Divided attention disrupts knowing but not remembering

Lauren Knott, S. A. Dewhurst

Research output: Contribution to conferencePosterpeer-review


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 Sept 20068 Sept 2006


ConferenceBritish Psychological Society (BPS) Cognitive Section Conference
Country/TerritoryUnited Kingdom


Dive into the research topics of 'Divided attention disrupts knowing but not remembering'. Together they form a unique fingerprint.

Cite this