The most recent domain of interest in list-learning experiments has been implicit memory. Such experiments involve demonstrations that subjects are facilitated in their memory for words in ways that they do not realize. Many of these demonstrations involve perceptual facilitation. For instance, subjects may be able to read faster words that they have studied in a list even though they may not be able to remember seeing these words (Feustel, Shiffrin, & Salasoo, 1983; Johnston, Dark, & Jacoby, 1985; Johnston, Hawley, & Elliott, 1991; Watkins & Gibson, 1988). Other work (e.g., Hayman & Tulving, 1989, Jacoby, Toth, & Yonelinas, 1993) on implicit memory involves word fragment completion. For instance, subjects might study a word like HARE. Then, later they will be tested with a fragment like H_R_ and be asked to complete it as a word. They are more likely to complete it as HARE after seeing the word than other possible completions like HIRE or HURT. Sometimes subjects will show this tendency even when they are explicitly instructed not to complete the fragment with the word they have studied. They make these "errors" because they do not explicitly remember seeing the word but their system has been implicitly affected by seeing the word. One of the reasons for excitement about this research is that some types of amnesic patients show normal levels of implicit memory but show almost no explicit memory for the word (Graf, Squire, & Mandler, 1984).