Implicit memory in spelling from word images
Tóm tắt
A series of experiments is reported concerning implicit memory in imaginal processing. In the standard condition, subjects had to encode word images before spelling a word. The spelling task was repeated in the test phase with the same words and with additional control words. Spelling times were registered after the image encoding. Implicit memory has been detected if repeated words can be spelled faster than control words. Experiment 1 showed that levels of processing manipulations (such as the additional generation of meaning images at encoding or variations in word concreteness) favor explicit memory, but do not show up in implicit memory. Experiment 2 demonstrated that implicit memory disappears if spelling at encoding took place on visually present words. Experiment 3 investigated whether the focusing of specific letter positions within the image may contribute to the effect, but this was not found. According to a processing view that underlies our task analysis, implicit memory depends on transfer-appropriate processing and is attributed to processes of image encoding or generation and image reconstruction or regeneration.
Tài liệu tham khảo
Eich, J. E. (1984). Memory for unattended events: Remembering with and without awareness. Memory & Cognition, 12, 105–111.
Farah, M. J. (1984). The neurological basis of mental imagery: A componential analysis. Cognition, 18, 245–272.
Graf, P., & Mandler, G. (1984). Activation makes words more accessible, but not necessarily more retrievable. Journal of Verbal Learning and Verbal Behavior, 23, 553–568.
Graf, P., & Schacter, D. L. (1985). Implicit and explicit memory for new associations in normal and amnesic subjects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11, 501–518.
Hampson, P. J., & Morris, P. E. (1978). Some properties of the visual imagery system investigated through backward spelling. Quarterly Journal of Experimental Psychology, 30, 655–664.
Jacoby, L. L. (1983). Remembering the data: Analyzing interactive processes in reading. Journal of Verbal Learning and Verbal Behavior, 22, 485–508.
Jacoby, L. L., & Dallas, M. (1981). On the relationship between autobiographical memory and perceptual learning. Journal of Experimental Psychology: General, 110, 306–340.
Johnston, W. A., Dark, V. J. & Jacoby, L. L. (1985). Perceptual fluency and recognition judgments. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11, 3–11
Kosslyn, S. M. (1980). Image and mind. Cambridge: Harvard University Press.
Light, L. L., & Singh, A. (1987). Implicit and explicit memory in young and older adults. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 531–541
Mitchell, D. B., & Brown, A. S. (1988). Persistent repetition priming in pricture naming and its dissociation from recognition memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14, 213–222.
Paivio, A. (1986). Mental representations. Oxford: Oxford University Press.
Parkin, A. J. (1987). Memory and amnesia. Oxford: Blackwell.
Roediger, H. L., & Weldon, M. S. (1987). Reversing the picture superiority effect. In M. A. McDaniel & M. Pressley (Eds.), Imagery and related mnemonic processes: Theories, individual differences, and applications. New York: Springer.
Schacter, D. L. (1987). Implicit memory: History and current status. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 501–518.
Shimamura, A. P. (1986). Priming effects in amnesia: Evidence for a dissociable memory function. Quarterly Journal of Experimental Psychology, 38A, 619–664.
Tulving, E. (1985). How many memory systems are there? American Psychologist, 40, 385–398.
Tulving, E., Schacter, D. L., & Stark, H. A. (1982). Priming effects in word-fragment completion are independent of recognition memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 8, 336–342.
Weldon, M. S., & Roediger, H. L. (1987). Altering retrieval demands reverses the picture superiority effect. Memory & Cognition, 15, 269–280.
Wippich, W., Mecklenbräuker, S., & Brausch, A. (1989). Implizites und explizites Gedächtnis bei Kindern: Bleiben bei indirekten Behaltensprüfungen Altersunterschiede aus? Zeitschrift für Entwicklungs- und Pädagogische Psychologie (in press).
Wippich, W., Mecklenbräuker, S., & Sidiropoulos, I. (1990). Kinder erinnern Handlungen: Bei impliziten Behaltensprüfungen bleiben Altersunterschiede aus. Schweizerische Zeitschrift für Psychologie (in press).
Wippich, W., Mecklenbräuker, S., & Trouet, J. (1989). Implizite und explizite Erinnerungen an Gerüche. Archiv für Psychologie (in press).
Wippich, W., Mecklenbräuker, S., Wachtl, U., & Schumacher, A. (1989). Implizites und explizites Gedächtnis beim Bearbeiten visueller Vorstellungen. Sprache & Kognition 8, 51–64.
Wippich, W., Peter, H.-J., & Mecklenbräuker, S. (1987). Vorstellungsprozesse beim Buchstabieren: Implizite und explizite Erfahrungsnachwirkungen einen Tag später. Zeitschrift für Experimentelle und Angewandte Psychologie, 34, 649–673.
Wippich, W., Schumacher, S., & Mecklenbräuker, S. (1987). Implizite und explizite Erinnerungen: Wort- und Bedeutungsvorstellungen beim Buchstabieren und Wiedererkennen. Archiv für Psychologie, 139, 271–295