![]() For conceptual repetition priming, we found a small-to-moderate between-group effect size and a non-conclusive BF somewhat in favor of a difference between groups. We hypothesized to see the largest differences between individuals with aMCI and controls on declarative learning, followed by conceptual repetition priming, with the smallest differences on procedural learning.Ĭonsistent with our hypotheses, we found large differences between groups with supporting BFs on declarative learning. Seventy-six individuals with aMCI and 83 cognitively unimpaired controls were assessed. This study offers an overview across declarative, conceptual repetition priming, and procedural learning tasks by providing between-group effect sizes and Bayes Factors (BFs) comparing individuals with aMCI and controls. Few studies have assessed procedural learning and repetition priming in individuals with amnestic mild cognitive impairment (aMCI). While declarative learning is dependent on the hippocampus, procedural learning and repetition priming can operate independently from the hippocampus, making them potential targets for behavioral interventions that utilize non-declarative memory systems to compensate for the declarative learning deficits associated with hippocampal insult. Overall, results suggest an item-context memory trade-off for words written in upper case, highlighting a potential downside to writing in all capital letters, and further, that both physical changes to the appearance of words and differing encoding strategies have a strong influence on explicit, but not implicit memory. Second, self-referencing increased explicit memory performance relative to control, but there was no effect on implicit memory. Importantly, this case enhancement effect came at a cost to context memory for words written in upper case. First, analyses indicated a case enhancement effect for item memory where words written in upper case were better remembered than lower case, but only when participants were prompted to attend to the case of the word. Participants studied words written in upper and lower case under three encoding conditions (self-reference, semantic control, case judgment), which was followed by an implicit (word stem completion) and then an explicit (item and context) memory test. In this study we examined the extent both physical changes in word appearance (case) and encoding strategies engaged at study influence memory as measured by both explicit and implicit memory measures. ![]() Evidence suggests that physical changes in word appearance, such as those written in all capital letters, and the use of effective encoding strategies, such as self-referential processing, improves memory.
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