Effects of environmental context manipulated by the combination of place and task on free recall

Memory ◽  
2004 ◽  
Vol 12 (3) ◽  
pp. 1-1
Author(s):  
Takeo Isarida ◽  
Toshiko Isarida
Keyword(s):  
Free Recall ◽  
Environmental Context ◽  
And Task

Effects of environmental context manipulated by the combination of place and task on free recall

Memory ◽  
2004 ◽  
Vol 12 (3) ◽  
pp. 376-384 ◽  
Author(s):  
Takeo Isarida ◽  
Toshiko Isarida
Keyword(s):  
Free Recall ◽  
Environmental Context ◽  
And Task

scholarly journals Influences of environmental context on the recency effect in free recall

2006 ◽  
Vol 34 (4) ◽  
pp. 787-794 ◽  
Author(s):  
Takeo Isarida ◽  
Toshiko K. Isarida
Keyword(s):  
Free Recall ◽  
Environmental Context ◽  
Recency Effect

Children's Free Recall and Clustering Related to List-Task Organization, Instruction to Learn and Presentation Rate

1978 ◽  
Vol 43 (3_suppl) ◽  
pp. 1139-1148
Author(s):  
Claire B. Ernhart ◽  
Sybil B. Licht ◽  
Annette Kowalski ◽  
Lynne S. Carman
Keyword(s):  
Free Recall ◽  
Incidental Learning ◽  
Presentation Rate ◽  
Fifth Grade ◽  
School Age Children ◽  
Intentional Learning ◽  
Recall Data ◽  
Slow Presentation ◽  
Clustering Data ◽  
And Task

Free recall of 144 fifth grade children given a handwriting orienting task was improved by instruction to learn as opposed to incidental instruction and by slower presentation rate. Active taxonomic categorization surpassed passive writing of the same clustering list, which, in turn, surpassed writing of a nonclusterable list. Interactions were not significant although increased time tended to facilitate intentional more than incidental learning. In Exp. 2 using 72 children in Grades 3 and 6, the categorizing task was superior to blocked presentation, which, in turn, surpassed random presentation of the clusterable list. Clustering data did not parallel recall data, being influenced by list organization rather than by categorization. Clustering increased under slow presentation for incidental but not for intentional learning. The over-all results indicate that school-age children can improve learning under instruction and can benefit from changes in list and task, but that their own organization (clustering) is fortuitous to recall.

Perceived Speed of Time and Task Affect

1986 ◽  
Vol 63 (2) ◽  
pp. 971-980 ◽  
Author(s):  
Shalini Gupta ◽  
L. L. Cummings
Keyword(s):  
Internal State ◽  
Environmental Context ◽  
Implicit Model ◽  
Perceived Speed ◽  
Task Satisfaction ◽  
And Task

Task satisfaction is hypothesized to be a function of the perceived speed of time passage while performing a task. Perceived speed of time passage is manipulated both as an internal state (arousal) and as an environmental context (pattern of background rhythm). The results of an experiment ( N = 80) support the hypothesis and are interpreted through an implicit model of task satisfaction, i.e., events that seem to occur quickly are perceived as pleasing. The theoretical implications of the findings are contrasted with other frameworks of explanation of task satisfaction.

scholarly journals Environmental context effects of background color in free recall

2007 ◽  
Vol 35 (7) ◽  
pp. 1620-1629 ◽  
Author(s):  
Takeo Isarida ◽  
Toshiko K. Isarida
Keyword(s):  
Free Recall ◽  
Context Effects ◽  
Environmental Context ◽  
Background Color

When Hearing Does Not Mean Understanding: On the Neural Processing of Syntactically Complex Sentences by Listeners With Hearing Loss

2021 ◽  
pp. 1-13
Author(s):  
Margreet Vogelzang ◽  
Christiane M. Thiel ◽  
Stephanie Rosemann ◽  
Jochem W. Rieger ◽  
Esther Ruigendijk
Keyword(s):  
Hearing Loss ◽  
Sentence Processing ◽  
Secondary Task ◽  
Sentence Comprehension ◽  
Inferior Frontal Gyrus ◽  
Normal Hearing ◽  
Cognitive Demands ◽  
Sentence Complexity ◽  
Complex Sentences ◽  
And Task

Purpose Adults with mild-to-moderate age-related hearing loss typically exhibit issues with speech understanding, but their processing of syntactically complex sentences is not well understood. We test the hypothesis that listeners with hearing loss' difficulties with comprehension and processing of syntactically complex sentences are due to the processing of degraded input interfering with the successful processing of complex sentences. Method We performed a neuroimaging study with a sentence comprehension task, varying sentence complexity (through subject–object order and verb–arguments order) and cognitive demands (presence or absence of a secondary task) within subjects. Groups of older subjects with hearing loss ( n = 20) and age-matched normal-hearing controls ( n = 20) were tested. Results The comprehension data show effects of syntactic complexity and hearing ability, with normal-hearing controls outperforming listeners with hearing loss, seemingly more so on syntactically complex sentences. The secondary task did not influence off-line comprehension. The imaging data show effects of group, sentence complexity, and task, with listeners with hearing loss showing decreased activation in typical speech processing areas, such as the inferior frontal gyrus and superior temporal gyrus. No interactions between group, sentence complexity, and task were found in the neuroimaging data. Conclusions The results suggest that listeners with hearing loss process speech differently from their normal-hearing peers, possibly due to the increased demands of processing degraded auditory input. Increased cognitive demands by means of a secondary visual shape processing task influence neural sentence processing, but no evidence was found that it does so in a different way for listeners with hearing loss and normal-hearing listeners.

The Production of Gesture and Speech by People With Aphasia: Influence of Communicative Constraints

2019 ◽  
Vol 62 (12) ◽  
pp. 4417-4432 ◽  
Author(s):  
Carola de Beer ◽  
Jan P. de Ruiter ◽  
Martina Hielscher-Fastabend ◽  
Katharina Hogrefe
Keyword(s):  
Language Impairment ◽  
Daily Living ◽  
Linguistic Performance ◽  
Task Effects ◽  
Communicative Abilities ◽  
Gesture Production ◽  
And Task ◽  
Group Effects

Purpose People with aphasia (PWA) use different kinds of gesture spontaneously when they communicate. Although there is evidence that the nature of the communicative task influences the linguistic performance of PWA, so far little is known about the influence of the communicative task on the production of gestures by PWA. We aimed to investigate the influence of varying communicative constraints on the production of gesture and spoken expression by PWA in comparison to persons without language impairment. Method Twenty-six PWA with varying aphasia severities and 26 control participants (CP) without language impairment participated in the study. Spoken expression and gesture production were investigated in 2 different tasks: (a) spontaneous conversation about topics of daily living and (b) a cartoon narration task, that is, retellings of short cartoon clips. The frequencies of words and gestures as well as of different gesture types produced by the participants were analyzed and tested for potential effects of group and task. Results Main results for task effects revealed that PWA and CP used more iconic gestures and pantomimes in the cartoon narration task than in spontaneous conversation. Metaphoric gestures, deictic gestures, number gestures, and emblems were more frequently used in spontaneous conversation than in cartoon narrations by both participant groups. Group effects show that, in both tasks, PWA's gesture-to-word ratios were higher than those for the CP. Furthermore, PWA produced more interactive gestures than the CP in both tasks, as well as more number gestures and pantomimes in spontaneous conversation. Conclusions The current results suggest that PWA use gestures to compensate for their verbal limitations under varying communicative constraints. The properties of the communicative task influence the use of different gesture types in people with and without aphasia. Thus, the influence of communicative constraints needs to be considered when assessing PWA's multimodal communicative abilities.

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