Remember-Know and Source Memory Instructions Can Qualitatively Change Old-New Recognition Accuracy: The Modality-Match Effect in Recognition Memory

Journal of Experimental Psychology: Learning Memory and Cognition

Volumn 36, Issue 2, 2010, Pages 558-566

  Mulligan, Neil W ^a   Besken, Miri ^a   Peterson, Daniel ^a  

^a UNIVERSITY OF NORTH CAROLINA   (United States)

Author keywords

dual process models; modality match effect; recognition memory; Remember Know

Indexed keywords

ARTICLE; ATTENTION; AUDITORY STIMULATION; DECISION MAKING; EPIDEMIOLOGY; HUMAN; LEARNING; LINGUISTICS; LONG TERM MEMORY; METHODOLOGY; NEUROPSYCHOLOGICAL TEST; PATTERN RECOGNITION; PHOTOSTIMULATION; PHYSIOLOGY; REACTION TIME; RECOGNITION; SEMANTICS; STUDENT; UNIVERSITY;

ACOUSTIC STIMULATION; ASSOCIATION LEARNING; ATTENTION; BIAS (EPIDEMIOLOGY); HUMANS; JUDGMENT; NEUROPSYCHOLOGICAL TESTS; PATTERN RECOGNITION, VISUAL; PHOTIC STIMULATION; PSYCHOLINGUISTICS; REACTION TIME; RECOGNITION (PSYCHOLOGY); RETENTION (PSYCHOLOGY); SEMANTICS; STUDENTS; UNIVERSITIES; VOCABULARY;

EID: 77649211760     PISSN: 02787393     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0018408     Document Type: Article

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