title: Interference produces different forgetting rates for implicit and explicit knowledge
creator: Tamayo, Ricardo
creator: Frensch, Peter A.
subject: Cognitive Psychology
description: 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).
publisher: Hogrefe & Huber Publishers
date: 2007
type: Journal (Paginated)
type: PeerReviewed
format: application/pdf
identifier: http://cogprints.org/9816/1/Tamayo%20%26%20Frensch%2012.09.06%20revised.pdf
identifier:   Tamayo, Ricardo and Frensch, Peter A.  (2007) Interference produces different forgetting rates for implicit and explicit knowledge.  [Journal (Paginated)]     
relation: http://cogprints.org/9816/