Verb imagery and noun phrase concreteness in the recognition and recall of sentences.

Examined the role of verb imagery and noun phrase concreteness in determining sentence imagery and memory in 2 experiments with a total of 111 male and 17 female university students. Semantic changes in sentences were recognized more often if the noun phrases were concrete rather than abstract. Free recall of sentences was affected similarly by phrase concreteness. Verb imagery, however, had no effect on either recognition or recall performance. Analysis of recall by type of word indicated that organization of recall centered upon the nouns. Implications of these results for the hypothesis of imaginal coding of concrete sentence meaning are discussed. (French summary) (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Concreteness of relational effects on recall of adjective–noun pairs.

Studied the effects of concreteness and relatedness of adjective–noun pairs on free recall, cued recall, and memory integration. The authors report on 2 experiments in which Ss read phrases or sentences containing adjective–noun pairs that vary in rated concreteness and intrapair relatedness. In Exp 1 normative ratings on imagery and relatedness were provided by 23 graduate and 20 undergraduate students. 64 undergraduates participated in the memory experiment. Exp 2 extended Exp 1 by using complete sentences rather than adjective–noun word pairs. 72 undergraduates volunteered to participate in the memory experiment and a separate group of 14 volunteered to participate in a sentence rating task. Consistent with predictions from dual coding theory and prior results with noun–noun pairs, both experiments showed that the effects of concreteness were strong and independent of relatedness in free recall and cued recall. The 2 attributes also had independent (additive) effects on integrative memory as measured by conditionalized free recall of pairs. Integration as measured by the increment from free to cued recall occurred consistently only when pairs were high in both concreteness and relatedness. Relatedness, adjective imagery, and noun imagery ratings, along with word frequencies for adjectives and nouns, and sentences with relatedness ratings are appended. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Remembering what you feel: Effects of emotion on memory.

In Exp I, 60 undergraduates' mood responses to manipulated expressions were assessed. Ss then read 2 passages of the same emotional content, either anger-provoking editorials or humorous selections by Woody Allen. Later, one selection was recalled while frowning and the other while smiling. In the self-produced cue group (i.e., those whose mood was affected in the original assessment), recall was significantly better for the editorials when frowning and for the Woody Allen stories when smiling. In the nonself cue group, expressions did not affect recall. In Exp II, 20 undergraduates heard and recalled 3 kinds of sentences—angry, sad, or fearful—in the same 3 expressions. Again, only in the self-produced cue group was recall significantly better when sentence and expression were consistent. Findings indicate that these effects are due to mood rather than expression and to the match between expression and content at the time of recall. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prolonged duration of craving, mood, and autonomic responses elicited by cues and imagery in smokers: Effects of tobacco deprivation and sex.

Increases in self-reported craving and changes in autonomic functioning are reliably elicited when smokers are exposed to tobacco-related stimuli compared with neutral stimuli. However, few studies have reported the time course of cue-elicited craving or have directly compared the effectiveness of smoking cues versus imagery to evoke a craving response. In addition to these two issues, we investigated the influence of tobacco deprivation and sex on craving, mood, and autonomic responses. Sixty cigarette smokers (30 men, 30 women) were tested in two counterbalanced sessions, one after overnight tobacco deprivation and one during ad libitum smoking. At each session, participants were exposed to four randomized experimental trials: smoking imagery, neutral imagery, smoking cues, and neutral cues. Tobacco craving and mood were assessed repeatedly and physiological measures were recorded continuously for 30 min after imagery or cue exposure. Compared with neutral trials, smoking cues and smoking imagery reliably increased tobacco craving, negative mood, heart rate, and blood pressure and decreased positive mood ratings. Changes were observed immediately after cue and imagery presentation and remained unchanged for 30 min. Responding was greater in the nondeprived condition, and cues elicited more robust responding than imagery for most measures. Women responded more robustly to smoking cues only in the nondeprived condition, whereas imagery evoked greater responses in men during both conditions. These findings provide new data on the time course, magnitude, and tobacco deprivation effects on elicited craving. Sex differences were dependent on stimulus type and deprivation condition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's understanding of intersentence organization in the recall of short descriptive passages.

Studied the influence of passage organization on recall of 72 2nd, 4th, and 6th graders in a series of recall, sorting, and selection of review notes tasks. Passages were either organized by topic or were disorganized such that each sentence from one topic was followed by a sentence from another topic. In all 3 grades, both recall and clustering of sentences (by topics) was greater for topically organized passages than for disorganized passages. However, increases with age in the proportion of Ss who noticed the structural differences between the passages, sorted the sentences by topics, and selected review notes on the basis of passage organization indicate a developing awareness of the utility of organization for improving recall. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Elaborative interrogation facilitates adult learning of factual paragraphs.

The authors evaluated the potency of elaborative interrogation for promoting acquisition of facts in paragraphs (PARs). University students studied 6-sentence factual PARs about 5 universities (1 fact per sentence). In general, elaborative interrogration facilitated learning better than did self-reference (Experiment 1 only) and reading-control conditions; performance in the elaborative-interrogation conditions equaled performances in the imagery conditions. The elaborative interrogation over control advantage was obtained for both intentional and incidental learning (Experiment 2) and both when subjects processed sentences individually and when they generated answers for each new sentence in a PAR by considering information presented earlier in the PAR (Experiment 2). Even when elaborative-interrogration subjects could not recall facts in their entirety, they were more likely than control subjects to have learned the associations between the university and the factual attribute. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Imagery, verbatim and paraphrased questions, and retention of meaningful sentences.

90 male and female college students learned a list of 28 declarative sentences and rated the sentences for imagery or pronounceability. Ss were given either verbatim or paraphrased test questions during acquisition and were tested with a 2nd paraphrased question on the retention test. Imagery instructions and paraphrased acquisition questions, which guided subsequent encoding of the sentences, produced superior retention. Levels-of-processing ideas and the encoding specificity principle were invoked to explain these results. Finally, paraphrased test questions did, but imagery rating did not, increase the conditional probability of a correct recall on the retention test given a correct recall during acquisition. This latter result seems to support A. Paivo's (1974) dual process theory of memory. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Integration of topic and subordinate information during reading.

Four experiments examined how readers integrate subordinate information with relevant context as they read. Ss read texts a sentence at a time with occasional interruptions lasting 30 sec. Following a distractor task, they resumed reading after being reminded of the topic sentence of the last paragraph they read (topic cue condition), being reminded of the last sentence they had read (local cue condition), or receiving no reminder of what they had been reading (no cue condition). Reading times on the 1st sentence following interruption were faster in the topic and local cue conditions than in the no cue condition (1) when the topic and local cues supplied missing referents for the target sentences, (2) when the target sentences were written to be understood as independent statements, and (3) whether the target sentences were embedded in short or long texts. Results are interpreted as demonstrating that readers integrate subordinate information with relevant topics, as well as with the immediate local context. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personality differences in spontaneous personality inferences at encoding.

Examined the relationship between individual differences on a trait measure with behavioral correlates—a balanced authoritarianism (F) scale developed by D. Byrne (1974)—and the content of stimulus sentences and their related dispositional retrieval cues. Two sets of sentences were developed in pretesting with 33 undergraduates. In the 1st set, events suggested a consensual disposition for each sentence actor to either high-F (HF) or low-F (LF) Ss. In the 2nd set, events suggested a different consensual disposition to HF and LF Ss. 38 HF and 39 LF undergraduates then read both sets of sentences for a "memory study." Consensual dispositions and semantic associates to the actors were used to cue recall. For the 1st set, there was a significant interaction between S type, sentence type, and cue type. LF dispositions were more effective retrieval cues for LF than for HF Ss. Ss had little accurate awareness of having made trait inferences. No significant effects were found for HF cues alone or for the 2nd sentence set. Results indicate that HF and LF Ss differ in their spontaneous social inferences about others and have little awareness of making these inferences. Implications for integrating trait and cognitive approaches to personality are discussed. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparison of monitoring during study and during testing on a sentence-learning task.

Adults' ability to monitor their learning and memory of sentences was investigated. Subjects read eight sentences containing within-sentence elaborations that clarified the significance of subject–verb–object relations in the sentences (precisely elaborated) and eight with elaborations that did not (imprecisely elaborated). Participants estimated their recall for each type of sentence (a) before studying the sentences, (b) after studying but before being tested on the sentences, or (c) after being tested. The precise sentences were recalled significantly better; however, only the subjects who estimated after the test accurately perceived this recall difference. Subsequent interviews showed that most subjects became aware during the study trial of differences in sentence difficulty and used this information to allocate more time and effort to the imprecise sentences. Subjects can apparently monitor the relative difficulty of items while processing them and, on that basis, attempt to regulate their study activity accordingly. However, they do not gain information concerning the memorial consequences of their study behavior until they are tested on the material. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Manipulation of smoking urges and affect through a brief-imagery procedure: Self-report, psychophysiological, and startle probe responses.

The extent to which sentence imagery elicits effects comparable to those produced by long narratives was investigated. Smokers imagined sentences with varying affective content and that either contained or were devoid of smoking cues. Physiological responses were monitored, and smokers rated their urges and affect. Startle responses were also collected as an index of negative affect processing. Smoking-cue sentences produced augmented urges and startle responding. Smoking material also elevated negative affect during imagery of positive affect sentences. The affect manipulation produced changes in self-reported affect and facial electromyography consistent with the affective valence of the sentences. This procedure is similar to narrative imagery in the manipulation of smoking urges and affect under laboratory conditions. Results support the hypothesis that smoking urges enhance negative affect processing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Encoding and memory for visible speech and gestures: A comparison between young and older adults.

Two experiments explored whether older adults have developed a strategy of compensating for slower speeds of language processing and hearing loss by relying more on the visual modality. Experiment 1 examined the influence of visual articulatory movements of the face (visible speech) in auditory–visual syllable classification in young adults and older adults. Older adults showed a significantly greater influence of visible speech. Experiment 2 examined immediate recall in three spoken-language sentence conditions: speech alone, with visible speech, or with both visible speech and iconic gestures. Sentences also varied in meaningfulness and speech rate. In the old adult group, recall was better for sentences containing visible speech compared with the speech-alone sentences in the meaningful sentence condition. Old adults' recall showed no overall benefit of the presence of gestures. Young adults' recall on meaningful sentences was not higher for the visible speech compared with the speech-alone condition, whereas recall was significantly higher with the addition of iconic gestures. In the anomalous sentence condition, both young and old adults showed an advantage in recall by the presence of visible speech.… (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The bizarreness effect with complex sentences: Temporal effects.

Examined the relation between the time allotted to process complex bizarre and common sentences (15, 30, or 60 sec) and the demonstration of the bizarreness effect. 81 undergraduates participated in the study, which used a 3 (sentence presentation time)?×?2 (bizarre or common sentence type) design. Sentence recall was superior for bizarre relative to common sentences when presentation times were 30 sec or more. No bizarreness effect was evident when presentation times were restricted to 15 sec. Results indicate that Ss require an extended amount of time to reorganize complex bizarre sentences into meaningful ones and that this process enhances bizarre sentence recall. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cue reactivity in young marijuana smokers: A preliminary investigation.

To develop and evaluate the feasibility of a cue reactivity paradigm for young marijuana smokers, the authors set up a laboratory procedure involving neutral and marijuana-related imagery, video, and in vivo cues. Fifteen adolescents and young adults with cannabis use disorders completed the procedure, which included continuous measurement of skin conductance and heart rate. Participants also completed questionnaires regarding marijuana craving before, during, and after cue presentations. Higher levels of craving and skin conductance were observed during marijuana cue presentations. The procedure appears to elicit cue reactivity among adolescents and young adults with cannabis use disorders and should be further evaluated and refined with a larger sample. Implications for future studies are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of humor on sentence memory.

Memory for humorous and nonhumorous versions of sentences was compared. Humorous sentences were better remembered than the nonhumorous sentences on both free- and cued-recall tests and on measures of sentence recall and word recall. These effects persisted when Ss were warned that they were about to read a humorous sentence but were attenuated in incidental learning and limited to within-Ss manipulations. In incidental learning, recall was also scored as a function of subjective ratings of humor. Subjective humor affected memory in both within- and between-Ss designs. Attention, arousal, rehearsal, retrieval, and surprise explanations were explored. Results suggest that humorous material receives both increased attention and rehearsal relative to nonhumorous material. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of across-chapter signals on recall of text.

Investigated 2 forms of across-chapter text signals: "preview" sentences, which signal contents in upcoming chapters, and "recall" sentences, which are backward signals that signal back to previously read materials. These signals may influence readers' recall of text material by guiding their attention during reading. They also may facilitate readers' activation of memory representations of previous content, thereby enhancing integrative processing. Seven experiments examined the effects of preview and recall sentences. The results of 4 experiments indicated a clear signaling effect across chapters. In Exp IV, there were significantly longer inspection times and reaction times (RTs) to secondary probes in signaled than in unsignaled paragraphs. The results of Exp V indicate that backward-signaled materials were recalled at a significantly greater rate than unsignaled materials. In addition, the signaled materials in Ss' recalls were clustered together at a significantly greater rate than unsignaled materials. Results of Exp VII indicate significantly longer inspection times and RTs to secondary probe tasks in the reading of paragraphs containing recall sentences than in the reading of paragraphs not containing signals. Results indicate that across-chapter signals have a strong effect on readers' recall of prose. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lag invariance with forced encodings in free recall.

Describes an experiment in which 144 undergraduates read 28 sentences, each 6 words in length. The last word was a homograph for which either of 2 meanings could be biased by the context of the sentence. 6 of the homographs appeared twice, with 1, 6, or 11 sentences intervening between the 1st and 2nd presentation. For 72 of the Ss, the same meaning was biased on both occasions (condition SC), while the remaining Ss were given 2 different meanings (condition DC). In free recall of the homographs, probability of recall was an increasing function of the number of intervening sentences (lag) for condition SC, whereas this function was invariant with lag for condition DC. For both conditions, the probability of an early output of a homograph was also an increasing function of lag. Findings are interpreted within an encoding variability framework. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pictures in sentences: Understanding without words.

In 5 experiments with a total of 120 Ss of college age, sentences were presented in which a pictured object replaced a word (rebus sentences). Sentences were shown using rapid serial visual presentation at a rate of 10 or 12 words/second. With one set of materials (Exp I and II), Ss took longer to judge the plausibility of rebus sentences than all-word sentences, although the accuracy of judgment and of recall were similar for the 2 formats. With 2 new sets of materials (Exps III and V), rebus and all-word sentences were virtually equivalent except in 1 circumstance: when a picture replaced the noun in a familiar phrase such as seedless grapes. In contrast, when the task required overt naming of the rebus picture in a sentence context, latency to name the picture was markedly longer than to name the corresponding word, and the appropriateness of the sentence context affected picture naming but not word naming (Exp IV). It is concluded that the results fail to support theories that place word meanings in a specialized lexical entry. Instead, the results suggest that the lexical representation of a noun or familiar noun phrase provides a pointer to a nonlinguistic conceptual system, and it is in that system that the meaning of a sentence is constructed. (40 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Repetition deficits, list context, and word-class interactions in the RSVP of words in sentences.

Reports a failure to find a repetition deficit in recall following the rapid serial visual presentation (RSVP) of words within sentences, using adjectives rather than nouns as the critical items. In a series of experiments that ruled out participant and procedural differences as the source of the failure, both word class and list context were found to moderate the repetition deficit, but grammatical necessity did not. The presence in the list of sentences in which the repeated adjectives were separated by more than three words not only eliminated the repetition deficit for the recall of those sentences but also for the recall of sentences in which the repeated adjectives were separated by three or fewer words. However, although substantially reduced, a repetition deficit with noun-based materials was still found in this list context. Matching the adjective-based sentences with the noun-based sentences in sentence length and position of the critical items revealed that the moderating effect of word-class on the repetition deficit was mediated by the biases in sentence structure that using different word classes tend to induce. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sensitivity to syntactic structure: Good versus poor premorbid schizophrenics.

24 16-35 yr old acute schizophrenics with either good or poor premorbid histories were compared with control groups of 24 undergraduates and 12 6th-grade children on their sensitivity to syntactic structure in speech perception. Ss listened to strings of unconnected words, sentences with clicks embedded before, in, or after a clause break, and a passage of connected discourse that was interrupted at specific intervals after either a l- or 2-clause sentence. During designated test pauses they wrote down as many words as they could recall and indicated the location of the click in the sentences. The schizophrenics showed poor overall recall but did not differ from the control groups in the proportion of recall attributable to syntactic structure. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)