Cognitive theorists have argued that the former reflects conceptual processing and is based on distinctive memory traces whereas the latter is associated with perceptual analysis and reflects fluency of processing.
This memory illusion is normally associated with a feeling of familiarity, rather than recollection (e.g., as indexed by Remember/Know judgments), and has been explained in terms of an increased fluency of processing the test item, which, in the absence of awareness of the cause of that fluency (i.e., the masked prime), is attributed instead to prior exposure in the study phase.
As pointed out by Karpicke and coworkers (Karpicke et al., 2009), some students may be under the illusion of competence and believe that they know the material better than they actually do when they rely purely on their subjective learning experience (e.g., their fluency of processing information during rereading and other passive study strategies).
In the current study, we focused on the digit-symbol coding task and verbal fluency as two measures of processing speed.
Such repetition priming is known to increase the endorsement rates across both old and new test items [ 10], but relatively few studies have examined whether artificial manipulations of processing fluency influence confidence ratings and subjective reports of remembering.
Although digit-symbol and verbal fluency are complex tasks that draw on a variety of cognitive processes, we followed the conceptualization of the MATRICS group, who placed verbal fluency and digit-symbol together in the same domain of "processing speed" based upon their review of several factor analyses available at the time [ 19].
In another study, Van Hooren et al. [ 17] evaluated cognitive function in terms of processing speed, reasoning, memory, knowledge, and verbal fluency after 12 months of HA use.
The test battery included measures of processing speed, attention, conflict resolution, verbal memory, working memory, verbal fluency, and executive function to evaluate multiple cognitive domains affected by schizophrenia.
The cognitive effects of bilingualism showed a consistent pattern, affecting reading, verbal fluency, and general intelligence to a higher degree than memory, reasoning, and speed of processing.
It is possible that less distinct phonemic categories underlie this lack of processing speed, which in turn may lead to a lack in reading fluency.
The MCCB includes the following neuropsychological tests (domain assessed in parentheses): Trail Making Test A, BACS Symbol Coding and Category Fluency (speed of processing), Spatial Span and Letter Number Span (working memory), NAB Mazes (reasoning and problem-solving), CPT-IP (attention), Hopkins Verbal Learning Test and Brief Visual Memory Test (learning and memory).
