Evidence for a generate-recognize model of episodic influences on word-stem completion.

Application of the process-dissociation procedure has shown that conceptual encoding episodes do not lead to automatic influences of memory on purportedly data-driven indirect tests of memory. Using 2 variants of the process-dissociation procedure with the word-stem completion task, the procedure is shown to underestimate automatic influences of memory when prior encoding includes a conceptual component. The underestimation is attributed to an awareness of past occurrence that is particularly likely with conceptually encoded items. This effect occurs even in the absence of the signature of a generate-recognize strategy and suggests that prior conceptual encoding may contribute to automatic influences of memory in stem completion. A multinomial generate-recognize model is presented that fits these results and previous results typically taken as support for the assumption that controlled and automatic influences of memory are independent.