scholarly journals Full versus divided attention and implicit memory performance

1997 ◽  
Vol 25 (6) ◽  
pp. 764-771 ◽  
Author(s):  
Gezinus Wolters ◽  
Arno Prinsen
1996 ◽  
Vol 2 (2) ◽  
pp. 111-125 ◽  
Author(s):  
Maureen Schmitter-Edgecombe

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.)


2000 ◽  
Vol 12 (2) ◽  
pp. 267-280 ◽  
Author(s):  
Tetsuya Iidaka ◽  
Nicole D. Anderson ◽  
Shitij Kapur ◽  
Roberto Cabez ◽  
Fergus I. M. Craik

The effects of divided attention (DA) on episodic memory encoding and retrieval were investigated in 12 normal young subjects by positron emission tomography (PET). Cerebral blood flow was measured while subjects were concurrently performing a memory task (encoding and retrieval of visually presented word pairs) and an auditory tone-discrimination task. The PET data were analyzed using multivariate Partial Least Squares (PLS), and the results revealed three sets of neural correlates related to specific task contrasts. Brain activity, relatively greater under conditions of full attention (FA) than DA, was identified in the occipital-temporal, medial, and ventral-frontal areas, whereas areas showing relatively more activity under DA than FA were found in the cerebellum, temporo-parietal, left anterior-cingulate gyrus, and bilateral dorsolateral-prefrontal areas. Regions more active during encoding than during retrieval were located in the hippocampus, temporal and the prefrontal cortex of the left hemisphere, and regions more active during retrieval than during encoding included areas in the medial and right-prefrontal cortex, basal ganglia, thalamus, and cuneus. DA at encoding was associated with specific decreases in rCBF in the left-prefrontal areas, whereas DA at retrieval was associated with decreased rCBF in a relatively small region in the right-prefrontal cortex. These different patterns of activity are related to the behavioral results, which showed a substantial decrease in memory performance when the DA task was performed at encoding, but no change in memory levels when the DA task was performed at retrieval.


1995 ◽  
Vol 47 (2) ◽  
pp. 105-109 ◽  
Author(s):  
Lynne M. Harris ◽  
Roger D. Adams ◽  
Ross G. Menzies ◽  
Brett K. Hayes

1989 ◽  
Vol 17 (1) ◽  
pp. 77-86 ◽  
Author(s):  
Pierre Perruchet ◽  
Patrice Baveux

1995 ◽  
Vol 7 (3) ◽  
pp. 385-392 ◽  
Author(s):  
Marko Jelicic ◽  
Annette E. Bonebakker ◽  
Benno Bonke

Memory can be assessed with either explicit or implicit tasks. Implicit memory tasks, in contrast with explicit tasks, do not refer to conscious recollection of a previous learning experience. Implicit memory is revealed by a change in task performance that can be attributed to previous learning. Amnesic patients perform poorly on explicit memory tasks, but exhibit normal performance on implicit tasks. Recently, researchers have studied the implicit memory performance of patients with Alzheimer's disease. This article aims to give an overview of the performance of Alzheimer patients on four tasks of implicit memory. Compared with normal elderly controls, patients with Alzheimer's disease seem to demonstrate impaired performance on conceptual, but not on perceptual, implicit memory tasks. This dissociation could yield important information about the neurologic systems subserving implicit memory processes. Some suggestions for future research into the implicit memory of Alzheimer patients are given.


1995 ◽  
Vol 80 (2) ◽  
pp. 371-376 ◽  
Author(s):  
F. Richard Ferraro ◽  
Margaret Okerlund

In the present study a form of implicit memory performance was examined by employing the serial reaction-time paradigm with a nonclinical sample of 22 hypothetically schizotypal college students and 22 nonschizotypal college students. The formation of new associations was tested; analysis showed no difference between these two groups on this measure of implicit memory.


2007 ◽  
Vol 215 (1) ◽  
pp. 25-34 ◽  
Author(s):  
Ilana T.Z. Dew ◽  
Ute J. Bayen ◽  
Kelly S. Giovanello

Abstract. Older adults do not perform as well as young adults in explicit episodic memory tasks that require the formation and retrieval of new associations. Relatively few studies have investigated the effects of older adults' associative deficit on implicit-memory performance. After introducing the reader to the area of implicit-memory research at large, the authors review studies that have investigated young and older adults' performance in implicit associative memory tasks. Core theoretical issues and methodological challenges are discussed.


Author(s):  
Andrew Parker ◽  
Neil Dagnall ◽  
Gary Munley

The combined effects of encoding tasks and divided attention upon category-exemplar generation and category-cued recall were examined. Participants were presented with pairs of words each comprising a category name and potential example of that category. They were then asked to indicate either (i) their liking for both of the words or (ii) if the exemplar was a member of the category. It was found that divided attention reduced performance on the category-cued recall task under both encoding conditions. However, performance on the category-exemplar generation task remained invariant across the attention manipulation following the category judgment task. This provides further evidence that the processes underlying performance on conceptual explicit and implicit memory tasks can be dissociated, and that the intentional formation of category-exemplar associations attenuates the effects of divided attention on category-exemplar generation.


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