Conditions of proactive inhibition in free recall.

1972 ◽  
Vol 92 (2) ◽  
pp. 276-284 ◽  
Author(s):  
Leo Postman ◽  
Lynn Hasher
Keyword(s):  
Free Recall ◽  
Proactive Inhibition

Proactive inhibition in free recall.

1970 ◽  
Vol 83 (3, Pt.1) ◽  
pp. 495-501 ◽  
Author(s):  
Thomas J. Shuell ◽  
Roger Koehler
Keyword(s):  
Free Recall ◽  
Proactive Inhibition

scholarly journals Categories, subcategories, and the attenuation of proactive inhibition in free recall

1974 ◽  
Vol 2 (1) ◽  
pp. 127-129
Author(s):  
W. P. Brown ◽  
J. T. O. Atkinson
Keyword(s):  
Free Recall ◽  
Proactive Inhibition

Retroactive and Proactive Inhibition in Young and Elderly Adults Using an Unpaced Modified Free Recall Test

1973 ◽  
Vol 32 (1) ◽  
pp. 215-222 ◽  
Author(s):  
Anthony J. Traxler
Keyword(s):  
Free Recall ◽  
Age Differences ◽  
Proactive Inhibition ◽  
Elderly Adults ◽  
Adult Age ◽  
Modified Method ◽  
Transfer Paradigm ◽  
Age Related ◽  
Anticipation Interval ◽  
Recall Procedure

The role of interference as an age-related variable in RI and PI as a function of anticipation interval and transfer paradigm was studied by employing different transfer paradigms (A-B, A-C; A-B, C-B; A-B, C-D), and by varying the anticipation interval (2 sec. or 4 sec.). 60 young ( M = 27.42 yr.) and 60 elderly adults ( M = 68.73 yr.) learned 2 lists of paired adjectives to an 8/8 criterion and then recalled the lists by means of a written modified method of free recall. Significant age differences in RI and PI were found, with the old Ss showing disproportionately more RI under the 2-sec. A-B, A-C high interference condition. Neither anticipation interval nor transfer paradigm contributed to age differences in PI. Results indicated that adult age differences in RI and PI as measured by the unpaced modified free-recall procedure essentially agree with those in RI and PI studies using relearning and paced recall tests.

Proactive inhibition in free recall.

1971 ◽  
Vol 91 (1) ◽  
pp. 120-123 ◽  
Author(s):  
Fergus I. M. Craik ◽  
John Birtwistle
Keyword(s):  
Free Recall ◽  
Proactive Inhibition

Short-term Temporal Changes in Free Recall

1965 ◽  
Vol 17 (2) ◽  
pp. 132-138 ◽  
Author(s):  
Leo Postman ◽  
Laura W. Phillips
Keyword(s):  
Free Recall ◽  
Retention Interval ◽  
Short Term Memory ◽  
Proactive Inhibition ◽  
Initial Part ◽  
Short Term ◽  
Absolute Level ◽  
Large Measure ◽  
Term Memory ◽  
Counting Task

An experimental study of short-term memory for lists of familiar English words is reported. Lists of 10, 20, and 30 unrelated words were presented at a 1-sec. rate. Retention was measured by free recall after intervals of 0, 15 and 30 sec. A counting task was used to prevent rehearsal during the retention interval. The absolute level of recall increased with length of list whereas the percentages retained showed the reverse trend. The recall scores decreased steadily as a function of retention interval, with the rates of forgetting comparable for the three lengths of list. The decline in the amount recalled was due in large measure to the loss of the terminal items in the list. Consequently, the pronounced recency effect present on the immediate test of recall was progressively reduced as a function of time. By contrast retention of the initial part of the list was relatively stable. These variations in rate of forgetting are attributed to differences among serial positions in susceptibility to proactive inhibition.

Proactive Inhibition as an Artefact of the Method of Paced Anticipation

1967 ◽  
Vol 19 (1) ◽  
pp. 49-53
Author(s):  
J. K. Clarkson
Keyword(s):  
Free Recall ◽  
Original Learning ◽  
Proactive Inhibition ◽  
Verbal Material ◽  
Learning Method ◽  
Learning Trials

Sixty-one subjects partly learned serial lists of 12 two-syllable adjectives presented for a set number of learning trials on two successive days. Recall was obtained 24 hr. later. One group of 30 subjects learned by the method of paced anticipation, the remaining 31 learned by silently watching the items. Free recall within a period of 1 min. was used both as a criterion for original learning and for subsequent retention. On three independent criteria for the existence of proactive inhibition (PI) the paced anticipation group showed significant PI and the silent group did not. I is suggested that PI was due to the identity of learning method, probably unique in a näive subject's experience, rather than similarity of verbal material. It is also hypothesized that difficulty in interpreting conflicting data from existing PI studies may be due to the fact that learning of verbal material is confounded with learning the S-R skill or paced anticipation.

Die Entwicklung des strategischen Gedächtnisses im Laufe der Grundschulzeit

2009 ◽  
Vol 41 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Michael Hünnerkopf ◽  
Veronika Kron-Sperl ◽  
Wolfgang Schneider
Keyword(s):  
Free Recall ◽  
Serial Learning

Zusammenfassung. Es werden Ergebnisse der Würzburger Längsschnittstudie dargestellt, in der der Entwicklungsverlauf des strategischen Gedächtnisses vom letzten Kindergartenjahr bis zum Ende der vierten Klasse in halbjährigem Abstand untersucht wurde. Für eine Stichprobe von ca. 100 Kindern konnte das in der Münchner LOGIK-Studie gefundene Muster des sprunghaften Strategieerwerbs für die Sortierstrategie bestätigt werden, während sich bei der Wiederholungsstrategie kein bedeutsamer Unterschied in der Art des Strategieerwerbs zeigte. Der kombinierte Gebrauch von Sortier- und Wiederholungsstrategie brachte Vorteile bei der Abrufleistung der Sort-Recall-Aufgabe, nicht aber der Serial Learning-Free-Recall-Aufgabe. Für zukünftige Forschungsarbeiten wird der Einsatz einer Aufgabe zur Untersuchung der Strategieentwicklung empfohlen.

Limitations to the Spacing Effect

2005 ◽  
Vol 52 (4) ◽  
pp. 257-263 ◽  
Author(s):  
Peter P. J. L. Verkoeijen ◽  
Remy M. J. P. Rikers ◽  
Henk G. Schmidt
Keyword(s):  
Free Recall ◽  
Phase Retrieval ◽  
Incidental Learning ◽  
Factor Model ◽  
Recall Performance ◽  
Spacing Effect ◽  
Word List ◽  
Intentional Learning ◽  
Study Phase ◽  
Learning Condition

Abstract. The spacing effect refers to the finding that memory for repeated items improves when the interrepetition interval increases. To explain the spacing effect in free-recall tasks, a two-factor model has been put forward that combines mechanisms of contextual variability and study-phase retrieval (e.g., Raaijmakers, 2003 ; Verkoeijen, Rikers, & Schmidt, 2004 ). An important, yet untested, implication of this model is that free recall of repetitions should follow an inverted u-shaped relationship with interrepetition spacing. To demonstrate the suggested relationship an experiment was conducted. Participants studied a word list, consisting of items repeated at different interrepetition intervals, either under incidental or under intentional learning instructions. Subsequently, participants received a free-recall test. The results revealed an inverted u-shaped relationship between free recall and interrepetition spacing in both the incidental-learning condition and the intentional-learning condition. Moreover, for intentionally learned repetitions, the maximum free-recall performance was located at a longer interrepetition interval than for incidentally learned repetitions. These findings are interpreted in terms of the two-factor model of spacing effects in free-recall tasks.

Articulatory Rehearsal Is More Than Refreshing Memory Traces

2013 ◽  
Vol 60 (2) ◽  
pp. 131-139 ◽  
Author(s):  
Ryoji Nishiyama ◽  
Jun Ukita
Keyword(s):  
Free Recall ◽  
Recall Performance ◽  
Verbal Working Memory ◽  
Verbal Information ◽  
Free Recall Task ◽  
Study Item ◽  
Phonological Representations ◽  
Memory Traces ◽  
Short Period ◽  
Serial Position Curves

This study examined whether additional articulatory rehearsal induced temporary durability of phonological representations, using a 10-s delayed nonword free recall task. Three experiments demonstrated that cumulative rehearsal between the offset of the last study item and the start of the filled delay (Experiments 1 and 3) and a fixed rehearsal of the immediate item during the subsequent interstimulus interval (Experiments 2 and 3) improved free recall performance. These results suggest that an additional rehearsal helps to stabilize phonological representations for a short period. Furthermore, the analyses of serial position curves suggested that the frequency of the articulation affected the durability of the phonological representation. The significance of these findings as clues of the mechanism maintaining verbal information (i.e., verbal working memory) is discussed.

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