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A Dual Task Procedure Combined with Rapid Serial Visual Presentation to Test Attentional Blink for Nontargets
Published on: December 5, 2014
Divided attention at retrieval disrupts knowing but not remembering
Lauren M Knott1, Stephen A Dewhurst
1Department of Psychology, Lancaster University, Lancaster LA1 4YF, UK. lcooper1@lancaster.ac.uk
Memory (Hove, England)
|July 27, 2007
Summary
Dual-process models struggle to explain remember/know (R/K) responses in recognition memory. This study found that divided attention at retrieval impacts "know" but not "remember" responses, challenging dual-process theories.
Area of Science:
- Cognitive Psychology
- Neuroscience
- Memory Research
Background:
- Dual-process theories propose distinct cognitive systems for memory retrieval.
- The remember/know (R/K) paradigm is central to understanding recognition memory.
- Recent studies question the applicability of dual-process models to R/K distinctions.
Purpose of the Study:
- To investigate discrepancies between remember/know (R/K) studies and dual-process models of recognition memory.
- To examine the impact of attention during retrieval on R/K responses.
Main Methods:
- Two experiments were conducted using old/new and R/K decision tasks.
- Participants completed tasks under full and divided attention conditions.
- Experiment 1 utilized a two-step R/K procedure; Experiment 2 used a one-step R/K procedure.
Main Results:
- Divided attention during retrieval impaired overall recognition performance in Experiment 1.
- In Experiment 2, divided attention selectively affected "know" responses, not "remember" responses.
- Findings suggest "knowing" relies on controlled retrieval, while "remembering" may not.
Conclusions:
- Results challenge the adequacy of dual-process explanations for remember/know phenomena.
- Evidence indicates that "knowing" and "remembering" may involve different retrieval control processes.
- The study contributes to ongoing debates in recognition memory research.
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