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R T Kellogg

Publications and source records attributed to R T Kellogg.

9 recordsLinked to original sources
PubMed2001

Presentation modality and mode of recall in verbal false memory.

False memories were investigated for aurally and visually presented lists of semantically associated words. In Experiment 1, false written recall of critical intrusions was reliably lower following visual presentation compared with aural presentation. This presentation modality effect was attributed to the use of orthographic features during written recall to edit critical intrusions from visually presented lists. As predicted by this hypothesis, the modality effect was eliminated when the mode of recall was spoken rather than written. In Experiment 2, the modality effect in written recall was again replicated and then eliminated with an orienting task that ensured orthographic encoding even of aurally presented words. Thus, the modality effect appears to depend on using orthographic information to distinguish true from false verbal memories.

Adult↗
PubMed2001

Long-term working memory in text production.

In reading and other high-level cognitive tasks, Ericsson and Kintsch (1995) proposed that the limited capacity of short-term working memory (STWM) is supplemented by long- term working memory (LTWM) for individuals with a high degree of domain-specific knowledge. In Experiment 1, college students (N = 80) wrote persuasive and narrative texts concerning baseball; domain-specific knowledge about baseball and verbal ability was assessed. The results showed that verbal ability and domain-specific knowledge independently affected writing skill, supporting the view that literacy depends on both knowledge sources and refuting one argument raised in support of the LTWM hypothesis. Experiment 2 (N = 42) replicated this outcome and tested the prediction that a high degree of domain-specific knowledge would lessen interference on a secondary task. The data supported the interference prediction, offering evidence that LTWM plays a role in the production of text.

Adult↗
PubMed2001

Competition for working memory among writing processes.

Narrative, descriptive, and persuasive texts were written by college students in longhand or on a word processor. Participants concurrently detected auditory probes cuing them to retrospect about whether they were planning ideas, translating ideas into sentences, or reviewing ideas or text at the moment the probes occurred. Narrative planning and longhand motor execution presumably were heavily practiced, freeing capacity for rapid probe detection. Spare capacity was distributed equally among all 3 processes, judging from probe reaction times, when planning demands were low in the narrative condition. When motor execution demands were low in the longhand condition, however, reviewing benefited more than planning. The results indicate that planning, translating, and reviewing processes in writing compete for a common, general-purpose resource of working memory.

Adult↗
PubMed1996

Attention in direct and indirect memory tasks with short- and long-term probes.

In two experiments, college students verified the answers to addition problems as their primary task while simultaneously viewing a word or nonword. The degree of attention allocated to the verbal stimulus varied depending on the difficulty of the problem and the instructions given. After each problem, a test probe assessed either a direct test of recognition memory or an indirect test of repetition priming in lexical decision at lags of 0, 1, or 8 intervening trials. The degree of attention at encoding and lag strongly affected recognition sensitivity (d'), but only lag affected recognition latencies. The repetition-priming effect neither declined with lag nor varied with the degree of attention. The degree of attention at encoding thus affects direct and indirect test performance differentially, a finding consistent with the distinction between explicit and implicit systems of long-term memory.

Attention↗
PubMed1982

Conscious attentional demands of encoding and retrieval from long-term memory.

The importance of allocating conscious attention to encoding and retrieval from long-term memory was investigated. Encoding, retrieval, and reactivation hypotheses were tested. College students were shown schematic faces in a secondary task and numerical problems as a primary task. The primary task was imposed both when the faces were encoded on study trials and when they were retrieved on recognition test trials. Difficulty of the primary task (easy vs. hard) was varied on both study and test trials. The easy problems permitted conscious attention to be given to the secondary faces whereas the hard problems prevented such allocation. Instructions about encoding the faces (incidental vs. intentional) were given to different groups. The degree of conscious attention that was allocated to the faces on study trials was assessed by means of interference, intention, and retrospection criteria of attended processing. Recognition of the faces was better when subjects allocated conscious attention to encoding than when they did not, in consistent support of the encoding hypothesis. The data ruled out a reactivation explanation. Finally, at times, paying special attention at retrieval improved recognition performance, providing weak support for the retrieval hypothesis.

Attention↗