic, and semantic study tasks, and a word-stem completion test with incidental, intentional, and inclusion instructions. Semantic study processing was superior to phonemic study processing in the intentional and inclusion tests, but semantic and phonemic study processing produced equal priming in the incidental test, showing that priming was uncontaminated by voluntary retrieval--a conclusion reinforced by the response-time data--and that priming was insensitive to prior conceptual processing. The incidental test nevertheless showed a priming deficit following graphemic study processing, supporting the lexical-processing hypothesis. Adding a lexical decision to the 3 study tasks eliminated the priming deficit following graphemic study processing, but did not influence priming following phonemic and semantic processing. The results provide the first clear evidence that depth-of-processing effects on perceptual priming can reflect lexical processes, rather than voluntary contamination or conceptual processes.
authors.affiliation: Department of Psychology, University of Westminster, London, England. a.r.klavehn@wmin.ac.uk
authors.forename: A
authors.initials: A
authors.lastname: Richardson-Klavehn
authors.forename: J M
authors.initials: JM
authors.lastname: Gardiner
mesh_terms: D000328:Adult; D001288:Attention; D003210:Concept Formation; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D010153:Paired-Associate Learning; D010700:Phonetics; D011932:Reading; D012660:Semantics; D013334:Students / Q000523:psychology