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Biomedical subjects

Z F Peynircioğlu

Publications and source records attributed to Z F Peynircioğlu.

9 recordsLinked to original sources
PubMed2000

Improvement strategies in free-throw shooting and grip-strength tasks.

Participants performed a free-throw shooting task and a grip-strength task before and after imagery, nonspecific arousal, or no instructions. Imagery improved performance in the free-throw shooting task, which is assumed to have more cognitive components than the grip-strength task. Imagery did not improve performance in the grip-strength task, which is assumed to have fewer cognitive components than the free-throw task. Nonspecific arousal, on the other hand, improved performance in the grip-strength task but not in the free-throw shooting task. Athletic experience, confidence levels, and gender were correlated with actual performance levels in both tasks, but not with improvement. Results are discussed within the transfer-appropriate processing framework.

Adult↗
PubMed1998

Developmental differences in implicit and explicit memory performance.

Performance of preschool, elementary school, and college students was compared on a series of perceptual and conceptual implicit and explicit memory tasks that followed perceptual or conceptual processing during study. As expected, performance on the conceptual explicit memory task improved across age groups. In contrast, performance on the perceptual explicit memory task as well as that on both types of implicit memory tasks showed no developmental change. Also, perceptual processing during study led to better memory performance than conceptual processing for both the perceptual implicit and perceptual explicit tasks and conceptual processing during study led to better memory performance on the conceptual explicit memory task. Performance on the conceptual implicit memory task, in contrast, was affected equally by both types of study processing. The results are discussed in terms of transfer-appropriate processing (Roediger & Blaxton, 1987b) and unitization and grouping processes (Graf & Schacter, 1989).

Adolescent↗
PubMed1998

Name or hum that tune: feeling of knowing for music.

This is the first reported research that explores the feeling of knowing (FOK) for musical stimuli. Subjects attempted to recall melodies and titles of musical pieces, made FOK ratings when recall failed, and then had a recognition test. With instrumental music (Experiment 1), more titles were recalled when melodies were given as cues than vice versa. With songs whose lyrics were not presented (Experiment 2), however, more melodies were recalled than were titles. For nonrecalled items, although the overall levels of recognition did not differ, FOK ratings were higher for titles than for melodies in Experiment 1, and the opposite pattern occurred in Experiment 2. In both experiments, the FOK ratings predicted melody recognition more accurately than they did title recognition.

Adult↗
PubMed1995

Part-set cuing in incidental and implicit memory.

We report inhibitory effects of part-set cuing in an incidental memory task. Even when subjects did not expect a memory test during study, re-presentation of some of the study words (Experiments 1 and 2) or presentation of related words (Experiment 3) during test inhibited memory performance. Also, in Experiment 3, inhibitory effects of part-set cuing emerged when subjects were completing fragments of the studied words, but only when they were explicitly trying to remember those words from the list. There was a facilitatory effect of part-set cuing when subjects were simply completing the fragments with the first words they could think of. These results suggest that the part-set cuing effect is largely independent of what happens during the study phase and dependent on a deliberate effort to remember during the test phase.

Attention↗
PubMed1993

Familiarity, relative distinctiveness, and the generation effect.

In Experiment 1, psychology experts and novices showed generation effects with both psychology-related and other words. In Experiment 2, music experts who were sports novices and sports experts who were music novices showed a generation effect in a recognition test for all words regardless of domain (music or sports). Moreover, the effect was greater for words from the subjects' "nonexpertise" area. In Experiments 3A and 3B, music experts showed a greater generation effect for sports words than for music words in a free recall test but only when the sports and music words were studied together. These results are inconsistent with the semantic elaboration requirement for the generation effect that predicts less of an effect, if any, with less familiar materials. Rather, they provide evidence for the idea that the generation effect is influenced by relative distinctiveness of the to-be-remembered items.

Adult↗
PubMed1987

Inhibition through incremental fragment cuing with primed items.

Completing a word fragment (e.g., r-i--rop) that is revealed gradually (e.g., r------p; r----r-p; r-i--r-p; r-i--rop) was shown to be more difficult than completing the same fragment revealed all at once, but this was true only for words that had been presented beforehand (Peynircioğlu & Watkins, 1986). In the present study a similar inhibitory effect demonstrated under certain conditions in which words are not presented beforehand. Fragments of words belonging to a specific semantic category (Experiments 1 and 2) as well as those belonging to a newly learned language (Experiment 3) are less likely to be completed when they are revealed gradually than when they are revealed all at once. Thus, priming the test items, whether it be through presentation for study or otherwise, appears to be a significant factor in promoting this inhibitory effect.

Cues↗
PubMed1986

Cue depreciation: when word fragment completion is undermined by prior exposure to lesser fragments.

The ability to think of a previously studied item has often been shown to be impaired when, in one way or another, the extraitem context is changed from study to test. In a series of five experiments, such impairment is induced in a somewhat different way. A fragment (e.g. r-i--rop) of a just-studied word (raindrop) is shown to be less readily completed if it is presented bit by bit (r------p, r----r-p, r-i--r-p, r-i--rop) rather than all at once (Experiments 1, 3, 4, and 5). No such effect is found if the word has not been studied beforehand (Experiments 2, 3, 4, and 5). This pattern of results occurs even when fragments of studied and nonstudied words occur in the same test and under conditions in which subjects cannot tell whether a given fragment is of a studied or nonstudied word (Experiments 4 and 5). In addition, for words that have been studied beforehand, the impairment is shown to increase systematically with the number of steps involved in the presentation of the word fragment (Experiment 3) and also to persist when the time allowed for completion of the final version of the fragment is increased from 4 s to a full minute (Experiment 5).

Cues↗
PubMed1984

Determining perceived meaning during impression formation: another look at the meaning change hypothesis.

The meaning change hypothesis says that the individual items of information from which an impression of someone is formed tend to be perceived in a way consistent with the overall impression. It is argued here that the evidence usually considered as the principal experimental support for this hypothesis is artifactual, the product of a spurious method of determining perceived meaning. We describe a new method in which, following a series of person descriptions, subjects try to recall from each description a critical trait with the aid of a roughly synonymous cue word that is evaluatively either consistent or inconsistent with the description as a whole. The meaning change hypothesis predicts a higher level of recall when the cue word and the overall description are evaluatively consistent. We show that although this prediction holds with at least one kind of person description (Experiments 1 and 2), it does not hold with the kind most often used in impression formation research (Experiments 3, 4, and 5).

Cues↗