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@misc{cogprints9816, volume = {54}, number = {4}, author = {Ricardo Tamayo and Peter A. Frensch}, title = {Interference produces different forgetting rates for implicit and explicit knowledge}, publisher = {Hogrefe \& Huber Publishers}, journal = {Experimental Psychology}, pages = {304--310}, year = {2007}, keywords = {Implicit learning; implicit memory; artificial grammar learning; forgetting; sequential learning;}, url = {http://cogprints.org/9816/}, abstract = {Exposure to a repeating set of target strings generated by an artificial grammar in a speeded matching task generates both explicit and implicit knowledge. Previous research has shown that implicit knowledge (assessed via a priming measure) is preserved after a retention interval of one week but explicit knowledge (assessed via recognition) is significantly reduced (Tunney, 2003). In two experiments, we replicated and extended Tunney's findings. Experiment 1 was a partial replication of the experiment conducted by Tunney (2003), and demonstrated that the decline in recognition shown by Tunney was not due to a repetition of test items at the pre and post times of assessment. In addition, Experiment 1 lends credibility to Tunney's assumption that recognition scores assess explicit rather than implicit knowledge. Experiment 2 extended Tunney's findings theoretically by demonstrating that interference can produce the pattern of findings demonstrated in the present Experiment 1 as well as in Tunney (2003).} }