Dissociation in a serial response time task using a recognition measure: comment on Perruchet and Amorim (1992)

Previous studies have shown a dissociation of implicit and explicit knowledge of a repeating sequence in a perceptuomotor skill developed by M.J. Nissen and P. Bullemer (1987). P. Perruchet and M.A. Amorim (1992) raised the concern that the dissociation was an artifact of the cued-recall task used to assess explicit knowledge and reported high correlations between implicit and explicit memory (as assessed by recall and recognition). We report an experiment that addresses their concerns about the explicit test in which we found evidence that supports the dissociation

[1]  M. Nissen,et al.  Implicit learning of new verbal associations. , 1989, Journal of experimental psychology. Learning, memory, and cognition.

[2]  Daniel B. Willingham,et al.  On the development of procedural knowledge. , 1989, Journal of experimental psychology. Learning, memory, and cognition.

[3]  M. Nissen,et al.  Attentional requirements of learning: Evidence from performance measures , 1987, Cognitive Psychology.

[4]  M. Nissen,et al.  Procedural learning is impaired in Huntington's disease: Evidence from the serial reaction time task , 1991, Neuropsychologia.

[5]  D. Schacter.  Implicit memory: History and current status. , 1987 .

[6]  D. Howard,et al.  Age differences in learning serial patterns: direct versus indirect measures. , 1989, Psychology and Aging.

[7]  P. A. Kolers,et al.  Procedures of mind. , 1984 .

[8]  Tim Curran,et al.  Attentional and Nonattentional Forms of Sequence Learning , 1993 .

[9]  D. Schacter,et al.  Implicit and explicit memory for new associations in normal and amnesic subjects. , 1985, Journal of experimental psychology. Learning, memory, and cognition.

[10]  Richard I. Ivry,et al.  Attention and structure in sequence learning. , 1990 .

[11]  M. Amorim,et al.  Conscious knowledge and changes in performance in sequence learning: evidence against dissociation. , 1992, Journal of experimental psychology. Learning, memory, and cognition.

[12]  Daniel B. Willingham,et al.  Explicit and implicit remembering: When is learning preserved in amnesia? , 1989, Neuropsychologia.

[13]  T. Curran,et al.  On tasks, knowledge, correlations, and dissociations: comment on Perruchet and Amorim (1992) , 1993 .