Remember/Know
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Experiment Summary
.There were two parts to this experiment. In Phase I, you were shown 80 words. If the word was preceded by 'Synonym' you were asked to write down a word that had a similar meaning. If the word was preceded by 'Rhyme' you were asked to write down a word that had a similar sound. In Phase II, you were shown a series of 160 words, half of which were shown in Phase I. For each word, you were asked to identify if you remembered the word, knew the word (if you thought the word was on the list, but didn't remember seeing it), or didn't think the word was on the list in Phase I.
Independent Variable(s)
.study condition, either deep (synonym) or shallow (rhyme)
Dependent Measure(s)
.proportion of times the word was recognized as being in Phase I
Expected Results
.There will be a large levels of processing effect for the remember judgments, but no levels of processing effect for the know judgements. In addition, lures should not be recalled often.
Theoretical Significance
In a typical test of recognition memory, a subject might be shown a test item and asked if it was one that was presented on a particular list. The target might be either old -- it was on the list -- or new -- it was not on the list. If the subject decides that an old test item was on the list, it is called a hit. If the subject decides that a new test item was on the list, it is called a false alarm.
A relatively recent change in testing recognition memory has been the introduction of the Remember/Know paradigm (Tulving, 1985). When subjects judge an item to be old, they are asked to make a further distinction. If they are consciously aware of some aspects of the original episode, they should indicate that they remember the item. For example, they can remember a particular thought that the word triggered, or they can remember thinking it was a coincidence that this particular word followed the previous one. If they thought the word was on the list, but didn't remember seeing it,they should respond that they just know that the item was on the list.
Remembering and knowing use different memory systems, where remembering makes use of episodic memory and knowing makes use of procedural memory. Remembering is associated with recalling a specific event or experience and knowing is associated with familiarity. If you know something but can't remember it, distinct characteristics or being able to make use of the episodic memory system may change the knowing to remembering.
