98%
921
2 minutes
20
Many studies have indicated that executing a secondary task during encoding has little influence on implicit memory (priming effect). However, relatively few studies have discussed the effect of interference on implicit memory during retrieval. Our previous studies found asymmetry between implicit encoding and retrieval processes, with the priming effect disrupted by retrieval interference. Therefore, the present study investigated why and how the priming effect is affected by interference at retrieval. We adopted a dual-task paradigm, with a lexical decision task as the memory task and an odd-even decision task as the interference task. The effect of interference during retrieval was assessed by comparing the performance in the interference condition with that in the full-attention condition. In Experiment 1, we observed that the priming effect was absent in the synchronous retrieval interference condition. In Experiment 2, asynchronous interference was also found to block the priming effect. To verify the assumption that the priming effect is sensitive to attentional resource competition during retrieval, we used two different manipulations (an extended stimulus interval in the dual-task paradigm, Experiment 3, and an interference inhibition manipulation, Experiment 4) known to reduce attentional distraction. In these experiments, the priming effect was protected from interference effects. We suggest that implicit memory retrieval could be regarded as a conditional automatic process that depends on a configuration of the cognitive system by attention and task sets. If the limited resources are occupied by another task, the implicit retrieval process can be impacted.
Download full-text PDF |
Source |
---|---|
http://dx.doi.org/10.1007/s00426-019-01228-9 | DOI Listing |
J Neurophysiol
September 2025
School of Psychological and Cognitive Sciences, Peking University, Beijing, China.
Limiting cognitive resources negatively impacts motor learning, but its cognitive mechanism is still unclear. Previous studies failed to differentiate its effect on explicit (or cognitive) and implicit (or procedural) aspects of motor learning. Here, we designed a dual-task paradigm requiring participants to simultaneously perform a visual working memory task and a visuomotor rotation adaptation task to investigate how cognitive load differentially impacted explicit and implicit motor learning.
View Article and Find Full Text PDFNat Sci Sleep
August 2025
Department of Psychology and Cognitive Neuroscience Program, Northwestern University, Evanston, IL, USA.
Insights into the mysteries of dreaming and waking conscious experience can be gained by considering fundamental concepts in memory research. To support this assertion, we first provide an overview of the conscious/nonconscious distinction in memory research and then summarize the memory theory of consciousness (MToC). According to the MToC, the brain system responsible for explicit memory is also responsible for all our conscious experiences-perceptions, thoughts, memories, imaginings, and dreams.
View Article and Find Full Text PDFJ Neurophysiol
August 2025
Biokinesiology and Physical Therapy, University of Southern California, Los Angeles, CA.
Previous research has demonstrated significant inter-individual variability in the recruitment of the fast-explicit and slow-implicit processes during motor adaptation. In addition, we previously identified qualitative individual differences in adaptation linked to the formation and updating of new memory processes. Here, we investigated quantitative and qualitative differences in visuomotor adaptation with a design incorporating repeated learning and forgetting blocks, allowing for precise estimation of individual learning and forgetting rates in fast-slow adaptation models.
View Article and Find Full Text PDFPsychon Bull Rev
August 2025
Department of Linguistics, Stanford University, Building 460, Margaret Jacks Hall 450 Jane Stanford Way, Stanford, CA, 94305, USA.
Over the past 35 years, it has been established that mental representations of language include fine-grained acoustic details stored in episodic memory. The empirical foundations of this fact were established through a series of word recognition experiments showing that participants were better at remembering words repeated by the same talker than words repeated by a different talker (talker-specificity effect). This effect has been widely replicated, but exclusively with isolated, generally monosyllabic, words as the object of study.
View Article and Find Full Text PDFJ Neurosci
August 2025
Department of Psychology, University of California, Berkeley, California, CA94704.
The sensorimotor system continuously uses error signals to remain precisely calibrated. We examined how attention influences this automatic and implicit learning process in humans (male and female). Focusing first on spatial attention, we compared conditions in which attention was oriented either towards or away from the visual feedback that defined the error signal.
View Article and Find Full Text PDF