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Related Experiment Videos

The role of attention during encoding in implicit and explicit memory

N W Mulligan1

  • 1Department of Psychology, Illinois State University, USA. mulligan@mail.smu.edu

Journal of Experimental Psychology. Learning, Memory, and Cognition
|January 24, 1998
PubMed
Summary

Dividing attention during learning impairs conceptual memory tests but not perceptual implicit memory tests. This suggests perceptual implicit memory relies less on attention during encoding.

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Memory Research

Background:

  • Attention plays a critical role in memory encoding.
  • Implicit and explicit memory systems are thought to be dissociable.
  • The transfer-appropriate-processing (TAP) framework explains memory performance based on processing alignment.

Purpose of the Study:

  • To investigate the role of attention during encoding on different types of implicit and explicit memory tests.
  • To examine whether perceptual implicit memory is less attention-dependent than conceptual memory.
  • To evaluate the compatibility of findings with the transfer-appropriate-processing (TAP) account.

Main Methods:

  • Five experiments were conducted using word stimuli.
  • Participants were exposed to study words under full attention or divided attention conditions.

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  • Memory performance was assessed using various implicit (e.g., word-fragment completion, conceptual priming) and explicit (e.g., cued recall, recognition) tests.

    • Main Results:

    • Dividing attention impaired conceptual implicit memory and explicit memory tests.
    • Perceptual implicit memory, specifically on word-fragment completion, remained unaffected by divided attention.
    • Explicit memory tests relying on perceptual features (graphemic-cued recall, recognition) were negatively impacted by divided attention.

    Conclusions:

    • Perceptual implicit memory tests require minimal attention during encoding compared to conceptual and other explicit memory tests.
    • The observed dissociations challenge the standard transfer-appropriate-processing (TAP) account of implicit and explicit memory.
    • Further theoretical extensions of the TAP view may be needed to accommodate these findings.