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Short-term implicit memory: visual, auditory, and cross-modality priming.

E McKone1, C Dennis

  • 1Division of Psychology, Australian National University, Australia. elinor.mckone@anu.edu.au

Psychonomic Bulletin & Review
|July 26, 2000
PubMed
Summary
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Short-term memory for words and nonwords differs between auditory and visual stimuli. Auditory stimuli show longer-lasting implicit memory, suggesting distinct perceptual processing for speech and reading.

Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Psycholinguistics

Background:

  • Implicit memory plays a crucial role in cognitive processes.
  • Understanding modality-specific effects in memory is key to cognitive theories.
  • Previous research suggests differences in processing auditory and visual information.

Purpose of the Study:

  • To investigate short-term implicit memory for mixed auditory and visual stimuli.
  • To examine modality effects on repetition priming for words and nonwords.
  • To explore the perceptual locus of short-term priming and its implications for speech and reading.

Main Methods:

  • Lexical decision tasks were employed with repeated stimuli at various lags (0, 1, 3, 6 trials).
  • Four prime-target combinations were used: visual-visual (VV), visual-auditory (VA), auditory-visual (AV), and auditory-auditory (AA).

Related Experiment Videos

  • Analysis focused on repetition priming effects and their interaction with stimulus modality and lexicality.

    • Main Results:

    • Same-modality repetition priming showed a lag x lexicality interaction for visual stimuli, with nonwords decaying faster.
    • Auditory stimuli exhibited a smoother, longer-lasting decay for both words and nonwords, without a significant lexicality interaction.
    • Weak cross-modality priming was observed for both words and nonwords, suggesting inter-modal recoding.

    Conclusions:

    • Short-term priming appears to have a perceptual locus, with modality-specific differences.
    • The phonological lexicon (auditory) maintains stimuli active longer than the orthographic lexicon (visual).
    • These findings suggest distinct memory requirements for speech recognition versus text reading, and evidence of cross-modal recoding.