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| Research article summary (published 29 Jun 2002): |
A systematic investigation of same and cross modality priming using written and spoken responses.
Full Abstract
Effects of presentation modality and response format were investigated using visual and auditory versions of the word stem completion task. Study presentation conditions (visual, auditory, non-studied) were manipulated within participants, while test conditions (visual/written, visual/spoken, auditory/written, auditory/spoken, recall-only) were manipulated between participants. Results showed evidence for same modality and cross modality priming on all four word stem completion tasks. Words from the visual study list led to comparable levels of priming across all test conditions. In contrast, words from the auditory study list led to relatively low levels of priming in the visual/written test condition and high levels of priming in the auditory/spoken test condition. Response format was found to influence priming performance following auditory study in particular. The findings confirm and extend previous research and suggest that, for implicit memory studies that require auditory presentation, it may be especially beneficial to use spoken rather than written responses.
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Author information
Author/s: Loveman, Emma (E); Van Hooff, Johanna C (JC); Gale, Anthony (A);
Affiliation: Wessex Institute for Health Research and Development, Southampton University, UK. emma.loveman(-atsign-)soton.ac.uk
Journal and publication information
Publication Type: Journal Article
Journal: Memory (Hove, England) (Memory), published in England. (Language: eng)
Reference: 2002-Jul; vol 10 (issue 4) : pp 267-76
Dates: Created 2002/07/04; Completed 2002/10/04; Revised 2004/11/17;
PMID: 12097211, status: MEDLINE (last retrieval date: 12/26/2008)
Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.
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