Investigated, in 3 experiments with 163 undergraduates, the nature of false recognition errors made after incidental learning that required acoustic or semantic analysis. In 2 experiments Ss performed both types of orienting tasks; in the 3rd, each S completed only 1 task. Unexpected recognition tests for the words presented during incidental learning followed. The recognition test contained distractors acoustically or semantically similar to the target words and control distractors. Results show that the semantic orienting task led to better recognition of target words than the acoustic task, and words associated with a "yes" question were better remembered than words associated with "no." There was a significant incidence of false recognition of acoustically related and semantically related distractors relative to the false recognition of unrelated control distractors for both orienting tasks, but the pattern of false recognitions was partly dependent on whether an S performed 1 or 2 types of orienting tasks. It is concluded that the cognitive analysis required by the orienting task did not solely determine the constitution of the memory trace produced in incidental learning. (PsycINFO Database Record (c) 2006 APA, all rights reserved).
|Number of pages||8|
|Journal||Journal of Experimental Psychology: Human Learning and Memory|
|Publication status||Published - Jul 1977|
- levels of processing, recognition errors after incidental learning, college students