Probing memory with conceptual cues at multiple retention intervals: a comparison of forgetting rates on implicit and explicit tests.
The time courses for implicit and explicit conceptual tests of memory were compared in two experiments. In Experiment 1, participants encoded target words by judging the apparent pleasantness of their meaning. Immediately thereafter or 48 h later, retrieval cues were presented to different groups of participants for either an implicit or an explicit free-association task. Whereas explicit test performance showed a decline over the 48-h delay, implicit test performance was statistically unaltered. In Experiment 2, memory was tested at five retention intervals, lasting up to 3 weeks. The forgetting functions of both implicit and explicit tests conformed to a logarithmic function. Despite the large conceptual priming effect, which resulted from relational encoding instructions, implicit memory performance still declined at a much slower rate than did performance on the cued-recall test. We argue that because nominal conceptual cues were held constant across the implicit and the explicit conditions, the observed dissociation in performance supports a memory systems approach.
Goshen-Gottstein
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Y
Department of Psychology, Tel-Aviv University, Ramat Aviv, 69978, Israel. goshen@freud.tau.ac.il
Kempinsky
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H
D000293:Adolescent; D000328:Adult; D001288:Attention; D003210:Concept Formation; D003463:Cues; D005260:Female; D005608:Free Association; D006801:Humans; D008297:Male; D008570:Memory, Short-Term; D011939:Mental Recall; D010153:Paired-Associate Learning; D011578:Psycholinguistics; D012153:Retention, Psychology; D014706:Verbal Learning