Abstract

The relationships between long-term memory (LTM) modification, attentional allocation, and type of processing are examined. Automatic/controlled processing theory (Schneider & Shiffrin, 1977) predicts that the nature and amount of controlled processing determines LTM storage and that stimuli can be automatically processed with no lasting LTM effect. Subjects performed the following: (a) an intentional learning, (b) a semantic categorization, (c) a graphic categorization, (d) a distracting digit-search while intentionally learning words, and (e) a distracting digit-search while ignoring words. Frequency judgments were more accurate in the semantic and intentional conditions than the graphic condition. Frequency judgments in the digit-search conditions were near chance. Experiment 2 extensively trained subjects to develop automatic categorization. Automatic categorization produced no frequency learning and little recognition. These results also disconfirm the Hasher and Zacks (1979) "automatic encoding" proposal regarding the nature of processing.

Keywords

CategorizationPsychologyCognitive psychologyCognitionInformation processingSemantic memoryVerbal learningFunction (biology)Numerical digitArtificial intelligenceComputer scienceArithmeticNeuroscience

MeSH Terms

AdultAttentionHumansMemoryMental RecallRetentionPsychologySemanticsVerbal Learning

Affiliated Institutions

Related Publications

Finding Structure in Time

Time underlies many interesting human behaviors. Thus, the question of how to represent time in connectionist models is very important. One approach is to represent time implici...

1990 Cognitive Science 10427 citations

Publication Info

Year
1984
Type
article
Volume
10
Issue
2
Pages
181-197
Citations
217
Access
Closed

Social Impact

Social media, news, blog, policy document mentions

Citation Metrics

217
OpenAlex
7
Influential
120
CrossRef

Cite This

Arthur D. Fisk, Walter Schneider (1984). Memory as a function of attention, level of processing, and automatization.. Journal of Experimental Psychology Learning Memory and Cognition , 10 (2) , 181-197. https://doi.org/10.1037//0278-7393.10.2.181

Identifiers

DOI
10.1037//0278-7393.10.2.181
PMID
6242738

Data Quality

Data completeness: 81%