Dissociating automatic and consciously controlled effects of study test compatibility

Two experiments examined the effects of reinstated context on consciously controlled and automatic influences of memory. Results showed that reinstating associative context had separate effects of enhancing both controlled and automatic influences. Ln contrast, dividing attention during study reduced later recollection, a consciously controlled use of memory, but left automatic influences unchanged (Experiment 1). Changing modality between study and test eliminated data-driven, automatic influences of memory bur left conceptually driven influences invariant (Experiment 2). The importance of separating consciously controlled and automatic effects of study/test compatibility is discussed. (C) 1996 Academic Press, Inc.