Evidence for a generate–recognize model of episodic influences on word-stem completion

Glen Bodner, Michael E. J. Masson, J. I. Caldwell

Research output: Contribution to journalArticlepeer-review

36 Citations (Scopus)

Abstract

Application of the process-dissociation procedure has shown that conceptual encoding episodes do not lead to automatic influences of memory on purportedly data-driven indirect tests of memory. Using 2 variants of the process-dissociation procedure with the word-stem completion task, the procedure is shown to underestimate automatic influences of memory when prior encoding includes a conceptual component. The underestimation is attributed to an awareness of past occurrence that is particularly likely with conceptually encoded items. This effect occurs even in the absence of the signature of a generate-recognize strategy and suggests that prior conceptual encoding may contribute to automatic influences of memory in stem completion. A multinomial generate-recognize model is presented that fits these results and previous results typically taken as support for the assumption that controlled and automatic influences of memory are independent. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Original languageEnglish
Pages (from-to)267-293
Number of pages27
JournalJournal of Experimental Psychology: Learning Memory and Cognition
Volume26
Issue number2
DOIs
Publication statusPublished - 2000

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