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Specificity and Generality of Enhanced Priming Effects for Self-Generated Study Items
John M. Gardiner, Alison J. Dawson and Elizabeth A. Sutton
The American Journal of Psychology
Vol. 102, No. 3 (Autumn, 1989), pp. 295-305
Published by: University of Illinois Press
Stable URL: http://www.jstor.org/stable/1423051
Page Count: 11
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In two experiments, we investigated the finding that priming effects in word-fragment completion are enhanced for self-generated study items. The first experiment showed that priming in word-fragment completion was not reliably enhanced unless words were generated at study from a fragment identical to that used at test. The second experiment showed that priming in an anagram-solving task was similarly enhanced by anagram solving at study. These generation effects, therefore, seem highly specific with respect to stimulus identity but readily generalizable with respect to task. Theoretically, these findings are consistent with both transfer-appropriate processing and memory-systems accounts of performance in implicit memory tests.
The American Journal of Psychology © 1989 University of Illinois Press