Superior recall of dialogue by undergraduates through accompanying nonliteral movements

2001 ◽  
Author(s):  
Helga Noice ◽  
Tony Noice ◽  
Kim Tamosaitis
Keyword(s):  
Superior Recall

On the Significance of “Double Encoding” for the Superior Recall of Pictures to Names

1973 ◽  
Vol 25 (3) ◽  
pp. 413-423 ◽  
Author(s):  
Graham M. Davies ◽  
J. E. Milne ◽  
B. J. Glennie
Keyword(s):  
Free Recall ◽  
Recognition Task ◽  
Sequential Presentation ◽  
Picture Condition ◽  
Superior Recall ◽  
The Subject ◽  
Better Than

Ten-year-old children who were shown pictures of objects immediately preceded by the object's name recalled the material no better than those exposed to the names of the stimuli alone. Both conditions yielded significantly poorer retention than those in which pictures alone were presented or pictures followed by their names. A second study replicated this result. In addition this demonstrated, by a picture and name recognition task, that the effects could not be due to subjects in the “name prior to picture” condition ignoring the pictorial component. These results were interpreted as contradicting the “double encoding” explanation of the superiority of pictures to names in free recall. Parallel visual and verbal encoding of a pictured object does not facilitate retention unless the verbal cue is actively elicited from the subject by the stimulus. The implications of this result for other studies which have employed either simultaneous or sequential presentation of pictures and names are briefly discussed.

Acquisition and Clustering in Multiple-Trial Free Recall as a Function of Meaningfulness of Dissyllables

1973 ◽  
Vol 33 (1) ◽  
pp. 27-30
Author(s):  
Marianne W. Segal ◽  
Gayle A. Olson
Keyword(s):  
Free Recall ◽  
Recall Task ◽  
Free Recall Task ◽  
Superior Recall ◽  
Associative Relatedness

Lists of 10 dissyllables varying in meaningfulness were presented to subjects in a multiple-trial free recall task. Measures of recall and clustering showed superior recall and greater amounts of clustering for the high-meaningful list than for the low-meaningful list. Differential item integration and associative relatedness were mechanisms employed to explain the differences.

Effect of Verbal Interpretation on Recall and Recognition of Ambiguous Pictorial Stimuli

1993 ◽  
Vol 76 (3) ◽  
pp. 719-722
Author(s):  
Mario V. De Santis ◽  
Richard H. Haude
Keyword(s):  
Superior Recall ◽  
Pictorial Stimuli

66 subjects characterized as either good or poor visualizers were presented ambiguous pictorial stimuli accompanied by either a verbal interpretation or no interpretation. Both recall and recognition measures for the stimuli were obtained. Good visualizers showed superior recall and recognition compared with poor visualizers in the absence of verbal interpretation. Good and poor visualizers did not differ on either measure of memory when an interpretation accompanied the stimuli. Good visualizers performed equally well either with or without an interpretation, while poor visualizers performed significantly better with an interpretation.

Coding Medium and Word Recall by Deaf and Hearing Subjects

1970 ◽  
Vol 13 (1) ◽  
pp. 54-58 ◽  
Author(s):  
Penelope B. Odom ◽  
Richard L. Blanton ◽  
Cynthia K. McIntyre
Keyword(s):  
Fifth Graders ◽  
Normal Hearing ◽  
Word Recall ◽  
Superior Recall ◽  
Study Test ◽  
The Mean ◽  
Better Than

Forty deaf subjects were compared with 40 fifth graders with normal hearing on the learning of 16 English words. Eight of the words had sign equivalents; eight did not. The task consisted of eight study-test trials. Analysis of the mean number of correct responses showed higher recall of signable than unsignable words. The deaf recalled all words better than the hearing, but this advantage was due primarily to the deaf’s superior recall of the signable words. It was concluded that having a single sign equivalent for a word facilitated its recall.

Binocular Rivalry and Immediate Memory

1967 ◽  
Vol 19 (3) ◽  
pp. 224-231 ◽  
Author(s):  
H. Sampson ◽  
J. B. Horrocks
Keyword(s):  
Binocular Rivalry ◽  
Experimental Situation ◽  
Memory Task ◽  
Visual Display ◽  
Cerebral Dominance ◽  
Spatial Cues ◽  
Immediate Memory ◽  
Superior Recall ◽  
The Right

Three experiments examine features of a simple memory task on which right-handed, right eye dominant subjects have been reported to recall digits projected to the right eye more accurately than those projected simultaneously to the left eye. Superior recall by these subjects of information projected to the right eye was observed only when stimuli projected simultaneously to both eyes were seen as overlapped in the binocular percept. Under monocular presentations, accuracy of recall was not related to the eye with which stimuli were viewed. The binocular oveslap condition has a significance other than that of simply increasing the difficulty of identifying the elements in a visual display for there were no differences in accuracy of recall from each eye when overlapped stimuli were viewed monocularly. More accurate recall of right eye information appears to reflect the resolution of a conflict between inputs from each eye. The possible relation of this finding to cerebral dominance is also discussed. Order of recall in these experiments depended mainly on spatial cues provided by the experimental situation.

Perceptual and memory components of the superior recall of letters from the right visual half-fields

1973 ◽  
Vol 11 (2) ◽  
pp. 175-180 ◽  
Author(s):  
David Hines ◽  
Paul Satz ◽  
Tony Clementino
Keyword(s):  
Superior Recall ◽  
The Right

scholarly journals Self-testing produces superior recall of both familiar and unfamiliar muscle information

2015 ◽  
Vol 39 (4) ◽  
pp. 309-314 ◽  
Author(s):  
John L. Dobson ◽  
Tracy Linderholm ◽  
Mary Beth Yarbrough
Keyword(s):  
Free Recall ◽  
Learning Strategies ◽  
Testing Effect ◽  
Learning Strategy ◽  
Human Muscle ◽  
Superior Recall ◽  
Self Testing

Dozens of studies have found learning strategies based on the “testing effect” promote greater recall than those that rely solely on reading; however, the advantages of testing are often only observed after a delay (e.g., 2–7 days later). In contrast, our research, which has focused on kinesiology students learning kinesiology information that is generally familiar to them, has consistently demonstrated that testing-based strategies produce greater recall both immediately and after a delay. In an attempt to understand the discrepancies in the literature, the purpose of the present study was to determine if the time-related advantages of a testing-based learning strategy vary with one's familiarity with the to-be-learned information. Participants used both read-only and testing-based strategies to repeatedly study three different sets of information: 1) previously studied human muscle information (familiar information), 2) a mix of previously studied and previously unstudied human muscle information (mixed information), and 3) previously unstudied muscle information that is unique to sharks (unfamiliar information). Learning was evaluated via free recall assessments administered immediately after studying and again after a 1-wk delay and a 3-wk delay. Across those three assessments, the read-only strategy resulted in mean scores of 29.26 ± 1.43, 15.17 ± 1.29, and 5.33 ± 0.77 for the familiar, mixed, and unfamiliar information, respectively, whereas the testing-based strategy produced scores of 34.57 ± 1.58, 16.90 ± 1.31, and 8.33 ± 0.95, respectively. The results indicate that the testing-based strategy produced greater recall immediately and up through the 3-wk delay regardless of the participants' level of familiarity with the muscle information.

Effects of Anxiety on Storage and Retrieval Processes in Short-Term Memory

1973 ◽  
Vol 33 (1) ◽  
pp. 315-320 ◽  
Author(s):  
Charles R. Zubrzycki ◽  
John G. Borkowski
Keyword(s):  
Short Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Storage And Retrieval ◽  
Superior Recall ◽  
Retrieval Processes ◽  
Trace Formation

The effects of anxiety on storage and retrieval processes in short-term memory were investigated. 8-word units of high and low encodability were tested under conditions of free and prompted recall using strong or weak cues. Results during both test periods showed superior recall under conditions of strong cueing, high encodability, and low anxiety. An interpretation localizing the effects of anxiety in trace formation or storage phases was favored over a retrieval interpretation.

Mentaal Visualiseren Als Leerstrategie

2002 ◽  
Vol 68 ◽  
pp. 39-48 ◽  
Author(s):  
June Eyckmans ◽  
Frank Boers ◽  
Renaud Beeckmans
Keyword(s):  
Mental Imagery ◽  
Tertiary Education ◽  
Multiple Choice ◽  
Cognitive Effort ◽  
Figurative Meaning ◽  
Superior Recall ◽  
Mnemonic Strategy ◽  
On Line ◽  
Language Students ◽  
The Given

This article reports an experiment in which mental imagery was used as a mnemonic strategy to enhance learners' retention of figurative idioms. Language students in tertiary education were provided with on-line exercises on 120 English idioms. Under the experimental condition, participants were presented with multiple-choice exercises in which they were asked to hypothesise about the etymological origin of the given idioms. This task was meant to elicit mental imagery. Under the control condition, participants were presented with traditional multiple-choice exercises in which they were asked to identify the correct figurative meaning of the idioms. Retention was measured one week later by means of a gap-fill exercise in which the participants were asked to produce the keywords of the idioms in context. The results of the experiment suggest (i) that mental imagery can be a powerful mnemonic strategy, and (ii) that this strategy generates superior recall, especially with regard to etymologically rather transparent figurative idioms, even though processing these may require relatively little cognitive effort.

Effects of Interactive and Noninteractive Imagery on Recall of Advertisements

1984 ◽  
Vol 59 (3) ◽  
pp. 799-805 ◽  
Author(s):  
José Biron ◽  
Stuart J. Mc Kelvie
Keyword(s):  
Line Drawings ◽  
Superior Recall ◽  
Product Service ◽  
Service Brand ◽  
Separate Line ◽  
Verbal Control

To replicate and clarify an experiment conducted by Lutz and Lutz in 1977, 100 subjects viewed actual advertisements of product (service) — brand (company) name pairs under one of five conditions: Picture Interaction1, in which the words were accompanied by a picture containing line drawings of each member of the pair interacting, Picture Separate 1, in which the same words were accompanied by separated line-drawings of each member, Verbal Control 1, in which the words only were shown, Picture Separate 2 and Verbal Control 2, in which a new set of verbal items were presented with separate line drawings or alone, respectively. Contrary to expectation, recall of names was not superior in Picture Interaction 1; instead, over-all recall was generally higher in the three pictorial than in the two verbal conditions. In addition, the second set of different items proved to be more difficult to remember than the first. It is suggested that Lutz and Lutz's finding of superior recall in Picture Interaction was a function of extraneous variables. It is also surmised that the present failure to replicate other research showing an advantage of pictorial interaction may be attributed to different exposure times.

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