Intentional Memory Instructions Direct Attention But Do Not Enhance Visual Memory

Abstract

The current experiment investigated the role of intentional-encoding instructions and task relevance at study on visual memory performance. Task relevance was manipulated by having participants keep a running tally of either the to-be-remembered objects or an irrelevant category of objects during study. Half of the participants within each level of task relevance were further instructed to remember one category of objects for a subsequent recognition test, and the other half of the participants were not informed of a memory test. Intentional-encoding instructions improved recognition discrimination only when participants were not already keeping a tally of the to-be-remembered objects. This result suggests that intentional-encoding instructions may improve visual memory via generic attentional modulation, not encoding-specific processes.