THE ROLE OF DURATION IN MEMORY AND METAMEMORY OF ENACTED INSTRUCTIONS (SPTS)

Subjects enacted two series of tasks as instructed (subject-performed tasks, or SPTs). The enactions were of either short (5-s) or long (30-s) duration. The long en actions were either repetitive (e.g., bounce a ball several times) or else nonrepetitive (e. g., stand up, walk round the room, open the door, look out, close the door, sit down). During presentation, subjects were to rate the probability of recall of each SPT in a subsequent free-recall test. The long SPTs were given higher recall ratings than the short SPTs, but the subjects did not differentiate between the repetitive and the nonrepetitive items. Recall mirrored the ratings; the long SPTs were recalled more frequently than the short ones, with no difference between the repetitive and the nonrepetitive items. The metamemory results are discussed in relation to the notion that the memory-monitoring system is sensitive to quantitative, but not to qualitative, differences in encoding. © 1991 Springer-Verlag.