Transfer-Appropriate Processing for Implicit and Explicit Memory

Peter Graf, T Lee Ryan

Research output: Contribution to journalArticle

179 Citations (Scopus)

Abstract

To examine how feature-specific pattern-analyzing processes affect implicit and explicit memory test performance, words were displayed for study and testing in 2 visually distinct formats: upside down vs. normal for Experiment 1, upside down vs. backward for Experiment 2, and in Applesoft pudgy vs. shadow typeface for Experiment 3. Implicit and explicit memory performance was assessed with word identification and recognition tests, respectively. The results showed larger priming effects when the study and test formats were the same rather than different, but only in some experimental conditions. The discussion focuses on how skill and processing strategies contribute to format-specific effects on implicit and explicit memory test performance, and it outlines a theoretical account based on the idea of transfer-appropriate processing.

Original languageEnglish (US)
Pages (from-to)978-992
Number of pages15
JournalJournal of Experimental Psychology: Learning, Memory, and Cognition
Volume16
Issue number6
StatePublished - Nov 1990
Externally publishedYes

Fingerprint

experiment
performance
Experiment
Transfer (Psychology)
Performance Test
Word Recognition
Testing
Priming
Typeface
Word Identification
Recognition (Psychology)

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology

Cite this

Transfer-Appropriate Processing for Implicit and Explicit Memory. / Graf, Peter; Ryan, T Lee.

In: Journal of Experimental Psychology: Learning, Memory, and Cognition, Vol. 16, No. 6, 11.1990, p. 978-992.

Research output: Contribution to journalArticle

@article{1c3eb62ab8ec4302a9b49de1d683bcbc,
title = "Transfer-Appropriate Processing for Implicit and Explicit Memory",
abstract = "To examine how feature-specific pattern-analyzing processes affect implicit and explicit memory test performance, words were displayed for study and testing in 2 visually distinct formats: upside down vs. normal for Experiment 1, upside down vs. backward for Experiment 2, and in Applesoft pudgy vs. shadow typeface for Experiment 3. Implicit and explicit memory performance was assessed with word identification and recognition tests, respectively. The results showed larger priming effects when the study and test formats were the same rather than different, but only in some experimental conditions. The discussion focuses on how skill and processing strategies contribute to format-specific effects on implicit and explicit memory test performance, and it outlines a theoretical account based on the idea of transfer-appropriate processing.",
author = "Peter Graf and Ryan, {T Lee}",
year = "1990",
month = "11",
language = "English (US)",
volume = "16",
pages = "978--992",
journal = "Journal of Experimental Psychology: Learning Memory and Cognition",
issn = "0278-7393",
publisher = "American Psychological Association Inc.",
number = "6",

}

TY - JOUR

T1 - Transfer-Appropriate Processing for Implicit and Explicit Memory

AU - Graf, Peter

AU - Ryan, T Lee

PY - 1990/11

Y1 - 1990/11

N2 - To examine how feature-specific pattern-analyzing processes affect implicit and explicit memory test performance, words were displayed for study and testing in 2 visually distinct formats: upside down vs. normal for Experiment 1, upside down vs. backward for Experiment 2, and in Applesoft pudgy vs. shadow typeface for Experiment 3. Implicit and explicit memory performance was assessed with word identification and recognition tests, respectively. The results showed larger priming effects when the study and test formats were the same rather than different, but only in some experimental conditions. The discussion focuses on how skill and processing strategies contribute to format-specific effects on implicit and explicit memory test performance, and it outlines a theoretical account based on the idea of transfer-appropriate processing.

AB - To examine how feature-specific pattern-analyzing processes affect implicit and explicit memory test performance, words were displayed for study and testing in 2 visually distinct formats: upside down vs. normal for Experiment 1, upside down vs. backward for Experiment 2, and in Applesoft pudgy vs. shadow typeface for Experiment 3. Implicit and explicit memory performance was assessed with word identification and recognition tests, respectively. The results showed larger priming effects when the study and test formats were the same rather than different, but only in some experimental conditions. The discussion focuses on how skill and processing strategies contribute to format-specific effects on implicit and explicit memory test performance, and it outlines a theoretical account based on the idea of transfer-appropriate processing.

UR - http://www.scopus.com/inward/record.url?scp=0000549052&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0000549052&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:0000549052

VL - 16

SP - 978

EP - 992

JO - Journal of Experimental Psychology: Learning Memory and Cognition

JF - Journal of Experimental Psychology: Learning Memory and Cognition

SN - 0278-7393

IS - 6

ER -