Divided attention disrupts knowing but not remembering

Lauren Knott, S. A. Dewhurst

Research output: Contribution to conferencePoster

Abstract

The view that remember and know responses can be explained within a dual-process framework has recently been questioned (e.g., Gardiner, Konstantinou, Karayianni, & Gregg, 2005). The aims of the present study were to investigate further discrepancies between remember/know (R/K) studies and dual-process models of recognition memory. In two experiments participants were required to make old/new and R/K decisions under full and divided attention conditions. Experiment 1 used a two-step R/K procedure and showed that attention during retrieval reduced overall recognition performance. Experiment 2 used a one-step R/K procedure and showed that dividing attention at retrieval only affected know responses, suggesting that knowing but not remembering relies on controlled retrieval processes. These findings and findings from recent research provide evidence that is inconsistent with the dual-process explanation for R/K research.
Original languageEnglish
Publication statusPublished - 2006
EventBritish Psychological Society (BPS) Cognitive Section Conference - Lancaster University, Lancaster, United Kingdom
Duration: 6 Sep 20068 Sep 2006

Conference

ConferenceBritish Psychological Society (BPS) Cognitive Section Conference
CountryUnited Kingdom
CityLancaster
Period6/09/068/09/06

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Research
Recognition (Psychology)

Cite this

Knott, L., & Dewhurst, S. A. (2006). Divided attention disrupts knowing but not remembering. Poster session presented at British Psychological Society (BPS) Cognitive Section Conference, Lancaster, United Kingdom.
Knott, Lauren ; Dewhurst, S. A. / Divided attention disrupts knowing but not remembering. Poster session presented at British Psychological Society (BPS) Cognitive Section Conference, Lancaster, United Kingdom.
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abstract = "The view that remember and know responses can be explained within a dual-process framework has recently been questioned (e.g., Gardiner, Konstantinou, Karayianni, & Gregg, 2005). The aims of the present study were to investigate further discrepancies between remember/know (R/K) studies and dual-process models of recognition memory. In two experiments participants were required to make old/new and R/K decisions under full and divided attention conditions. Experiment 1 used a two-step R/K procedure and showed that attention during retrieval reduced overall recognition performance. Experiment 2 used a one-step R/K procedure and showed that dividing attention at retrieval only affected know responses, suggesting that knowing but not remembering relies on controlled retrieval processes. These findings and findings from recent research provide evidence that is inconsistent with the dual-process explanation for R/K research.",
author = "Lauren Knott and Dewhurst, {S. A.}",
year = "2006",
language = "English",
note = "British Psychological Society (BPS) Cognitive Section Conference ; Conference date: 06-09-2006 Through 08-09-2006",

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Knott, L & Dewhurst, SA 2006, 'Divided attention disrupts knowing but not remembering' British Psychological Society (BPS) Cognitive Section Conference, Lancaster, United Kingdom, 6/09/06 - 8/09/06, .

Divided attention disrupts knowing but not remembering. / Knott, Lauren; Dewhurst, S. A.

2006. Poster session presented at British Psychological Society (BPS) Cognitive Section Conference, Lancaster, United Kingdom.

Research output: Contribution to conferencePoster

TY - CONF

T1 - Divided attention disrupts knowing but not remembering

AU - Knott, Lauren

AU - Dewhurst, S. A.

PY - 2006

Y1 - 2006

N2 - The view that remember and know responses can be explained within a dual-process framework has recently been questioned (e.g., Gardiner, Konstantinou, Karayianni, & Gregg, 2005). The aims of the present study were to investigate further discrepancies between remember/know (R/K) studies and dual-process models of recognition memory. In two experiments participants were required to make old/new and R/K decisions under full and divided attention conditions. Experiment 1 used a two-step R/K procedure and showed that attention during retrieval reduced overall recognition performance. Experiment 2 used a one-step R/K procedure and showed that dividing attention at retrieval only affected know responses, suggesting that knowing but not remembering relies on controlled retrieval processes. These findings and findings from recent research provide evidence that is inconsistent with the dual-process explanation for R/K research.

AB - The view that remember and know responses can be explained within a dual-process framework has recently been questioned (e.g., Gardiner, Konstantinou, Karayianni, & Gregg, 2005). The aims of the present study were to investigate further discrepancies between remember/know (R/K) studies and dual-process models of recognition memory. In two experiments participants were required to make old/new and R/K decisions under full and divided attention conditions. Experiment 1 used a two-step R/K procedure and showed that attention during retrieval reduced overall recognition performance. Experiment 2 used a one-step R/K procedure and showed that dividing attention at retrieval only affected know responses, suggesting that knowing but not remembering relies on controlled retrieval processes. These findings and findings from recent research provide evidence that is inconsistent with the dual-process explanation for R/K research.

M3 - Poster

ER -

Knott L, Dewhurst SA. Divided attention disrupts knowing but not remembering. 2006. Poster session presented at British Psychological Society (BPS) Cognitive Section Conference, Lancaster, United Kingdom.