The purpose of this study was to examine the effects of different revel of
attention on implicit and explicit memory. In addition, different testing m
ethods were examined to clarify the measurement problem of implicit and exp
licit memories. Two experiments were designed to create different levels of
attention. A total of 110 subjects were recruited for the study. In the fi
rst experiment, attention was altered as "low" and "high attention", while
implicit memory was measured by a stem-completion test and explicit memory
by an old-new recognition test. In the second experiment, attention was man
ipulated as "divided" and "full" attention, where implicit and explicit mem
ory was measured by both the "process dissociation method" and the methods
used in Experiment 1. The most important finding was that; attention variab
le produced a dissociation between implicit and explicit memory. The increa
se or decrease of attention (or divided attention) did not affect implicit
memory, whereas it negatively affected explicit memory. Attention was discu
ssed in terms of multi-mode theory of attention and automatic-effortful dis
tinction of attention. The findings obtained from the experiments were foun
d supportive for both the information processing and the multiple memory sy
stems approaches of explaining implicit memory. Process dissociation method
was discussed on the basis of its assumptions and findings from the experi
ments. It was concluded that bath the traditional measuring methods and the
process dissociation method have their own limitations and both should be
used cautiously.