A Processing Approach to the Working Memory/Long-Term Memory Distinction: Evidence from the Levels-of-Processing Span Task

Autor/inn/en	Rose, Nathan S.; Craik, Fergus I. M.
Titel	A Processing Approach to the Working Memory/Long-Term Memory Distinction: Evidence from the Levels-of-Processing Span Task
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 38 (2012) 4, S.1019-1029 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0026976
Schlagwörter	Evidence; Recall (Psychology); Short Term Memory; Long Term Memory; Task Analysis; Rhyme; Decision Making; Undergraduate Students; Reaction Time; Word Recognition + Suchen Sie Ihr Suchwort? Evidenz; Abberufung; Kurzzeitgedächtnis; Langzeitgedächtnis; Aufgabenanalyse; Reim; Decision-making; Entscheidungsfindung; Reaktionsvermögen; Worterkennung
Abstract	Recent theories suggest that performance on working memory (WM) tasks involves retrieval from long-term memory (LTM). To examine whether WM and LTM tests have common principles, Craik and Tulving's (1975) levels-of-processing paradigm, which is known to affect LTM, was administered as a WM task: Participants made uppercase, rhyme, or category-membership judgments about words, and immediate recall of the words was required after every 3 or 8 processing judgments. In Experiment 1, immediate recall did not demonstrate a levels-of-processing effect, but a subsequent LTM test (delayed recognition) of the same words did show a benefit of deeper processing. Experiment 2 showed that surprise immediate recall of 8-item lists did demonstrate a levels-of-processing effect, however. A processing account of the conditions in which levels-of-processing effects are and are not found in WM tasks was advanced, suggesting that the extent to which levels-of-processing effects are similar between WM and LTM tests largely depends on the amount of disruption to active maintenance processes. (Contains 2 tables, 3 figures and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10