Production and accent affect memory

2013 ◽  
Vol 8 (3) ◽  
pp. 295-319 ◽  
Author(s):  
Kit W. Cho ◽  
Laurie B. Feldman
Keyword(s):  
Free Recall ◽  
Recognition Memory ◽  
American English ◽  
Study Phase

In three experiments, we examined the effects of accents and production on free recall and yes/no recognition memory. In the study phase, native English participants heard English words pronounced by a speaker with an accent that is highly familiar to the participant (American English) or with a less familiar accent (Dutch). Participants had to either say aloud (produce) the word that they heard in their natural pronunciation (Exp. 1a) or imitate the original speaker (Exp. 1b) or simply listen to the word. In all experiments, in both recall and recognition, produced words and words spoken in an unfamiliar accent were more likely to be recalled and more likely to be recognized, than words that were listened to or words spoken in a more familiar accent. In recognition but not in recall, listening to words spoken in an unfamiliar accent improved memory more than listening to words spoken in a familiar accent. Results suggest that listening allows the acoustic-phonetic details of a speaker to be retained in memory, but that production attenuates details about the original speaker’s pronunciation. Finally, the benefit of production for memory does not differ whether one produces in one’s natural accent or imitates that of the speaker.

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.

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.

Implicit and explicit memory functioning in children with heavy prenatal alcohol exposure

1999 ◽  
Vol 5 (5) ◽  
pp. 462-471 ◽  
Author(s):  
SARAH N. MATTSON ◽  
EDWARD P. RILEY
Keyword(s):  
Down Syndrome ◽  
Free Recall ◽  
Recognition Memory ◽  
Learning And Memory ◽  
Prenatal Alcohol Exposure ◽  
Alcohol Exposure ◽  
Memory Deficits ◽  
Children With Down Syndrome ◽  
Memory Functioning ◽  
Prenatal Alcohol

Prenatal alcohol exposure is associated with widespread and devastating neurodevelopmental deficits. Numerous reports have suggested memory deficits in both humans and animals exposed prenatally to alcohol. However, the nature of these memory deficits remains to be characterized. Recently children with fetal alcohol syndrome were shown to have learning and memory deficits on a verbal learning and memory measure that involved free recall and recognition memory. The current study seeks to further characterize memory functioning in children with heavy prenatal alcohol exposure by evaluating priming performance. The choice of task is also relevant given previous studies of memory performance in patient groups with and without involvement of the basal ganglia, a group of structures known to be affected in fetal alcohol syndrome. Three groups were evaluated for lexical priming, free recall, recognition memory, and verbal fluency: (1) children with heavy prenatal alcohol exposure; (2) children with Down syndrome; and (3) nonexposed controls. The children with Down syndrome showed significantly less priming than alcohol-exposed children, who did not differ from controls. In addition, the alcohol-exposed children were impaired on the free recall task but not on the recognition memory task, whereas the children with Down syndrome performed significantly worse than the alcohol-exposed group on both tasks. Finally, on the verbal fluency task, children with heavy prenatal alcohol exposure were impaired on both category and letter fluency, but the degree of impairment was greater for letter fluency. These results further characterize the memory deficits in children with heavy prenatal alcohol exposure suggesting that in spite of learning and memory deficits, they are able to benefit from priming of verbal information. (JINS, 1999, 5, 462–471.)

scholarly journals An item-level analysis of lexical-semantic effects in free recall and recognition memory using the megastudy approach

2018 ◽  
Vol 71 (10) ◽  
pp. 2207-2222 ◽  
Author(s):  
Mabel C Lau ◽  
Winston D Goh ◽  
Melvin J Yap
Keyword(s):  
Free Recall ◽  
Recognition Memory ◽  
Recognition Performance ◽  
Memory Task ◽  
Hierarchical Regression ◽  
Forward Selection ◽  
Unique Variance ◽  
Lexical Semantic ◽  
Item Level ◽  
Semantic Variables

Psycholinguists have developed a number of measures to tap different aspects of a word’s semantic representation. The influence of these measures on lexical processing has collectively been described as semantic richness effects. However, the effects of these word properties on memory are currently not well understood. This study examines the relative contributions of lexical and semantic variables in free recall and recognition memory at the item-level, using a megastudy approach. Hierarchical regression of recall and recognition performance on a number of lexical-semantic variables showed task-general effects where the structural component, frequency, number of senses, and arousal accounted for unique variance in both free recall and recognition memory. Task-specific effects included number of features, imageability, and body–object interaction, which accounted for unique variance in recall, whereas age of acquisition, familiarity, and extremity of valence accounted for unique variance in recognition. Forward selection regression analyses generally converged on these findings. Hierarchical regression also revealed that lexical variables accounted for more variance in recognition compared with recall, whereas semantic variables accounted for more unique variance above and beyond lexical variables in recall compared with recognition. Implications of the findings are discussed.

Adaptive Memory

2013 ◽  
Vol 60 (3) ◽  
pp. 172-178 ◽  
Author(s):  
Joshua E. VanArsdall ◽  
James S. Nairne ◽  
Josefa N. S. Pandeirada ◽  
Janell R. Blunt
Keyword(s):  
Free Recall ◽  
Recognition Memory ◽  
Memory Test ◽  
Adaptive Memory ◽  
Recognition Memory Test ◽  
Memory Theory ◽  
Living Thing ◽  
Living Things ◽  
Survival And Reproduction

It is adaptive to remember animates, particularly animate agents, because they play an important role in survival and reproduction. Yet, surprisingly, the role of animacy in mnemonic processing has received little direct attention in the literature. In two experiments, participants were presented with pronounceable nonwords and properties characteristic of either living (animate) or nonliving (inanimate) things. The task was to rate the likelihood that each nonword-property pair represented a living thing or a nonliving object. In Experiment 1, a subsequent recognition memory test for the nonwords revealed a significant advantage for the nonwords paired with properties of living things. To generalize this finding, Experiment 2 replicated the animate advantage using free recall. These data demonstrate a new phenomenon in the memory literature – a possible mnemonic tuning for animacy – and add to growing data supporting adaptive memory theory.

scholarly journals The von Restorff Effect in Visual Object Recognition Memory in Humans and Monkeys: The Role of Frontal/Perirhinal Interaction

1998 ◽  
Vol 10 (6) ◽  
pp. 691-703 ◽  
Author(s):  
Amanda Parker ◽  
Edward Wilding ◽  
Colin Akerman
Keyword(s):  
Object Recognition ◽  
Recognition Memory ◽  
Memory Task ◽  
Error Rates ◽  
Visual Object ◽  
Study Phase ◽  
Visual Object Recognition ◽  
Study Item ◽  
Object Recognition Memory ◽  
Von Restorff Effect

This study reports the development of a new, modified delayed matching to sample (DMS) visual recognition memory task that controls the relative novelty of test stimuli and can be used in human and nonhuman primates. We report findings from normal humans and unoperated monkeys, as well as three groups of operated monkeys. In the study phase of this modified paradigm, subjects studied lists of two-dimensional visual object stimuli. In the test phase each studied object was presented again, now paired with a new stimulus (a foil), and the subject had to choose the studied item. In some lists one study item (the novel or isolate item) and its associated foil differed from the others (the homogenous items) along one stimulus dimension (color). The critical experimental measure was the comparison of the visual object recognition error rates for isolate and homogenous test items. This task was initially administered to human subjects and unoperated monkeys. Error rates for both groups were reliably lower for isolate than for homogenous stimuli in the same list position (the von Restorff effect). The task was then administered to three groups of monkeys who had selective brain lesions. Monkeys with bilateral lesions of the amygdala and fornix, two structures that have been proposed to play a role in novelty and memory encoding, were similar to normal monkeys in their performance on this task. Two further groups— with disconnection lesions of the perirhinal cortex and either the prefrontal cortex or the magnocellular mediodorsal thalamus—showed no evidence of a von Restorff effect. These findings are not consistent with previous proposals that the hippocampus and amygdala constitute a general novelty processing network. Instead, the results support an interaction between the perirhinal and frontal cortices in the processing of certain kinds of novel information that support visual object recognition memory.

scholarly journals Remembering “primed” words: A counter-intuitive effect of repetition on recognition memory

2018 ◽  
Author(s):  
Tamara M Rosner ◽  
Raúl López-Benítez ◽  
Maria C. D'Angelo ◽  
David R. Thomson ◽  
Bruce Milliken
Keyword(s):  
Recognition Memory ◽  
Cognitive Control ◽  
Unrelated Word ◽  
Test Phase ◽  
Study Phase ◽  
Attentional Orienting ◽  
Memory Encoding ◽  
Processing Difficulty

The present study examines the effect of immediate repetition on recognition memory. In a series of 4 experiments, the study phase task was to name aloud a word that was immediately preceded by either the same word (repeated trials) or a different word (not-repeated trials). Across experiments, performance in the study phase demonstrated the anticipated benefit in naming times for repeated trials. More important, performance in the test phase revealed greater sensitivity for not-repeated than repeated trials. This effect was observed even when repetitions at study were separated by an unrelated word (Experiment 3), and was eliminated only when participants named both words in succession at study (Experiment 4). These findings fit nicely with the desirable difficulty principle (R. A. Bjork, 1994), as they demonstrate that items more easily processed at study (i.e., repeated items) are not as well-encoded as items that are more difficult to process at study (i.e., not-repeated items). Furthermore, the current study points to the possibility that attentional orienting in response to processing difficulty may constitute a broadly important cognitive control adaptation that impacts memory encoding.

scholarly journals Multisensory Connections of Novel Linguistic Stimuli in Japanese as a Native Language and Referential Tastes

2021 ◽  
Vol 11 (3) ◽  
pp. 999-1010
Author(s):  
Yan Yan ◽  
Yutao Yang ◽  
Misa Ando ◽  
Xinyi Liu ◽  
Toshimune Kambara
Keyword(s):  
Free Recall ◽  
Recognition Memory ◽  
Response Times ◽  
Native Language ◽  
Subjective Evaluation ◽  
Healthy People ◽  
Recall Phase ◽  
Evaluation Phase ◽  
Significant Difference ◽  
Word Forms

Previous findings have shown essential connections between linguistic and gustatory stimuli for people with autism or lexical gustatory synesthesia. We examined the associative learning of novel linguistic forms in Japanese as a native language and tastes (candies and chocolates) for healthy people. Healthy subjects performed four phases: (a) evaluation phase of gustatory features; (b) learning phases of novel linguistic form and gustatory stimulus pairs (G) or novel word forms (W); (c) recognition memory phases linked with G and W; and (d) free recall phase for G and W. In the recognition memory phases, the performance scores of W were higher than those of G, while there was no significant difference between response times of G and W. Additionally, no difference between recall performances in G and W was also shown. A subjective evaluation of gustatory features (sweetness) negatively correlated with the recall score for linguistic forms connected to the gustatory feature, whereas the accuracy rates of the recognition memory phase in G positively correlated with those of the free recall phase in G. Although learning of novel linguistic forms is more efficient than learning of the relationships between novel linguistic forms and tastes, gustatory features influence the free recall performances of linguistic forms linked with the tastes. These results may contribute to future applications to word learning not just for patients, but also healthy people.

Marijuana and memory impairment: Effect on free recall and recognition memory

1977 ◽  
Vol 7 (2) ◽  
pp. 99-103 ◽  
Author(s):  
Loren L. Miller ◽  
Dennis McFarland ◽  
Terry L. Cornett ◽  
Dennis Brightwell
Keyword(s):  
Free Recall ◽  
Recognition Memory ◽  
Memory Impairment

Cognitive Load Hypothesis of Item-Method Directed Forgetting

2012 ◽  
Vol 65 (6) ◽  
pp. 1110-1122 ◽  
Author(s):  
Yuh-Shiow Lee
Keyword(s):  
Free Recall ◽  
Cognitive Load ◽  
Recall Test ◽  
Directed Forgetting ◽  
Cued Recall ◽  
Cognitive Resources ◽  
Study Phase ◽  
Free Recall Test ◽  
Processing Demands ◽  
Memory Group

This study examined the effect of the processing demands of to-be-remembered (TBR) words on item-method directed forgetting. Experiment 1 found that a standard memory group remembered fewer to-be-forgotten (TBF) words than a naming group, in which participants simply named the TBR words during the study phase, even though both groups were equally instructed to forget the TBF words. Experiment 2 manipulated the number of TBR words in the study list, keeping the number of TBF words constant, and found that TBF word forgetting was more difficult in the few TBR words condition than the more TBR words condition. The same pattern was found in the result of Experiment 3 when a cued recall test, instead of a free recall test, was used. In all the experiments, participants were asked to recall the TBF words before the TBR words. These findings are consistent with the cognitive load hypothesis that it is easier to forget when there are fewer cognitive resources available during encoding.

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