Implicit and Explicit Forgetting: When is Gist Remembered?

1994 ◽  
Vol 47 (3) ◽  
pp. 651-672 ◽  
Author(s):  
Jennifer Dorfman ◽  
George Mandler
Keyword(s):  
Semantic Processing ◽  
List Item ◽  
Processing Condition ◽  
Dual Process ◽  
Item Information ◽  
Stem Completion ◽  
Input List ◽  
Categorical Information ◽  
Initial Processing ◽  
Implicit And Explicit

Recognition (YES/NO) and stem completion (cued: complete with a word from the list; and uncued: complete with the first word that comes to mind) were tested following either semantic or non-semantic processing of a categorized input list. Item/instance information was tested by contrasting target items from the input list with new items that were categorically related to them; gist/categorical information was tested by comparing target items semantically related to the input items with unrelated new items. For both recognition and stem completion, regardless of initial processing condition, item information decayed rapidly over a period of one week. Gist information was maintained over the same period when initial processing was semantic but only in the cued condition for completion. These results are discussed in terms of dual process theory, which postulates activation/integration of a representation as primarily relevant to implicit item information and elaboration of a representation as mainly relevant to semantic (i.e. categorical) information.

Co-occurrence of social anxiety and depression symptoms in adolescence: differential links with implicit and explicit self-esteem?

2011 ◽  
Vol 42 (3) ◽  
pp. 475-484 ◽  
Author(s):  
P. J. de Jong ◽  
B. E. Sportel ◽  
E. de Hullu ◽  
M. H. Nauta
Keyword(s):  
Social Anxiety ◽  
Predictive Validity ◽  
Self Esteem ◽  
Process Models ◽  
Dual Process ◽  
Anxiety And Depression ◽  
Depression Symptoms ◽  
Co Morbidity ◽  
Evaluative Processes ◽  
Implicit And Explicit

BackgroundSocial anxiety and depression often co-occur. As low self-esteem has been identified as a risk factor for both types of symptoms, it may help to explain their co-morbidity. Current dual process models of psychopathology differentiate between explicit and implicit self-esteem. Explicit self-esteem would reflect deliberate self-evaluative processes whereas implicit self-esteem would reflect simple associations in memory. Previous research suggests that low explicit self-esteem is involved in both social anxiety and depression whereas low implicit self-esteem is only involved in social anxiety. We tested whether the association between symptoms of social phobia and depression can indeed be explained by low explicit self-esteem, whereas low implicit self-esteem is only involved in social anxiety.MethodAdolescents during the first stage of secondary education (n=1806) completed the Revised Child Anxiety and Depression Scale (RCADS) to measure symptoms of social anxiety and depression, the Rosenberg Self-Esteem Scale (RSES) to index explicit self-esteem and the Implicit Association Test (IAT) to measure implicit self-esteem.ResultsThere was a strong association between symptoms of depression and social anxiety that could be largely explained by participants' explicit self-esteem. Only for girls did implicit self-esteem and the interaction between implicit and explicit self-esteem show small cumulative predictive validity for social anxiety, indicating that the association between low implicit self-esteem and social anxiety was most evident for girls with relatively low explicit self-esteem. Implicit self-esteem showed no significant predictive validity for depressive symptoms.ConclusionsThe findings support the view that both shared and differential self-evaluative processes are involved in depression and social anxiety.

Propositional Versus Dual-Process Accounts of Evaluative Conditioning

2017 ◽  
Vol 8 (8) ◽  
pp. 858-866 ◽  
Author(s):  
Xiaoqing Hu ◽  
Bertram Gawronski ◽  
Robert Balas
Keyword(s):  
Conditioned Stimulus ◽  
Unconditioned Stimulus ◽  
Relative Effectiveness ◽  
Evaluative Conditioning ◽  
Dual Process ◽  
Functional Equivalence ◽  
Single Process ◽  
Implicit And Explicit

Evaluative conditioning (EC) is defined as the change in the evaluation of a conditioned stimulus (CS) due to its pairing with a valenced unconditioned stimulus (US). Expanding on the debate between dual-process and propositional accounts, two studies investigated the relative effectiveness of counter-conditioning and counter-instructions in reversing EC effects on implicit and explicit evaluations. After conditioned evaluations were acquired via CS-US pairings, participants were either (1) presented with repeated CS-US pairings of the opposite valence or (2) given instructions that the CSs will be paired with USs of the opposite valence. Although both procedures reversed previously conditioned explicit evaluations, only directly experienced CS-US pairings reversed previously conditioned implicit evaluations. The findings question the functional equivalence of counter-conditioning and counter-instructions hypothesized by single-process propositional accounts. Yet, they support dual-process accounts, suggesting that associative and propositional processes jointly contribute to EC effects.

Convergence of Direct, Indirect, and Objective Risk-Taking Measures in Gambling

2010 ◽  
Vol 218 (1) ◽  
pp. 20-27 ◽  
Author(s):  
Friederike X. R. Dislich ◽  
Axel Zinkernagel ◽  
Tuulia M. Ortner ◽  
Manfred Schmitt
Keyword(s):  
Risk Behavior ◽  
Risk Taking ◽  
Control Measure ◽  
Self Control ◽  
Process Models ◽  
Dual Process ◽  
Future Research ◽  
Risk Propensity ◽  
Indirect Measures ◽  
Implicit And Explicit

Based on dual-process models, we assumed that risk taking depends on implicit and explicit risk attitudes and risk propensity. Specifically, we predicted that the convergence between these indicators would depend on the impulsiveness versus reflectiveness of risk behavior. Two objective personality tests (OPTs) of risk taking that measure risk behavior in standardized situations were employed. We predicted that the impulsive OPT would depend more on implicit risk dispositions. The reverse effect pattern was expected for the reflective OPT. Next, we expected that self-control would amplify the weight of explicit dispositions and attenuate that of implicit dispositions. At Time 1, two direct questionnaire measures of explicit risk proneness, three indirect measures of implicit risk proneness, and a self-control measure were administered. At Time 2, participants participated in a reflective and an impulsive gambling OPT. The assumed pattern of effects was obtained. We conclude with a discussion of future research avenues.

scholarly journals A dual-process approach to the role of mother’s implicit and explicit attitudes toward their child in parenting models.

2015 ◽  
Vol 51 (3) ◽  
pp. 289-300 ◽  
Author(s):  
Melissa L. Sturge-Apple ◽  
Ronald D. Rogge ◽  
Michael A. Skibo ◽  
Jack S. Peltz ◽  
Jennifer H. Suor
Keyword(s):  
Process Approach ◽  
Dual Process ◽  
Explicit Attitudes ◽  
Implicit And Explicit ◽  
Implicit And Explicit Attitudes

scholarly journals Implicit affectivity in clinically depressed patients during acute illness and recovery

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Thomas Suslow ◽  
Charlott Maria Bodenschatz ◽  
Anette Kersting ◽  
Markus Quirin ◽  
Vivien Günther
Keyword(s):  
Negative Affect ◽  
Antidepressant Medication ◽  
Process Models ◽  
Dual Process ◽  
Positive And Negative Affect ◽  
Healthy Controls ◽  
Depressed Patients ◽  
Implicit Affect ◽  
Clinically Depressed ◽  
Implicit And Explicit

Abstract Background Clinical depression is characterized by high levels of negative affect (NA) and attenuated positive affect (PA). Psychological and pharmacological treatments have been shown to reduce NA and to enhance PA in depressed patients. Following dual-process models, two types of affect can be distinguished: explicit (or self-reported) affect, which is formed by conscious reflections, and implicit affect, which relates to automatic affective reactions. The present study was conducted to examine, for the first time, both implicit and explicit affectivity in patients suffering from acute depression. Moreover, changes in patients’ implicit and explicit affectivity were investigated over the course of inpatient treatment. Methods Thirty-nine patients suffering from major depression and 39 healthy individuals participated in the study. Implicit affectivity was assessed using the Implicit Positive and Negative Affect Test. The explicit state and trait affectivity were measured by the Positive and Negative Affect Schedule. The level of depressive symptoms was assessed with the Beck Depression Inventory. Tests were administered to patients after admission and after 7 weeks of therapy, whereas healthy controls were investigated only once. We examined whether either comorbidity or antidepressant medication has an effect on affectivity. Results Patients with acute depression had lower implicit and explicit PA scores and higher implicit and explicit NA scores than the healthy controls. After treatment, patients’ level of depression decreased significantly. At posttreatment, patients exhibited heightened implicit and explicit PA and diminished explicit trait NA. Independent of antidepressant medication and comorbidity, no significant change in implicit NA was observed over the course of treatment. Implicit NA was correlated with explicit NA in acute depression but not during recovery. Conclusions Acute depression appears to be characterized by decreased implicit and explicit PA and increased implicit and explicit NA. After 7 weeks of treatment, depressed patients’ implicit and explicit PA increased, and explicit trait NA decreased. No decrease in implicit NA and explicit state NA occurred over the course of treatment. Finally, it seems that in the state of acute depression, the interplay between the automatic and reflective systems could be increased for negative affectivity.

Cognitive aptitudes for implicit and explicit learning and information-processing styles: An individual differences study

2015 ◽  
Vol 37 (3) ◽  
pp. 577-600 ◽  
Author(s):  
GISELA GRANENA
Keyword(s):  
Information Processing ◽  
Structural Equation ◽  
Dual Process ◽  
Equation Modeling ◽  
Explicit Learning ◽  
Processing Styles ◽  
Process Theories ◽  
Dual Process Theories ◽  
Implicit And Explicit ◽  
Implicit And Explicit Learning

ABSTRACTRecent proposals on language aptitude have distinguished between cognitive aptitudes for implicit and explicit learning (e.g., Doughty et al., 2010; Linck et al., 2013). This methodological study extends recent work on aptitude by investigating whether aptitudes for implicit and explicit learning are differentially related to the two main information-processing cognitive styles proposed by dual-process theories in cognitive psychology: rational–analytical and experiential–intuitive (Pacini & Epstein, 1999). A relationship was found between a rational–analytical profile and explicit aptitude, as well as between an experiential–intuitive profile and implicit aptitude. Structural equation modeling further showed that the proposed model had acceptable fit. These results were interpreted as support for the qualitatively different types of cognitive processes underlying the two hypothesized types of aptitude.

Word-Type Effects in Word-Stem Priming: Evidence for Semantic Processing in the Perceptual Representation System?

1998 ◽  
Vol 87 (1) ◽  
pp. 263-268
Author(s):  
Eileen L. Cooley ◽  
Anthony Y. Stringer
Keyword(s):  
Explicit Memory ◽  
Semantic Processing ◽  
Semantic Information ◽  
Mood State ◽  
Word Type ◽  
Cued Recall ◽  
Perceptual Representation ◽  
Representation System ◽  
Implicit And Explicit Memory ◽  
Implicit And Explicit

While a presemantic Perceptual Representation System is believed to mediate implicit memory tasks such as word-stem priming, clinical studies suggest semantic information can be processed during priming. To clarify the nature of this system, we investigated word-type effects in word-stem priming in a nonclinical sample of 41 undergraduates who rated the pleasantness of threatening and non threatening words, performed implicit and explicit memory tasks, and completed measures of mood state. More nonthreatening words were primed and scores on the Beck Depression Inventory were negatively correlated with production of nonthreatening words. During cued recall, more threatening than nonthreatening words were remembered and ratings of state anxiety were negatively correlated with recall of nonthreatening words. Our findings support the contention that semantic information is processed during priming and that mood congruent biases also operate. These results may call for a reconceptualization of the Perceptual Representation System.

Implicit Memory in the Tactile Modality: Evidence From Braille Stem Completion in the Blind

1996 ◽  
Vol 7 (5) ◽  
pp. 284-288 ◽  
Author(s):  
Stephan B. Hamann
Keyword(s):  
Implicit Memory ◽  
Stem Completion ◽  
Perceptual Priming ◽  
Completion Task ◽  
Modal Component ◽  
Tactile Modality ◽  
Implicit And Explicit ◽  
First Time

Research on perceptual priming has previously focused exclusively on priming in the visual and auditory modalities The present study explored whether perceptual priming also extends to the tactile modality Tactile priming for Braille words was examined in a group of blind participants, using a Braille analogue of the stem-completion task The results for tactile priming paralleled previous stem-completion results in other modalities Manipulating the encoding task at study (semantic vs nonsemantic) dissociated implicit and explicit Braille stem-completion performance, and priming was unaffected by the number of study presentations (one vs three) Finally, Braille stem-completion priming was found in a cross-modal paradigm to have both a specifically tactile component and a cross-modal component These results demonstrate for the first time that verbal priming can occur in the tactile domain and that tactile priming has basic functional similarities with stem-completion priming in the visual and auditory domains

Implicit and Explicit Knowledge Decay at Different Rates: A Dissociation Between Priming and Recognition in Artificial Grammar Learning

2003 ◽  
Vol 50 (2) ◽  
pp. 124-130 ◽  
Author(s):  
Richard J. Tunney
Keyword(s):  
Explicit Knowledge ◽  
Process Models ◽  
Dual Process ◽  
Control Group ◽  
Common Assumption ◽  
Knowledge Decay ◽  
Finite State ◽  
The Common ◽  
Implicit And Explicit ◽  
State Grammar

Abstract. An experiment tested the common assumption that implicit and explicit knowledge are forgotten at different rates. In a training phase participants responded to sequences of letters generated by a finite-state grammar by pressing corresponding letters on a keyboard. A control group responded to randomized sequences. Participants were tested immediately following training and after intervals of seven and fourteen days. During each test participants responded to the letters of old and new sequences, and performed a concurrent recognition test. Priming was indexed by the time taken to respond to the sequences. In the immediate test both priming and recognition were substantially greater than the control group. In the delayed tests the level of priming remained unchanged but recognition had declined. The data indicate that priming and recognition decay at different rates, and are discussed with reference to both single and dual process models of memory.

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