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Unconscious influences on behaviour : the advantage of guessing consciously irretrievable information


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Langsford, Peter B 1994 , 'Unconscious influences on behaviour : the advantage of guessing consciously irretrievable information', Coursework Master thesis, University of Tasmania.

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A useful paradigm for investigating unconscious influences on performance
derives from the study of explicit (conscious) and implicit (unconscious)
memory, however direct and indirect tests used to measure these constructs are
seldom process pure, and it is problematic to make firm conclusions about
unconscious influences on the basis of these tests alone. Consequently, various
methodologies for separating out the respective influence of unconscious
processes have been devised. Two experiments are reported which employed a
levels of processing (LOP) approach to manipulate encoding level at study and
a unique method for accessing the effect of unconscious influences on direct test
performance by analysing the correctness of responses reported as "guessed."
Experiment 1 (n = 12) employed a direct (cued recall) test and was a
preliminary attempt to establish the validity of the "analysis of guessing"
methodology. Experiment 2 (n =36) employed comparable direct (cued recall)
and indirect (stem completion) tests and investigated unconscious influences in
a more rigorous manner by obtaining confidence ratings of recollection on a 5-
point scale and accepting only zero ratings as reliably guessed. Analysis of
correctly guessed responses showed that guessing stems of nonsemantically
processed words enhanced direct test performance whereas guessing stems of
semantically processed words had no affect on performance. Results are
discussed in terms of subjects' unwitting resourcefulness at being able to
"retrieve" words they cannot explicitly remember, and the advantage offered
by the analysis of guessing methodology over and above alternate methods for
measuring unconscious influences.

Item Type: Thesis - Coursework Master
Authors/Creators:Langsford, Peter B
Keywords: Cognitive psychology, Memory, Memory, Implicit learning
Copyright Holders: The Author
Copyright Information:

Copyright 1995 the Author - The University is continuing to endeavour to trace the copyright owner(s) and in the meantime this item has been reproduced here in good faith. We would be pleased to hear from the copyright owner(s).

Additional Information:

Thesis (M.Psych.)--University of Tasmania, 1995. Includes bibliographical references

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