Abstract
An experiment with forty college students as subjects was carried out to examine the effects of semantically encoded attributes on a recognition task. Two encoding conditions were compared: DC condition, where subjects were presented each target with its synonym first and its antonym second, or the other way around; and SC condition, where the target was presented with either its synonym or antonym twice. Subjects in the DC condition showed higher recognition scores on the hit rate and d' measures than those in SC condition. The effects of instructional sets were also examined in the same experiment. Central learning condition yielded better performance than incidental learning condition in the CRS and d' measures. These results were discussed in terms of discriminability of the targets.
