Schmitter-Edgecombe M
Department of Psychology, Washington State University, Pullman 99164-4820, USA.
Mem Cognit. 1999 May;27(3):512-25. doi: 10.3758/bf03211545.
In two experiments, the nature of the relation between attention available at learning and subsequent automatic and controlled influences of memory was explored. Participants studied word lists in full and divided encoding conditions. Memory for the word lists was then tested with a perceptually driven task (stem completion) in Experiment 1 and with a conceptually driven task (category association) in Experiment 2. For recall cued with word stems, automatic influences of memory derived using the process-dissociation procedure remained invariant across a manipulation of attention that substantially reduced conscious recollection for the learning episode. In contrast, for recall cued with category names, dividing attention at learning significantly reduced the parameter estimates representing both controlled and automatic memory processes. These findings were similar to those obtained using indirect test instructions. The results suggest that, in contrast to perceptual priming, conceptual priming may be enhanced by semantic processing, and this effect is not an artifact of contamination from conscious retrieval processes.
在两项实验中，研究了学习时可用注意力与随后记忆的自动和控制影响之间关系的性质。参与者在全编码和分编码条件下学习单词列表。然后，在实验1中用感知驱动任务（词干补全）对单词列表的记忆进行测试，在实验2中用概念驱动任务（类别联想）进行测试。对于由词干提示的回忆，使用过程分离程序得出的记忆自动影响在注意力操纵下保持不变，该操纵显著减少了对学习情节的有意识回忆。相比之下，对于由类别名称提示的回忆，学习时分心显著降低了代表控制和自动记忆过程的参数估计。这些发现与使用间接测试指令获得的结果相似。结果表明，与知觉启动相反，概念启动可能会因语义加工而增强，并且这种效应不是来自有意识检索过程的污染假象。
