A Multinomial Model to Assess Fluency and Recollection in a Sequence Learning Task

Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology

Volumn 50, Issue 3, 1997, Pages 631-663

  Buchner, Axel ^a   Steffens, Melanie C ^a   Erdfelder, Edgar ^b   Rothkegel, Rainer ^a  

^a UNIVERSITY OF TRIER   (Germany)

^b UNIVERSITY OF BONN   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0031533659     PISSN: 02724987     EISSN: None     Source Type: Journal    
DOI: 10.1080/713755723     Document Type: Article

References (55)

1. Batchedler, W.H., & Riefer, D.M. (1990). Multinomial processing models of source monitoring. Psychological Review, 97, 548-564.
2. Buchner, A., Erdfelder, E., & Vaterrodt-Plünnecke, B. (1995.) Toward unbiased measurement of conscious and unconscious memory processes within the process dissociation framework. Journal of Experimental Psychology: General, 124, 137-160.
3. Buchner, A., Faul, F., & Erdfelder, E. (1996). G·Power: A priori, post-hoc, and compromise power analyses for the Macintosh (Version 2.1.1) [Computer program]. Trier, Germany: University of Trier.
4. Cleeremans, A. (in press). Sequence learning in a dual-stimulus setting. Psychological Research.
5. Cleeremans, A., & McClelland, J.L. (1991). Learning the structure of event sequences. Journal of Experimental Psychology: General, 120, 235-253.
6. Cohen, A., & Curran, T. (1993). On tasks, knowledge, correlations, and dissociations: A comment on Perruchet and Amorim. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 1431-1437.
7. Cohen, A., Ivry, R.I., & Keele, S.W. (1990). Attention and structure in sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 17-30.
8. Cohen, J. (1977). Statistical power analysis for the behavioral sciences (Revised ed.). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
9. Cowan, N. (1984). On short and long auditory stores. Psychological Bulletin, 96, 341-370.
10. Cowan, N., & Stadler, M.A. (1996). Estimating unconscious processes: Implications of a general class of models. Journal of Experimental Psychology: General, 125, 195-200.
11. Curran, T., & Keele, S.W. (1993). Attentional and nonattentional forms of sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 189-202.
12. Erdfelder, E., & Buchner, A. (1995). Process dissociation measurement models: Good versus better (Berichte aus dem Psychologischen Institut der Universität Bonn No. 21-3). Bonn, Germany: Rheinische Friedrich-Wilhelms-Universität.
13. Erdfelder, E., Faul, F., & Buchner, A. (1996). G·POWER: A general power analysis program. Behavior Research Methods, Instruments, & Computers, 28, 1-11.
14. Frensch, P.A., & Buchner, A. (in press). Domain-generality versus domain-specificity: A binary concept and its impact on psychological theory and research. In R.J. Sternberg (Ed.), The concept of cognition. Cambridge, MA: Cambridge University Press.
15. Frensch, P.A., Buchner, A., & Lin, J. (1994). Implicit learning of unique and ambiguous serial patterns in the presence and absence of a distractor task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 567-584.
16. Frensch, P.A., & Miner, C.S. (1994). Effects of presentation rate and individual differences in short-term memory capacity on an indirect measure of serial learning. Memory & Cognition, 22, 95-110.
17. Frensch, P.A., & Miner, C.S. (1995). Zur Rolle des Arbeitsgedächtnisses beim impliziten Sequenzlernen [The role of working memory in implicit sequence learning]. Zeitschrift für Experimentelle Psychologie, 42, 545-575.
18. Hartman, M., Knopman, D.S., & Nissen, M.J. (1989). Implicit learning of new verbal associations. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 1070-1082.
19. Heuer, H., & Schmidtke, V. (in press). Secondary-task effects on sequence learning. Psychological Research.
20. Hoffman, J., & Koch, I. (in press). S-R compatibility and sequential learning in SRT task. Psychological Research.
21. Howard, D.V., & Howard, J.H. (1989). Age differences in learning serial patterns: direct versus indirect measures. Psychology and Aging, 4, 357-364.
22. Howard, J.H., Mutter, S.A., & Howard, D.V. (1992). Serial pattern learning by event observation. Journal of Experimental Psychology: Learning,Memory, and Cognition, 18, 1029-1039.
23. Hu, X. (1993). Statistical inference program for multinomial binary tree models [Computer program]. Irvine, CA: University of California, Irvine.
24. Hu, X., & Batchelder, W.H. (1994). The statistical analysis of general processing tree models with the EM algorithm. Psychometrika, 59, 21-48.
25. Jacoby, L.L. (1991). A process dissociation framework: Separating automatic from intentional uses of memory. Journal of Memory and Language, 30, 513-541.
26. Jacoby, L.L., Kelley, C.M., & Dywan, J. (1989). Memory attributions. In H.L. Roediger & F.I.M. Craik (Eds.), Varieties of memory and consciousness. Essays in honour of Endel Tulving (pp. 391-422). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
27. Jacoby, L.L., & Whitehouse, K. (1989). An illusion of memory: false recognition influenced by unconscious perception. Journal of Experimental Psychology: General, 118, 126-135.
28. Jennings, J.M., & Jacoby, L.L. (1993). Automatic versus intentional uses of memory: Aging, attention, and control. Psychology and Aging, 8, 283-293.
29. Jiménez, L., Méndez, C., & Cleeremans, A. (1996). Comparing direct and indirect measures of sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 948-969.
30. Johnston, W.A., Dark, V.J., & Jacoby, L.L. (1985). Perceptual fluency and recognition judgements. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11, 3-11.
31. Jones, G.V. (1987). Independence and exclusivity among psychological processes: Implications for the structure of recall. Psychological Review, 94, 229-235.
32. Keele, S.W., & Jennings, P.J. (1992). Attention in the representation of sequence: Experiment and theory. Special Issue: Sequencing and timing of human movement. Human Movement Science, 11, 125-138.
33. Knopman, D.S. (1991). Unaware learning versus preserved learning in pharmacologic amnesia: Similarities and differences. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17, 1017-1029.
34. Laming, D. (1979). Autocorrelation of choice reaction times. Acta Psychologica, 43, 381-412.
35. Mandler, G. (1980). Recognizing: The judgement of previous occurrence. Psychological Review, 87, 252-271.
36. Mayr, U. (1996). Spatial attention and implicit sequence learning: Evidence for independent learning of spatial and nonspatial sequences. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 350-364.
37. Nissen, M.J., & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 19, 1-32.
38. Nissen, M.J., Knopman, D.S., & Schacter, D.L. (1987). Neurochemical dissociation of memory systems. Neurology, 37, 789-794.
39. Perruchet, P., & Amorim, M.-A. (1992). Conscious knowledge and changes in performance in sequence learning: Evidence against dissociation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 785-800.
40. Perruchet, P., Bigand, E., & Benoit-Gonin, F. (in press). The emergence of explicit knowledge during the early phase of learning in sequential reaction time tasks. Psychological Research.
41. Reed, J., & Johnson, P. (1994). Assessing implicit learning with indirect tests: Determining what is learned about sequence structure. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 585-594.
42. Restle, F. (1970). Theory of serial pattern learning: Structural trees. Psychological Review, 77, 418-495
43. Riefer, D.M., & Batchelder, W.H. (1988). Multinomial modeling and the measurement of cognitive processes. Psychological Review, 95, 318-339.
44. Riefer, D.M., & Batchelder, W.H. (1991). Statistical inference for multinomial tree models. In J.-P. Doignon & J.-C. Falmagne (Eds.), Mathematical Psychology: Current developments (pp. 313-335). New York: Springer.
45. Schmidtke, V., & Heuer, H. (in press). Task integration as a factor in secondary-task effects on sequence learning. Psychological Research.
46. Shanks, D.R., & St. John, M.F. (1994). Characteristics of dissociable human learning systems. Behavioral and Brain Sciences, 17, 367-447.
47. Stadler, M.A. (1993). Implicit serial learning: Questions inspired by Hebb (1961) Memory & Cognition, 21, 819-827.
48. Stadler, M. A. (1995). Role of attention in implicit learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 674-685.
49. Whittlesea, B.W.A., Jacoby, L.L., & Girard, K. (1990). Illusions of immediate memory: Evidence of an attribution basis for feelings of familiarity and perceptual quality. Journal of Memory and Language, 29, 716-732.
50. Willingham, D.B., & Dumas, J.A. (in press). Long term retention of a motor skill: Implicit sequence knowledge is not retained after a one year delay. Psychological Research.
51. Willingham, D.B., Greeley, T., & Bardone, A.M. (1993). Dissociation in a serial response time task using a recognition measure. Comment on Perruchet and Amorim (1992). Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 1424-1430.
52. Willingham, D.B., & Koroshetz, W.J. (1993). Evidence for dissociable motor skills in Huntington's disease patients. Psychobiology, 21, 173-182.
53. Willingham, D.B., Nissen, M.J., & Bullemer, P. (1989). On the development of procedural knowledge. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 1047-1060.
54. Yonelinas, A.P., & Jacoby, L.L. (1996). Response bias and the process-dissociation procedure. Journal of Experimental Psychology: General, 125, 422-434.
55. Yonelinas, A.P., Regehr, G., & Jacoby, L.L. (1995). Incorporating response bias in a dual-process theory of memory. Journal of Memory and Language, 34, 821-835.