Brain and Cognition 39, 133–146 (1999) Article ID brcg.1998.1063, available online at http://www.idealibrary.com on Cross-Modal Priming and Explicit Memory in Patients with Verbal Production Deficits Tim Curran Department of Psychology, Case Western Reserve University and Daniel L. Schacter and Lissa Galluccio Department of Psychology, Harvard University Implicit memory is often thought to reflect an influence of past experience on perceptual processes, yet priming effects are found when the perceptual format of stimuli changes between study and test episodes. Such cross-modal priming effects have been hypothesized to depend upon stimulus recoding processes whereby a stimulus presented in one modality is converted to other perceptual formats. The present research examined recoding accounts of cross-modal priming by testing patients with verbal production deficits that presumably impair the conversion of visual words into auditory/phonological forms. The patients showed normal priming in a visual stem completion task following visual study (Experiment 1), but showed impairments following auditory study in both implicit (Experiment 2) and explicit (Experiment 3) stem completion. The results are consistent with the hypothesis that verbal production processes contribute to the recoding of visual stimuli and support cross-modal priming. The results also indicate that shared processes contribute to both explicit memory and cross-modal implicit memory.  1999 Academic Press Implicit memory occurs when behavior is affected by previous experience without intentional, conscious recollection of that experience (Roediger & McDermott, 1993; Schacter, 1987). Perceptual or data-driven implicit mem- ory tasks are those in which memory is cued by a stimulus that is physically related to the target stimulus. For example, in word-stem completion, partici- pants might study the word TRUCK then their memory would be cued indi- rectly by asking them to complete three-letter stems including TRU . Per- This project was supported by NINDS Grant NS27950 and NIA Grant AG08441. We thank David Caplan for providing referrals and background information on the patients. L.G. is currently a graduate student in the Psychology Department at Rutgers University. Correspon- dence should be sent to Tim Curran, Department of Psychology, Case Western Reserve Uni- versity, Cleveland, OH 44106-7123. E-mail: tec3@po.cwru.edu. 133 0278-2626/99 $30.00 Copyright  1999 by Academic Press All rights of reproduction in any form reserved.