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Biomedical subjects

G H Bower

Publications and source records attributed to G H Bower.

32 records · Page 2Linked to original sources
PubMed1986

Priming effects and recognition memory in young and elderly adults.

The present study explores the effects of age on the priming of alternate homophone spellings and recognition memory. Sixteen young and sixteen elderly adults were given a general information test, a spelling test, and a test of recognition memory. By embedding the less frequently spelled member of different homophone units (e.g., write vs. right) in the general information questions, certain of the homophones were primed during this task. The effect of this priming was assessed through the subjects' choice of spelling for these words on the spelling test. Recognition memory was assessed by asking subjects to indicate which words from a longer list were presented during the spelling test. As found in prior research priming effects were observed in younger subjects; however, no significant priming effects occurred in the older age group. On the recognition test, homophones were more often correctly recognized than nonhomophones, and priming affected the scores of the young negatively, but had no effects, positive or negative, on the elderly. These results suggest possible differences in the underlying bases of memory loss in aged adults and amnesics.

Adolescent↗
PubMed1985

Naturally occurring mood and learning: comment on Hasher, Rose, Zacks, Sanft, and Doren.

We comment on the article by Hasher, Rose, Zacks, Sanft, & Doren (1985) in which they failed to find mood-congruent learning (MCL). MCL occurs whenever subjects learn more about materials that are congruent with their moods (e.g., depressed subjects learn more sad material). Hasher et al. failed to observe MCL with normal college students who scored high versus low on the Beck Depression Inventory and an affect checklist; in contrast, positive MCL has been observed with clinically depressed patients and with normals given laboratory mood inductions. Hasher et al. argue that moderately depressed normal students may be qualitatively different from clinically depressed patients and mood-induced subjects. Although we accept the findings of Hasher et al., we think it is also plausible that MCL may be a general though small effect which is present among normal college students as well.

Depression↗
PubMed1983

Interactive imagery and affective judgments improve face-name learning in the elderly.

Groups of elderly adults were taught to learn name-to-face associations using one of three different techniques. In a control group (no image) participants were taught for each face-name pair to select a prominent facial feature and to transform the surname into a concrete word. Persons in a second group (image) additionally were taught to employ interactive imagery to form an association between the prominent feature and the transformed name. The third group (image + judgment) was treated the same as the second except that these individuals were also taught to judge the pleasantness of the image association that was formed. As predicted, improvement following instruction was minimal when no image association was formed but strong when interactive imagery was used. Moreover, those persons in the image + judgment group remembered more names than those in the image group and showed less forgetting on a measure of delayed recall. In addition to replicating and extending the findings of previous research with a different sample, the present study demonstrates that semantic orienting tasks can be used to enhance the retention of visual image associations as well as the simpler stimuli used in prior research.

Aged↗
PubMed1981

Mood and memory.

Explore the source record for details and available documents.

Cognition↗
PubMed1976

Structural units and the redintegrative power of picture fragments.

We suppose that line drawings are perceived and represented in memory as a hierarchy of related parts and subparts, as dictated by Gestalt laws like common direction and spatial proximity. Therefore, a figure fragment comprising a natural part of an orginally studied pattern should serve as a strong retrieval cue for redintegrating memory for the pattern, whereas an equally large fragment suggesting either no units of misleading units should lead to poorer recall. This was confirmed in an experiment in which subjects studied 33 nonsense line drawings; recall of each was tested with good, mediocre, or bad (misleading) fragments of the original patterns. Good cues had about five time more redintegrative power than bad cues. A second experiment testing multiple-choice recognition memory showed that subjects confused an originally studied pattern about four times as often with a structurally similar distractor as with a structurally dissimilar distractor (which had an equal-sized change). Thus, memory cuing by fragments and memory confusions with slightly altered distractors indicate the significant constitutents of a figure.

Adolescent↗
PubMedDate not supplied

Reactivating a reactivation theory of implicit memory.

Implicit and explicit memory tasks are interpreted within a traditional memory theory that distinguishes associations between different classes of memory units (sensory features, logogens, imagines, concepts, context tags). Associations from specific sensory features to logogens are strengthened by perceptual experiences, leading to specific perceptual priming. Associations among concepts are strengthened by use, leading to specific conceptual priming. Activating associations from concepts to logogens leads to semantic and associative priming. Item presentation also establishes a new association from it to a representation of the personal context, comprising an "episodic memory." Such contextual associations play a major role in explicit memory tasks such as recall or recognition. A critical assumption of the theory is that presentation of a given item strengthens its sensory and contextual associations independently; this permits the theory to explain various dissociations of implicit and explicit memory measures. Furthermore, by assuming that brain-injured patients with global amnesia have a selective deficit in establishing novel associations to the context, the theory can explain their deficits in explicit memory along side their intact implicit memory.

Amnesia↗