Implicit and Explicit Knowledge Decay at Different Rates: A Dissociation Between Priming and Recognition in Artificial Grammar Learning

Experimental Psychology

Volumn 50, Issue 2, 2003, Pages 124-130

  Tunney, Richard J ^a,b  

^a UNIVERSITY COLLEGE LONDON   (United Kingdom)

^b KEELE UNIVERSITY   (United Kingdom)

Author keywords

Forgetting; Implicit learning; Priming; Recognition; Retention

Indexed keywords

ADULT; ARTICLE; CLINICAL TRIAL; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; FEMALE; HUMAN; LEARNING; LONG TERM MEMORY; MALE; PROBLEM SOLVING; PSYCHOMOTOR PERFORMANCE; REACTION TIME; SEMANTICS; SHORT TERM MEMORY;

ADULT; FEMALE; HUMANS; MALE; MEMORY, SHORT-TERM; PROBLEM SOLVING; PSYCHOMOTOR PERFORMANCE; REACTION TIME; RETENTION (PSYCHOLOGY); SEMANTICS; SERIAL LEARNING;

EID: 0037968536     PISSN: 16183169     EISSN: None     Source Type: Journal    
DOI: 10.1026//1618-3169.50.2.124     Document Type: Article

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