Recognition is defined as a process of making judgement that an item or event has been previously encountered. Remember and Know responses are used to measure different states of conscious awareness of past events. Participants give Remember judgments to explicitly retrieved items that are accompanied by the experience of being able to vividly recall the study episode and Know responses when they recognize items but they cannot recollect any specific details associated with studying the item.Dual-process theory of recognition insists that Remember response and Know response depend on two different mechanisms, respectively. Remember and Know are related to explicit and implicit memory, respectively, based on the finding that Remember responses are sensitive to levels-of-processing effects, whereas Know responses are not, as well as the finding Remember responses are reduced when study items are presented during divided attention, but Know responses are not.This study uses different kinds of nouns or adjectives as experiment materials, and tests their effects on Remember responses and Know responses on the conditon that every item is studied for 5s or 2s. The result shows, 1) With the reduction of the duration of studying an item, Remember responses are reduced, but Know responses are not. 2) The proportion of Remember responses of concrete nouns is significantly higher than the proportion of abstract nouns, but the proportion of Know responses of abstract nouns is significantly higher than the proportion of concrete nouns. 3) When participants study an item for 2s, the proportion of Remember responses of positive or negative adjectives is significantly higher than non-affective adjectives, but the proportion of Know responses is not.The results support the dual-process theory of reognition.