Evidence for a generate-recognize model of episodic influences on word-stem completion
G E Bodner1, M E Masson, J I Caldwell
1Department of Psychology, University of Victoria, British Columbia, Canada.
Summary
Conceptual encoding may boost automatic memory influences, contrary to prior beliefs. The process-dissociation procedure may underestimate these effects, especially in word-stem completion tasks.
Area of Science:
- Cognitive Psychology
- Neuroscience of Memory
Background:
- The process-dissociation procedure is commonly used to distinguish automatic and controlled memory processes.
- Previous research suggested conceptual encoding does not influence automatic memory retrieval on indirect tests.
Purpose of the Study:
- To investigate the impact of conceptual encoding on automatic memory influences using the process-dissociation procedure.
- To examine potential underestimation of automatic memory effects in word-stem completion tasks.
Main Methods:
- Utilized two variants of the process-dissociation procedure.
- Employed the word-stem completion task to assess memory.
- Developed a multinomial generate-recognize model to analyze data.
Main Results:
- The process-dissociation procedure underestimated automatic memory influences when conceptual encoding was present.
- This underestimation was linked to an awareness of prior occurrence, particularly with conceptual items.
- Observed effects occurred independently of a generate-recognize strategy.
Conclusions:
- Conceptual encoding can contribute to automatic memory influences in tasks like word-stem completion.
- The standard process-dissociation procedure may not fully capture automatic memory effects under certain encoding conditions.
- A revised generate-recognize model can account for both current and previous findings on memory independence.
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