Picture superiority in conceptual memory: dissociative effects of encoding and retrieval tasks.
We examined the role of encoding processes for picture superiority in explicit and conceptual-implicit memory. The nature of encoding instruction (naming or semantic categorization) yielded dissociative effects on picture and word memory on one explicit test, category-cued recall, and two conceptual-implicit tests, category-cued generation and category-cued verification. Category-cued recall was greater for pictures than for words following naming, but it did not differ for pictures and words following semantic categorization. Category-cued generation priming was greater for pictures than for words following naming, but it was greater for words than for pictures following semantic categorization. In contrast, category-cued verification priming did not differ for pictures and words following either naming or semantic categorization. Thus, picture superiority can be eliminated or reversed depending on the type of conceptual encoding task and conceptual-retrieval test.
Vaidya
C J
CJ
Stanford University, Stanford, California, USA. civ2@georgetown.edu
Gabrieli
J D
JD
D001245:Association Learning; D001288:Attention; D003210:Concept Formation; D003463:Cues; D006801:Humans; D011939:Mental Recall; D010364:Pattern Recognition, Visual; D012660:Semantics; D014706:Verbal Learning