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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

      Affiliations
      [1 ] Department of Psychology, Stanford University, California 94305, USA. vaidya@psych.stanford.edu
      Journal
      J Exp Psychol Learn Mem Cogn
      Journal of experimental psychology. Learning, memory, and cognition
      0278-7393
      0278-7393
      Nov 1997
      : 23
      : 6
      9372603

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