The role of attention and study time in explicit and implicit memory for unfamiliar visual stimuli

Donna Ganor-Stern, John G. Seamon, Marisa Carrasco

Research output: Contribution to journalArticlepeer-review

Abstract

The effects of limited attentional resources and study time on explicit and implicit memory were studied using Schacter and Cooper's possible and impossible objects in their recognition and object decision paradigm. In one experiment, when attention at study was limited by a flanking digits procedure, object recognition was diminished but object decision priming for possible objects was unaffected; in another experiment, limiting attention plus reducing stimulus study time impaired object recognition and eliminated object priming. Recognition memory and perceptual priming for previously unfamiliar visual stimuli were both influenced by attention, although to different degrees. The intervening variable of study time determined the degree to which priming was affected by attentional resources. These results a limited capacity attentional model for both recognition and perceptual priming of unfamiliar visual stimuli, and they highlight the need for assessing the interaction of attentional reosurces and study time in explicit and implicit memory tasks.

Original languageEnglish (US)
Pages (from-to)1187-1195
Number of pages9
JournalMemory and Cognition
Volume26
Issue number6
DOIs
StatePublished - Nov 1998

ASJC Scopus subject areas

  • Neuropsychology and Physiological Psychology
  • Experimental and Cognitive Psychology
  • Arts and Humanities (miscellaneous)

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