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Transfer-Appropriate Processing in Recognition Memory: Perceptual and Conceptual Effects on Recognition Memory Depend on Task Demands

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  • Source:
    Journal of Experimental Psychology: Learning, Memory, and Cognition, v39 n4 p1280-1286 Jul 2013. 7 pp.
  • Accession Number:
    http://dx.doi.org/10.1037/a0030911
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
    • Peer Reviewed:
      Y
    • ISSN:
      0278-7393
    • Subject Terms:
    • Subject Terms:
    • Keyword:
      California
    • Abstract:
      Research examining the importance of surface-level information to familiarity in recognition memory tasks is mixed: Sometimes it affects recognition and sometimes it does not. One potential explanation of the inconsistent findings comes from the ideas of dual process theory of recognition and the transfer-appropriate processing framework, which suggest that the extent to which perceptual fluency matters on a recognition test depends in large part on the task demands. A test that recruits perceptual processing for discrimination should show greater perceptual effects and smaller conceptual effects than standard recognition, similar to the pattern of effects found in perceptual implicit memory tasks. This idea was tested in the current experiment by crossing a levels of processing manipulation with a modality manipulation on a series of recognition tests that ranged from conceptual (standard recognition) to very perceptually demanding (a speeded recognition test with degraded stimuli). Results showed that the levels of processing effect decreased and the effect of modality increased when tests were made perceptually demanding. These results support the idea that surface-level features influence performance on recognition tests when they are made salient by the task demands.
    • Abstract:
      As Provided
    • Number of References:
      38
    • Sponsoring Agency:
      National Inst. of Mental Health (DHHS), Rockville, MD.
    • Contract Number:
      F32 MH070191
    • Physical Description:
      7
    • Education Level:
      Higher Education; Postsecondary Education
    • Journal Code:
      APR2018
    • Publication Date:
      2015
    • Accession Number:
      EJ1056011
  • Citations
    • ABNT:
      PARKS, C. M. Transfer-Appropriate Processing in Recognition Memory: Perceptual and Conceptual Effects on Recognition Memory Depend on Task Demands. Journal of Experimental Psychology: Learning, Memory, and Cognition, [s. l.], v. 39, n. 4, p. 1280–1286, 2013. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1056011&custid=s8280428. Acesso em: 16 jul. 2020.
    • AMA:
      Parks CM. Transfer-Appropriate Processing in Recognition Memory: Perceptual and Conceptual Effects on Recognition Memory Depend on Task Demands. Journal of Experimental Psychology: Learning, Memory, and Cognition. 2013;39(4):1280-1286. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1056011&custid=s8280428. Accessed July 16, 2020.
    • AMA11:
      Parks CM. Transfer-Appropriate Processing in Recognition Memory: Perceptual and Conceptual Effects on Recognition Memory Depend on Task Demands. Journal of Experimental Psychology: Learning, Memory, and Cognition. 2013;39(4):1280-1286. Accessed July 16, 2020. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1056011&custid=s8280428
    • APA:
      Parks, C. M. (2013). Transfer-Appropriate Processing in Recognition Memory: Perceptual and Conceptual Effects on Recognition Memory Depend on Task Demands. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(4), 1280–1286.
    • Chicago/Turabian: Author-Date:
      Parks, Colleen M. 2013. “Transfer-Appropriate Processing in Recognition Memory: Perceptual and Conceptual Effects on Recognition Memory Depend on Task Demands.” Journal of Experimental Psychology: Learning, Memory, and Cognition 39 (4): 1280–86. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1056011&custid=s8280428.
    • Harvard:
      Parks, C. M. (2013) ‘Transfer-Appropriate Processing in Recognition Memory: Perceptual and Conceptual Effects on Recognition Memory Depend on Task Demands’, Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(4), pp. 1280–1286. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1056011&custid=s8280428 (Accessed: 16 July 2020).
    • Harvard: Australian:
      Parks, CM 2013, ‘Transfer-Appropriate Processing in Recognition Memory: Perceptual and Conceptual Effects on Recognition Memory Depend on Task Demands’, Journal of Experimental Psychology: Learning, Memory, and Cognition, vol. 39, no. 4, pp. 1280–1286, viewed 16 July 2020, .
    • MLA:
      Parks, Colleen M. “Transfer-Appropriate Processing in Recognition Memory: Perceptual and Conceptual Effects on Recognition Memory Depend on Task Demands.” Journal of Experimental Psychology: Learning, Memory, and Cognition, vol. 39, no. 4, July 2013, pp. 1280–1286. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1056011&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Parks, Colleen M. “Transfer-Appropriate Processing in Recognition Memory: Perceptual and Conceptual Effects on Recognition Memory Depend on Task Demands.” Journal of Experimental Psychology: Learning, Memory, and Cognition 39, no. 4 (July 1, 2013): 1280–86. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1056011&custid=s8280428.
    • Vancouver/ICMJE:
      Parks CM. Transfer-Appropriate Processing in Recognition Memory: Perceptual and Conceptual Effects on Recognition Memory Depend on Task Demands. Journal of Experimental Psychology: Learning, Memory, and Cognition [Internet]. 2013 Jul 1 [cited 2020 Jul 16];39(4):1280–6. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1056011&custid=s8280428