ABSTRACT
This chapter is based on the address to the 1991 meeting of the American Psychological Association, San Francisco, in receipt of the Distinguished Scientific Award for an Early Career Contribution to Psychology. The cognitive neuroscience orientation has itself undergone rapid development during the past decade, and is a major force in the study of perception, attention, language, and emotion. The typical research strategy in studies of implicit memory is to test theoretical hypotheses in the same domain in which they were generated—for cognitive psychologists, by examining the performance of college students, and for neuropsychologists, by examining the performance of patients with memory disorders. Research and theorizing about letter-by-letter readers has typically proceeded separately from and independently of the implicit memory literature. Explicit memory was much higher following the category than the pitch encoding task, whereas priming of auditory word identification was either less affected or entirely unaffected by the study task manipulation.
