Abstract
In two experiments, college students verified the answers to addition problems as their primary task while simultaneously viewing a word or nonword. The degree of attention allocated to the verbal stimulus varied depending on the difficulty of the problem and the instructions given. After each problem, a test probe assessed either a direct test of recognition memory or an indirect test of repetition priming in lexical decision at lags of 0, 1, or 8 intervening trials. The degree of attention at encoding and lag strongly affected recognition sensitivity (d′), but only lag affected recognition latencies. The repetition-priming effect neither declined with lag nor varied with the degree of attention. The degree of attention at encoding thus affects direct and indirect test performance differentially, a finding consistent with the distinction between explicit and implicit systems of long-term memory.
Recommended Citation
Kellogg, R. T., Newcombe, C., Kammer, D., & Schmitt, K. (1996). Attention in Direct and Indirect Memory Tasks with Short- and Long-Term Probes. American Journal of Psychology, 109(2), pp. 205-217. University of Illinois Press.
The definitive version is available at https://doi.org/10.2307/1423273
Department(s)
Psychological Science
International Standard Serial Number (ISSN)
0002-9556
Document Type
Article - Journal
Document Version
Citation
File Type
text
Language(s)
English
Rights
© 2024 University of Illinois Press, All rights reserved.
Publication Date
01 Jan 1996
PubMed ID
8644885
