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PubMed1992

The retrieval of controlled and automatic aspects of meaning on direct and indirect tests.

The literature concerning implicit memory presents conflicting evidence on the importance of meaning in recovering recently studied words. When the same cues are used during testing, indirect instructions reduce levels of processing effects relative to those obtained with direct instructions, suggesting that meaning is not as likely to be retrieved on indirect tests. However, with certain cues, meaning set size of the studied words affects performance even under indirect instructions, suggesting that meaning is retrieved on such tests. The purpose of the present experiments was to resolve this apparent inconsistency. In Experiment 1, the effects of levels of processing and meaning set size were evaluated under direct and indirect test instructions, with the use of stem and word-fragment cues. In other experiments, beginning and ending stem cues were compared, and levels, set size, and instructional effects were evaluated using meaning cues. The findings indicated that levels effects were determined more by test instructions than by test cues, and that set size effects were determined more by test cues than by test instructions. Implications are discussed for transfer-appropriate processing viewpoints and for a model in which it is assumed that performance is determined by searching either explicit or implicit memories.

Adult↗
PubMed1992

The tip-of-the-tongue phenomenon: blocking or partial activation?

Tip-of-the-tongue states may represent the momentary unavailability of an otherwise accessible word or the weak activation of an otherwise inaccessible word. In three experiments designed to address these alternative views, subjects attempted to retrieve rare target words from their definitions. The definitions were followed by cues that were related to the targets in sound, by cues that were related in meaning, and by cues that were not related to the targets. Experiment 1 found that compared with unrelated cues, related cue words that were presented immediately after target definitions helped rather than hindered lexical retrieval, and that sound cues were more effective retrieval aids than meaning cues. Experiment 2 replicated these results when cues were presented after an initial target-retrieval attempt. These findings reverse a previous one (Jones, 1989) that was reproduced in Experiment 3 and shown to stem from a small group of unusually difficult target definitions.

Adult↗
PubMed1992

Importance of the kind of cue for judgments of learning (JOL) and the delayed-JOL effect.

The delayed-JOL effect is the finding in which judgments of learning (JOLs) are more accurate at predicting eventual recall when they are made a short time after study rather than immediately after study. The present research replicated this effect and found that the kind of cue that is used for JOLs is critical. In particular, following the study of stimulus-response paired associates, there is an extremely robust delayed-JOL effect when the cue for JOLs is the stimulus alone (every one of 45 subjects showed the effect); however, there is little, if any, delayed-JOL effect when the cue for JOLs is the stimulus-response pair. This finding has important implications for education: To have the greatest accuracy at predicting eventual recall, a person should make JOLs not immediately after study but, instead, shortly after study (i.e., delayed JOLs) with the cue for JOLs being the stimulus alone. The theoretical mechanisms for the delayed-JOL effect are currently unknown, but some speculations are offered.

Adult↗
PubMed1992

Fast visual generation: its nature and chronometrics.

The fast-generation model for the matching of mixed-case letter pairs (e.g., Aa, Ab) states that one or both members of a pair activate visual representations in memory of the opposite case, supporting "same" or "different" responses through crossmatching to representations of the pair members themselves. Here the reaction time and error results of three experiments using simultaneous matches support a specific variant of the model in which generation proceeds from the uppercase letter. Furthermore, a manipulation of stimulus onset asynchrony in a fourth experiment using near-simultaneous matches indicates that fast generation produces a visual representation that occurs within 67 msec of initiation and that decays within 200 msec. A fifth experiment contrasts simultaneous and successive matches and in the case of successive matches finds evidence in support of a regeneration process acting after an initial decay. Models of mixed-case matching that are based on the phonetic representation of letter names, or on abstract-letter identities, completely fail to account for the results. Fast generation is distinguishable from slow generation in that it shows fast (vs. slow) dynamics, rapid decay (vs. maintainability), no imagery (vs. imagery), and (probably) automatic (vs. controlled) processing.

Attention↗
PubMed1976

Pictorial superiority effect.

Pictures generally show superior recognition relative to their verbal labels. This experiment was designed to link this pictorial superiority effect to sensory or meaning codes associated with the two types of symbols. Paired-associate stimuli consisted of simple pictures or of their labels, with list items selected either from the same conceptual category or from different conceptual categories. In addition, schematic or visual similarity among the pictures was either high or low. At two rates of presentation equal amounts of conceptual interference were produced for pictures and their labels. High schematic similarity eliminated the pictorial superiority effects at the slow rate and completely reversed it at the fast rate. These results suggest that the meaning representations for simple pictures and their labels may be identical, and that the pictorial superiority effect is related to the qualitative superiority of the sensory codes for pictures.

Concept Formation↗
PubMed1975

Effects of stimulus familiarity on the rehearsal strategies transfer mechanism in retarded and nonretarded individuals.

The possibility that the familiarity value of stimuli might be a component of the rehearsal strategies mechanism in Ellis' (1970) multiprocess theory of short-term memory was investigated. Retarded and nonretarded subjects of equal CA were given either PA pretraining of nonsense pictures with colors or were presented with nonsense pictures alone. They were then compared in their performance on either an experimenter- or subject-paced serial memory task in which the nonsense pictures were employed as stimuli. It was expected that pretraining would increase the familiarity value of nonsense stimuli for nonretarded and, to a lesser extent, retarded subjects, facilitating transfer of information from primary to secondary memory in both groups. Although predictions about the effects of pretraining on retention were not substantiated, the results of the experiment did support the hypothesis that a production deficiency in active encoding can account for the poor secondary memory of mentally retarded subjects.

Achievement↗
PubMedDate not supplied

[Dynamics of visual association formation in man].

The subjects were asked to memorize four combinations of paired visual stimuli on an illuminated tableau. The test-signal, a single flash on the tableau, was presented after the signal pair and could coincide either with the second component of the association or with the elements not involved in this particular association. After presentation of the test signal, the subject had to press the key as quickly as possible and then point to the pair on the tableau, associated with the signal pair (the second component of the association). The changes occuring in the structure of the association were evaluated by the changes of reaction time (rt) to the test-signal and the RT variability. Differences have been revealed between the RT dynamics and variabilities, which characterize the functional state of the elements activated during the achievement of the association and those not participating in the given association. During stabilization of the visual association, oppositely directed tendencies of RT changes and variabilities were observed.

Humans↗
PubMed1992

Retrieval of action phrases: the efficacy of verb cues and noun cues.

Memory for noun cues has been shown to be superior to memory for verb cues. This study investigates two factors that might influence this noun-cue superiority effect: pre-experimental associations between the cue and the target, and encoding strategies. Subjects were to study a list of noun-verb phrases. The pre-experimental associations between the two components of the phrases were either symmetric or asymmetric, and either strong or weak. One group of subjects studied the list under a standard learning instruction. The other group was required to enact the phrases. The results show that the noun-cue superiority is modulated by the variation of pre-experimental associations, that enacting considerably improves cued recall performances, and that enacting neither influences the effects of pre-experimental associations nor the efficacy of the two cuetypes.

Adult↗
PubMed1978

Associative symmetry in the PA learning of retarded and nonrerarded children.

Mentally retarded and nonretarded children learned pairs of pictures in a single-function order (A and B terms of each pair were in the same position throughout) or in a double-function order (all items were re-paired and served as A and B terms). Associative symmetry was demonstrated by all groups when the lists were presented single-function; forward asymmetry was demonstrated when the list was presented double-function. When categorized pairs were presented double-function, items that were correctly associated by category produced symmetry; items that were correctly associated but not by category produced forward asymmetry. The possible influence of single vs. multiple associations on associative symmetry was discussed.

Child↗
PubMed1977

Sentence mediation and stimulus blocking in free recall.

In a two-phasing training study, EMR adolescents were initially provided with sentences linking each pair of 2 words in a 20-word list to be free recalled. In a second phase, subjects were required to create and verbalize their own sentences. This sentence-mediation condition was compared with (a) one in which items were presented in the same fixed pairs from trial-to-trial, but without sentences and (b) a group that received items in changing pairs. Results indicated superiority of both sentence-mediation and fixed-pairs treatments in comparison to the changing-pairs condition on both correct recall and subjective organization. Sentences did not facilitate recall more than did consistent ordering. The results were discussed in the context of the growing evidence that providing input structure can remediate organization deficits in retarded persons.

Adolescent↗
PubMed1976

Cognitive processes and academic achievement in EMR adolescents.

Twelve cognitive process variables were investigated as predictors of reading and arithmetic achievement and studied for internal structure, with 115 EMR adolescent subjects. Stepwise regression and factor analyses were employed to study prediction and structure, respectively. Memory variables were the most important predictors of reading. They were also involved in arithmetic but to a lesser extent. The data suggested that the ability to generate and utilize strategies facilitating the recall of unstructured material as well as the capacity to be sensitive to strategy-relevant structure embedded in stimuli were important prerequisites for the acquisition of reading skills. An oddity task, measuring the ability to maintain the same relational focus for successive applications to new stimulus material, was found to be most pertinent for predicting arithmetic computational skills.

Achievement↗
PubMed1992

Induced arousal and orienting tasks as determinants of intentional recall.

In this study, the author examined the effects of intention to learn, noise, and different types of orienting tasks on short-term and long-term recall for 15 Hindi paired-associates. Intention to learn improved recall, as did encoding of semantic features, and noise impaired both short-term and long-term recall. The analysis of short-term recall scores indicated that there were no significant interactions between these factors, but the analysis of long-term recall scores indicated that there were significant interactions between noise and orienting tasks and between intentionality and orienting tasks.

Adolescent↗
PubMedDate not supplied

Age, rate and instructional conditions: empirical support against the pacing variable.

The present study was an attempt to determine if the pacing effect was an artifact of the confounding of presentation rate and total learning time. Two presentation rates were factorially varied with three instructional conditions for two different age groups in a paired-associate and free-recall task. The results of the study replicated the pacing effect when learning time was deliberately confounded. When total learning time was equated for the presentation rates the pacing effect was not replicated, demonstrating that pacing is an artifact. It was suggested that the total time principle, not pacing, was the viable explanatory concept. The results of the manipulation of instructional conditions suggest that it is inappropriate to assume that a set of instructions will result in equivalent performance for both young and old samples.

Adolescent↗
PubMed1977

Processing of interactive and noninteractive pictures in PA learning by retarded persons.

Retarded persons, at two MA levels, were exposed to a list of paired-associates (PAs) in which the stimulus terms were picture compounds of one animate and one inanimate object. One-half of the subjects in each MA group learned the associations with the stimulus components presented in meaningful interaction, and half learned the associations with the components depicted in noninteraction. Stimulus interaction facilitated list acquisition by the higher MA but not by the lower MA subjects. Transfer tests following PA learning indicated that the interactive stimulus components had been processed as units by the higher MA subjects, suggesting that these individuals may have spontaneously elaborated the interactive-stimulus components.

Cognition↗