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Effects of dividing attention on the memory-block effect
1Macquarie Centre for Cognitive Science and Department of Psychology, Macquarie University, Sydney, Australia. sachiko@maccs.mq.edu.au
Summary
Studying similar words can block memory recall, a phenomenon known as the memory-block effect. Dividing attention during study eliminates this effect, suggesting distinct memory mechanisms.
Area of Science:
- Cognitive Psychology
- Memory Research
- Experimental Psychology
Background:
- The memory-block effect, identified by Smith and Tindell (1997), occurs when studying orthographically similar words hinders performance on related word fragment completion tasks.
- This effect suggests that encoding similar items may interfere with retrieval processes.
Purpose of the Study:
- To replicate the memory-block effect with an expanded set of materials.
- To investigate the role of divided attention during the study phase on the memory-block effect.
- To compare the underlying mechanisms of the memory-block effect with those of repetition priming.
Main Methods:
- Participants studied words orthographically similar to solutions of word fragments.
- A baseline condition involved studying unrelated words.
- Attention was manipulated during the study phase (divided vs. full attention).
- Performance was measured by the fragment completion rate.
Main Results:
- The memory-block effect was successfully replicated.
- Dividing attention at study eliminated the memory-block effect.
- The pattern of attention's effect mirrored that seen in recognition memory.
- This pattern differed from the effects of divided attention on repetition priming.
Conclusions:
- The memory-block effect is influenced by attentional processes during encoding.
- The findings suggest that the memory-block effect relies on a different cognitive mechanism than repetition priming.
- This research contributes to understanding the distinct processes underlying implicit and explicit memory.