Recognition with and without identification: dissociative effects of meaningful encoding.
In a series of four experiments, the effects of levels of processing and generation on the recognition of identified versus unidentified word fragments were examined. After studying a list of words, participants took a word fragment completion test in which half of the fragments came from studied words and half came from nonstudied words. Regardless of whether they could complete a given fragment, the participants were asked to rate the likelihood that it came from a studied word. Recognition of identified fragments was best whenever the focus of the encoding task was on meaning. Recognition of unidentified fragments did not benefit from meaningful encoding in any of the experiments reported here but did benefit from generation. It is suggested that whereas recognition with identification involves the use of meaning, recognition without identification involves the use of abstract orthographic information in memory.
Cleary
Anne M
AM
Department of Psychology, Iowa State University, Ames 50011-3180, USA. acleary@iastate.edu
D000328:Adult; D001288:Attention; D003210:Concept Formation; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D012660:Semantics; D014706:Verbal Learning