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200 words were read to 100 Ss at a 10-sec. rate. For each word S decided whether it had or had not been read earlier. Critical stimulus words were inserted in the list, these words being presumed to elicit specified implicit responses. Later in the list the assumed implicit response words were presented. For these latter words for 3 of 5 classes of words, false recognition was much higher than for control words. The greater the prior frequency of elicitation of the implicit response the greater the likelihood of false recognition.

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This upper-level text presents a classical view of verbal learning and memory. Organized around the theme of memory as comprised of various attributes, or types of information, it thoroughly covers all major phenomena in memory research. Original research is used extensively, much of it derived from Dr. Underwood's own laboratory and classroom studies.• Outstanding authorship by a leader in the field of memory research • Emphasis on factors that influence both short-and long-term forgetting « Research methods stressed throughout • Numerous charts and graphs, clarifying difficult concepts