| Abstract: | A method for achieving process dissociation is described that places less emphasis on participants' understanding and remembering interpretations of test cues than does the standard procedure. The proposed method, called the guided procedure, tests memory with a sequence of two prompts, one requesting word-stem recognition, followed by another for word-stem completion. Inclusion and exclusion conditions are produced by requesting completion of recognized stems to form previously presented or new words, respectively. Estimates of automatic and conscious memory produced by the standard and the guided procedures are compared in studies modeled after Toth, Reingold, and Jacoby (1994). Although not significantly different in many aspects, the outcomes differ in ways that may reflect less reliance on a generate-recognize strategy of participants tested with the guided procedure. Additional measures of memory available only with the guided procedure are presented. |
