In two experiments during the study phase participants read unrelated context-target word pairs presented below a line drawing of the context word. During test the strong cue group was presented with context words, line drawings, and stems of target words. The line drawings were not presented in the weak cue group. Stems were paired with the same context words as at study , paired with different context words , or corresponded to unstudied words . In Experiment 1 participants were instructed (...) to complete stems with the first word that came to mind . The priming effect for new associations was twice as large in the strong cue group. In Experiment 2 the process dissociation procedure was applied and participants completed stems with studied words or with unstudied words . Results indicated that consciously controlled and automatic retrieval processes mediated the associative effect in both groups. (shrink)

This paper introduced the letter insertion and letter deletion tasks. In these tasks participants are presented with letter strings and are instructed to insert or delete a letter to create a word. Experiment 1 demonstrated facilitation priming and established these tasks as sensitive indirect measures of memory. Experiments 2 and 3 demonstrated interference priming effects. In Experiment 4 the process dissociation paradigm was applied to investigate the contributions of automatic and consciously controlled processes to performance on the letter insertion task. (...) In addition, performance in the exclusion condition demonstrated an interference effect caused by automatic retrieval. Potential applications for the letter insertion and letter deletion tasks are discussed. (shrink)