Implicit memory for textual materials
Identifieur interne : 001944 ( Istex/Corpus ); précédent : 001943; suivant : 001945Implicit memory for textual materials
Auteurs : Werner Wippich ; Silvia Mecklenbr UkerSource :
- Psychological Research [ 0340-0727 ] ; 1995-02-01.
Abstract
Abstract: As a word moves from isolation in a list to being contextually bound in meaningful discourse, its probability of priming in tests of implicit memory decreases. The present experiments explore whether considerable priming effects can be revealed with conceptual tests of implicit memory as compared to perceptual tests. In the study phase, meaningful actions were described within a coherent text. In Experiment 1 subjects elaborated half of the actions by visual imagery. In Experiment 2, subjects elaborated the actions by enacting them symbolically. In both experiments, subjects in a control condition were simply required to read the same activities. In Experiment 2, a further group of subjects had to detect orthographic errors. The results demonstrated reliable effects of implicit memory in terms of associations with verbs repeated from the studied text. This form of repetition priming for textual materials in a conceptual test of implicit memory was enhanced by both types of elaboration. A word-stem completion task for the same targets revealed a less pronounced and inconsistent priming effect, uninfluenced by both types of elaboration. But the latter form of perceptual priming was found to be more pronounced within the error-detection condition. Measures of explicit memory showed similar effects of elaborative encoding conditions but there were some dissimilarities to measures of implicit memory, too. In general and in accordance with a transfer-appropriate processing view, conceptual tests rather than perceptual tests may be more suitable for detecting effects of implicit memory within the domain of text processing.
Url:
DOI: 10.1007/BF00447082
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ISTEX:C2B4703F60810CF4AB32175B4ECAE9A49BA41B58Le document en format XML
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Res</title><idno type="ISSN">0340-0727</idno><idno type="eISSN">1430-2772</idno><imprint><publisher>Springer-Verlag</publisher><pubPlace>Berlin/Heidelberg</pubPlace><date type="published" when="1995-02-01">1995-02-01</date><biblScope unit="volume">57</biblScope><biblScope unit="issue">2</biblScope><biblScope unit="page" from="131">131</biblScope><biblScope unit="page" to="141">141</biblScope></imprint><idno type="ISSN">0340-0727</idno></series><idno type="istex">C2B4703F60810CF4AB32175B4ECAE9A49BA41B58</idno><idno type="DOI">10.1007/BF00447082</idno><idno type="ArticleID">BF00447082</idno><idno type="ArticleID">Art7</idno></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0340-0727</idno></seriesStmt></fileDesc><profileDesc><textClass></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Abstract: As a word moves from isolation in a list to being contextually bound in meaningful discourse, its probability of priming in tests of implicit memory decreases. The present experiments explore whether considerable priming effects can be revealed with conceptual tests of implicit memory as compared to perceptual tests. In the study phase, meaningful actions were described within a coherent text. In Experiment 1 subjects elaborated half of the actions by visual imagery. In Experiment 2, subjects elaborated the actions by enacting them symbolically. In both experiments, subjects in a control condition were simply required to read the same activities. In Experiment 2, a further group of subjects had to detect orthographic errors. The results demonstrated reliable effects of implicit memory in terms of associations with verbs repeated from the studied text. This form of repetition priming for textual materials in a conceptual test of implicit memory was enhanced by both types of elaboration. A word-stem completion task for the same targets revealed a less pronounced and inconsistent priming effect, uninfluenced by both types of elaboration. But the latter form of perceptual priming was found to be more pronounced within the error-detection condition. Measures of explicit memory showed similar effects of elaborative encoding conditions but there were some dissimilarities to measures of implicit memory, too. In general and in accordance with a transfer-appropriate processing view, conceptual tests rather than perceptual tests may be more suitable for detecting effects of implicit memory within the domain of text processing.</div></front></TEI><istex><corpusName>springer</corpusName><author><json:item><name>Werner Wippich</name><affiliations><json:string>Fachbereich I — Psychologie, Universität Trier, D-54286, Trier, Germany</json:string></affiliations></json:item><json:item><name>Silvia Mecklenbräuker</name><affiliations><json:string>Fachbereich I — Psychologie, Universität Trier, D-54286, Trier, Germany</json:string></affiliations></json:item></author><articleId><json:string>BF00447082</json:string><json:string>Art7</json:string></articleId><language><json:string>eng</json:string></language><originalGenre><json:string>OriginalPaper</json:string></originalGenre><abstract>Abstract: As a word moves from isolation in a list to being contextually bound in meaningful discourse, its probability of priming in tests of implicit memory decreases. The present experiments explore whether considerable priming effects can be revealed with conceptual tests of implicit memory as compared to perceptual tests. In the study phase, meaningful actions were described within a coherent text. In Experiment 1 subjects elaborated half of the actions by visual imagery. In Experiment 2, subjects elaborated the actions by enacting them symbolically. In both experiments, subjects in a control condition were simply required to read the same activities. In Experiment 2, a further group of subjects had to detect orthographic errors. The results demonstrated reliable effects of implicit memory in terms of associations with verbs repeated from the studied text. This form of repetition priming for textual materials in a conceptual test of implicit memory was enhanced by both types of elaboration. A word-stem completion task for the same targets revealed a less pronounced and inconsistent priming effect, uninfluenced by both types of elaboration. But the latter form of perceptual priming was found to be more pronounced within the error-detection condition. Measures of explicit memory showed similar effects of elaborative encoding conditions but there were some dissimilarities to measures of implicit memory, too. In general and in accordance with a transfer-appropriate processing view, conceptual tests rather than perceptual tests may be more suitable for detecting effects of implicit memory within the domain of text processing.</abstract><qualityIndicators><score>7.964</score><pdfVersion>1.3</pdfVersion><pdfPageSize>598 x 785 pts</pdfPageSize><refBibsNative>false</refBibsNative><keywordCount>0</keywordCount><abstractCharCount>1653</abstractCharCount><pdfWordCount>8249</pdfWordCount><pdfCharCount>50914</pdfCharCount><pdfPageCount>11</pdfPageCount><abstractWordCount>247</abstractWordCount></qualityIndicators><title>Implicit memory for textual materials</title><refBibs><json:item><author><json:item><name>T,A Blaxton</name></json:item></author><host><volume>15</volume><pages><last>668</last><first>675</first></pages><author></author><title>Journal of Experimental Psychology: Learning, Memory, and Cognition</title><publicationDate>1989</publicationDate></host><title>Investigating dissociations among memory measures: Support for a transfer-appropriate processing framework</title><publicationDate>1989</publicationDate></json:item><json:item><author><json:item><name>B,H Challis</name></json:item><json:item><name>D,R Brodbeck</name></json:item></author><host><volume>18</volume><pages><last>607</last><first>595</first></pages><author></author><title>Journal of Experimental Psychology: Learning, Memory, and Cognition</title><publicationDate>1992</publicationDate></host><title>Level of processing affects priming in word fragment completion</title><publicationDate>1992</publicationDate></json:item><json:item><author><json:item><name>N,J Cohen</name></json:item><json:item><name>L,R Squire</name></json:item></author><host><volume>210</volume><pages><last>209</last><first>207</first></pages><author></author><title>Science</title><publicationDate>1980</publicationDate></host><title>Preserved learning and retention of pattern analyzing skill in amnesia: Dissociation of knowing how and knowing that</title><publicationDate>1980</publicationDate></json:item><json:item><author><json:item><name>R,L Cohen</name></json:item></author><host><volume>11</volume><pages><last>582</last><first>575</first></pages><author></author><title>Memory & Cognition</title><publicationDate>1983</publicationDate></host><title>The effect of encoding variables on the recall of words and action events</title><publicationDate>1983</publicationDate></json:item><json:item><author><json:item><name>F,I M Craik</name></json:item><json:item><name>R,S Lockhart</name></json:item></author><host><volume>11</volume><pages><last>684</last><first>671</first></pages><author></author><title>Journal of Verbal Learning and Verbal Behavior</title><publicationDate>1972</publicationDate></host><title>Levels of processing: A framework for memory research</title><publicationDate>1972</publicationDate></json:item><json:item><host><author><json:item><name>J Engelkamp</name></json:item></author><title>Das menschliche Gedlichtnis. 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Res</title><idno type="journal-ID">426</idno><idno type="pISSN">0340-0727</idno><idno type="eISSN">1430-2772</idno><idno type="issue-article-count">7</idno><idno type="volume-issue-count">4</idno><imprint><publisher>Springer-Verlag</publisher><pubPlace>Berlin/Heidelberg</pubPlace><date type="published" when="1995-02-01"></date><biblScope unit="volume">57</biblScope><biblScope unit="issue">2</biblScope><biblScope unit="page" from="131">131</biblScope><biblScope unit="page" to="141">141</biblScope></imprint></monogr><idno type="istex">C2B4703F60810CF4AB32175B4ECAE9A49BA41B58</idno><idno type="DOI">10.1007/BF00447082</idno><idno type="ArticleID">BF00447082</idno><idno type="ArticleID">Art7</idno></biblStruct></sourceDesc></fileDesc><profileDesc><creation><date>1994-03-09</date></creation><langUsage><language ident="en">en</language></langUsage><abstract xml:lang="en"><p>Abstract: As a word moves from isolation in a list to being contextually bound in meaningful discourse, its probability of priming in tests of implicit memory decreases. The present experiments explore whether considerable priming effects can be revealed with conceptual tests of implicit memory as compared to perceptual tests. In the study phase, meaningful actions were described within a coherent text. In Experiment 1 subjects elaborated half of the actions by visual imagery. In Experiment 2, subjects elaborated the actions by enacting them symbolically. In both experiments, subjects in a control condition were simply required to read the same activities. In Experiment 2, a further group of subjects had to detect orthographic errors. The results demonstrated reliable effects of implicit memory in terms of associations with verbs repeated from the studied text. This form of repetition priming for textual materials in a conceptual test of implicit memory was enhanced by both types of elaboration. A word-stem completion task for the same targets revealed a less pronounced and inconsistent priming effect, uninfluenced by both types of elaboration. But the latter form of perceptual priming was found to be more pronounced within the error-detection condition. Measures of explicit memory showed similar effects of elaborative encoding conditions but there were some dissimilarities to measures of implicit memory, too. In general and in accordance with a transfer-appropriate processing view, conceptual tests rather than perceptual tests may be more suitable for detecting effects of implicit memory within the domain of text processing.</p></abstract><textClass><keywords scheme="Journal Subject"><list><head>Psychology</head><item><term>Psychology, general</term></item></list></keywords></textClass></profileDesc><revisionDesc><change when="1994-03-09">Created</change><change when="1995-02-01">Published</change><change xml:id="refBibs-istex" who="#ISTEX-API" when="2016-11-22">References added</change><change xml:id="refBibs-istex" who="#ISTEX-API" when="2017-01-21">References added</change></revisionDesc></teiHeader></istex:fulltextTEI><json:item><extension>txt</extension><original>false</original><mimetype>text/plain</mimetype><uri>https://api.istex.fr/document/C2B4703F60810CF4AB32175B4ECAE9A49BA41B58/fulltext/txt</uri></json:item></fulltext><metadata><istex:metadataXml wicri:clean="Springer, Publisher found" wicri:toSee="no header"><istex:xmlDeclaration>version="1.0" encoding="UTF-8"</istex:xmlDeclaration><istex:docType PUBLIC="-//Springer-Verlag//DTD A++ V2.4//EN" URI="http://devel.springer.de/A++/V2.4/DTD/A++V2.4.dtd" name="istex:docType"></istex:docType><istex:document><Publisher><PublisherInfo><PublisherName>Springer-Verlag</PublisherName><PublisherLocation>Berlin/Heidelberg</PublisherLocation></PublisherInfo><Journal><JournalInfo JournalProductType="ArchiveJournal" NumberingStyle="Unnumbered"><JournalID>426</JournalID><JournalPrintISSN>0340-0727</JournalPrintISSN><JournalElectronicISSN>1430-2772</JournalElectronicISSN><JournalTitle>Psychological Research</JournalTitle><JournalSubTitle>An International Journal of Perception, Attention, Memory and Action</JournalSubTitle><JournalAbbreviatedTitle>Psychol. Res</JournalAbbreviatedTitle><JournalSubjectGroup><JournalSubject Type="Primary">Psychology</JournalSubject><JournalSubject Type="Secondary">Psychology, general</JournalSubject></JournalSubjectGroup></JournalInfo><Volume><VolumeInfo VolumeType="Regular" TocLevels="0"><VolumeIDStart>57</VolumeIDStart><VolumeIDEnd>57</VolumeIDEnd><VolumeIssueCount>4</VolumeIssueCount></VolumeInfo><Issue IssueType="Regular"><IssueInfo TocLevels="0"><IssueIDStart>2</IssueIDStart><IssueIDEnd>2</IssueIDEnd><IssueArticleCount>7</IssueArticleCount><IssueHistory><CoverDate><Year>1995</Year><Month>2</Month></CoverDate></IssueHistory><IssueCopyright><CopyrightHolderName>Springer-Verlag</CopyrightHolderName><CopyrightYear>1995</CopyrightYear></IssueCopyright></IssueInfo><Article ID="Art7"><ArticleInfo Language="En" ArticleType="OriginalPaper" NumberingStyle="Unnumbered" TocLevels="0" ContainsESM="No"><ArticleID>BF00447082</ArticleID><ArticleDOI>10.1007/BF00447082</ArticleDOI><ArticleSequenceNumber>7</ArticleSequenceNumber><ArticleTitle Language="En">Implicit memory for textual materials</ArticleTitle><ArticleCategory>Original Article</ArticleCategory><ArticleFirstPage>131</ArticleFirstPage><ArticleLastPage>141</ArticleLastPage><ArticleHistory><RegistrationDate><Year>2004</Year><Month>9</Month><Day>28</Day></RegistrationDate><Received><Year>1994</Year><Month>3</Month><Day>9</Day></Received><Accepted><Year>1997</Year><Month>6</Month><Day>7</Day></Accepted></ArticleHistory><ArticleCopyright><CopyrightHolderName>Springer-Verlag</CopyrightHolderName><CopyrightYear>1995</CopyrightYear></ArticleCopyright><ArticleGrants Type="Regular"><MetadataGrant Grant="OpenAccess"></MetadataGrant><AbstractGrant Grant="OpenAccess"></AbstractGrant><BodyPDFGrant Grant="Restricted"></BodyPDFGrant><BodyHTMLGrant Grant="Restricted"></BodyHTMLGrant><BibliographyGrant Grant="Restricted"></BibliographyGrant><ESMGrant Grant="Restricted"></ESMGrant></ArticleGrants><ArticleContext><JournalID>426</JournalID><VolumeIDStart>57</VolumeIDStart><VolumeIDEnd>57</VolumeIDEnd><IssueIDStart>2</IssueIDStart><IssueIDEnd>2</IssueIDEnd></ArticleContext></ArticleInfo><ArticleHeader><AuthorGroup><Author AffiliationIDS="Aff1" CorrespondingAffiliationID="Aff1"><AuthorName DisplayOrder="Western"><GivenName>Werner</GivenName><FamilyName>Wippich</FamilyName></AuthorName></Author><Author AffiliationIDS="Aff1"><AuthorName DisplayOrder="Western"><GivenName>Silvia</GivenName><FamilyName>Mecklenbräuker</FamilyName></AuthorName></Author><Affiliation ID="Aff1"><OrgDivision>Fachbereich I — Psychologie</OrgDivision><OrgName>Universität Trier</OrgName><OrgAddress><Postcode>D-54286</Postcode><City>Trier</City><Country>Germany</Country></OrgAddress></Affiliation></AuthorGroup><Abstract ID="Abs1" Language="En"><Heading>Abstract</Heading><Para>As a word moves from isolation in a list to being contextually bound in meaningful discourse, its probability of priming in tests of implicit memory decreases. The present experiments explore whether considerable priming effects can be revealed with conceptual tests of implicit memory as compared to perceptual tests. In the study phase, meaningful actions were described within a coherent text. In Experiment 1 subjects elaborated half of the actions by visual imagery. In Experiment 2, subjects elaborated the actions by enacting them symbolically. In both experiments, subjects in a control condition were simply required to read the same activities. In Experiment 2, a further group of subjects had to detect orthographic errors. The results demonstrated reliable effects of implicit memory in terms of associations with verbs repeated from the studied text. This form of repetition priming for textual materials in a conceptual test of implicit memory was enhanced by both types of elaboration. A word-stem completion task for the same targets revealed a less pronounced and inconsistent priming effect, uninfluenced by both types of elaboration. But the latter form of perceptual priming was found to be more pronounced within the error-detection condition. Measures of explicit memory showed similar effects of elaborative encoding conditions but there were some dissimilarities to measures of implicit memory, too. In general and in accordance with a transfer-appropriate processing view, conceptual tests rather than perceptual tests may be more suitable for detecting effects of implicit memory within the domain of text processing.</Para></Abstract></ArticleHeader><NoBody></NoBody></Article></Issue></Volume></Journal></Publisher></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>Implicit memory for textual materials</title></titleInfo><titleInfo type="alternative" contentType="CDATA" lang="en"><title>Implicit memory for textual materials</title></titleInfo><name type="personal" displayLabel="corresp"><namePart type="given">Werner</namePart><namePart type="family">Wippich</namePart><affiliation>Fachbereich I — Psychologie, Universität Trier, D-54286, Trier, Germany</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Silvia</namePart><namePart type="family">Mecklenbräuker</namePart><affiliation>Fachbereich I — Psychologie, Universität Trier, D-54286, Trier, Germany</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="research-article" displayLabel="OriginalPaper"></genre><originInfo><publisher>Springer-Verlag</publisher><place><placeTerm type="text">Berlin/Heidelberg</placeTerm></place><dateCreated encoding="w3cdtf">1994-03-09</dateCreated><dateIssued encoding="w3cdtf">1995-02-01</dateIssued><copyrightDate encoding="w3cdtf">1995</copyrightDate></originInfo><language><languageTerm type="code" authority="rfc3066">en</languageTerm><languageTerm type="code" authority="iso639-2b">eng</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType></physicalDescription><abstract lang="en">Abstract: As a word moves from isolation in a list to being contextually bound in meaningful discourse, its probability of priming in tests of implicit memory decreases. The present experiments explore whether considerable priming effects can be revealed with conceptual tests of implicit memory as compared to perceptual tests. In the study phase, meaningful actions were described within a coherent text. In Experiment 1 subjects elaborated half of the actions by visual imagery. In Experiment 2, subjects elaborated the actions by enacting them symbolically. In both experiments, subjects in a control condition were simply required to read the same activities. In Experiment 2, a further group of subjects had to detect orthographic errors. The results demonstrated reliable effects of implicit memory in terms of associations with verbs repeated from the studied text. This form of repetition priming for textual materials in a conceptual test of implicit memory was enhanced by both types of elaboration. A word-stem completion task for the same targets revealed a less pronounced and inconsistent priming effect, uninfluenced by both types of elaboration. But the latter form of perceptual priming was found to be more pronounced within the error-detection condition. Measures of explicit memory showed similar effects of elaborative encoding conditions but there were some dissimilarities to measures of implicit memory, too. In general and in accordance with a transfer-appropriate processing view, conceptual tests rather than perceptual tests may be more suitable for detecting effects of implicit memory within the domain of text processing.</abstract><note>Original Article</note><relatedItem type="host"><titleInfo><title>Psychological Research</title><subTitle>An International Journal of Perception, Attention, Memory and Action</subTitle></titleInfo><titleInfo type="abbreviated"><title>Psychol. Res</title></titleInfo><genre type="journal" displayLabel="Archive Journal"></genre><originInfo><dateIssued encoding="w3cdtf">1995-02-01</dateIssued><copyrightDate encoding="w3cdtf">1995</copyrightDate></originInfo><subject><genre>Psychology</genre><topic>Psychology, general</topic></subject><identifier type="ISSN">0340-0727</identifier><identifier type="eISSN">1430-2772</identifier><identifier type="JournalID">426</identifier><identifier type="IssueArticleCount">7</identifier><identifier type="VolumeIssueCount">4</identifier><part><date>1995</date><detail type="volume"><number>57</number><caption>vol.</caption></detail><detail type="issue"><number>2</number><caption>no.</caption></detail><extent unit="pages"><start>131</start><end>141</end></extent></part><recordInfo><recordOrigin>Springer-Verlag, 1995</recordOrigin></recordInfo></relatedItem><identifier type="istex">C2B4703F60810CF4AB32175B4ECAE9A49BA41B58</identifier><identifier type="DOI">10.1007/BF00447082</identifier><identifier type="ArticleID">BF00447082</identifier><identifier type="ArticleID">Art7</identifier><accessCondition type="use and reproduction" contentType="copyright">Springer-Verlag, 1995</accessCondition><recordInfo><recordContentSource>SPRINGER</recordContentSource><recordOrigin>Springer-Verlag, 1995</recordOrigin></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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