On the relationship between autobiographical memory and perceptual learning.

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Abstract
Reports experiments designed to explore the relationship between the more aware autobiographical form of memory that is measured by a recognition memory test and the less aware form of memory that is expressed in perceptual learning. Ss were 247 undergraduates. Variables such as the level of processing of words during study influenced recognition memory, but not subsequent perceptual recognition. In contrast, variables such as the number and the spacing of repetitions produced parallel effects on perceptual recognition and recognition memory. It is suggested that there are 2 bases for recognition memory. If an item is readily perceived so that it seems to "jump out" from the page, the S is likely to judge that it has been seen in the experimental situation. The 2nd basis for recognition memory involves elaboration of a word's study context and depends on such factors as level of processing during study—factors not important for perceptual recognition of isolated words. Effects of study on perceptual recognition appear to be totally due to memory for physical or graphemic information. Results are also relevant to theories of perceptual learning. Effects of study on perceptual recognition partly depend on the same variables as do effects on more standard memory tests. (59 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)

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