Recollective and automatic uses of memory.

Three cued-recall experiments examined the effects of learning conditions and set size on recollective and automatic uses of memory. Words were studied under different conditions and had either small or large preexisting associative sets. Results based on the process-dissociation procedure showed that learning conditions and set size influenced recollective uses of memory, whereas only set size influenced automatic uses. Other results indicated that process-dissociation and direct-indirect test procedures produce similar results. The findings suggest that the relative contributions of recently acquired information and preexisting information depend on how memory is being used. Recollective uses of memory are affected by the nature of recent study and by what such study activates in long-term memory. In contrast, automatic uses of memory are more affected by what the test cue automatically activates than by what has been learned during recent study.