Interference produces different forgetting rates for implicit and explicit knowledge

Tamayo, Ricardo and Frensch, Peter A. (2007) Interference produces different forgetting rates for implicit and explicit knowledge. [Journal (Paginated)]

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Exposure to a repeating set of target strings generated by an artificial grammar in a speeded matching task generates both explicit and implicit knowledge. Previous research has shown that implicit knowledge (assessed via a priming measure) is preserved after a retention interval of one week but explicit knowledge (assessed via recognition) is significantly reduced (Tunney, 2003). In two experiments, we replicated and extended Tunney's findings. Experiment 1 was a partial replication of the experiment conducted by Tunney (2003), and demonstrated that the decline in recognition shown by Tunney was not due to a repetition of test items at the pre and post times of assessment. In addition, Experiment 1 lends credibility to Tunney's assumption that recognition scores assess explicit rather than implicit knowledge. Experiment 2 extended Tunney's findings theoretically by demonstrating that interference can produce the pattern of findings demonstrated in the present Experiment 1 as well as in Tunney (2003).

Item Type:Journal (Paginated)
Keywords:Implicit learning; implicit memory; artificial grammar learning; forgetting; sequential learning;
Subjects:Psychology > Cognitive Psychology
ID Code:9816
Deposited By: Unnamed user with email
Deposited On:21 Feb 2015 14:38
Last Modified:20 Apr 2015 11:26

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