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ABSTRACT: The levels of processing (LoP) effect was studied in Chinese character completion tasks. The same stem cue, either graphemically or semantically related to the target character, was used to generate either a perceptual or a conceptual test. Participants received either direct or indirect instructions, so that the same stem cue also produced either an explicit or an implicit test of memory. This allowed us to examine simultaneously the roles of perceptual versus conceptual test and retrieval intentionality in the LoP effect. No LoP effects were found when the memory test was implicit. LoP effects were also not found for stems and characters related graphemically (perceptually), but were found for stems and characters related semantically (conceptually) when the memory test was explicit. The results are discussed in terms of the importance of lexical processing for character completion tests and the importance of reinstatement of the study process during retrieval for explicit memory tests.
Memory & Cognition 01/2001; 28(8):1398-405. · 1.92 Impact Factor
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ABSTRACT: Two parallel tasks involving rule learning were used to assess implicit and explicit learning. The complex task (occurring in the complex rule-line condition) involves predominantly implicit learning, and the simple task (occurring in the simple rule-number condition) requires primarily explicit learning. Implicit learning clearly showed negative transfer from previous implicit learning experience, whereas explicit learning showed strong positive transfer. Subjects' explicit knowledge declined and implicit knowledge remained at the same level when retested one week later. The results are discussed in terms of principles guiding the learning and transfer of explicit and implicit knowledge. This is consistent with the assertion that implicit and explicit learning involve two functionally different learning systems.
British Journal of Psychology 12/1996; 87 ( Pt 4):637-51. · 2.37 Impact Factor
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ABSTRACT: This study investigated the effects of linguistic experience on tone perception. Both Cantonese (in Experiment 1) and Mandarin (in Experiment 2) tones, including both lexical and nonlexical tones, were presented to three groups of subjects: Cantonese, Mandarin, and English native speakers. Subjects were asked to determine whether two auditorily presented tones were the same or different. The interval between the presentation of the two tones, and the level of interference during this interval, were manipulated. Native speakers did better at discriminating tones from their own languages than the other two groups of subjects, for both lexical and nonlexical tones. Subjects did worst when they were required to count backward during the interstimulus interval. Cantonese speakers were better than both Mandarin and English speakers at discriminating Cantonese tones, and there was no difference between Mandarin and English speakers, except in one condition. Mandarin speakers did better than both Cantonese and English speakers, and Cantonese speakers did better than English speakers, at discriminating Mandarin tones. Results are discussed in terms of the effects of language background, differences between Cantonese and Mandarin tones, and the nature of encoding in short-term memory.
Journal of Psycholinguistic Research 10/1996; 25(5):527-42. · 0.59 Impact Factor
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Y S Lee
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ABSTRACT: Two parallel tasks involving rule learning were identified in Experiment 1A and were used to assess implicit and explicit learning. In both tasks, subjects had to input numbers in order to reach the target values of outputs. The relationship between inputs and outputs was either simple (in the simple task) or complex (in the complex task), and the way in which target values were presented could be in the form of either numbers (in the simple task) or lines (in the complex task). Experiment 1B examined the validity of the explicit measure in the complex task. Experiments 2-4 investigated the interaction between learning contexts and the simple/complex learning tasks. Verbalization and instructions to search for the rules facilitated the simple-task learning and hurt or have no effect on the complex-task learning. In the observational-learning condition, no learning occurred for the simple task, and the complex task learning was impaired. These results suggest that the complex task and simple task involve two distinct learning systems. Other implications are also discussed.
Memory & Cognition 12/1995; 23(6):723-34. · 1.92 Impact Factor
