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Intentional Memory Instructions Direct Attention But Do Not Enhance Visual Memory

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  • D. Alexander Varakin
  • Jamie Hale

Abstract

The current experiment investigated the role of intentional-encoding instructions and task relevance at study on visual memory performance. Task relevance was manipulated by having participants keep a running tally of either the to-be-remembered objects or an irrelevant category of objects during study. Half of the participants within each level of task relevance were further instructed to remember one category of objects for a subsequent recognition test, and the other half of the participants were not informed of a memory test. Intentional-encoding instructions improved recognition discrimination only when participants were not already keeping a tally of the to-be-remembered objects. This result suggests that intentional-encoding instructions may improve visual memory via generic attentional modulation, not encoding-specific processes.

Suggested Citation

  • D. Alexander Varakin & Jamie Hale, 2014. "Intentional Memory Instructions Direct Attention But Do Not Enhance Visual Memory," SAGE Open, , vol. 4(4), pages 21582440145, October.
    • Handle: RePEc:sae:sagope:v:4:y:2014:i:4:p:2158244014553588
    DOI: 10.1177/2158244014553588
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    References listed on IDEAS

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    1. Steven J. Luck & Edward K. Vogel, 1997. "The capacity of visual working memory for features and conjunctions," Nature, Nature, vol. 390(6657), pages 279-281, November.
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