Loveman, Emma and Van Hooff, Johanna C. and Gale, Anthony (2002) A Systematic Investigation of Same and Cross Modality Priming Using Written and Spoken Responses. Memory, 10 (4). pp. 267-276. ISSN 0965-8211. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided)
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.
|Subjects:||B Philosophy. Psychology. Religion > BF Psychology|
|Divisions:||Faculties > Social Sciences > School of Psychology|
|Depositing User:||C.A. Simms|
|Date Deposited:||06 Sep 2008 09:20|
|Last Modified:||25 Jun 2014 09:52|
|Resource URI:||https://kar.kent.ac.uk/id/eprint/4373 (The current URI for this page, for reference purposes)|