This article reports a meta-analysis comparing the size of repetition priming in full and divided-attention (DA) conditions. The main analysis included 38 effect sizes (ES) extracted from 21 empirical studies, for a total of 2074 (full-attention) and 2148 (divided-attention) participants. The mean weighted ES was 0.357(95% CI=0278-0.435), indicating that divided attention produced a small, but significant, negative effect on implicit memory. Overall, the distinction between identification and production priming provided the best fit to empirical data (with the effect of DA being greater for production tests), whereas there was no significant difference between perceptual and conceptual priming. A series of focused contrasts suggested that word-stem completion might be influenced by lexical-conceptual processes, and that perceptual identification might involve a productive component. Implications for current theories of implicit memory are discussed. (C) 2010 Elsevier B.V. All rights reserved.
The relationship between divided attention and implicit memory: A meta-analysis / Spataro, Pietro; Cestari, Vincenzo; ROSSI ARNAUD, Clelia Matilde. - In: ACTA PSYCHOLOGICA. - ISSN 0001-6918. - STAMPA. - 136:3(2011), pp. 329-339. [10.1016/j.actpsy.2010.12.007]
The relationship between divided attention and implicit memory: A meta-analysis
SPATARO, PIETRO;CESTARI, VINCENZO;ROSSI ARNAUD, Clelia Matilde
2011
Abstract
This article reports a meta-analysis comparing the size of repetition priming in full and divided-attention (DA) conditions. The main analysis included 38 effect sizes (ES) extracted from 21 empirical studies, for a total of 2074 (full-attention) and 2148 (divided-attention) participants. The mean weighted ES was 0.357(95% CI=0278-0.435), indicating that divided attention produced a small, but significant, negative effect on implicit memory. Overall, the distinction between identification and production priming provided the best fit to empirical data (with the effect of DA being greater for production tests), whereas there was no significant difference between perceptual and conceptual priming. A series of focused contrasts suggested that word-stem completion might be influenced by lexical-conceptual processes, and that perceptual identification might involve a productive component. Implications for current theories of implicit memory are discussed. (C) 2010 Elsevier B.V. All rights reserved.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.