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L L Jacoby

Publications and source records attributed to L L Jacoby.

25 records · Page 2Linked to original sources
PubMed1989

Direct versus indirect tests of memory for source: judgments of modality.

We studied the relation between performance on direct versus indirect tests of memory for modality. Subjects read or heard words in a mixed list and then were tested by visual perceptual identification (the indirect test) and direct report of items as read, heard, or new. There was a dependent relation between perceptual identification performance and modality judgments, in accord with the hypothesis that subjects base their judgments of modality on relative perceptual fluency. In Experiment 2, we attempted to change the degree of dependence by providing subjects with an alternative basis for modality judgments. Subjects given a mnemonic to encode modality exhibited less dependence between perceptual identification performance and modality judgments than did subjects who encoded modality incidentally. The relation between direct and indirect tests of memory for source characteristics depends on the basis used for each.

Adult↗
PubMed1989

Specific word transfer as a measure of processing in the word-superiority paradigm.

Explanations of context effects in the Reicher-Wheeler task and the letter-identification task appeal to word-based processing, yet these tasks provide no explicit measure of word processing. An experiment is reported which was designed to investigate the use of transfer in the word-identification task as a measure of word-based processing in letter-identification tasks. It was found that encoding manipulations that determined whether a word-superiority effect was or was not found in a letter-identification task (e.g., Thompson & Massaro, 1973) also determined whether transfer was or was not found in a subsequent word-identification task. The results of the experiment are discussed in terms of the utility of using transfer experiments as converging evidence about the presence and/or absence of processes that cannot be directly measured in other experimental paradigms.

Adult↗
PubMed1985

Knowledge and clinical problem-solving.

A consistent finding in the literature on measures of clinical problem-solving scores is that there are very low correlations across different problems. This phenomenon is commonly labelled 'content-specificity', implying that the scores differ because the content knowledge necessary to solve the problems differs. The present study tests this hypothesis by presenting groups of residents and clinical clerks with a series of simulated patient problems in which content was systematically varied. Each subject also completed a multiple choice test with questions linked to each diagnosis presented in the clinical problems. Three of the four problem-solving scores showed low correlations, even to two presentations of the same problem, and no relationship to content differences. None of the scores were related to performance on the multiple choice test. The results suggest that variability in problem-solving scores is related to factors other than content knowledge, and several possibilities are discussed.

Canada↗
PubMed1983

Perceptual enhancement: persistent effects of an experience.

Presenting a word enhances its later perceptual identification. This article focuses on the relation between this effect on perception and recognition memory. Prior experiments have revealed that perceptual enhancement is independent of recognition memory and have led to the two types of task being identified with separate memory systems. In contrast, the present experiments reveal parallel effects on the two types of task. Perceptual enhancement persists over days but, like recognition memory, is influenced by manipulations of retrieval conditions. I conclude that both perceptual and memory tasks rely on the retrieval of memory for whole prior processing episodes but can differ in terms of the number and nature of retrieval cues that they provide. I describe perception and memory within a common framework.

Cues↗
PubMed1981

On the relationship between autobiographical memory and perceptual learning.

Although the majority of research on human memory has concentrated on a person's ability to recall or recognize items as having been presented in a particular situation, the effects of memory are also revealed in a person's performance of a perceptual task. Prior experience with material can make that material more easily identified or comprehended in perceptually difficult situations. Unlike with standard retention tests, effects of prior experience on a perceptual task do not logically require that a person be aware that he or she is remembering. Indeed, amnesic patients purportedly show effects of practice in their subsequent performance of a perceptual or motor task even though they profess that they do not remember having engaged in that prior experience. The experiments that are reported were designed to explore the relationship between the more aware autobiographical form of memory that is measured by a recognition memory test and the less aware form of memory that is expressed in perceptual learning. Comparisons of effects on perceptual learning and recognition memory reveal two classes of variables. Variables such as the level of processing of words during study influenced recognition memory, although they had no effect on subsequent perceptual recognition. A study presentation of a word had as large an effect on its later perceptual recognition when recognition memory performance was very poor as it did when recognition memory performance was near perfect. In contrast, variables such as the number and the spacing of repetitions produced parallel effects on perceptual recognition and recognition memory. Following Mandler and others, it is suggested that there are two bases for recognition memory. If an item is readily perceived so that it seems to "jump out" from the page, a person is likely to judge that he or she has previously seen the item in the experimental situation. Variables that influence ease of perceptual recognition, then, can also have an effect on recognition memory, so parallel effects are found. The second basis for recognition memory involves elaboration of a word's study context and depends on such factors as level of processing during study--factors that are not important for perceptual recognition of isolated words. Comparisons of perceptual recognition and recognition memory are shown to be useful for determining how a variable has its effect. Effects of study on perceptual recognition appear to be totally due to memory for physical or graphemic information. Results reported are also relevant to theories of perceptual learning. A single presentation of an item is shown to have large and long-lasting effects on its later perceptual recognition. At least partially, effects of study on perceptual recognition depend on the same variables as do effects on more standard memory tests.

Discrimination Learning↗
PubMedDate not supplied

Noncriterial recollection: familiarity as automatic, irrelevant recollection.

Recollection is sometimes automatic in that details of a prior encounter with an item come to mind although those details are irrelevant to a current task. For example, when asked about the size of the type in which an item was earlier presented, one might automatically recollect the location in which it was presented. We used the process dissociation procedure to show that such noncriterial recollection can function as familiarity--its effects were independent of intended recollection.

Adult↗