The perceptual priming phenomenon in amnesia

  title={The perceptual priming phenomenon in amnesia},
  author={Laird S. Cermak and Nancy L. Talbot and Karen Michele Chandler and Lynn Reale Wolbarst},
Nonverbal priming in amnesia
This study contributes to recent evidence that implicit memory can support the rapid acquisition of novel verbal and nonverbal information by demonstratingceptual priming for novel nonverbal materials is independent of the structures damaged in amnesia.
Priming deficits in amnesia: Now you see them, now you don't
  • A. Ostergaard
  • Psychology
    Journal of the International Neuropsychological Society
  • 1999
The rate with which perceptual information becomes available was manipulated in 2 word naming experiments and it is argued that word priming does not represent a memory function that is spared in amnesia.
Levels of Processing and Amnesia Affect Perceptual Priming in Fragmented Picture Naming
The results confirm that when a reliable implicit memory test is used amnesia and levels of processing can both be shown to affect implicit memory performance and that functional dissociations between explicit and implicit memory tests may be the consequence of a methodological artifact.
Word priming during and after transient global amnesia: A case report
Abstract Many studies have shown relative preservation of word priming in subjects with mild amnesia, but some impairment in severe amnesia. This calls into question the degree of separation between
Intact priming of words and nonwords in amnesia
Amnesic patients and control subjects studied words and nonwords and were then given a perceptual identification test involving briefly presented new (i.e., unstudied) and old (i.e., previously
Dissociations between Word Priming Effects in Normal Subjects and Patients with Memory Disorders: Multiple Memory Systems or Retrieval?
  • A. Ostergaard
  • Psychology
    The Quarterly journal of experimental psychology. A, Human experimental psychology
  • 1994
It is argued that the complex pattern of priming effects obtained is best explained by the characteristics of the retrieval cues provided in the tasks, and, generally, that such characteristics may determine whether or not experimental variables will affect measured priming.


The information that amnesic patients do not forget.
The present results offer an explanation of conflicting findings that have been obtained with amnesic patients on tests of the cued-recall type, which is spared in amnesia and not dependent on the integrity of the damaged brain regions.
Priming of Old and New Knowledge in Amnesic Patients and Normal Subjects a
  • D. Schacter
  • Psychology, Biology
    Annals of the New York Academy of Sciences
  • 1985
The observed dissociations have led a number of investigators to propose that repetition-priming effects are mediated by a "memory system," "memory process," or "form of memory" that is relatively spared in amnesia and that can function independently of the damaged memory process or system that underlies conscious and explicit recolle~tion.
Activation of existing memories in anterograde amnesia.
This consolidation-block plus trace-activation view predicts that in densely amnesic patients, learning of new items or relationships is almost impossible to demonstrate and cued recall facilitates performance only on already familiar material.
Amnesic Syndrome: Consolidation or Retrieval?
The present experiments show that amnesic patients can remember verbal material if they are tested with a method of partial information but such retention depends more on the method of retrieval than on the methods of acquisition.
On the relationship between autobiographical memory and perceptual learning.
The experiments that are reported were designed to explore the relationship between the more aware autobiographical form of memory that is measured by a recognition memory test and the less aware form ofMemory that is expressed in perceptual learning.
Preserved learning and retention of pattern-analyzing skill in amnesia: dissociation of knowing how and knowing that.
The results indicate that the class of preserved learning skills in amnesia is broader than previously reported and support the hypothesis that such a distinction is honored by the nervous system.
Remembering without awareness
Amnesics reveal savings in their objective performance of a task even though they are not aware of remembering. Experiments that are described reveal a dissociation of memory and awareness for