Data-driven and conceptually driven processes in partial-word identification and recognition

Three experiments examined priming in partial-word identification (Warrington & Weiskrantz, 1968) and its relation to recognition memory. The results showed that changes in modality of presentation between study and test reduced performance on both identification and recognition. In contrast, changes in elaborative processing enhanced recognition but had no effect on identification. Furthermore, when explicit memory instructions were given, identification was changed to a cued recall test and was consequently affected by elaborative processing. We also found that the time course of forgetting in priming was different from that in recognition; priming in identification did not change over a 24-hr interval, whereas recognition declined rapidly during this interval. Overall, these results suggest that identification relies primarily on data-driven processing, whereas recognition can rely on both data-driven and conceptually driven processing.