implicit/ explicit memory known as incidental/intentional during STUDY and implicit/explicit during TEST phases
1 of 14
Richardson-Klavehn & Bjork, 1998
the instructions for indirect (implicit) tests refer ONLY to the task in hand
2 of 14
Reber, 1967
proof of implicit memory through the use of (Markovian) artificial grammars (Study - 1. grammatical rule 2. no rule. Results - 1. knew grammar followed a rule but could not explicitly express this rule)
3 of 14
Destrebecqz & Cleeremans, 2001
experimental dissociation through repetition priming; implicit learning demonstrated as p's weren't intentionally studying words from phase 1 (TOBOGGAN)
4 of 14
Tulving, 1982
dissociation demonstrated through the differentiation of retention interval for direct tests (recognition) and indirect tests (word-fragment)
5 of 14
Graf & Schacter, 1987
dissociation of interference theory of retroactive (new-old) and proactive (old-new) interference as both affected direct tests ONLY
6 of 14
Graf & Mandler, 1984
The Activation View - priming temporarily activates pre-existing representations
7 of 14
Tulving & Schacter, 1990
Multiple Memory Systems - Procedural, Perceptual Representation System, Primary Memory, Semantic, Episodic are all systems independent of eachother
8 of 14
Sherry & Schacter, 1987
establishment of different memory systems through this criteria: 1.functional dissociations 2. different brain regions 3. stochastic independence 4. functional incompatibility
9 of 14
Roediger, 1989
Transfer Appropriate Processing (TAP) 4 assumptions: 1. performance = processing 2. I and E have different retrieval operations 3. indirect = perceptual 4. direct = encoding concepts of meanings
10 of 14
Blaxton, 1989
Data-Driven: Direct (graphemic cued recall)/ Indirect (word-fragment completion) Concept-Driven: Direct (free recall)/ Indirect (general knowledge)
11 of 14
Berry, 2008
Unitary Signal Detection Model. influence of memory upon priming and recognition. One memory system, same signal, different noises
12 of 14
Parkin, 1990
Depth of Processing (semantic vs. non-semantic words). recognition = semantic, priming = non - semantic
13 of 14
Ratcliff & McKoon, 1997
bias view specifies some process responsible for repetition priming so completes TAP
14 of 14
Other cards in this set
Card 2
Front
the instructions for indirect (implicit) tests refer ONLY to the task in hand
Back
Richardson-Klavehn & Bjork, 1998
Card 3
Front
proof of implicit memory through the use of (Markovian) artificial grammars (Study - 1. grammatical rule 2. no rule. Results - 1. knew grammar followed a rule but could not explicitly express this rule)
Back
Card 4
Front
experimental dissociation through repetition priming; implicit learning demonstrated as p's weren't intentionally studying words from phase 1 (TOBOGGAN)
Back
Card 5
Front
dissociation demonstrated through the differentiation of retention interval for direct tests (recognition) and indirect tests (word-fragment)
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