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On the origin of functional differences in recollective experience
1Laboratory of Experimental Psychology, University of Sussex, UK.
Memory (Hove, England)
|September 1, 1993
Summary
Remembering words relies on conscious processing, while knowing relies on unconscious learning. This study differentiates memory recall based on processing depth.
Area of Science:
- Cognitive Psychology
- Neuroscience
- Human Memory
Background:
- Distinguishing between 'remember' (conscious recollection) and 'know' (familiarity without recollection) is crucial for understanding memory.
- Prior research suggests different cognitive processes underlie these two types of recognition.
Purpose of the Study:
- To investigate how the lag between repetitions of a target word affects subsequent 'remember' and 'know' responses.
- To determine the role of conscious effortful processing versus unconscious processing in learning and memory recall.
Main Methods:
- Participants studied target words presented with immediate (lag0) or delayed (lag6) repetition.
- Retention testing involved discriminating targets from distractors and classifying recognized items as 'remember' or 'know' responses.
Main Results:
- 'Remember' responses were significantly higher for words with a lag6 repetition compared to lag0.
- 'Know' responses were significantly higher for words with a lag0 repetition compared to lag6.
Conclusions:
- 'Remember' responses are associated with engaging conscious, effortful processing during learning.
- 'Know' responses increase when learning occurs with less conscious involvement, suggesting a role for automatic processing.