Specificity and generality of enhanced priming effects for self-generated study items  

Oleh:

Gardiner, John M. ; Dawson, Alison J. ; Sutton, Elizabeth A.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The American Journal of Psychology vol. 102 no. 3 (1989), page 295.
Topik: Word-fragment completion; Self-Generated Study
Fulltext: 1423051.pdf (1.15MB)

Isi artikel

In two experiments, we investigated the finding that priming effects in word- fragment completion are enhanced for self-generated study items. The first experiment showed that priming in word-fragment completion was not re- liably enhanced unless words were generated at study from a fragment identical to that used at test. The second experiment showed that priming in an anagram-solving task was similarly enhanced by anagram solving at study. These generation effects, therefore, seem highly specific with respect to stimulus identity but readily generalizable with respect to task. Theoretically, these findings are consistent with both transfer-appropriate processing and memory-systems accounts of performance in implicit memory tests.

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