1. Implicit Memory
SNU CSE
Son, Suil

2. Contents Question implicit memory vs. explicit memory
Various ways of Experiment
Can learning occur without awareness ?
Evidence of implicit memory
(by experimental dissociation)
Theoretical accounts of implicit memory
The Activation View
Multiple Memory Systems
Transfer Appropriate Processing
The Bias View

3. Question Q1 : What is the main difference between
implicit memory and explicit memory ?
Q2 : How can we know that implicit memory
and explicit memory are different ?
Q3 : What are the good point and the weak
point of 4 accounts of implicit memory ?

4. Implicit Memory vs. Explicit Memory
Implicit memory is memory without awareness.
Listening to music while doing other work.
Explicit memory is memory with awareness.
Preparing to exam
We can discriminate these by experiment. (learning test)

5. Various ways of Experiment
Test Instructions
– PHASE II
Indirect
Direct
Study (Learning) Instructions
- PHASE I
Incidental
Cell 1
Cell 2
Intentional
Cell 3
Cell 4
* Incidental vs. intentional – learning instruction
* Indirect vs. direct – testing method
* Implicit vs. explicit – type of memory used
Cell 1 : subjects do not intentionally learn the testing items and are not aware of the
relationship between the test and the study (learning) phase. So they do not try to
recall the items on test. (usually implicit memory test)
Cell 2 : subjects do not intentionally learn the testing items but on testing phase, they are
instructed to recall the items just studied.
Cell 3 : subjects instructed to memorize items on study phase, but they don’t try to memorize
directly the items met previous phase.
Cell 4 : subjects are asked to study items and on testing phase, are asked to recall the items
just studied test. (usually explicit memory test)

6. Can learning occur without awareness? – 1
Markovian artificial grammar test
By A.S. Reber.
Type of Experiment
intentional learning and direct test (Cell 4)
Learning
Group 1 : Learn Markovian grammar
Group 2 : Does not Learn Markovian grammar
Test
Both group were tested to identify words whether they are grammatical or not
Result :
Group 1 was more accurate, but they can not verbalize what they learned
Conclusion :
Learning can indeed occur in the absence of awareness X S1 S1 S1 S1 S2 S1 S4 S1 S1 S T T T T T T T T X S1 P S1 S1 S6 P P P P P P P P P V S1 S1 S1 S1 S3 S5 S1 V T T T T T T T T T
LETTERES
GRAMMARTICAL ?
TXS O
PXS X
TSPS
TXXVV

7. Can learning occur without awareness? – 2
Type of Experiment
incidental learning and direct test (Cell 2)
Learning
Pressing a sequence of dots appear in one of four locations
(ex , , …)
Test
Identify the sequence is old or new.
(the pattern was shown previously or not)
Fast presentation rate – can not use knowledge
Slow presentation rate – can use knowledge
Result
For slow representation rate, subject were able to distinguish between old and new sequences
Conclusion
Learning can occur in the absence of awareness
Old
New
Mean Confidence Rating
Fast
Slow

8. Experimental Dissociations
Group 1
Group 2
Learning can occur without awareness but can we say that there is confidently implicit memory?
We need to show that implicit memory is different from other memory (explicit memory)
When experimental method is different and the test result is also different, then we can say that there is dissociation.
Different learning instruction
Intentional
Incidental
Different testing instruction
direct
indirect
Different result 1 2 3 4

9. Dissociation experiment 1 (Tulving, Schacter, Stark)
Phase I : learn a list of 96 words
Group 1 : just playing with words (incidental learning)
Group 2 : just playing with words (incidental learning,
but more key words)
Phase II-1 : 1 hour later
Word-fragment completion test (indirect test)
Completing words in mind
Recognition test (direct test)
Identify the word was shown or not previously
Phase II-2 : 7 days later
Same test for another 48 word
Analysis of the result
Better result for recognition test on 1 Hour later, is repetition priming obtained previous intentional learning.
Conclusion :
There is difference between indirect test and direct test
There are implicit memory and explicit memory
Probability of Response A B
1 Hour
7 Days
A. Recognition
(direct test)
B. Fragment Completion
(indirect test)
* Repetition priming : Processing something as second time benefits from its having been processed previously

10. Dissociation experiment 2 (Graf, Schacter)
Phase I : studied word pair
Phase II : studied word pair
Phase III : Test
Group 1,2 - Direct test : Asked to complete the stem with the originally studied word.
Group 1,2 - Indirect test : word-fragment completion with the first word that came to mind)
Group 3. Only Phase III direct, indirect test (Base Line)
Phase I
Phase II
Tested On
Interference
Control (Group 1)
A-B
C-D
RI (Retroactive Interference)
Experimental (Group 2)
A-D
PI (Proactive Interference)
RI (Retroactive Interference)
PI (Proactive Interference)
Test Type
Control (Group 1)
Experimental (Group 2)
Direct
.55
.40
.67
.45
Indirect
.34
.32
.35
Analysis of the result
RI and PI affected direct tests of memory but did not affect indirect tests
Conclusion :
There is dissociation between indirect test and direct test.
There are implicit memory and explicit memory

11. Theoretical accounts of implicit memory
The Activation View
Multiple Memory Systems
Transfer Appropriate Processing
The Bias View

12. The Activation View
Indirect test is attributable to the temporary activation of preexisting representations.
KEY WORD : Temporary
The least popular of the four views
Weak Point
can not explain long time effects

13. Multiple Memory Systems
Many dissociations between direct and indirect tests of memory arise because the tests tap different underlying memory systems.
The assumption of multiple memory system.
System
Other Name
Subsystems
Characteristics
Procedural
Nondeclarative
Motor skills
Nonconscious operation
(indirect)
Cognitive skills
Simple conditioning
Simple associative learning
Perceptual representation
Visual word form
Auditroy word form
Structural description
Primary memory
Working memory
Visual
Conscious operation
(direct)
Auditory
Semantic
Generic
Spatial
Factual
Relational
Knowledge
Episodic
Personal
Autobiographical
Event memory

14. Transfer Appropriate Processing
4 assumption
A given type of processing will lead to better memory performance if it is appropriate for the particular test
Direct and indirect tests of memory typically require different retrieval operation
Most indirect tests rely primarily on perceptual processing.
Data driven
Most direct tests rely primarily on the encoded meaning of concepts
Conceptually driven
Direct/Data Driven , Indirect/Data Driven , Direct/ Conceptually Driven , Indirect/Conceptually Driven Test
Not multiple memory system (Direct vs. Indirect)
Two Data Driven Test Result is Better
Auditory
Visual
Visual
Two
Direct
Better
Data Driven
Multiple System View Predict V
Transfer Appropriate Processing Predict
Result
Direct/Conceptually Driven
Direct/Data Driven
Indirect/Data Driven
Indirect/Conceptually Driven

15. The Bias View
Other 3 views can not explain quite well especially the repetition priming effects.
Prior presentation of an item can bias subsequent processing of the item on later presentations
One is likely to interpret a stimulus in the same way as you have interpreted it in the past
Bias entails both cost and benefits
Cost : There will be an advantage if prior processing is appropriate for the current task
Benefits : There will be a disadvantage if prior processing is inappropriate for the current task.
Experiments :
2. Second See ambiguous woman
3. People are more likely to interpret the ambiguous picture as the same person as the unambiguous picture
1. First See
Old Woman
Young Woman
2. Second See
Ambiguous
-> Old Woman
-> Young Woman
1. First See one of old woman and young woman

16. Summary Implicit memory is memory without awareness.
There are various ways of experiment
Learning can occur without awareness.
We can say that Implicit memory is different memory from explicit memory by experimental dissociations.
There is 4 main accounts for implicit memory

17. The End
Thank you