David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Consciousness and Cognition 5 (1-2):165-175 (1996)
We investigated the impact of attention during encoding on later retrieval. During study, participants read some words aloud and named the print color of other words aloud . Then one of two memory tests was administered. The explicit test—recognition—required conscious recollection of whether a word was studied. Previously read words were recognized more accurately than were previously color named words. This contrasted sharply with performance on the implicit test—repetition priming in lexical decision. Here, words that were color named during study showed priming equivalent to words that were read during study; both were responded to faster than unstudied words. Thus, an attentional manipulation during study had a strong effect on an explicit test of memory, but almost no effect on an implicit test. Focal attention during study is crucial for remembering consciously but not necessarily for remembering without awareness
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J. M. Smallwood, S. F. Baracaia, M. Lowe & M. Obonsawin (2003). Task Unrelated Thought Whilst Encoding Information. Consciousness and Cognition 12 (3):452-484.
Luis M. Augusto (2014). Unconscious Representations 2: Towards an Integrated Cognitive Architecture. [REVIEW] Axiomathes 24 (1):19-43.
J. Smallwood, L. Riby, D. Heim & J. Davies (2006). Encoding During the Attentional Lapse: Accuracy of Encoding During the Semantic Sustained Attention to Response Task. Consciousness and Cognition 15 (1):218-231.
Edward Merrillb & Todd Petersonb (2001). From Implicit Skills to Explicit Knowledge: A Bottom‐Up Model of Skill Learning. Cognitive Science 25 (2):203-244.
M. Stone, S. L. Ladd, C. J. Vaidya & J. D. E. Gabrieli (1998). Word-Identification Priming for Ignored and Attended Words. Consciousness and Cognition 7 (2):238-258.
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