Does study duration have opposite effects on recognition and repetition priming?

Article


Berry, C., Ward, E. and Shanks, D. 2017. Does study duration have opposite effects on recognition and repetition priming? Journal of Memory and Language. 97, pp. 154-174. https://doi.org/10.1016/j.jml.2017.07.004
TypeArticle
TitleDoes study duration have opposite effects on recognition and repetition priming?
AuthorsBerry, C., Ward, E. and Shanks, D.
Abstract

We investigated whether manipulating the duration for which an item is studied has opposite effects on recognition memory and repetition priming, as has been reported by Voss and Gonsalves (2010). Robust evidence of this would support the idea that distinct explicit and implicit memory systems drive recognition and priming, and would constitute evidence against a single-system model (Berry, Shanks, Speekenbrink, & Henson, 2012). Across seven experiments using study durations ranging from 40 ms to 2250 ms, and two different priming tasks (a classification task in Experiments 1a, 2a, 3a, and 4, and a continuous identification with recognition (CID-R) task in Experiments 1b, 2b, and 3b), we found that although a longer study duration improved subsequent recognition in each experiment, there was either no detectable effect on priming (Experiments 1a, 2a, and 4) or a similar effect to that on recognition, albeit smaller in magnitude (Experiments 1b, 2b, 3a, and 3b). Our findings (1) question whether study duration has opposite effects on recognition and priming, and (2) are robustly consistent with a single-system model of recognition and priming.

LanguageEnglish
PublisherElsevier
JournalJournal of Memory and Language
ISSN0749-596X
Publication dates
Online11 Aug 2017
Print01 Dec 2017
Publication process dates
Deposited18 Aug 2017
Accepted03 Jul 2017
Output statusPublished
Publisher's version
License
Accepted author manuscript
License
Digital Object Identifier (DOI)https://doi.org/10.1016/j.jml.2017.07.004
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