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Dissertations / Theses on the topic 'Implicit memory'

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Published: 4 June 2021
Last updated: 22 June 2024

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1

Carol, Rolando N. "Implicit Eyewitness Memory." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/907.

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After a crime has occurred, one of the most pressing objectives for investigators is to identify and interview any eyewitness that can provide information about the crime. Depending on his or her training, the investigative interviewer will use (to varying degrees) mostly yes/no questions, some cued and multiple-choice questions, with few open-ended questions. When the witness cannot generate any more details about the crime, one assumes the eyewitness’ memory for the critical event has been exhausted. However, given what we know about memory, is this a safe assumption? In line with the extant literature on human cognition, if one assumes (a) an eyewitness has more available memories of the crime than he or she has accessible and (b) only explicit probes have been used to elicit information, then one can argue this eyewitness may still be able to provide additional information via implicit memory tests. In accordance with these notions, the present study had two goals: demonstrate that (1) eyewitnesses can reveal memory implicitly for a detail-rich event and (2) particularly for brief crimes, eyewitnesses can reveal memory for event details implicitly that were inaccessible when probed for explicitly. Undergraduates (N = 227) participated in a psychological experiment in exchange for research credit. Participants were presented with one of three stimulus videos (brief crime vs. long crime vs. irrelevant video). Then, participants either completed a series of implicit memory tasks or worked on a puzzle for 5 minutes. Lastly, participants were interviewed explicitly about the previous video via free recall and recognition tasks. Findings indicated that participants who viewed the brief crime provided significantly more crime-related details implicitly than those who viewed the long crime. The data also showed participants who viewed the long crime provided marginally more accurate details during free recall than participants who viewed the brief crime. Furthermore, participants who completed the implicit memory tasks provided significantly less accurate information during the explicit interview than participants who were not given implicit memory tasks. This study was the first to investigate implicit memory for eyewitnesses of a crime. To determine its applied value, additional empirical work is required.
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2

Valdiserri, Michael. "Self & Implicit Memory." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/195019.

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Previous research has shown that information encoded self-referentially often promotes superior recall than that encoded relative to others, semantically, or perceptually. This finding has been labeled the Self-Reference Effect (SRE). However, prior investigations have only used explicit (i.e., conscious) tests of memory, neglecting the possibility that these results could be mediated by implicit (i.e., unconscious) memory processes. Moreover, there is minimal information on the neuropsychological processes that may be involved in self-referential memory, whether explicit or implicit. This study examined subjects' implicit and explicit memory for adjectives that had been encoded self-referentially, relative to an unknown other, and structurally. Furthermore, neuropsychological measures were given.The results suggest a complex relationship between levels of self-reference, self-awareness, memory, and the general neurological areas that may support these processes. Subsequent investigations should take into account the fact that implicit memory is likely to influence self-referential encoding and retrieval. Should these findings be replicated, it could potentially influence a broad base of theoretical work in cognitive psychology and neuroscience, as well as clinical work in the areas of: traumatic brain injury, certain psychiatric disorders, amnesia, age-related memory deficits, and anosognosia (unawareness of deficits).
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3

Heatherley, Susan V. "Implicit memory for print advertising." Thesis, University of Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341475.

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4

Buller, Terri. "Implicit and explicit memory in preschoolers." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29349.

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Explicit memory refers to conscious or deliberate recollection of recent events and experiences, whereas implicit memory is revealed when the same events and experiences affect performance in the absence of conscious recollection. It is well known that implicit and explicit memory develop differently across the life span: Explicit memory is acquired in early childhood, remains stable across adulthood, and then decreases in later life, whereas implicit memory develops earlier in childhood and remains intact well into late adulthood (for review see Graf, 1990). To explain this pattern of results, it has been suggested that implicit memory performance is mediated by automatic processing, whereas explicit memory performance is mediated by subject controlled processing, such as goals and strategies (e.g., Craik, 1983). My thesis examines whether development during the preschool years has the same effect or different effects on implicit and explicit memory test performance. Toward this goal, I first collected normative data to establish baserate performance on category production tests for use in the main experiment. Subjects consisted of 96 preschoolers and production norms were gathered for 7 different categories. The procedure involved reading a brief story to focus subjects attention on a category and required them to name 5 items from that category. Test performance showed two notable findings. First, some categories had a more gradual drop-off in response rate distributions than others, and second, differences in response rates for the different age groups were greater in some categories than others. The main part of this thesis is an experiment that examined whether development has the same effect or different effects on implicit and explicit memory test performance. Subjects for this study consisted of groups of 12 3-, 4-, and 5-year olds (n=36). The method involved presenting subjects with category production and category cued-recall tests for previously studied items. The items were selected from the norms according to three criteria: frequency of occurrence in the norms was not at floor or ceiling, occurrence frequencies were similar across age groups, and each item was representable as a picture. During the study phase five items were studied from each of 4 categories: CLOTHES, TRAVEL, PLAYGROUND, and ZOO. Ten of the 20 items (5 per category) were studied by each subject -- 5 in a non-elaborative study condition that required subjects to name each item and 5 in an elaborative study condition that asked them to name each item and answer a question about real-life aspects/uses of the item (e.g., "Do boys wear dresses?"). Two sets of target items that were not studied were used to assess baserate performance. The testing phase occurred immediately after the study phase. Implicit memory performance was assessed with category production tests using the same procedure as for the norms study. Explicit memory was assessed with a category cued-recall test. The critical findings from the implicit memory tests were: more priming in the elaborative than in the non-elaborative study conditions, and similarly large priming effects across age-groups. The explicit memory test results showed that performance increased across age-groups, but only for materials in the non-elaborative study condition. In the elaborative study condition 3-year olds' performance was comparable to that of the 5-year olds. The present thesis illustrated the distinction between implicit and explicit memory performance. Furthermore, it supports the hypothesis that while there is overlap of some of the components mediating these forms of memory, particularly related to storage of materials, there are significant differences between other mediating processes of implicit and explicit memory that are more closely associated with retrieval of materials.
Arts, Faculty of
Psychology, Department of
Graduate
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5

Poisson, Penny Kathleen. "Age differences in implicit memory tests." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq24388.pdf.

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6

Beinashowitz, Jack. "Repression: an investigation using implicit memory." Thesis, Boston University, 1994. https://hdl.handle.net/2144/37122.

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Thesis (Ph.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
A new method for the empirical study of the Freudian concept of repression is proposed based on an implicit memory paradigm and a procedure of bringing current test stimuli into association with individualized conflictual material, some of which was previously repressed, such that the new stimuli, in turn, become subject to repression themselves. Implicit memory is revealed when there is enhanced performance on a task related to a previously exposed stimulus without explicit memory or conscious recall of that stimulus. Ninety-two college undergraduates were exposed to a list of matched sexual, "upset", and neutral words and then tested for their memory of those words using word stem completion and free recall. During the exposure phase, the experimental group was asked to think about an early sexual memory, in order to activate conflictual material, and to bring it into association with the stimulus words, while the control group thought about a neutral memory. The hypothesis is that there would be a diminished implicit memory effect for sexual words that had been brought into association with previously repressed material by the experimental procedure. Contrary to the hypothesis, implicit memory was significantly greater for the sexual words compared with the "upset" and neutral words. There was also a significant correlation between implicit memory and subjects' rating of the early memory, such that more unpleasant sexual memories were associated with increased implicit memory for sexual words and more unpleasant neutral memories were associated with increased implicit memory for upset words. Several explanations are offered for the results but it is suggested that the priming and word stem completion procedure offered subjects a relatively conflict-free avenue for discharge of loaded material and thus repression was unnecessary. The general methodology of using individualized conflictual material, that affects current stimuli, to study repression merits further investigation but efforts need to be made to minimize ways in which subjects can bypass the conflict. In addition, if subtle stimulus words and minimal cuing techniques are used, implicit memory remains a fruitful arena for the study of repression.
2031-01-01
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7

Tasker, Ross William. "Aspects of perceptual and conceptual implicit memory." Thesis, Goldsmiths College (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265948.

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8

Parker, Andrew. "Conceptual processes in explicit and implicit memory." Thesis, Manchester Metropolitan University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340694.

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9

Booker, Jill. "Interference effects in implicit and explicit memory." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185810.

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Interference effects are widespread in tests of explicit memory, such as recall and recognition. Implicit memory, in contrast, appears to be highly resistant to such effects. Four experiments were performed to provide a systematic investigation of interference in one implicit memory task, stem completion. In the first two experiments the cues used in the stem completion task uniquely identified one studied item (e.g., test cue ANT______; only one studied item, say, ANTIQUE, began with "ANT"). Performance in a single-list control condition was compared to a three-list interference condition in Experiment 1. No indication of interference, proactive or retroactive, was obtained. In Experiment 2, the effect of similarity of the interfering material to the targets was examined by using neighbours (words that shared all but one letter) in the interfering lists. In addition, completion performance was measured on words from each list. There was no interference attributable to the similarity manipulation, and there was no sign of a buildup of interference across list positions. In the final two experiments, the cues were non-unique, i.e., more than one studied item matched the stem cue (e.g., study ANTIQUE, ANTENNA, ANTLER; test cue ANT______). Because such a test limits the subject to one response out of the three studied alternatives, comparison to a uniquely-cued condition can lead to incorrect conclusions. Instead, an appropriate method of analyzing the data was developed. Using this analysis, proactive interference was detected in the stem completion task. The combination of findings from the unique and non-unique cue conditions suggested that there was no interference during encoding (e.g., no unlearning), but that interference effects arose during retrieval. A search mechanism that could explain the pattern of results was proposed.
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10

Tobias, Betsy Ann. "Mood effects on implicit and explicit memory." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185873.

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Three major effects of mood on memory have been identified including mood-dependent memory (MDM), mood congruent memory (MCM) and resource allocation (RA) effects. The results of studies examining these effects have been inconsistent. The majority of these studies have employed explicit memory tests; however, explicit tests provide the opportunity for subjects to self-generate cues for retrieval that might overpower mood as a cue. It was hypothesized that use of an implicit memory test would highlight mood by reducing the opportunity for subjects to generate relatively stronger cues for retrieval, resulting in intensified MDM and MCM effects, provided that the implicit memory test was conceptually-driven and, therefore, could be impacted by mood, and the nominal cues provided at test were reduced to a minimum. An implicit analogue of free recall was developed which met these conditions. It was also hypothesized that MDM would be most likely to be found if stimulus items were related to mood semantically as well as temporally. Subjects studied positive, neutral and negative words following either a happy (H) or sad (S) uninstructed musical mood induction. Half of the stimulus items were encoded elaboratively and half shallowly. Prior to test, subjects received either a happy or sad musical mood induction. Subjects were placed into one of four mood groups based on subjective reports of mood prior to encoding and retrieval (HH, HS, SH, SS). Each subject received an implicit memory test (free recall analogue) followed by an explicit memory test (free recall) for the studied words. No MDM effects were observed; however, when only items that were semantically related to encoding mood (mood congruent) were examined, there was a strong trend towards mood congruency in the implicit but not explicit condition. Mood congruent retrieval was found in the implicit but not explicit condition. No mood congruent encoding or resource allocation effects were observed. It was concluded that mood had a greater opportunity to affect retrieval from episodes when implicit memory tests were employed. Some caveats to this conclusion are discussed as well as potential methodological pitfalls in conducting this type of research.
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11

Butler, Laurie Thomas. "The influence of implicit memory in consumer choice." Thesis, University of Reading, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267429.

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12

Rieck, Stacey M. "Implicit Pitch Memory in Non-Absolute Pitch Possessors." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1320950771.

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13

Barnhardt, Terrence Matthew. "Directed forgetting effects in explicit and implicit memory." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186256.

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A retrieval disruption construal of suppression during directed forgetting (DF) was examined. It was argued that it is often difficult to distinguish between retrieval disruption, response disruption, and differential rehearsal interpretations of DF effects. To circumvent the problem of response disruption, two types of tests--exclusive (i.e., interference) and implicit--were used. To circumvent the problem of differential rehearsal, incidentally studied items and a list segregation instruction were utilized. Intraserial cuing (i.e., cuing by item sets) was used in all four experiments. In Experiments 1 and 2, the exclusive test was stem-cued recall and the implicit test was stem completion. In Experiment 1, unique stems (i.e., stems that did not share words across study lists) were used. A DF effect was found only in the exclusive test and only with intentionally studied items. It was argued that a methodological artifact obscured the DF effect in the incidentally studied items. In Experiment 2, repeated stems (i.e., stems that shared words across study lists) were used. The use of repeated stems allowed intrusion rates to be measured. A DF effect was again found only in the exclusive test, but this time in both intentionally and incidentally studied items. In Experiment 3, only a free recall exclusive test was used. A DF effect was found only in the intrusions. Again, it was possible that a methodological artifact obscured the DF effect in the exclusive test. In Experiment 4, Jacoby's (1991) exclusive recognition test was utilized. One half of the subjects was instructed to emphasize accuracy and the other half was not so instructed. A speed-accuracy tradeoff was observed such that the uninstructed group was faster, but displayed a relatively large number of "new"-old errors. In the uninstructed group, a DF effect was observed, but this effect was reversed across semantic and structural study conditions. A DF effect was not found in the instructed group. These findings were interpreted as support for the hypothesis that retrieval disruption affects the use of contextual information normally associated with target information in memory (e.g., Kihlstrom & Evans, 1979).
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14

Swanson, Jane E. "Investigating implicit and explicit cognitions associated with smoking /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9128.

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15

Chopra, Charu. "Effects of electroconvulsive therapy on implicit and explicit memory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0002/NQ37690.pdf.

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16

Lozito, Jeffrey P. Mulligan Neil W. "Exploring the role of attention during implicit memory retrieval." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,784.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.
Title from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Psychology." Discipline: Psychology; Department/School: Psychology.
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17

Zellin, Martina. "Implicit adaptation to change in memory-guided visual search." Diss., lmu, 2013. http://nbn-resolving.de/urn:nbn:de:bvb:19-153745.

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18

McGeorge, Peter. "Implicit learning and human memory : theoretical and practical issues." Thesis, University of Nottingham, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280295.

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19

Brooks, Barbara M. "Serial position effects in implicit and explicit memory tests." Thesis, City University London, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389543.

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20

Alexander, Kristen Weede. "Implicit and explicit memory : an investigation of developmental trajectories /." Connect to Digital dissertations. Restricted to UC campuses. Access is free to UC campus dissertations, 2002. http://uclibs.org/PID/11984.

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21

Delaney, Suzanne Marie. "Implicit memory and semantic learning in post-traumatic amnesia." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187188.

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Implicit and explicit memory performance, and new semantic learning in post traumatic amnesic (PTA) patients were assessed in two experiments. The first experiment compared implicit and explicit memory for word lists for eight PTA patients and matched controls. Subjects participated in one implicit memory test (stem completion) and three explicit memory tests (stem-cued recall, free recall, and old/new recognition). PTA patients showed intact priming on the stem completion task, while performing significantly worse than control subjects on all three explicit memory tests. The second experiment examined new semantic learning in PTA patients. The method of vanishing cues, developed by Glisky, Schacter and Tulving (1986), was used to teach five fictitious facts (e.g. Bob Hope's father was a fireman) to four PTA patients and four matched controls. Despite variability among the PTA patients, they showed substantial learning within the PTA state and good retention 5 days and several weeks following the emergence from PTA. These studies suggest that implicit memory abilities are preserved in PTA patients, and that these patients are able to learn new semantic information despite their profoundly impaired explicit memory performance.
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22

Newman, Mary Catherine 1949. "Implicit and explicit memory in individuals with Down syndrome." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278164.

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A growing body of literature focuses on comparisons between developmental disabilities of diverse etiologies including Down syndrome (DS). Earlier research emphasized the limitations of this population, and frequently subjects with DS did not compare favorably with control groups. The current investigation examined the implicit and explicit memory skills of individuals with Down syndrome, other developmental disabilities, and MA-matched nonhandicapped children while controlling for confounding variables. In contrast to many previous studies, it was determined that under controlled conditions, free recall and recognition memory of children with DS are equivalent to that of NDS and NH groups. And performance on a pursuit rotor task was also comparable between groups. However, priming of subjects with DS was inferior to controls, a deficit similar to that previously identified in patients with Alzheimer's disease. In addition, the DS group was mildly impaired in both word fluency and attention.
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Chang, Grace Yu-Pay. "Learning and memory in Parkinson's Disease." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1925790611&sid=11&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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24

Siegenthaler, Amy L. "Explicit and implicit memory for new associations between familiar faces." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29192.pdf.

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25

Dew, Ilana T. Z. Mulligan Neil W. "The effects of generation on visual and auditory implicit memory." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,934.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2007.
Title from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Psychology." Discipline: Psychology; Department/School: Psychology.
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26

Tordoff, Sherley M. "Implicit memory and psychological disturbance in intensive care unit patients." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/7974.

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Part One: Literature Review - Background: People who experience an intensive care unit admission may also experience post-traumatic stress and other forms of psychological distress. Such phenomena are only partly explained by the reason for admission. This distress can impede physical recovery and full participation in everyday life. Method: Using specified criteria, several databases were systematically searched and 279 abstracts highlighted; 215 articles were subsequently screened with a total of 104 articles being retained for specified quality criteria screening and critique. Results: Following critique, a total of 19 articles were retained for their relevance to the research question. Conclusions: The literature presented sufficient information to enable the investigator to propose a model describing the mechanism for PTSD development in ICU. Despite the extensive selection and screening process, most articles contained methodological flaws, however the investigator advocates that the information provided by the literature should not be dismissed and that future research might be directed towards replication of such research to RCT standards. Part Two: Research Report - Introduction: Despite the literature indicating that PTSD and other forms of psychological distress are significant problems for intensive care unit patients, the mechanisms involved in the development of PTSD remain largely unexplained. The investigator hypothesised that PTSD may occur as a result of implicit learning/classical conditioning/pairing of auditory stimuli to emotional distress experienced in the intensive care unit. Aim: To test the hypothesis that classical conditioning (pairing) of ICU environment sounds to patient distress or anxiety in the ICU which can then be detected after discharge as an emotional conditioned response to the presentation of a range of sounds (Train/Rain and ICU) sounds whilst monitoring skin conductance. Method: Thirty-three patients were recruited into the study and twenty participants were able to provide data to permit testing relating to the main hypothesis at 4-5 weeks post-ICU discharge. Results: A non-significant trend was noted in the relationship between presentation of ICU sounds and increased skin conductance responses, but the investigator was unable to find significant evidence of any relationship between skin conductance responses to ICU sounds and measures of psychological distress. There was significant evidence to suggest that the presence of memories as measured by the ICU Memory Tool at one-to-two weeks post-discharged from ICU were related to PTSD development. Conclusion: Patients demonstrating increased memories of feelings at one-to-two weeks, should be monitored carefully for any subsequent signs of PTSD and other forms of psychological distress. Future research should perhaps attempt to replicate the ICU sounds findings in a larger sample size with comprehensive recording of ICU sedation and memory phenomena details. Any attempts to find evidence of implicit memory using prompted recall questions should plan to capture this within 24 hours of stimuli presentation. Part Three: Critical Appraisal - Reflections regarding the research process and content are discussed.
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Loveman, Emma. "Awareness and implicit memory during anaesthesia and the waking state." Thesis, Southampton Solent University, 2000. http://ssudl.solent.ac.uk/1239/.

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Implicit memories affect performance without conscious or intentional control. The investigation of this implicit influence on ones behaviour can provide insights into the underlying processes involved in memory processing. Furthermore, the study of implicit memory can be applied to the study of the amnesic syndrome and the study of awareness during anaesthesia for example. This thesis presents a number of findings relating to the field of implicit memory, which have implications for the study of implicit memory in the waking state and during anaesthesia. Discussion of theories in regard to implicit memory in the waking state are given, along with consideration of the study of implicit memory during sedation and anaesthesia. In addition to this latter point, the thesis also promotes the use of measures to monitor the depth of anaesthesia when investigating memory and awareness during anaesthesia. An auditory version of the word stem completion test was designed and used throughout the experimental stages of the thesis. Key findings include a demonstration of robustness of the test over a 24 hour time delay, over a change in study to test presentation mode, and in populations of varying ages. Moreover, an illustration of a method to exclude the possible contaminating effects of conscious memory processing on implicit memory tests is given. Finally, consideration of the results of the experiments of this thesis and those previously reported suggests that no implicit memory of events is taking place during adequate anaesthesia
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Coates, Sarah L. "The effects of implicit memory in the consumer choice process." Thesis, University of Reading, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408155.

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Clarke, A. J. Benjamin. "An exploration into the production/identification distinction in implicit memory." Thesis, University of Reading, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422768.

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30

Bolden, Khalima Alicia. "Implicit socioemotional modulation of working memory brain activity in schizophrenia." Thesis, University of California, San Diego, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10144260.

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The neural substrate of interactions of working memory (WM) with socio-emotional processing is poorly understood in schizophrenia. This study builds on published papers using a delayed match to sample design to study the interaction of WM load with type of distracter (socially relevant faces vs. socially irrelevant geometric designs [FvG]) presented briefly during the WM maintenance period. Based on previously published findings, we hypothesize: (1) The FvG difference in brain activity in the dorsolateral prefrontal cortex (DLPFC) in the task maintenance period will be largest at the highest WM load. (2) Among schizophrenia/ schizoaffective patients and healthy controls the magnitude of the face vs. geometric design (FvG) contrast in brain activity in the amygdala during the task maintenance period will follow a quadratic pattern across WM load when averaged over face type. (3) Among schizophrenia patients, the magnitude of the FvG contrast in brain activity in the amygdala and DLPFC at the greatest WM load will be correlated with negative symptoms.

Individuals between the ages of 18-55 diagnosed with schizophrenia/schizoaffective disorder (N = 12) and non-psychiatric controls (N = 20) matched with the patients on age, gender, paternal education and paternal socioeconomic status underwent structural and functional magnetic resonance imaging (fMRI). To assess the effect of implicit socioemotional modulation on brain activity during WM, the effect of facial distraction on brain activation was assessed for WM of pseudowords at three syllable loads (1, 2, and 3) across several face valence types and contrasted with the effect of a geometric distracter.

Results: Although patients performed significantly above chance, they were less accurate than controls with no difference in response latency. When the FvG contrast was tested for response latency, we observed a significant quadratic effect of WM load in healthy controls but a linear effect among patients. Similar patterns were found for response accuracy but were not statistically significant. With regard to neural activity, we found a significant bilateral linear trend of percent signal change on WM load for the FvG contrast in the DLPFC. among controls, with brain activation to faces greater than activation to designs only at the highest WM load. In the amygdala we observed a significant bilateral quadratic effect of percent signal change on WM load for the FvG contrast in the control group. We observed a significant difference in neural activation patterns in patients compared to controls in the DLPFC and the amygdala. Specifically, in patients, we observed a quadratic instead of a linear trend in the DLPFC but only in the right hemisphere. In the amygdala, the patients displayed a quadratic trend also only in the right hemisphere. In neither controls nor patients did individual differences in the quadratic effect of brain activity in the amygdala correlate with the quadratic effect in response time or accuracy. Although the correlation between the magnitude of the quadratic trend in the right amygdala at the highest WM load with general psychopathology was moderately large in patients, neither this effect nor any other brain activation effects were significantly correlated with psychopathology.

Confirming hypothesis one, controls showed the largest difference in brain activity of the FvG contrast in the DLPFC during the maintenance period at the highest WM load. However, in patients we saw significantly decreased percent signal change in DLPFC at the highest WM load on the FvG contrast in the maintenance period. For hypothesis two we observed a quadratic pattern of WM load on the FvG contrast in the maintenance period for both controls and patients, although this effect was only present in the right hemisphere of patients. Furthermore, contrary to hypothesis 3 we did not observe significant correlations between symptom severity and the magnitude of the FvG contrast in brain activity in the amygdala and DLPFC at the greatest WM load. These results suggest a separate process of social-discrimination is taking place in controls. However, this process appears to be impaired in individuals with schizophrenia. This disruption may be due to poor integration of different brain areas and interhemispheric communication. (Abstract shortened by ProQuest.)

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Kosnes, Liv-Erna. "Memory for the future : implications of implicit cognitions in depression." Thesis, Swansea University, 2010. https://cronfa.swan.ac.uk/Record/cronfa42289.

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A consistent feature of clinical depression emphasised in several theories is a pessimistic view of one's personal future. The literature divides future cognitions into positive versus negative with reduced positive future cognitions linked to depression and suicidal ideation. This reduction in future cognitions has been linked to impaired autobiographical memory and emotional avoidance. Specifically, a lack of willingness to access personal past experiences influences future cognitions and subsequently future behaviour. Attempted avoidance of painful past events can generalise to reduced contact with all past experiences, positive and negative. The current thesis had three main aims. First, it aimed to determine the differences, or as the emerging literature suggests, the similarities, in thinking about the future and the past in sub clinically depressed versus non-depressed individuals. Implicit future cognitions and past experiences were related to emotional avoidance in a sub clinical sample. The second aim of the current work was to offer an alternative to the use of self report measures in the future and past thinking literature. To that end, a robust and accurate implicit measure of positive future expectations in depression was tested in a sub clinical sample. This implicit methodology proved a better indicator of depression and hopelessness when compared to widely used explicit methodologies. Finally, the thesis aimed to provide analogue evidence of techniques for the remediation of pessimistic thinking as is characteristic in depression, namely mindfulness and values clarification. Mindfulness and values clarification were demonstrated to be useful techniques in the remediation of pessimistic cognitions with increased acceptance of re- or pre-living personally relevant negative experiences allowing for greater psychological flexibility. Taken together the experimental series reported herein suggests that implicit positive cognitions about the past and future are related to sub clinical depression. Additionally, mindfulness- and values-based skills can moderate the link between past and future cognitions and sub clinical depression.
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32

Elliott, Christine Long. "Cognitive impairment and implicit memory functioning: The role of depression." Case Western Reserve University School of Graduate Studies / OhioLINK, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=case1054759804.

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33

Wood, James Michael. "Implicit and explicit memory for verbal stimuli presented during sleep." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185128.

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The present study explored the possibility of implicit memory for verbal information presented during sleep. Nineteen subjects in the experimental condition each spent one adaptation and two experimental nights in the sleep laboratory. On one experimental night they were presented with two lists of cued homophones (e.g. tortoise-hare) over earphones during REM or Stage 2 sleep and tested immediately afterward. On the other experimental night they were presented with two lists of category-instance pairs (e.g. bird-cardinal). In most cases, the lists were presented five times. For comparison, 12 control subjects came to the laboratory during the day and while awake underwent the same procedures as the sleeping subjects. All subjects were eliminated from the data analysis who had not been presented with two cued-homophone and two category-instance lists. The final data analysis included 10 sleeping subjects and 12 waking controls. For these subjects, all items were eliminated for which the subject had shown arousal or was in an inappropriate sleep stage before, during, or in the fifteen seconds immediately after stimulus presentation. A repeated measures ANOVA followed by a posteriori comparisons indicated that, contrary to what had been predicted, subjects in the experimental condition showed no sleep learning effects on either the homophone or the category-instance tests, although control subjects did. Consistent with earlier studies, recall for words presented during sleep was found in a few cases, but only when presentation was soon followed by arousal. These findings strongly suggest that semantic priming does not occur for verbal material presented during REM or Stage 2 sleep. The possibility of structural priming during sleep is also discussed. Past sleep learning studies are critically reviewed, and recommendations are made regarding the topics and methodology of future sleep learning experiments. In particular, a recommendation is made for additional research on quasi sleep learning, that is, learning for information presented immediately prior to arousal.
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Bondi, Mark William 1964. "Implicit and explicit memory in Alzheimer's disease and Parkinson's disease." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/276974.

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Several tasks examined implicit and explicit memory in matched samples of Alzheimer's (AD) and Parkinson's disease (PD) patients, and healthy elderly subjects. Lexical priming, pursuit-rotor tracking, and a fragmented pictures test, followed by explicit memory tests, were given. AD patients were impaired on all explicit tests and on lexical priming, but were intact on pursuit-rotor tracking and the procedural learning (PL) component of the fragmented pictures test. PD patients were significantly better than AD patients on all explicit memory tests, but were selectively impaired on the PL component of the fragmented pictures test. Finally, a mirror reading test was given to the PD patients and matched control subjects, with no significant differences in performance between the two groups demonstrated. Results are discussed in terms of hypothetical cognitive processes and brain circuits underlying different explicit and implicit memory domains.
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Potter, Kirsten Irene Laurent Jeff Catanzaro Salvatore J. "Implicit and explicit memory bias in adolescents who report symptoms of anxiety." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9924352.

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Thesis (Ph. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 14, 2006. Dissertation Committee: Jeff Laurent, Salvatore J. Catanzaro (co-chairs), Connie B. Horton, Alvin E. House. Includes bibliographical references (leaves 70-83) and abstract. Also available in print.
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36

Guger, Sharon L. "Implicit and explicit memory in children with moderate closed head injuries." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ56232.pdf.

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37

Balcomb, Frances Katherine. "Does Implicit Metacognition Provide a Tool for Self-Guided Learning in Preschool Children?" Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/193765.

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The study of developmental metacognition was originally proposed as a way to better understand memory, by elucidating the processes that act upon and therefore affect it. Much research has been conducted to examine the nature of metacognitive processes, and the interaction between metacognitive judgments and learning behavior in adults. Developmental research has demonstrated that there is a strong developmental trend, such that metacognitive abilities emerge at age four years at the earliest and mature until adulthood. However, this estimate raises a potential paradox, given young children's excellent learning abilities, if monitoring and differentially responding to changes in internal states of knowledge is an important component of learning. This dissertation proposes that metacognitive processes, like memory-monitoring, rather than being distinct from and externally operating on core cognitive process, may be intrinsically linked to basic cognitive functions, arising naturally as a result of processing. By this account, metacognitive abilities emerge in implicit form early in development along with other developing cognitive functions like memory, and what is observed later as the emergence of metacognition may rather be the transition from an implicit and undifferentiated process to an explicit and more readily testable process. This dissertation presents six experiments exploring the relationship between memory-monitoring in non-human animals, preschool children, and adults, using a non-verbal paradigm adapted from comparative literature. Participants learned a set of visual paired-associates, and at test were given the option to selectively accept or decline a memory trial for each item. Accuracy for accepted items was significantly higher than for declined in children and there was a similar tendency with adults, suggesting implicit memory-monitoring skills. Additionally, a relationship between memory-monitoring assessments and other cognitive processes was found, suggesting that memory-monitoring does not function independently of other cognitions. The results suggest that children may have implicit access to internal knowledge states at very young ages, providing an explanation for how they are able to guide learning, even as infants. Further the results suggest that the relationship between metacognitive and other cognitive skills may be rather more dynamic and complex than has typically been described.
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Lee, Michelle P. Y. "Low involvement processing, effects of stimulus exposure and repetition on implicit memory, explicit memory and affect." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58621.pdf.

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Buffett-Jerrott, Susan Elizabeth. "The time-dependent effects of benzodiazepines on implicit and explicit memory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ57345.pdf.

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40

Sheen, Andrew Scott William. "Implicit emotional memory and the effects of positive suggestion during colonoscopy." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9889.

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Introduction - This research aimed to investigate implicit emotional memory and the effects of positive suggestion during colonoscopy with conscious sedation. Evidence of emotional arousal in response to a word stimulus, without conscious recall, was investigated Method - During colonoscopy, under midazolam sedation and fentanyl analgesia, participants (N=25) heard either positive suggestion or nursery rhyme titles. Measures of mood, intra-operative distress, post-traumatic stress traits and sleep disturbance of the two groups, were compared throughout three time periods. Sedative effect on emotional memory formation was examined pre and post-procedurally, using the Skin Conductance Response (SCR) technique to compare participants' physiological reactions to nonsense-words, two emotive and one neutral. Procedural-based questionnaires and mood measures were completed one hour and two days after colonoscopy. Results - There was a significant difference between distress levels in suggestion-groups with the positive suggestion group demonstrating less intra-operative distress. There was no significant effect of what participants heard under sedation on mood-disturbance scores across time. Neither depression nor anxiety was affected by type of audio stimuli. Neither group showed any significant difference in levels of intrusive post-procedural memories or levels of dissociation. No participants demonstrated changes in dissociation post endoscopic examination. SCR differences showed physiological effects of priming with emotive words. Participants demonstrating implicit memory had significantly higher sleep disturbance scores than those with explicit memory for intra-procedural events. Conclusion –Hearing positive suggestion whilst under conscious sedation reduced intra-procedural distress and implicit memory for colonoscopy increased sleep disturbance in the days following the procedure. Evidence was found for midazolam sedation between 2-3mg impairing explicit memory whilst leaving implicit memory intact. Due to the low number of willing participants findings were tentative and difficult to generalise to a wider population.
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41

Carney, Rosemary Gai. "The contribution of phonological processes to implicit memory for verbal stimuli." Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272782.

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42

Trubshaw, Elizabeth Ann. "Implicit emotional memory and post traumatic stress in adult ICU patients." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/36271.

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Part One: Literature Review: Purpose: Treatment in an ICU is a psychologically traumatic event yet it is unclear what factors independently or cumulatively lead to PTSD in some patients. Method: Electronic databases were searched for articles published between 1960 and 2013. 21 articles were reviewed. Results: The institution that is ICU and memories of the experience contributes to the development of PTSD; however, ecological validity was compromised in many studies. Conclusion: Memory of ICU in PTSD development warrants further exploration. Part Two: Research Report: Introduction: ICU care can result in PTSD, with memories disrupted by sedative and/or analgesic drugs. We examine if a trigger for PTSD flashbacks is an emotionally salient sensory stimulus that occurred whilst sedated. Method: 24 general ICU patients were screened at 1-2 weeks and 4-5 weeks post ICU with commonly used screening tools (PTSS-14, HADS, ICUMT). Skin conductance responses to ICU and other sounds measured implicit memory. Patients’ relatives (n=15) and a non-clinical sample (n=35) also participated. Results: A mixed ANOVA failed to find a significant difference within groups, but did find between group differences F(2,69) = 6.82, p < .05. Positive correlations approaching significance were found for sedation and analgesia with delusional and factual memories. A trend was found for ICU sounds and PTSS. Nine patients reached caseness on the HADS subscales and/or PTSS-14. Conclusion: Replication in a larger sample, ICU-specific screening tools, and intra-ICU and follow up psychological support is recommended. Part Three: Critical Appraisal: Appraisal of the research process was undertaken. Reflections on conducting an independent research project are presented, and learning points highlighted. Part Four: Service Evaluation: A community tenancy of an adult with extremely challenging behaviour was evaluated using a single case study design. The intervention was the package of care. Over time, the frequency and duration of challenging behaviour decreased, tactile and play behaviours increased, and antipsychotic medication significantly reduced. Suggestions for service improvement were made.
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Croft, Darryl G. "The development of implicit situation awareness measures : the effects of manipulating the locus of attention on implicit memory tests." Thesis, University of Reading, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430846.

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44

D'Andrade, Nicholas. "The effects of varying levels of object change on explicit and implicit memory for brand messages within advergames." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5106.

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Thesis (M.A.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 23, 2007) Includes bibliographical references.
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45

Shames, Victor Alejandro. "Is there such a thing as implicit problem-solving?" Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186778.

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After failing to solve items from the Remote Associates Test (RAT), subjects showed significant priming effects when the solutions were presented in a lexical-decision task (Experiment 1). Experiments 2 and 3 found no significant priming effect when subjects were asked merely to remember the RAT elements, or for targets that were associates of only two of the three elements in incoherent RAT items. Experiment 4 showed that identifying a correct solution took longer than lexical decision, and that the probability of correct identifications for a given item was uncorrelated to the priming effect for the item. Experiment 5 yielded item-difficulty norms for 68 RAT items as well as a replication of the priming effect observed for unsolved items in Experiment 1. In Experiment 6, a significant priming was observed for targets that were solutions to hard items but not for solutions to easy items. This research provides evidence for implicit problem-solving, which is nonconscious but not automatic, and is neither a perceptual nor a purely memory-related phenomenon.
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46

Hutchins, Sean. "Implicit memory for music : factors affecting musical priming and their time courses." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115889.

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This thesis investigates implicit memory for music, as measured by repetition priming: a processing benefit for previously encountered items. Although repetition priming has been documented in many domains, including language, visual perception, and environmental sounds, it has not yet been demonstrated in music, a domain replete with pitch repetition. A novel methodology is presented in which participants sang back the final tone of a short melody. Experiments presented in Chapter 2 show that participants were faster to sing back a target tone when it was a repetition of a previous melodic tone than when it was not, and this effect was greatest when the repetition was closest to the target. These studies also showed a benefit for expected tonic tones, which were manipulated independently of the repetition effect. Chapter 3 presents a new analysis method for measuring response latencies in sung tones. A time-frequency representation that optimizes the tradeoff between time and frequency for each point in time yielded a measurement of singers' time to reach a target frequency, which takes into account both speed and accuracy of the vocal productions. The time-frequency measurement, applied to the data presented in Chapter 2, showed longer times to reach target frequency for higher pitches, as well as larger effects of tonal priming than were attained through traditional response latency measures. The experiments in Chapter 4 examine the time course of the effects of repetition and tonality. The singing-back paradigm used in Chapter 2 also was used with the additional manipulation of stimulus tempo. These studies implicated interference rather than decay as the cause of the decreased repetition priming effect. Stimulus tempo manipulations showed separate time courses for repetition and tonal priming. Together, these studies provide the first evidence of repetition priming in music, document its interaction with other factors including tonality and pitch height, and describe its time course. The findings are discussed in terms of sensory and cognitive theories of priming.
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47

Aldrich, F. K. "Can implicit memory be exploited to facilitate the learning of novel associations?" Thesis, University of Sussex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283001.

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48

Delaney, Suzanne Marie 1961. "Implicit and explicit memory for novel three-dimensional possible and impossible objects." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/278704.

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Implicit and explicit memory for novel, three-dimensional possible and impossible objects was investigated using two memory tasks. The object decision task required subjects to determine whether line drawings depicted possible or impossible objects. Subjects who studied the global, three-dimensional properties of the possible objects showed superior performance for those items on a subsequent object decision test, while subjects who studied the local features of these same objects showed no improvement. The impossible figures showed no facilitation due to prior exposure. Recognition performance was unaffected by the type of encoding task. These results provided support for the hypothesis that processes mediating priming in the object decision task require access to a specific structural description formed in the initial viewing.
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49

Beckett, Joanne. "An investigation into implicit emotional memory with concurrent midazolam amnesia following colonoscopy." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:13773.

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The aim of this study was to investigate whether implicit emotional memory could be demonstrated in patients undergoing a colonoscopy with midazolam sedation. It was hypothesised that the distress associated with a noxious non-surgical procedure would facilitate the conditioning of neologisms designed to readily associate with the negative experience of colonoscopy. It was further hypothesised that mood (in particular high levels of anxiety), personality (specifically introverted and neurotic patients) and objectively rated peri-operative behavioural distress (especially high ratings of distress) may increase the likelihood of implicit emotional memory formation. The study design was a prospective randomised pre and post repeated measures double blind trial including comparison between three groups. Measurement took place at three different time points both pre- and post-surgical procedure (i.e. immediately before and after the colonoscopy and up to one week post procedure). Also the group that participants were allocated to was randomised and unknown to both the researcher and the participant. The measures used were the Hospital Anxiety and Depression Scale, the Eysenck Personality Inventory, the Behavioural Distress Scale, free recall as a measure of explicit memory for intra-operative events and skin conductance response change as a measure of implicit emotional memory for intra-operatively presented neologisms. The investigation failed to find any statistically significant evidence for implicit memory of neologisms presented during colonoscopy, as detected by skin conductance response, or any differences between those participants presented with 'emotive' and 'neutral' neologisms. There was also no significant effect of mood. personality or behavioural distress on this hypothesised interaction. A potentially unrepresentative and relatively small sample. plus some limitations of methodology. implementation and interpretation are discussed with reference to other research and literature related to the field of interest. Finally. some suggestions are made concerning the direction of future research.
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Routhieaux, Barbara Curchack 1967. "Analysis of the early development of implicit memory: Characteristics, course, and implications." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/291637.

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Several researchers have hypothesized that implicit memory remains stable across the lifespan. Empirical support with children has been difficult to interpret due to methodological weaknesses including baseline variation, floor and ceiling effects, and lack of experimental dissociations. A new measure of repetition priming, the picture fragment completion task, was developed to account for these weaknesses while being appropriate for both children and adults. Adults and children aged 4, 6, and 8 (N = 156) completed either the picture fragment completion task or an explicit memory test made from same materials. Subjects of all ages performed equally on the priming test while performance increased with age on the explicit memory test. For all ages, the levels of processing manipulation affected only the explicit memory test. Thus, subjects were not using effortful strategies on the priming test. These results form a solid foundation for studying other developmental issues in implicit memory.
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