Effects of intentional versus incidental learning on explicit and implicit tests of memory.

In Experiment 1, subjects monitored and responded to the termination of words displayed for 1.3, or 6.5 s. Anticipation of an unspecified memory test facilitated subsequent recognition memory, but not priming of word- fragment completion. In Experiment 2, subjects repeated the words aloud for the duration of each words's exposure. The results indicate that subjects can adopt encoding strategies which enhance performance on implicit memory tests. A transfer- appropriate processing account applies most parsimoniously to the data.