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Free Recall (free + recall)
Terms modified by Free Recall Selected AbstractsVariable Memory Strategy Use in Children's Adaptive Intratask Learning Behavior: Developmental Changes and Working Memory Influences in Free RecallCHILD DEVELOPMENT, Issue 4 2007Martin Lehmann Variability in strategy use within single trials in free recall was analyzed longitudinally from second to fourth grades (ages 8,10 years). To control for practice effects another sample of fourth graders was included (age 10 years). Video analyses revealed that children employed different strategies when preparing for free recall. A gradual shift from labeling to cumulative rehearsal was present both with increasing age and across different list positions. Whereas cumulative rehearsal was frequent at early list positions, labeling was dominant at later list portions. Working memory capacity predicted the extent of cumulative rehearsal usage, which became more efficient with increasing age. Results are discussed in the context of the adaptive strategy choice model. [source] Do children with developmental dyslexia have impairments in implicit learning?DYSLEXIA, Issue 2 2010Elpis V. Pavlidou Abstract We explored implicit learning in a group of typically developing and developmental dyslexic primary school children (9,12,y) using a modified artificial grammar learning task. Performance was calculated using two measures of performance: a perfect free recall (PFR) score and a grammaticality judgment score. Both groups of children required the same amount of exposure to memorize the items (i.e. PFR performance) (t(30)=1.620, p>0.05; p -value reported two-tailed). However, repeated measures ANOVA (Participant type × Grammaticality × Chunk strength) revealed a Participant type effect for grammaticality judgment scores (F(1,30)=4.521, p<0.05; p -value reported two-tailed). Typically developing children showed above chance performance in terms of both grammaticality and chunk strength of the stimuli. Children with developmental dyslexia on the other hand, failed to show implicit learning irrespective of the substring characteristics (i.e. grammaticality or chunk strength). We propose that children with developmental dyslexia may be impaired in their implicit rule abstraction mechanism, which can partially explain their persistent reading problems. Copyright © 2010 John Wiley & Sons, Ltd. [source] Diazepam-induced prospective memory impairment and its relation to retrospective memory, attention, and arousalHUMAN PSYCHOPHARMACOLOGY: CLINICAL AND EXPERIMENTAL, Issue 2 2006Jill B. Rich Abstract The amnestic effects of benzodiazepines are well documented on a variety of memory tasks. However, prospective memory (PM), or remembering to execute an action at a future time, has not been studied previously. This study examined the effect of diazepam on word list recall, PM, sustained attention, and subjective ratings of arousal. Forty-eight healthy participants, aged 19,35, received an average of 0.19,mg/kg oral diazepam or placebo in a double-blind manner. Retrospective memory and PM were assessed by free recall of unrelated word lists and by instructing participants to request a hidden belonging at the end of the session, respectively. Sustained attention was measured by multiple trials of a digit cancellation task, and subjective arousal was assessed by self-ratings of drowsiness. Diazepam impaired performance on all measures, including PM. Reduced PM performance was associated with decreased subjective arousal in the diazepam group but was unrelated to sustained attention. This is the first report of the effects of benzodiazepines on prospective remembering, and further supports the view that the arousal/attentional system is composed of partially independent subsystems that have differential relationships to memory. Copyright © 2005 John Wiley & Sons, Ltd. [source] Caffeine (4,mg/kg) influences sustained attention and delayed free recall but not memory predictionsHUMAN PSYCHOPHARMACOLOGY: CLINICAL AND EXPERIMENTAL, Issue 4 2001William L. Kelemen Abstract This experiment was conducted to examine the influence of a moderate dose of caffeine (4,mg/kg) on delayed memory, metamemory, and sustained attention. One hundred and forty-two volunteers ingested either caffeine or placebo during a study session which included three different memory tasks (free recall, cued recall, and recognition), and they made predictions of future memory performance. On day 2, participants again ingested either caffeine or placebo and completed memory tests. Sustained attention performance was measured on both days, and caffeine reliably improved hit rates and response latencies. A reliable drug-state interaction was detected only in the free recall test of memory. Caffeine did not affect the magnitude or accuracy of memory predictions, but there was some evidence that expectancies about caffeine were related to cognitive performance. Overall, caffeine's impact on memory and metamemory was not robust in this study. Copyright © 2001 John Wiley & Sons, Ltd. [source] A Classroom Investigation: Can Video Improve Intermediate-Level French Language Students' Ability to Learn about a Foreign Culture?MODERN LANGUAGE JOURNAL, Issue 1 2002Carol Herron This study examines the effects of video on cultural knowledge at the intermediate level. Fifty-one intermediate-level French students viewed 8 videos. A pretest/posttest design assessed long-term gains in cultural knowledge and in the learning of cultural practices and cultural products from exposure to a curriculum with a video component. Eight postvideo tests measured the students' ability to retain information and to make inferences. A questionnaire assessed perceptions of cultural learning. Results indicated a significant gain in cultural knowledge with posttest scores significantly higher than pretest scores. On the short-answer and free-recall portions of the 8 postvideo tests, the students' ability to make inferences or retain information did not improve significantly in either an advance organizer (AO) or a non-AO condition. For free recall, scores were significantly higher for mentions of cultural practices than for products. The students believed that they learned more cultural practices than products. The results support using video to enhance cultural knowledge. [source] Acute cortisol effects on immediate free recall and recognition of nouns depend on stimulus valencePSYCHOPHYSIOLOGY, Issue 2 2003Mattie Tops Abstract The present study investigated the acute effects of cortisol administration in normal healthy male volunteers on immediate free recall and recognition of pleasant, unpleasant, and neutral nouns using a between-subjects double-blind design. Two hours after cortisol (10 mg) or placebo administration, impaired recall and recognition of neutral and pleasant words was found in the treatment group, whereas recall and recognition of unpleasant words was similar in both groups. The interaction between treatment and stimulus valence was not mediated by "semantic cohesion," nor does it seem to have been mediated by stimulus arousal. Cortisol did not change mood. The changes with cortisol in recall and recognition of pleasant and unpleasant words parallel those found in depression, a condition that is often accompanied by elevated basal cortisol levels. [source] Memory distrust and acceptance of misinformationAPPLIED COGNITIVE PSYCHOLOGY, Issue 6 2010Saskia van Bergen Relying on a community sample (N,=,80), the present study examined whether memory distrust is related to an increased tendency to accept misinformation and whether it interacts with passage of time. Participants were shown video footage of an armed robbery. Approximately 30,minutes later, they were asked to describe as accurately as possible what they had seen. Either 1 day or 2 weeks later they were presented with their own statements, to which five misinformation items had been added. The results showed that people suffering from memory distrust accepted more misinformation than those with optimistic beliefs about their memory. In addition, both age and free recall seemed to modulate this relationship. However, memory evaluation did not interact with time interval. Copyright © 2009 John Wiley & Sons, Ltd. [source] Children and adults are differentially affected by presentation modality in the DRM paradigmAPPLIED COGNITIVE PSYCHOLOGY, Issue 6 2009Maya M. Khanna Using the Deese,Roediger,McDermott (DRM) method for free recall, we examined mode of list presentation and association type in 8,9 year old children and adults. Participants verbally recalled lists of associates that were presented orally (Experiment 1) or visually (Experiment 2). Lists consisted of semantic associates (e.g. hound, puppy, etc.), phonological associates (e.g. log, dot, etc.) and both semantic and phonological associates (e.g. hound, dot, etc.) to a nonpresented lure word (e.g. dog). Interestingly, the ratio of false to true recall was higher in children than adults only when lists were presented orally. These results suggest that children rely more on sublexical information or item-specific information than adults when reading lists, and, thus, are less likely to activate the critical lure via lexical associations. Furthermore, these results suggest that information processing differences at encoding between children and adults need to be taken into account when interpreting free recall studies. Copyright © 2008 John Wiley & Sons, Ltd. [source] False memories for a robbery in young and older adultsAPPLIED COGNITIVE PSYCHOLOGY, Issue 2 2009Alaitz Aizpurua The aim of the present study was to analyse memory performance in young and older adults based on a robbery scenario. The study examined free recall and the recognition of actions, people and details, as well as the Remember/Know/Guess judgements that accompanied recognition. Recognition was evaluated both immediately and 1 week later, although performance was not affected by the retention interval. In the free recall task, the older adults remembered less information than the younger adults but we found no differences between the two with regard to errors. Participants accepted more false actions, thus achieving higher recognition accuracy for people and details. They also categorized false alarms for actions more often as remember than as know or guess judgements. This pattern of results was more pronounced in the older adults, suggesting that aging is an important factor in false memories for events. Copyright © 2008 John Wiley & Sons, Ltd. [source] Perspective-driven text comprehensionAPPLIED COGNITIVE PSYCHOLOGY, Issue 3 2008Johanna K. Kaakinen The present article reports results of an eye-tracking experiment, which examines whether the perspective-driven text comprehension framework applies to comprehension of narrative text. Sixty-four participants were instructed to adopt either a burglar's or an interior designer's perspective. A pilot test showed that readers have more overlapping prior knowledge with the burglar-relevant than with the interior designer-relevant information of the experimental text. Participants read either a transparent text version where the (ir)relevance of text segments to the perspective was made apparent, or an opaque text version where no direct mention of the perspective was made. After reading participants wrote a free recall of the text. The results showed that perspective-related prior knowledge modulates the perspective effects observed in on-line text processing and that signalling of (ir)relevance helps in encoding relevant information to memory. It is concluded that the proposed framework generalizes to the on-line comprehension of narrative texts. Copyright © 2008 John Wiley & Sons, Ltd. [source] Feigning amnesia undermines memory for a mock crimeAPPLIED COGNITIVE PSYCHOLOGY, Issue 5 2004Kim Van Oorsouw Using scripts, previous studies by Christianson and co-workers have suggested that simulating amnesia undermines memory. Relying on a more realistic mock crime paradigm, the current study examined whether feigning amnesia has memory-undermining effects. After committing a mock crime, one group of participants (n,=,21) was instructed to simulate amnesia for the event. Their performance on immediate free recall tests was compared to that of participants (n,=,20) who were instructed to respond honestly during free recall. After one week, simulators, honestly responding controls, and a second control group (n,=,20) that had not undergone immediate memory testing after the pertinent event completed free recall tests. This time, all participants were instructed to perform as well as they could. At the follow-up free recall test, both ex-simulators and controls who underwent the memory testing for the first time performed significantly worse than the honestly responding controls. Thus, the current study supports the idea that simulating amnesia in order to evade responsibility for a crime has detrimental effects on true memory of the crime. Our results also suggest that this effect can best be understood in terms of lack of rehearsal. Copyright © 2004 John Wiley & Sons, Ltd. [source] Memory for previous recall: a comparison of free and cued recallAPPLIED COGNITIVE PSYCHOLOGY, Issue 5 2002Laura Maria Padilla-Walker Case studies of individuals who claimed to have recovered previously repressed memories of abuse during situations that involved memory cueing revealed that some individuals had discussed abuse with others during an earlier time period. Termed the ,forgot-it-all-along' effect, this phenomenon has legal implications for statutes of limitations. Two experiments provide evidence for differences between free recall and more directed (recognition or cued recall) test conditions in the accuracy of memories for previous recall. Participants more often erred by claiming they had not previously remembered recognized (Experiment 1) or cued (Experiment 2) sentences than freely recalled sentences, and this difference was obtained even when the number of remembered sentences was equivalent across conditions (Experiment 2). These studies document that memory for previous recollection is less accurate for cued memories even when remembered events do not produce feelings of shock or surprise. Copyright © 2002 John Wiley & Sons, Ltd. [source] A meta-analysis of the verbal overshadowing effect in face identificationAPPLIED COGNITIVE PSYCHOLOGY, Issue 6 2001Christian A. Meissner Recent studies have demonstrated that requesting individuals to produce a verbal description of a previously seen face can hinder subsequent attempts at identification. This phenomenon, termed ,verbal overshadowing', has been studied rather extensively in the face-identification paradigm; however, studies have not always replicated the general effect. Based upon both practical and theoretical interests in the phenomenon, a meta-analysis of 29 effect size comparisons (N,=,2018) was conducted. Across the sample of studies there was a small, yet significant, negative effect (Fisher's Zr,=,,0.12), indicating some degree of verbal impairment or overshadowing. A fixed-effects analysis of several moderating variables demonstrated a significant effect of post-description delay and type of description instruction. The pattern of means indicated that overshadowing effects were more likely to occur when the identification task immediately followed the description task, and when participants were given an elaborative, as opposed to a standard (free recall), instruction during the description task. Inconsistencies in the literature are discussed, as well as various theoretical and applied issues regarding the verbal overshadowing effect. Copyright © 2001 John Wiley & Sons, Ltd. [source] Variable Memory Strategy Use in Children's Adaptive Intratask Learning Behavior: Developmental Changes and Working Memory Influences in Free RecallCHILD DEVELOPMENT, Issue 4 2007Martin Lehmann Variability in strategy use within single trials in free recall was analyzed longitudinally from second to fourth grades (ages 8,10 years). To control for practice effects another sample of fourth graders was included (age 10 years). Video analyses revealed that children employed different strategies when preparing for free recall. A gradual shift from labeling to cumulative rehearsal was present both with increasing age and across different list positions. Whereas cumulative rehearsal was frequent at early list positions, labeling was dominant at later list portions. Working memory capacity predicted the extent of cumulative rehearsal usage, which became more efficient with increasing age. Results are discussed in the context of the adaptive strategy choice model. [source] | ||||||||||