MAINTENANCE REHEARSAL AFFECTS KNOWING, NOT REMEMBERING - ELABORATIVE REHEARSAL AFFECTS REMEMBERING, NOT KNOWING

In a directed-forgetting paradigm, each word in a study list was follo wed by a cue designating that word as either learn or forget. This cue appeared after either a short or a long delay. It was assumed that a long delay would increase maintenance rehearsal of all the words, and that only the words followed by a learn cue would be rehearsed elabora tively. Moreover, because the interval between the words was constant, a short cue delay should allow more time for elaborative rehearsal. I n a subsequent test, subjects made remember or know responses to indic ate whether recognition of each word was accompanied by conscious reco llection or by feelings of familiarity in the absence of conscious rec ollection. The hypothesis was that remembering depends on elaborative rehearsal, and knowing depends on maintenance rehearsal. In accord wit h this hypothesis, the learn-versus-forget designation influenced reme mber but not know responses, and there were more remember responses af ter the short cue delay; cue delay influenced know responses, regardle ss of word designation.