Dissociation effects in explicit and implicit tests of memory were exa
mined in two experiments. In Experiment 1 serial-position effects were
studied. Results showed that the standard primacy effect found in fre
e recall is absent in an implicit word-stem completion test. In Experi
ment 2 a dissociation was found for the effect of high- and low-freque
ncy words in free recall and word-stem completion tests. Both findings
are explained in terms of a modified and extended version of the acti
vation-elaboration learning account, which was inspired by attempts to
simulate dissociation effects in connectionist models. The relationsh
ip between this account and two other leading accounts of dissociation
effects in implicit and explicit memory is discussed, and a model to
integrate aspects of all three accounts is suggested.