title: Divided attention at retrieval disrupts knowing but not remembering.
abstract: The view that remember and know responses can be explained within a dual-process framework has recently been questioned (e.g., Gardiner, Konstantinou, Karayianni, & Gregg, 2005). The aims of the present study were to investigate further discrepancies between remember/know (R/K) studies and dual-process models of recognition memory. In two experiments participants were required to make old/new and R/K decisions under full and divided attention conditions. Experiment 1 used a two-step R/K procedure and showed that attention during retrieval reduced overall recognition performance. Experiment 2 used a one-step R/K procedure and showed that dividing attention at retrieval only affected know responses, suggesting that knowing but not remembering relies on controlled retrieval processes. These findings and findings from recent research provide evidence that is inconsistent with the dual-process explanation for R/K research.
authors.affiliation: Department of Psychology, Lancaster University, Lancaster LA1 4YF, UK. lcooper1@lancaster.ac.uk
authors.forename: Lauren M
authors.initials: LM
authors.lastname: Knott
authors.forename: Stephen A
authors.initials: SA
authors.lastname: Dewhurst
mesh_terms: D000293:Adolescent; D000328:Adult; D000704:Analysis of Variance; D001288:Attention; D005260:Female; D006801:Humans; D008297:Male; D008568:Memory; D011939:Mental Recall; D008960:Models, Psychological; D009483:Neuropsychological Tests; D021641:Recognition, Psychology