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Logan, Gordon D. Compton, Brian Jeffery 2011-05-07T12:54:17Z 2011-05-07T12:54:17Z 10000-01-01 1996 A new approach to the role of attention in memory-based automaticity is presented. The retrieval strategy hypothesis asserts that people attend to stimuli in whatever way will optimize the retrieval of past solutions from memory. Different retrieval strategies can compete against each other over time, with new ones emerging at different levels of practice. The set of viable retrieval strategies from which subjects select can be determined by a task analysis in terms of three principles. These principles allow specific predictions to be made about the retrieval strategies people will use, with implications for both immediate performance, and for encoding, which affects future performance. Predictions were tested in four enumeration experiments. Results supported the retrieval strategy hypothesis, and included evidence that some subjects had switched attention from one stimulus component to another for the purpose of optimizing retrieval. Made available in DSpace on 2011-05-07T12:54:17Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9702487.pdf: 6910290 bytes, checksum: 11b6e87c2fea9854e12334900cbaa318 (MD5) Previous issue date: 1996 Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:47:32Z Item is restricted indefinitely. Restriction data tranferred 2014-07-01T11:21:28-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission ETDs are only available to UIUC Users without author permission U of I Only 9780591087512 AAI9702487 (UMI)AAI9702487 http://hdl.handle.net/2142/20961 eng Copyright 1996 Compton, Brian Jeffery Education, Educational Psychology Psychology, Cognitive Retrieval strategies in memory-based automaticity text Psychology Psychology University of Illinois at Urbana-Champaign Dissertation Ph.D.