title: Intelligence as it relates to conscious and unconscious memory influences.
abstract: We examine the relationship between a measure of intelligence and estimates of conscious and unconscious memory influences derived using Jacoby's (Jacoby, L. L. [1991]. A process dissociation framework: Separating automatic from intentional uses of memory. Journal of Memory and Language, 30, 513-541.) process-dissociation procedure. We find a positive relationship between intelligence and conscious memory, and no relationship between intelligence and unconscious influences once the impact of conscious influences are removed (Experiment 1). We also find that when participants cannot engage in conscious strategies, such as when there is insufficient time for learning, the relationships observed in Experiment 1 are eliminated (Experiments 2A and 2B). Our results support the notion that individual differences in intelligence reflect differences in conscious strategic processes (Karis, D., Fabiani, M., & Donchin, E. [1984]. "P300" and memory: Individual differences in the von Restorff effect. Cognitive Psychology, 16, 177-216.) and not differences in mental speed (Eysenck, H. J. (1984). Intelligence versus behavior. The Behavioral and Brain Sciences, 7, 290-291; Jensen, A. R. [1982]. Bias in mental testing. New York, NY: Free Press).
authors.affiliation: Department of Psychology.
authors.forename: Steve
authors.initials: S
authors.lastname: Joordens
authors.forename: Darlene
authors.initials: D
authors.lastname: Walsh
authors.forename: Antonia
authors.initials: A
authors.lastname: Mantonakis
mesh_terms: D003243:Consciousness / Q000502:physiology*; D005260:Female; D006801:Humans; D007360:Intelligence / Q000502:physiology*; D007361:Intelligence Tests; D008297:Male; D008568:Memory / Q000502:physiology*; D013223:Statistics as Topic; D013334:Students; D013997:Time Factors; D014473:Unconscious, Psychology; D014495:Universities; D014706:Verbal Learning; D014825:Vocabulary