ELABORATION EFFECTS IN IMPLICIT AND EXPLICIT MEMORY TESTS

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.