--- abstract: "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)." altloc: [] chapter: ~ commentary: ~ commref: ~ confdates: ~ conference: ~ confloc: ~ contact_email: ~ creators_id: - ~ - peter.frensch@psychologie.hu-berlin.de creators_name: - family: Tamayo given: Ricardo honourific: '' lineage: '' - family: Frensch given: Peter A. honourific: '' lineage: '' date: 2007 date_type: published datestamp: 2015-02-21 14:38:06 department: ~ dir: disk0/00/00/98/16 edit_lock_since: ~ edit_lock_until: 0 edit_lock_user: ~ editors_id: [] editors_name: [] eprint_status: archive eprintid: 9816 fileinfo: /9816/1.hassmallThumbnailVersion/Tamayo%20%26%20Frensch%2012.09.06%20revised.pdf;/9816/1/Tamayo%20%26%20Frensch%2012.09.06%20revised.pdf full_text_status: public importid: ~ institution: ~ isbn: ~ ispublished: pub issn: ~ item_issues_comment: [] item_issues_count: ~ item_issues_description: [] item_issues_id: [] item_issues_reported_by: [] item_issues_resolved_by: [] item_issues_status: [] item_issues_timestamp: [] item_issues_type: [] keywords: Implicit learning; implicit memory; artificial grammar learning; forgetting; sequential learning; lastmod: 2015-04-20 11:26:30 latitude: ~ longitude: ~ metadata_visibility: show note: ~ number: 4 pagerange: 304-310 pubdom: FALSE publication: Experimental Psychology publisher: Hogrefe & Huber Publishers refereed: TRUE referencetext: "Dienes, Z., & Perner, J. 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Psychological Review, 105, 558-584." relation_type: [] relation_uri: [] reportno: ~ rev_number: 10 series: ~ source: ~ status_changed: 2015-02-21 14:38:06 subjects: - cog-psy succeeds: ~ suggestions: ~ sword_depositor: ~ sword_slug: ~ thesistype: ~ title: Interference produces different forgetting rates for implicit and explicit knowledge type: journalp userid: 25955 volume: 54