Developmental Differences in Implicit and Explicit Memory Performance

1998 ◽  
Vol 70 (3) ◽  
pp. 167-185 ◽  
Author(s):  
Lori A. Perez ◽  
Zehra F. Peynircioğlu ◽  
Teresa A. Blaxton
Keyword(s):  
Explicit Memory ◽  
Memory Performance ◽  
Developmental Differences ◽  
Implicit And Explicit Memory ◽  
Implicit And Explicit

The effects of divided attention on implicit and explicit memory performance

1996 ◽  
Vol 2 (2) ◽  
pp. 111-125 ◽  
Author(s):  
Maureen Schmitter-Edgecombe
Keyword(s):  
Implicit Memory ◽  
Divided Attention ◽  
Explicit Memory ◽  
Memory Performance ◽  
Rating Task ◽  
Attention Condition ◽  
Full Attention ◽  
Implicit And Explicit Memory ◽  
Implicit And Explicit ◽  
The Relationship

AbstractThis study explored the nature of the relationship between attention available at learning and subsequent implicit and explicit memory performance. One hundred neurologically normal subjects rated their liking of target words on a five-point scale. Half of the subjects completed the word-rating task in a full attention condition and the other half performed the task in a divided attention condition. Following administration of the word-rating task, all subjects completed five memory tests, three implicit (category association, tachistoscopic identification, and perceptual clarification) and two explicit (semantic-cued recall and graphemic-cucd recall), each bearing on a different subset of the list of previously presented target words. The results revealed that subjects in the divided attention condition performed significantly more poorly than subjects in the full attention condition on the explicit memory measures. In contrast, there were no significant group differences in performance on the implicit memory measures. These findings suggest that the attention to an episode that is necessary to produce later explicit memory may differ from that necessary to produce unconscious influences. The relationship between implicit memory, neurologic injury, and automatic processes is discussed. (JINS, 1996, 2, 111–125.)

No Sex Differences in Memory Formation during General Anesthesia

2006 ◽  
Vol 105 (5) ◽  
pp. 920-926 ◽  
Author(s):  
Christopher A. Stonell ◽  
Kate Leslie ◽  
Cheng He ◽  
Leonard Lee
Keyword(s):  
Sex Differences ◽  
General Anesthesia ◽  
Bispectral Index ◽  
Explicit Memory ◽  
Memory Performance ◽  
Memory Formation ◽  
Hit Rate ◽  
Significant Difference ◽  
Implicit And Explicit Memory ◽  
Implicit And Explicit

Background Women respond differently to anesthesia than men, initially recovering more rapidly, but having more postoperative morbidity. Studies on surgical patients report evidence of memory formation during anesthesia. However, sex differences in memory formation have not been explored. Therefore, the authors investigated sex differences in the implicit and explicit memory formation during general anesthesia. Methods With ethics committee approval, 120 consenting adult patients scheduled to undergo surgery during general anesthesia were recruited. Intraoperatively, 16 target words were presented to patients via headphones, and the Bispectral Index was recorded. Postoperatively, memory for presented words was tested using a word stem completion test. The test was divided into inclusion and exclusion parts, to delineate implicit and explicit memory contributions. Results Target and distracter hit rates were similar in men and women. For the whole study group, there was a significant difference between inclusion target hit rate (0.42) and base hit rate (0.39) (P = 0.01). Buchner's model suggested that this memory formation was attributable to both implicit and explicit memory. A Bispectral Index value greater than 50 was the only significant predictor of inclusion target hit rate. None of the patients were able to consciously recall the words presented during surgery. Conclusions Patients showed greater memory performance for words presented during general anesthesia than for words not presented. However, sex differences in memory formation were not observed. A relation between hypnotic state and memory during sevoflurane anesthesia was also established, suggesting that memory formation is possible even at hypnotic depths considered to be adequate anesthesia.

Distinctions between Implicit and Explicit Memory: Significance for Understanding Cognitive Development

1997 ◽  
Vol 21 (3) ◽  
pp. 453-478 ◽  
Author(s):  
Linda J. Anooshian
Keyword(s):  
Cognitive Development ◽  
Implicit Memory ◽  
Explicit Memory ◽  
Developmental Differences ◽  
Second Grade ◽  
Perceptual Classification ◽  
Naive Theories ◽  
Theories Of Mind ◽  
Implicit And Explicit Memory ◽  
Implicit And Explicit

This research was designed to explore developmental trends for implicit and explicit memory as well as relations between memory measures and other aspects of cognitive development for preschool and second-grade children, and adults. For one task, children and adults gradually clarified patterns of random dots until they could identify an emerging picture, in each of two testing sessions separated by one week. Reliable effects for testing session and age group were obtained for explicit memory (verbal recall as well as frequency and recognition ratings), but not for implicit memory. Typicality ratings, also obtained in this picture-clarification task, appeared more related to implicit than explicit memory. For other tasks, children and adults completed word stems (e.g. BR- - -) and provided examples of categories (e.g. animals). The absence of developmental differences for implicit memory contrasted with clear developmental improvement for recall (explicit memory). Other tasks—perceptual classification, and, for younger children, assessments of theories of mind—provided other measures of cognitive development. Measures of perceptual classification were generally unrelated to implicit or explicit memory; for preschoolers with poor explicit memory, naive theories of mind were associated with good implicit memory. Results were discussed primarily in terms of the significance of both implicit and explicit memory for understanding diverse areas of cognitive development.

An Investigation of Learning during Propofol Sedation and Anesthesia Using the Process Dissociation Procedure

2000 ◽  
Vol 93 (6) ◽  
pp. 1418-1425 ◽  
Author(s):  
Clare L. Stapleton ◽  
Jackie Andrade
Keyword(s):  
Explicit Memory ◽  
Memory Performance ◽  
Venous Blood ◽  
Word List ◽  
Process Dissociation ◽  
Process Dissociation Procedure ◽  
Completion Test ◽  
Implicit And Explicit Memory ◽  
Word Stem Completion ◽  
Implicit And Explicit

Background Many studies have shown that patients may remember words learned during apparently adequate anesthesia. Performance on memory tests may be influenced by explicit and implicit memory. We used the process dissociation procedure to estimate implicit and explicit memory for words presented during sedation or anesthesia. Methods We investigated intraoperative learning in 72 women undergoing pervaginal oocyte collection during propofol and alfentanil infusion. One word list was played once before infusion, another was played 10 times during surgery. Venous blood was taken for propofol assay at the end of the intraoperative list. Behavioral measures of anesthetic depth (eyelash reflex, hand squeeze response to command) were recorded and used to adjust the dose of anesthetic where clinically appropriate. On recovery, memory was assessed using an auditory word stem completion test with inclusion and exclusion instructions. Results The mean blood propofol concentration was 2.5 microg/ml (median, 2.3 microg/ml; range, 0.7-6.1 microg/ml). Mean alfentanil dose was 2.1 mg (median, 2.0 mg; range, 1.2-3.4 mg). Comparison of target and distractor hits in the inclusion condition showed memory for preoperative words only. However, the process dissociation procedure estimates showed explicit (mean, 0.18; P < 0.001) and implicit (mean, 0.05; P < 0.05) memory for the preoperative words, and a small amount of explicit memory for the intraoperative words (mean, 0.06; 95% confidence interval, 0.01-0.10). Memory performance did not differ between the 17 patients who consistently responded to command and eyelash reflex and the 32 patients who remained unresponsive. Blood propofol concentration and alfentanil dose did not correlate with memory for the intraoperative list. Conclusions There was no unprompted recall of surgery, but the process dissociation procedure showed memory for words presented during surgery. This memory was apparently explicit but did not correlate with the measures of depth of anesthesia used.

scholarly journals Associative and Implicit Memory Performance as a Function of Cognitive Reserve in Elderly Adults with and without Mild Cognitive Impairment

2016 ◽  
Vol 19 ◽  
Author(s):  
Salvador Algarabel ◽  
Alicia Sales ◽  
Alfonso Pitarque ◽  
Juan C. Meléndez ◽  
Joaquín Escudero ◽  
...  
Keyword(s):  
Cognitive Impairment ◽  
Mild Cognitive Impairment ◽  
Explicit Memory ◽  
Cognitive Reserve ◽  
Memory Performance ◽  
Control Group ◽  
Association Task ◽  
Implicit And Explicit Memory ◽  
Healthy Control ◽  
Implicit And Explicit

AbstractThis study aims to analyze implicit and explicit memory performance as a function of cognitive reserve (CR) in a healthy control group (N = 39) and a mild cognitive impairment (MCI) group (N = 37). Both groups were subdivided into high and low cognitive reserve, and were asked to complete an explicit and implicit associative recognition tasks. The results showed that the control group was able to learn both tasks (η2 = .19, p < .0001), and the high CR group fared better (η2 = .06, p < .05). The MCI sample, conversely, was unable to learn the implicit relationship, and showed very little learning on the explicit association task. Participants diagnosed with MCI showed little plasticity in learning associations regardless of CR (η2 = .12, p < .01).

Sign in / Sign up

Export Citation Format

Share Document