scholarly journals Stimulus meaningfulness and similarity, recall direction and rate of recall test

1970 ◽  
Vol 20 (6) ◽  
pp. 346-347
Author(s):  
Douglas L. Nelson ◽  
Joseph Wheeler ◽  
Jane Engel
Keyword(s):  
Recall Test ◽  
Stimulus Meaningfulness

Experience Matters

2020 ◽  
Vol 228 (4) ◽  
pp. 254-263 ◽  
Author(s):  
Pedro S. Mendes ◽  
Karlos Luna ◽  
Pedro B. Albuquerque
Keyword(s):  
Word Frequency ◽  
High Frequency ◽  
Recall Test ◽  
Judgments Of Learning ◽  
Direct Experience ◽  
Frequency Effects ◽  
Actual Frequency ◽  
Actual Word ◽  
High Frequency Words

Abstract. The present study tested if word frequency effects on judgments of learning (JOLs) are exclusively due to beliefs or if the direct experience with the items also plays a role. Across four experiments, participants read prompts about the frequency of the words (high/low), which could be congruent/incongruent with the words’ actual frequency. They made pre-study JOLs (except Experiment 1b), immediate JOLs, and completed a recall test. If experience drives the effect, JOLs should be based on actual word frequency rather than the prompts. Results showed higher pre-study JOLs for prompts of high frequency, but higher immediate JOLs for high-frequency words regardless of the prompt, suggesting an effect of direct experience with the words. In Experiments 2 and 3, we manipulated participants’ beliefs, finding a small effect of beliefs on JOLs. We conclude that, regarding word frequency, direct experience with the items seems more relevant than beliefs when making immediate JOLs.

The effects of emotional context and exposure frequency on L2 contextual word learning

2021 ◽  
pp. 136700692110165
Author(s):  
Sijia Hao ◽  
Lijuan Liang ◽  
Jue Wang ◽  
Huanhuan Liu ◽  
Baoguo Chen
Keyword(s):  
Recognition Test ◽  
Word Learning ◽  
Learning Process ◽  
Recall Test ◽  
Emotional Valence ◽  
Emotional Information ◽  
Neutral Context ◽  
Emotional Context ◽  
Exposure Frequency ◽  
Form Recognition

Objectives: An experiment was conducted to explore how emotional valence of contexts and exposure frequency of novel words affect second language (L2) contextual word learning. Methodology: Chinese native speakers who learned English in a formal classroom setting were asked to read English paragraphs with different emotional valence (positive, negative or neutral) across five different days. These paragraphs were embedded with pseudowords. During this learning process, form recognition test and meaning recall test were carried out for these pseudowords. Data and analysis: Data were analyzed using mixed-model ANOVA. Accuracy for each task was compared among the three kinds of emotional contexts. Findings/Conclusions: In the form recognition test, the accuracy in the negative context was higher than in the positive and neutral contexts, and the pseudowords were acquired much earlier. In the meaning recall test, the accuracy in the positive and negative contexts was higher than that in the neutral context. Accuracy increased gradually with the increase of exposure frequency of the pseudowords. More importantly, we found that less exposure times were needed for emotional context relative to neutral context in contextual word learning. Originality: This may be the first study to explore the influence of emotional valence and exposure frequency on L2 contextual word learning. Significance/Implications: This study underlined the importance of emotional information in L2 contextual word learning and contributed to the understanding of how emotional information and exposure frequency functions in this learning process.

Validation of a Pictorial Recall Test in Three Visual Formats

1991 ◽  
Vol 73 (2) ◽  
pp. 689-690
Author(s):  
Louis H. Berry ◽  
Romaine Jesky-Smith
Keyword(s):  
Recall Test

scholarly journals Effects of practice on visuo-spatial attention in a wayfinding task

2021 ◽  
Author(s):  
Mai Geisen ◽  
Kyungwan Kim ◽  
Stefanie Klatt ◽  
Otmar Bock
Keyword(s):  
Decision Making ◽  
Spatial Attention ◽  
Older Persons ◽  
Recall Test ◽  
Age Groups ◽  
Attentional Focus ◽  
Gaze Direction ◽  
Fixation Time ◽  
Dynamic Changes ◽  
Virtual City

AbstractSeveral studies have evaluated the distribution of visuo-spatial attention in a wayfinding task, using gaze direction as an indicator for the locus of attention. We extended that work by evaluating how visuo-spatial attention is modified by wayfinding practice. Young and older participants followed prescribed routes through a virtual city on six trials. Each trial was followed by a route recall test, where participants saw screenshots of intersections encountered, and had to indicate which way to proceed. Behavioral and gaze data were registered in those tests. Wayfinding accuracy increased from trial to trial, more so in young than in older persons. Total gaze time, mean fixation time, and the vertical scatter of fixations decreased from trial to trial, similarly in young and older persons. The horizontal scatter of fixations did not differ between trials and age groups. The incidence of fixations on the subsequently chosen side also did not differ between trials, but it increased in older age. We interpret these findings as evidence that as wayfinding practice increased, participants gradually narrowed their attentional focus to the most relevant screenshot area, processed information within this focus more efficiently, reduced the total time in which attention dwelled on the rejected side of the screenshot, but maintained the total time on the chosen side. These dynamic changes of visuo-spatial attention were comparable in young and older participants. However, it appears that decision-making differed between age groups: older persons’ attention dwelled longer on the chosen side before they made their choice.

Construct Validity of the Babcock Story Recall Test

2002 ◽  
Vol 9 (2) ◽  
pp. 114-116 ◽  
Author(s):  
Michael David Horner ◽  
Gordon Teichner ◽  
Kathleen Bechtold Kortte ◽  
Richard T. Harvey
Keyword(s):  
Construct Validity ◽  
Recall Test ◽  
Story Recall

The Effect of Prior Recall on Multiple Response Recognition

1967 ◽  
Vol 19 (4) ◽  
pp. 356-361 ◽  
Author(s):  
John Brown ◽  
D. W. Packham
Keyword(s):  
Retention Interval ◽  
Recognition Test ◽  
Recall Test ◽  
Multiple Response ◽  
Direct Examination ◽  
Response Test ◽  
Two Stages ◽  
Recognition Criterion

Certain investigators have found that recognition is impaired when a recall test is interpolated during the retention interval. One possible explanation of this finding is that interpolated recall leads subjects to employ a more stringent recognition criterion. In the two experiments reported here, the influence of the recognition criterion was eliminated by using a multiple-response test requiring subjects to rank a recognition list consisting of old and new items. Nevertheless recall impaired subsequent recognition in both experiments, the effect being most marked for lowly ranked items. The recognition test in the first experiment was carried out in two stages. This made possible a direct examination of whether recall has an effect on the recognition criterion. No evidence for such an effect was obtained. Other ways in which recall may affect the recognition criterion are discussed.

Word Frequency Effect in False Memories

2005 ◽  
Vol 96 (3_suppl) ◽  
pp. 1095-1112E ◽  
Author(s):  
İlyas Göz
Keyword(s):  
Word Frequency ◽  
Recognition Test ◽  
Recall Test ◽  
False Memories ◽  
The Other ◽  
Frequency Effect ◽  
Word Frequency Effect ◽  
Testing Effects ◽  
Trace Theory ◽  
Fuzzy Trace Theory

Fuzzy Trace Theory argues that false memories arise from a weak verbatim memory along with strong encoding of the meaning (gist). The present study simultaneously investigated the effects of the strength of both the gist and the verbatim information on false memories. Exp. 1 was carried out to compare false memories for common and rare words in recall and recognition. In Exp. 2 a control for possible testing effects was added, and participants were given a recognition test with no preceding recall test. Qualitative judgements (Remember vs Know) regarding words judged as old on the recognition test were also collected in Exp. 2. Both experiments showed that false memories were more likely when weak verbatim items occurred along with strong gist (as with common words) than only with weak gist encoding (as with rare words). Moreover, participants were more likely to choose falsely physically similar distractors for rare words than for common words. Semantically similar distractors, on the other hand, were more likely to be selected for common than for rare words. These results provide further support for the fuzzy trace theory explanation of false memories. However, some weaknesses of this model regarding false memories are also discussed.

Construct Validity of the 7/24 Spatial Recall Test

2004 ◽  
Vol 11 (2) ◽  
pp. 75-84 ◽  
Author(s):  
Samuel T. Gontkovsky ◽  
Chad D. Vickery ◽  
William W. Beatty
Keyword(s):  
Construct Validity ◽  
Recall Test
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