scholarly journals Fluency effects in recognition memory: Are perceptual fluency and conceptual fluency interchangeable?

2014 ◽  
Vol 40 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Meredith Lanska ◽  
Justin M. Olds ◽  
Deanne L. Westerman
Keyword(s):  
Recognition Memory ◽  
Perceptual Fluency ◽  
Conceptual Fluency

Perceptual Effects and Recollective Experience in Face Recognition

2005 ◽  
Vol 52 (3) ◽  
pp. 224-231 ◽  
Author(s):  
Chrisanthi Nega
Keyword(s):  
Face Recognition ◽  
Recognition Memory ◽  
Congruency Effect ◽  
Facial Recognition ◽  
Memory Systems ◽  
Study Time ◽  
Perceptual Fluency ◽  
Recollective Experience ◽  
Trace Strength ◽  
Size Congruency

Abstract. Four experiments were conducted investigating the effect of size congruency on facial recognition memory, measured by remember, know and guess responses. Different study times were employed, that is extremely short (300 and 700 ms), short (1,000 ms), and long times (5,000 ms). With the short study time (1,000 ms) size congruency occurred in knowing. With the long study time the effect of size congruency occurred in remembering. These results support the distinctiveness/fluency account of remembering and knowing as well as the memory systems account, since the size congruency effect that occurred in knowing under conditions that facilitated perceptual fluency also occurred independently in remembering under conditions that facilitated elaborative encoding. They do not support the idea that remember and know responses reflect differences in trace strength.

scholarly journals Different Impact of Perceptual Fluency and Schema Congruency on Sustainable Learning

2021 ◽  
Vol 13 (13) ◽  
pp. 7040
Author(s):  
Beat Meier ◽  
Michèle C. Muhmenthaler
Keyword(s):  
Recognition Memory ◽  
Cognitive Conflict ◽  
Test Phase ◽  
Perceptual Fluency ◽  
Study Phase ◽  
Desirable Difficulties ◽  
Design Learning ◽  
Cognition And Learning ◽  
Incorrect Information

Perceptual fluency, that is, the ease with which people perceive information, has diverse effects on cognition and learning. For example, when judging the truth of plausible but incorrect information, easy-to-read statements are incorrectly judged as true while difficult to read statements are not. As we better remember information that is consistent with pre-existing schemata (i.e., schema congruency), statements judged as true should be remembered better, which would suggest that fluency boosts memory. Another line of research suggests that learning information from hard-to-read statements enhances subsequent memory compared to easy-to-read statements (i.e., desirable difficulties). In the present study, we tested these possibilities in two experiments with student participants. In the study phase, they read plausible statements that were either easy or difficult to read and judged their truth. To assess the sustainability of learning, the test phase in which we tested recognition memory for these statements was delayed for 24 h. In Experiment 1, we manipulated fluency by presenting the statements in colors that made them easy or difficult to read. In Experiment 2, we manipulated fluency by presenting the statements in font types that made them easy or difficult to read. Moreover, in Experiment 2, memory was tested either immediately or after a 24 h delay. In both experiments, the results showed a consistent effect of schema congruency, but perceptual fluency did not affect sustainable learning. However, in the immediate test of Experiment 2, perceptual fluency enhanced memory for schema-incongruent materials. Thus, perceptual fluency can boost initial memory for schema-incongruent memory most likely due to short-lived perceptual traces, which are cropped during consolidation, but does not boost sustainable learning. We discuss these results in relation to research on the role of desirable difficulties for student learning, to effects of cognitive conflict on subsequent memory, and more generally in how to design learning methods and environments in a sustainable way.

scholarly journals The sensory match effect in recognition memory: Perceptual fluency or episodic trace?

1996 ◽  
Vol 24 (3) ◽  
pp. 367-383 ◽  
Author(s):  
Joan Gay Snodgrass ◽  
Elliot Hirshman ◽  
Jin Fan
Keyword(s):  
Recognition Memory ◽  
Perceptual Fluency ◽  
Match Effect ◽  
Episodic Trace

The attribution of perceptual fluency in recognition memory

2001 ◽  
Author(s):  
Deanne L. Westerman ◽  
Marianne Lloyd ◽  
Jeremy Miller
Keyword(s):  
Recognition Memory ◽  
Perceptual Fluency

The attribution of perceptual fluency in recognition memory: the role of expectation

2002 ◽  
Vol 47 (4) ◽  
pp. 607-617 ◽  
Author(s):  
Deanne L Westerman ◽  
Marianne E Lloyd ◽  
Jeremy K Miller
Keyword(s):  
Recognition Memory ◽  
Perceptual Fluency

scholarly journals On the contribution of perceptual fluency and priming to recognition memory

2005 ◽  
Vol 5 (1) ◽  
pp. 14-20 ◽  
Author(s):  
M. A. Conroy ◽  
R. O. Hopkins ◽  
L. R. Squire
Keyword(s):  
Recognition Memory ◽  
Perceptual Fluency
Sign in / Sign up

Export Citation Format

Share Document