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      Evidence for multiple mechanisms of conceptual priming on implicit memory tests.

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          Abstract

          The authors examined effects of encoding manipulations on 4 conceptual-implicit memory tasks: word-cued association, category-cued association, category verification, and abstract/concrete classification. Study-phase conceptual elaboration enhanced priming for word-cued association with weakly associated words (Experiment 3), and for category-cued association with high- and low-dominance exemplars (Experiments 4 and 5), but did not enhance priming for word-cued association with strongly associated words (Experiments 1 and 2), for category verification with high- and low-dominance exemplars (Experiment 5), or for abstract/concrete classification (Experiment 7). Forms of priming that were unaffected by conceptual elaboration were not mediated by perceptual processes because they were unaffected by study-test modality changes (Experiments 6 and 8). The dissociative effects of conceptual elaboration on conceptual-implicit tasks suggest that at least 2 dissociable mechanisms mediate conceptual priming.

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          Author and article information

          Journal
          Journal of Experimental Psychology: Learning, Memory, and Cognition
          Journal of Experimental Psychology: Learning, Memory, and Cognition
          American Psychological Association (APA)
          1939-1285
          0278-7393
          1997
          1997
          : 23
          : 6
          : 1324-1343
          Article
          10.1037/0278-7393.23.6.1324
          9372603
          9571146b-afe3-4ce7-a3d6-a30f3398dbab
          © 1997
          History

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