Levels of Processing Effects on Implicit and Explicit Memory Tasks

2004 ◽  
Vol 51 (2) ◽  
pp. 132-144 ◽  
Author(s):  
Ben R. Newell ◽  
Sally Andrews
Keyword(s):  
Implicit Memory ◽  
Explicit Memory ◽  
Target Stimulus ◽  
Lexical Processing ◽  
Levels Of Processing ◽  
Depth Of Processing ◽  
Implicit And Explicit Memory ◽  
Processing Effects ◽  
Implicit And Explicit

Abstract. One interpretation of levels of processing effects (LOP) on priming in implicit tests of memory is in terms of deficits in lexical processing during shallow study tasks. In two experiments the extent of lexical processing engaged in during standard shallow encoding tasks was manipulated by placing the encoding question either before or after the target stimulus. Clear evidence was found in explicit memory tasks that placing the question after the target stimulus increased the depth of processing of words presented in shallow encoding tasks. In contrast, there was no evidence of such an effect on the priming observed in implicit memory tasks. The results suggest that the role of lexical processing in LOP effects on priming requires further specification.

scholarly journals Explicit and Implicit Memory Loss in Aging

2018 ◽  
Vol 10 (3) ◽  
pp. 40 ◽  
Author(s):  
Richard E. Hicks ◽  
Victoria E. Alexander ◽  
Mark Bahr
Keyword(s):  
Implicit Memory ◽  
Explicit Memory ◽  
Cognitive Reserve ◽  
Age Groups ◽  
Memory Loss ◽  
Younger Adults ◽  
Age Related ◽  
Implicit And Explicit Memory ◽  
Implicit And Explicit ◽  
Age Range

How our memory is affected as we age has been given considerable attention over recent decades as we strive to understand the cognitive processes involved. Memory types have been identified as either explicit (declarative - related to episodes or semantics) or implicit (non-declarative – related to procedures, habits, or earlier priming). Studies have identified likely age-related decline in explicit but not implicit memory though there are opposing results suggested from other studies. It is thought cognitive reserve capacities might explain any non-decline as aging individuals use alternative or additional pathways to ‘remember’. This theory might be supported indirectly if older members remember material accurately but take longer to supply answers. In our current study we re-examined whether age-related differences in accuracy and speed of access in memory are present in both implicit and explicit memory processes and we increased the number of experimental age groups (from 2 to 3) - most previous studies have compared just two groups (young, and old). With three groups (young, middle-old, and older aged groups) we can identify trends across the age range towards deterioration or preservation of memory. We examined sixty-six participants (49 females; 17 males) aged 18 to 86 years (M = 50.27, SD = 21.06) from South-Eastern Queensland and divided these into younger (18 to 46 years of age), middle old (50 to 64) and older aged (65+) cohorts. Participants were administered tasks assessing implicit and explicit memory using computer presentations. Consistent with most prior research, no age differences were identified on accuracy in the implicit memory tasks (verbal and non-verbal, including priming), suggesting that memory for implicit material remains preserved. However, on the explicit memory tasks, older adults performed less accurately than the younger adults, indicative of decline in explicit memory as we age. The finding of a decline in explicit memory but no significant decline in implicit memory confirms most earlier research and is consistent with a view of modular decline rather than overall decline in memory with increasing age. In addition, differences found in speed of response in otherwise accurate implicit memory with older respondents significantly slower, suggests possible support for the cognitive reserve hypothesis. 

scholarly journals Medial Temporal Lobe Involvement in an Implicit Memory Task: Evidence of Collaborating Implicit and Explicit Memory Systems from fMRI and Alzheimer's Disease

2008 ◽  
Vol 18 (12) ◽  
pp. 2831-2843 ◽  
Author(s):  
Phyllis Koenig ◽  
Edward E. Smith ◽  
Vanessa Troiani ◽  
Chivon Anderson ◽  
Peachie Moore ◽  
...  
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Implicit Memory ◽  
Temporal Lobe ◽  
Explicit Memory ◽  
Medial Temporal Lobe ◽  
Memory Task ◽  
Memory Systems ◽  
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.)

The role of chronic physical exercise and selective attention at encoding on implicit and explicit memory

Memory ◽  
2016 ◽  
Vol 25 (8) ◽  
pp. 1026-1035 ◽  
Author(s):  
Concepción Padilla ◽  
Julia Mayas ◽  
Soledad Ballesteros ◽  
Pilar Andrés
Keyword(s):  
Physical Exercise ◽  
Selective Attention ◽  
Explicit Memory ◽  
Implicit And Explicit Memory ◽  
Implicit And Explicit

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.

The role of enactment in implicit and explicit memory

1995 ◽  
Vol 57 (3-4) ◽  
pp. 215-219 ◽  
Author(s):  
Lars Nyberg ◽  
Lars-G�ran Nilsson
Keyword(s):  
Explicit Memory ◽  
Implicit And Explicit Memory ◽  
Implicit And Explicit

Implicit and Explicit Memory for Verbal Information Presented during Sleep

1992 ◽  
Vol 3 (4) ◽  
pp. 236-240 ◽  
Author(s):  
James M. Wood ◽  
Richard R. Bootzin ◽  
John F. Kihlstrom ◽  
Daniel L. Schacter
Keyword(s):  
Implicit Memory ◽  
Explicit Memory ◽  
Learning Effects ◽  
Verbal Information ◽  
Control Subjects ◽  
Stage 2 Sleep ◽  
Category Instance ◽  
Implicit And Explicit Memory ◽  
Experimental Subjects ◽  
Implicit And Explicit

This study examined implicit memory for words presented during sleep. Ten experimental subjects were presented with word pairs including a homophone and a close associate (e.g., “tortoise-hare”) and with category-instance pairs (e.g., “bird-cardinal”) during REM or Stage 2 sleep and tested immediately afterward. Twelve control subjects underwent the same procedure while awake. Unlike the controls, subjects in the sleeping condition showed no learning effects on the implicit memory tasks. Recall and recognition were observed in a few cases, but only when presentation was immediately followed by arousal.

scholarly journals The Role of Features and Context in Recognition of Novel Melodies

2012 ◽  
Vol 31 (5) ◽  
pp. 418-435 ◽  
Author(s):  
Daniel Müllensiefen ◽  
Andrea R. Halpern
Keyword(s):  
Explicit Memory ◽  
Memory Task ◽  
Relative Number ◽  
Automated Analysis ◽  
Structural Features ◽  
False Alarms ◽  
Pop Music ◽  
Implicit And Explicit Memory ◽  
Implicit And Explicit

We investigated how well structural features such as note density or the relative number of changes in the melodic contour could predict success in implicit and explicit memory for unfamiliar melodies. We also analyzed which features are more likely to elicit increasingly confident judgments of “old” in a recognition memory task. An automated analysis program computed structural aspects of melodies, both independent of any context, and also with reference to the other melodies in the testset and the parent corpus of pop music. A few features predicted success in both memory tasks, which points to a shared memory component. However, motivic complexity compared to a large corpus of pop music had different effects on explicit and implicit memory. We also found that just a few features are associated with different rates of “old” judgments, whether the items were old or new. Rarer motives relative to the testset predicted hits and rarer motives relative to the corpus predicted false alarms. This data-driven analysis provides further support for both shared and separable mechanisms in implicit and explicit memory retrieval, as well as the role of distinctiveness in true and false judgments of familiarity.

Sign in / Sign up

Export Citation Format

Share Document