Implicit and explicit memory without awareness
Identifieur interne : 001A01 ( Istex/Corpus ); précédent : 001A00; suivant : 001A02Implicit and explicit memory without awareness
Auteurs : Werner WippichSource :
- Psychological Research [ 0340-0727 ] ; 1992-09-01.
Abstract
Summary: Three experiments are reported which investigate the conscious status of subjects during an implicit-memory test. In all experiments the subjects either named each visually presented target item or generated each item from an anagram in a first phase of incidental learning. In a second phase, they were either given a visual word-stem completion task as an implicit-memory test or given a recognition task (Experiment 1), or a cued-recall task (Experiments 2 and 3) as explicit-memory tests. Finally, in a third phase the subjects were required to make decisions about the input status (i. e., they had to decide whether the item was present in the first phase) as well as about the output status of information (i. e., they had to decide whether the item had been completed, recognized or recalled in the second phase). A generation effect (i. e., generated items were remembered better than named items) was evident in the recognition and recall data, but only for items whose recognition or recall was accompanied by conscious recollection of their previous occurrence in the study list. Judgments about the input status were more precise, given that items had been consciously recognized or recalled rather than completed. The same pattern of findings was observed for judgments about the output status. The results are interpreted as evidence that subjects in implicit-memory tests are less aware of the fact that some of their productions are relevant to prior experiences. In addition, they are less aware of the fact that they are retrieving information from their memories. However, the same state of nonawareness may be present in explicit-memory tests, as was revealed by the performance of subjects on those items whose recognition or recall was not accompanied by conscious recollection.
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DOI: 10.1007/BF00922101
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ISTEX:192820F5CE0EFDF9B6C8C47038289BF911DC4BDELe document en format XML
<record><TEI wicri:istexFullTextTei="biblStruct"><teiHeader><fileDesc><titleStmt><title xml:lang="en">Implicit and explicit memory without awareness</title><author><name sortKey="Wippich, Werner" sort="Wippich, Werner" uniqKey="Wippich W" first="Werner" last="Wippich">Werner Wippich</name><affiliation><mods:affiliation>Fachbereich I - Psychologie, Postfach 3825, W-5500, Trier, Germany</mods:affiliation></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">ISTEX</idno><idno type="RBID">ISTEX:192820F5CE0EFDF9B6C8C47038289BF911DC4BDE</idno><date when="1992" year="1992">1992</date><idno type="doi">10.1007/BF00922101</idno><idno type="url">https://api.istex.fr/document/192820F5CE0EFDF9B6C8C47038289BF911DC4BDE/fulltext/pdf</idno><idno type="wicri:Area/Istex/Corpus">001A01</idno><idno type="wicri:explorRef" wicri:stream="Istex" wicri:step="Corpus" wicri:corpus="ISTEX">001A01</idno></publicationStmt><sourceDesc><biblStruct><analytic><title level="a" type="main" xml:lang="en">Implicit and explicit memory without awareness</title><author><name sortKey="Wippich, Werner" sort="Wippich, Werner" uniqKey="Wippich W" first="Werner" last="Wippich">Werner Wippich</name><affiliation><mods:affiliation>Fachbereich I - Psychologie, Postfach 3825, W-5500, Trier, Germany</mods:affiliation></affiliation></author></analytic><monogr></monogr><series><title level="j">Psychological Research</title><title level="j" type="sub">An International Journal of Perception, Attention, Memory and Action</title><title level="j" type="abbrev">Psychol. 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="1992-09-01">1992-09-01</date><biblScope unit="volume">54</biblScope><biblScope unit="issue">3</biblScope><biblScope unit="page" from="212">212</biblScope><biblScope unit="page" to="224">224</biblScope></imprint><idno type="ISSN">0340-0727</idno></series><idno type="istex">192820F5CE0EFDF9B6C8C47038289BF911DC4BDE</idno><idno type="DOI">10.1007/BF00922101</idno><idno type="ArticleID">BF00922101</idno><idno type="ArticleID">Art9</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">Summary: Three experiments are reported which investigate the conscious status of subjects during an implicit-memory test. In all experiments the subjects either named each visually presented target item or generated each item from an anagram in a first phase of incidental learning. In a second phase, they were either given a visual word-stem completion task as an implicit-memory test or given a recognition task (Experiment 1), or a cued-recall task (Experiments 2 and 3) as explicit-memory tests. Finally, in a third phase the subjects were required to make decisions about the input status (i. e., they had to decide whether the item was present in the first phase) as well as about the output status of information (i. e., they had to decide whether the item had been completed, recognized or recalled in the second phase). A generation effect (i. e., generated items were remembered better than named items) was evident in the recognition and recall data, but only for items whose recognition or recall was accompanied by conscious recollection of their previous occurrence in the study list. Judgments about the input status were more precise, given that items had been consciously recognized or recalled rather than completed. The same pattern of findings was observed for judgments about the output status. The results are interpreted as evidence that subjects in implicit-memory tests are less aware of the fact that some of their productions are relevant to prior experiences. In addition, they are less aware of the fact that they are retrieving information from their memories. However, the same state of nonawareness may be present in explicit-memory tests, as was revealed by the performance of subjects on those items whose recognition or recall was not accompanied by conscious recollection.</div></front></TEI><istex><corpusName>springer</corpusName><author><json:item><name>Werner Wippich</name><affiliations><json:string>Fachbereich I - Psychologie, Postfach 3825, W-5500, Trier, Germany</json:string></affiliations></json:item></author><articleId><json:string>BF00922101</json:string><json:string>Art9</json:string></articleId><language><json:string>eng</json:string></language><originalGenre><json:string>OriginalPaper</json:string></originalGenre><abstract>Summary: Three experiments are reported which investigate the conscious status of subjects during an implicit-memory test. In all experiments the subjects either named each visually presented target item or generated each item from an anagram in a first phase of incidental learning. In a second phase, they were either given a visual word-stem completion task as an implicit-memory test or given a recognition task (Experiment 1), or a cued-recall task (Experiments 2 and 3) as explicit-memory tests. Finally, in a third phase the subjects were required to make decisions about the input status (i. e., they had to decide whether the item was present in the first phase) as well as about the output status of information (i. e., they had to decide whether the item had been completed, recognized or recalled in the second phase). A generation effect (i. e., generated items were remembered better than named items) was evident in the recognition and recall data, but only for items whose recognition or recall was accompanied by conscious recollection of their previous occurrence in the study list. Judgments about the input status were more precise, given that items had been consciously recognized or recalled rather than completed. The same pattern of findings was observed for judgments about the output status. The results are interpreted as evidence that subjects in implicit-memory tests are less aware of the fact that some of their productions are relevant to prior experiences. In addition, they are less aware of the fact that they are retrieving information from their memories. However, the same state of nonawareness may be present in explicit-memory tests, as was revealed by the performance of subjects on those items whose recognition or recall was not accompanied by conscious recollection.</abstract><qualityIndicators><score>8</score><pdfVersion>1.3</pdfVersion><pdfPageSize>598 x 785 pts</pdfPageSize><refBibsNative>false</refBibsNative><keywordCount>0</keywordCount><abstractCharCount>1810</abstractCharCount><pdfWordCount>11268</pdfWordCount><pdfCharCount>66125</pdfCharCount><pdfPageCount>13</pdfPageCount><abstractWordCount>288</abstractWordCount></qualityIndicators><title>Implicit and explicit memory without awareness</title><refBibs><json:item><author><json:item><name>I Begg</name></json:item><json:item><name>A Snider</name></json:item></author><host><volume>13</volume><pages><last>563</last><first>553</first></pages><author></author><title>Journal of Experimental Psychology: Learning , Memory, and 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récupérées via GROBID</resp><name resp="ISTEX-API">ISTEX-API (INIST-CNRS)</name></respStmt><respStmt><resp>Références bibliographiques récupérées via GROBID</resp><name resp="ISTEX-API">ISTEX-API (INIST-CNRS)</name></respStmt></titleStmt><publicationStmt><authority>ISTEX</authority><publisher>Springer-Verlag</publisher><pubPlace>Berlin/Heidelberg</pubPlace><availability><p>Springer-Verlag, 1992</p></availability><date>1991-08-19</date></publicationStmt><sourceDesc><biblStruct type="inbook"><analytic><title level="a" type="main" xml:lang="en">Implicit and explicit memory without awareness</title><author xml:id="author-1"><persName><forename type="first">Werner</forename><surname>Wippich</surname></persName><affiliation>Fachbereich I - Psychologie, Postfach 3825, W-5500, Trier, Germany</affiliation></author></analytic><monogr><title level="j">Psychological Research</title><title level="j" type="sub">An International Journal of Perception, Attention, Memory and Action</title><title level="j" type="abbrev">Psychol. 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">10</idno><idno type="volume-issue-count">4</idno><imprint><publisher>Springer-Verlag</publisher><pubPlace>Berlin/Heidelberg</pubPlace><date type="published" when="1992-09-01"></date><biblScope unit="volume">54</biblScope><biblScope unit="issue">3</biblScope><biblScope unit="page" from="212">212</biblScope><biblScope unit="page" to="224">224</biblScope></imprint></monogr><idno type="istex">192820F5CE0EFDF9B6C8C47038289BF911DC4BDE</idno><idno type="DOI">10.1007/BF00922101</idno><idno type="ArticleID">BF00922101</idno><idno type="ArticleID">Art9</idno></biblStruct></sourceDesc></fileDesc><profileDesc><creation><date>1991-08-19</date></creation><langUsage><language ident="en">en</language></langUsage><abstract xml:lang="en"><p>Summary: Three experiments are reported which investigate the conscious status of subjects during an implicit-memory test. In all experiments the subjects either named each visually presented target item or generated each item from an anagram in a first phase of incidental learning. In a second phase, they were either given a visual word-stem completion task as an implicit-memory test or given a recognition task (Experiment 1), or a cued-recall task (Experiments 2 and 3) as explicit-memory tests. Finally, in a third phase the subjects were required to make decisions about the input status (i. e., they had to decide whether the item was present in the first phase) as well as about the output status of information (i. e., they had to decide whether the item had been completed, recognized or recalled in the second phase). A generation effect (i. e., generated items were remembered better than named items) was evident in the recognition and recall data, but only for items whose recognition or recall was accompanied by conscious recollection of their previous occurrence in the study list. Judgments about the input status were more precise, given that items had been consciously recognized or recalled rather than completed. The same pattern of findings was observed for judgments about the output status. The results are interpreted as evidence that subjects in implicit-memory tests are less aware of the fact that some of their productions are relevant to prior experiences. In addition, they are less aware of the fact that they are retrieving information from their memories. However, the same state of nonawareness may be present in explicit-memory tests, as was revealed by the performance of subjects on those items whose recognition or recall was not accompanied by conscious recollection.</p></abstract><textClass><keywords scheme="Journal Subject"><list><head>Psychology</head><item><term>Psychology, general</term></item></list></keywords></textClass></profileDesc><revisionDesc><change when="1991-08-19">Created</change><change when="1992-09-01">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="2017-01-20">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/192820F5CE0EFDF9B6C8C47038289BF911DC4BDE/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>54</VolumeIDStart><VolumeIDEnd>54</VolumeIDEnd><VolumeIssueCount>4</VolumeIssueCount></VolumeInfo><Issue IssueType="Regular"><IssueInfo TocLevels="0"><IssueIDStart>3</IssueIDStart><IssueIDEnd>3</IssueIDEnd><IssueArticleCount>10</IssueArticleCount><IssueHistory><CoverDate><DateString>1992</DateString><Year>1992</Year><Month>9</Month></CoverDate></IssueHistory><IssueCopyright><CopyrightHolderName>Springer-Verlag</CopyrightHolderName><CopyrightYear>1992</CopyrightYear></IssueCopyright></IssueInfo><Article ID="Art9"><ArticleInfo Language="En" ArticleType="OriginalPaper" NumberingStyle="Unnumbered" TocLevels="0" ContainsESM="No"><ArticleID>BF00922101</ArticleID><ArticleDOI>10.1007/BF00922101</ArticleDOI><ArticleSequenceNumber>9</ArticleSequenceNumber><ArticleTitle Language="En">Implicit and explicit memory without awareness</ArticleTitle><ArticleFirstPage>212</ArticleFirstPage><ArticleLastPage>224</ArticleLastPage><ArticleHistory><RegistrationDate><Year>2004</Year><Month>12</Month><Day>16</Day></RegistrationDate><Received><Year>1991</Year><Month>8</Month><Day>19</Day></Received><Accepted><Year>1992</Year><Month>1</Month><Day>8</Day></Accepted></ArticleHistory><ArticleCopyright><CopyrightHolderName>Springer-Verlag</CopyrightHolderName><CopyrightYear>1992</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>54</VolumeIDStart><VolumeIDEnd>54</VolumeIDEnd><IssueIDStart>3</IssueIDStart><IssueIDEnd>3</IssueIDEnd></ArticleContext></ArticleInfo><ArticleHeader><AuthorGroup><Author AffiliationIDS="Aff1"><AuthorName DisplayOrder="Western"><GivenName>Werner</GivenName><FamilyName>Wippich</FamilyName></AuthorName></Author><Affiliation ID="Aff1"><OrgName>Fachbereich I - Psychologie</OrgName><OrgAddress><Postbox>Postfach 3825</Postbox><Postcode>W-5500</Postcode><City>Trier</City><Country>Germany</Country></OrgAddress></Affiliation></AuthorGroup><Abstract ID="Abs1" Language="En"><Heading>Summary</Heading><Para>Three experiments are reported which investigate the conscious status of subjects during an implicit-memory test. In all experiments the subjects either named each visually presented target item or generated each item from an anagram in a first phase of incidental learning. In a second phase, they were either given a visual word-stem completion task as an implicit-memory test or given a recognition task (Experiment 1), or a cued-recall task (Experiments 2 and 3) as explicit-memory tests. Finally, in a third phase the subjects were required to make decisions about the input status (i. e., they had to decide whether the item was present in the first phase) as well as about the output status of information (i. e., they had to decide whether the item had been completed, recognized or recalled in the second phase). A generation effect (i. e., generated items were remembered better than named items) was evident in the recognition and recall data, but only for items whose recognition or recall was accompanied by conscious recollection of their previous occurrence in the study list. Judgments about the input status were more precise, given that items had been consciously recognized or recalled rather than completed. The same pattern of findings was observed for judgments about the output status. The results are interpreted as evidence that subjects in implicit-memory tests are less aware of the fact that some of their productions are relevant to prior experiences. In addition, they are less aware of the fact that they are retrieving information from their memories. However, the same state of nonawareness may be present in explicit-memory tests, as was revealed by the performance of subjects on those items whose recognition or recall was not accompanied by conscious recollection.</Para></Abstract></ArticleHeader><NoBody></NoBody></Article></Issue></Volume></Journal></Publisher></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>Implicit and explicit memory without awareness</title></titleInfo><titleInfo type="alternative" contentType="CDATA" lang="en"><title>Implicit and explicit memory without awareness</title></titleInfo><name type="personal"><namePart type="given">Werner</namePart><namePart type="family">Wippich</namePart><affiliation>Fachbereich I - Psychologie, Postfach 3825, W-5500, 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">1991-08-19</dateCreated><dateIssued encoding="w3cdtf">1992-09-01</dateIssued><copyrightDate encoding="w3cdtf">1992</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">Summary: Three experiments are reported which investigate the conscious status of subjects during an implicit-memory test. In all experiments the subjects either named each visually presented target item or generated each item from an anagram in a first phase of incidental learning. In a second phase, they were either given a visual word-stem completion task as an implicit-memory test or given a recognition task (Experiment 1), or a cued-recall task (Experiments 2 and 3) as explicit-memory tests. Finally, in a third phase the subjects were required to make decisions about the input status (i. e., they had to decide whether the item was present in the first phase) as well as about the output status of information (i. e., they had to decide whether the item had been completed, recognized or recalled in the second phase). A generation effect (i. e., generated items were remembered better than named items) was evident in the recognition and recall data, but only for items whose recognition or recall was accompanied by conscious recollection of their previous occurrence in the study list. Judgments about the input status were more precise, given that items had been consciously recognized or recalled rather than completed. The same pattern of findings was observed for judgments about the output status. The results are interpreted as evidence that subjects in implicit-memory tests are less aware of the fact that some of their productions are relevant to prior experiences. In addition, they are less aware of the fact that they are retrieving information from their memories. However, the same state of nonawareness may be present in explicit-memory tests, as was revealed by the performance of subjects on those items whose recognition or recall was not accompanied by conscious recollection.</abstract><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">1992-09-01</dateIssued><copyrightDate encoding="w3cdtf">1992</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">10</identifier><identifier type="VolumeIssueCount">4</identifier><part><date>1992</date><detail type="volume"><number>54</number><caption>vol.</caption></detail><detail type="issue"><number>3</number><caption>no.</caption></detail><extent unit="pages"><start>212</start><end>224</end></extent></part><recordInfo><recordOrigin>Springer-Verlag, 1992</recordOrigin></recordInfo></relatedItem><identifier type="istex">192820F5CE0EFDF9B6C8C47038289BF911DC4BDE</identifier><identifier type="DOI">10.1007/BF00922101</identifier><identifier type="ArticleID">BF00922101</identifier><identifier type="ArticleID">Art9</identifier><accessCondition type="use and reproduction" contentType="copyright">Springer-Verlag, 1992</accessCondition><recordInfo><recordContentSource>SPRINGER</recordContentSource><recordOrigin>Springer-Verlag, 1992</recordOrigin></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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