The relation between attention at encoding and direct (i.e., recognition) and indirect (i.e., rapid reading) remembering was investigated. In Experiments 1 and 2, a subtle attentional manipulation at study reduced direct but not indirect remembering. In Experiment 3, however, presenting two words simultaneously at study, with the instruction to attend to one (i.e., target) and to ignore the other (i.e., distracter), eliminated this dissociative effect of attention. Distracters were not remembered directly or indirectly, although targets were remembered well. Mere exposure is not sufficient to produce indirect remembering: Stimuli need to be attended. Experiments 4A, 4B, and 5 investigated factors that modulate the relation between attention at encoding and direct and indirect remembering. When stimuli are separated, ignoring an equally salient stimulus in favor of processing another stimulus may prevent even the minimal attentional requirements of indirect remembering from being met, let alone the more stringent requirements of direct remembering.
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