Recognition memory and awareness: occurrence of perceptual effects in remembering or in knowing depends on conscious resources at encoding, but not at retrieval.

We report four experiments in which a remember-know paradigm was combined with a response deadline procedure in order to assess memory awareness in fast, as compared with slow,recognition judgments. In the experiments, we also investigated the perceptual effects of study-test congruence, either for picture size or for speaker's voice, following either full or divided attention at study. These perceptual effects occurred in remembering with full attention and in knowing with divided attention, but they were uninfluenced by recognition speed, indicating that their occurrence in remembering or knowing depends more on conscious resources at encoding than on those at retrieval.

Recognition memory and awareness: A high-frequency advantage in the accuracy of knowing.

The well-established advantage of low-frequency words over high-frequency words in recognition memory has been found to occur in remembering and not knowing. Two experiments employed remember and know judgements, and divided attention to investigate the possibility of an effect of word frequency on know responses given appropriate study conditions. With undivided attention at study, the usual low-frequency advantage in the accuracy of remember responses, but no effect on know responses, was obtained.

Memory awareness following speeded compared with unspeeded picture recognition.

A remember-know paradigm was used to assess memory awareness following speeded and unspeeded yes/no picture recognition. The beneficial effects of picture size congruency at study and test occurred with speeded as well as with unspeeded recognition. In each case, they were associated with remembering, not with knowing, which remained invariant.

Transferring voice effects in recognition memory from remembering to knowing.

In five experiments, we investigated the effects of voice congruency (same vs. different voices at study and at test) on remembering and knowing in recognition memory. With low- and medium-frequency three- or four-syllable words, a voice congruency effect occurred only in remembering.