PMID: 9421561Jan 9, 1998Paper

Full versus divided attention and implicit memory performance

Memory & Cognition
G Wolters, A Prinsen

Abstract

Effects of full and divided attention during study on explicit and implicit memory performance were investigated in two experiments. Study time was manipulated in a third experiment. Experiment 1 showed that both similar and dissociative effects can be found in the two kinds of memory test, depending on the difficulty of the concurrent tasks used in the divided-attention condition. In this experiment, however, standard implicit memory tests were used and contamination by explicit memory influences cannot be ruled out. Therefore, in Experiments 2 and 3 the process dissociation procedure was applied. Manipulations of attention during study and of study time clearly affected the controlled (explicit) memory component, but had no effect on the automatic (implicit) memory component. Theoretical implications of these findings are discussed.

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Citations

Mar 10, 2005·Journal of Experimental Psychology. Learning, Memory, and Cognition·Kenneth J Malmberg, Richard M Shiffrin
Nov 24, 2007·Memory & Cognition·Neil W MulliganAngela W Cooper
Feb 1, 2002·Memory & Cognition·S RajaramS Travers
Mar 27, 2002·Memory & Cognition·W P WallaceV L Silvers
Apr 30, 2013·Acta Psychologica·Matthew W Prull
Apr 17, 2003·Journal of Experimental Psychology. Learning, Memory, and Cognition·Neil W Mulligan
Dec 9, 2015·Journal of Psycholinguistic Research·Saeedeh Shafiee NahrkhalajiMansour Koosha
Sep 1, 2004·Consciousness and Cognition·Jillian H FecteauJames T Enns
Jan 25, 2011·Acta Psychologica·Pietro SpataroClelia Rossi-Arnaud
Jan 5, 2002·The Quarterly Journal of Experimental Psychology. A, Human Experimental Psychology·J P MaxwellE Weedon
Mar 3, 2005·Perceptual and Motor Skills·Maura PilottiKendell Thornton
Mar 9, 2002·Perceptual and Motor Skills·Dustin F SentzSteven Sobelman
Apr 13, 2019·The Quarterly Journal of Experimental Psychology : QJEP·Zachary L Buchin, Neil W Mulligan

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