scholarly journals Subjective organization and free recall: Performance of high, moderate, and low organizers

1970 ◽  
Vol 21 (2) ◽  
pp. 71-73 ◽  
Author(s):  
S. I. Shapiro ◽  
Jerold A. Bell
Keyword(s):  
Free Recall ◽  
Recall Performance ◽  
Subjective Organization

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.

scholarly journals Temporal encoding strategies result in boosts to final free recall performance comparable to spatial ones

2017 ◽  
Vol 46 (1) ◽  
pp. 17-31 ◽  
Author(s):  
Nichole Bouffard ◽  
Jared Stokes ◽  
Hannah J. Kramer ◽  
Arne D. Ekstrom
Keyword(s):  
Free Recall ◽  
Recall Performance ◽  
Temporal Encoding ◽  
Encoding Strategies ◽  
Final Free Recall

Seeing the Talker's Face Improves Free Recall of Speech for Young Adults With Normal Hearing but Not Older Adults With Hearing Loss

2016 ◽  
Vol 59 (3) ◽  
pp. 590-599 ◽  
Author(s):  
Mary Rudner ◽  
Sushmit Mishra ◽  
Stefan Stenfelt ◽  
Thomas Lunner ◽  
Jerker Rönnberg
Keyword(s):  
Older Adults ◽  
Hearing Loss ◽  
Free Recall ◽  
Cognitive Processing ◽  
Signal To Noise Ratio ◽  
Recall Performance ◽  
Cognitive Task ◽  
Normal Hearing ◽  
Task Demands ◽  
Audiovisual Integration

Purpose Seeing the talker's face improves speech understanding in noise, possibly releasing resources for cognitive processing. We investigated whether it improves free recall of spoken two-digit numbers. Method Twenty younger adults with normal hearing and 24 older adults with hearing loss listened to and subsequently recalled lists of 13 two-digit numbers, with alternating male and female talkers. Lists were presented in quiet as well as in stationary and speech-like noise at a signal-to-noise ratio giving approximately 90% intelligibility. Amplification compensated for loss of audibility. Results Seeing the talker's face improved free recall performance for the younger but not the older group. Poorer performance in background noise was contingent on individual differences in working memory capacity. The effect of seeing the talker's face did not differ in quiet and noise. Conclusions We have argued that the absence of an effect of seeing the talker's face for older adults with hearing loss may be due to modulation of audiovisual integration mechanisms caused by an interaction between task demands and participant characteristics. In particular, we suggest that executive task demands and interindividual executive skills may play a key role in determining the benefit of seeing the talker's face during a speech-based cognitive task.

Mobilization of Cognitive Resources and the Generation Effect

1992 ◽  
Vol 45 (1) ◽  
pp. 149-171 ◽  
Author(s):  
Klaus Fiedler ◽  
Harald Lachnit ◽  
Doris Fay ◽  
Christine Krug
Keyword(s):  
Free Recall ◽  
Recall Performance ◽  
Generation Effect ◽  
Cognitive Resources ◽  
Within Subjects ◽  
Task Differences ◽  
Memory Advantage ◽  
Methodological Problems ◽  
Learning Trials ◽  
Generation Activity

The generation effect refers to the memory advantage of words that have been generated rather than read. Such a read-generate comparison confounds qualitative task differences and raises methodological problems. A revised methodology is proposed circumventing these problems in that the encoding task is held constant and all stimuli have to be generated, but the degree of generativeness (i.e. the amount of cueing) is varied. In Experiment 1, 1, the (refined version of the) generation effect is demonstrated in a within-subjects design; with increasing generation activity left to the subject, free recall performance increases. No effect is obtained for degree of target masking. The same finding is replicated and shown to be independent of self-paced study time when generative activity is manipulated between subjects (Experiment 2) or within subjects (Experiment 3). As all learning trials involve generation, encoding time is controlled statistically, and free recall is used as a measure of memory, this refined generation effect cannot be explained as an artifact of selective attention or elaboration. Rather, generative activity seems to increase the mobilization of cognitive resources. This motivational account is supported by Experiment 4 showing an enhanced generation effect for positive mood.

Sign in / Sign up

Export Citation Format

Share Document