Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Psychology

Faculty/School

Faculty of Science

First Advisor

Keith Horton

Advisor Role

Thesis Supervisor

Abstract

The present research examined the effects of conceptual processing on the implicit test of fragment completion. At study, subjects either generated a sentence to a word pair, solved a fragment (this fragment was paired with another word), or counted the number of vowels in a word pair. Subjects were tested on either a standard fragment completion test or a test in which the fragment was embedded in a meaningful sentence. This sentence also contained the other member of the studied pair. The fragment could be completed with the studied word or with another reasonable alternative. The results revealed functional independence between the two fragment completion tests. For the conceptual fragment completion test, a large depth of processing effect was found. On the standard fragment completion test, the moderate group yielded priming effects that were double as compared to the other two groups. The results are explained within the framework of the Transfer Appropriate Processing Model, emphasizing not the implicit/explicit nature of the test but rather the processing overlap between the study and test.

Convocation Year

1992

Convocation Season

Spring

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