Abstract
On each of a series of trials, subjects listened to four words presented by a female speaker and then imagined her rehearsing those words aloud for either 5 or 15 sec. Rehearsal was either primary (imagining the speaker repeat the words) or secondary (imagining the speaker associate the words). On a later test of auditory recognition memory, secondary-rehearsal items were recognized better than were primary-rehearsal items, and performance improved with rehearsal duration for both primary- and secondary-rehearsal items. By contrast, the positive effects of prior study for a later test of auditory perceptual identification did not depend on type or duration of rehearsal. These results are inconsistent with current two-process theories of recognition memory, but seem consistent with the distinction between data-driven and conceptually driven memory tests.
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These data were presented in November 1982 at the annual meeting of the Psychonomic Society, Minneapolis, MN. The research was facilitated by Grant 3186 from the Committee on Research, University of California, to the second author.
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Richardson-Klavehn, A., Bjork, R.A. Primary versus secondary rehearsal in an imagined voice: Differential effects on recognition memory and perceptual identification. Bull. Psychon. Soc. 26, 187–190 (1988). https://doi.org/10.3758/BF03337282
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DOI: https://doi.org/10.3758/BF03337282