Pictorial mnemonics for phonics.

Evaluated whether picture mnemonics help prereaders learn letter–sound associations in 2 experiments with 20 1st graders (Exp I), 30 preschoolers, and kindergartners (Exp II). Pictures integrating the associations were compared with disassociated pictures and with a no-picture control condition. Ss in the integrated-picture group learned 5 letter-sound associations (e.g., f, /f/), each represented by a picture whose shape included the letter (e.g., letter f drawn as the stem of a flower) and whose name (flower) began with the letter's sound. Ss in the disassociated-picture group learned letter–sound associations with pictures having the same names as the integrated pictures, but drawn differently—without letter shapes. Ss in the control group learned associations with picture names but no pictures. Prior to letter–sound training, all groups were taught how to segment the initial sounds of the picture names. Results reveal that Ss taught with integrated mnemonics learned more letter–sound associations and also more letter–picture associations than did the other 2 groups, which did not differ. Integrated pictures were effective because they linked 2 otherwise unconnected items in memory. It is concluded that the shape of letters included in pictures reminded learners of previously seen pictures with those shapes whose names began with the relevant letter sounds. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Frames of reference and distinctive figural characteristics affect shape perception.

In 4 experiments it was found that global frameworks and local distinctive figural characteristics influenced the perception of shape and of pointing. In Exps 1 and 2, Ss were asked to mark the center of the middle figure in array of 3 aligned figures (either triangles or squares). Displacements of the center indicated a perceived deformation of the shapes. In Exp 3, Ss were asked to adjust the height of triangles in arrays similar to those in Exp 1. Height adjustments made along the axis of apparent pointing resulted in extents that were shorter than the height necessary to form equilateral triangles. In Exp 4, stimuli were isosceles triangles in which the apparent distortion had been nulled; however, Ss continued to perceive them as pointing in a direction consistent with their alignment, and hence shape distortion cannot be the cause of pointing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cross-modal transfer in 6-month-old infants.

Investigated in 4 studies with 101 infants 25.5–32 wks of age the ability of Ss to transfer information about shape across modalities. Ss were familiarized either orally or tactually and then tested for visual recognition memory. In Exp I, Ss failed to show evidence of cross-modal transfer on any of the tasks (1 oral–visual, 2 tactual–visual). When familiarization times were increased from 30 to 60 sec in Exp II, Ss showed evidence of transfer on both tactual–visual tasks. Exp III eliminated the 5–7 sec delay that generally intervenes between the familiarization and test phase. Ss were permitted to retain the stimulus in their hand (or mouth) during the test phase while simultaneously viewing a novel stimulus and a duplicate of the familiar stimulus. This modification resulted in successful transfer on 1 of the 2 tactual–visual tasks. Ss did not show evidence of transfer on the oral–visual problem in any of these studies, despite evidence from Exp IV that they could visually discriminate the paired stimuli used in these tasks and that they showed recognition memory when familiarization and testing were both visual. Results suggest that, although cross-modal transfer of information about shape is present among 6-mo-olds, it is a less robust phenomenon than that seen in older infants. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does attention affect visual feature integration?

Investigated whether (1) the integration of color and shape information is affected by attending to the stimulus location and (2) attending to a stimulus location enhances the perceptual representation of the stimulus or merely affects decision processes. In 3 experiments with 39 Ss (aged 16–38 yrs), Ss were briefly presented with colored letters. On most trials, Ss were precued to the stimulus location (valid cue); on some trials, a nonstimulus location was cued (invalid cue). Ss were less likely to combine colors and letter shapes incorrectly following a valid cue. The attentional facilitation afforded by the cue was not limited to feature integration but also affected the registration of features; however, when the amount of feature information was strictly controlled, attention still affected feature integration. It is suggested that orienting attention to the location of the cue affects the quality of the perceptual representation for features and their integration. (31 ref) (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

De l'ombre à l'objet: R?le de l'age, de l'objet et de l'interaction sociale dans la synthèse de points de vue.

Studied age differences in strategies used to determine the shape of partially hidden objects. Types of strategies were also discussed. Human subjects: 36 male and female Swiss school-age children (aged 7–9 yrs), 36 male and female Swiss adolescents and adults (aged 14–18 yrs), and 36 male and female Swiss adults (aged 24–55 yrs). Ss were asked to determine the shape of 2 geometric objects and 2 objects constructed with Lego blocks hidden in a shadow box. Ss either worked alone, seeing shadows of 2 sides of the object, or in pairs, each pair member seeing the shadow of 1 side of the object. In the 2nd condition, the 2 Ss had to communicate with each other to determine the objects' shapes. The ratio of the number of proposed solutions to the number of possible solutions, types of erroneous solutions, and types of strategies used to determine the shapes were analyzed statistically according to age and type of object using a multivariate analysis of variance (MANOVA). Three types of strategies were identified: recognition, addition, and multiplication. (English abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Visual memory for shapes in deaf signers and nonsigners and in hearing signers and nonsigners: Atypical lateralization and enhancement.

[Correction Notice: An erratum for this article was reported in Vol 21(3) of Neuropsychology (see record 2007-06185-013). Figure 1 on p. 117 (Stimulus Materials section) depicting sample and match stimuli was incorrect. The labels Object condition and Shape condition should be reversed so that the top row is indicated as the shape condition and the bottom row as the object condition.] Deaf and hearing individuals who either used sign language (signers) or not (nonsigners) were tested on visual memory for objects and shapes that were difficult to describe verbally with a same/different matching paradigm. The use of 4 groups was designed to permit a separation of effects related to sign language use (signers vs. nonsigners) and effects related to auditory deprivation (deaf vs. hearing). Forty deaf native signers and nonsigners and 51 hearing signers and nonsigners participated in the study. Signing individuals (both deaf and hearing) were more accurate than nonsigning individuals (deaf and hearing) at memorizing shapes. For the shape memory task but not the object task, deaf signers and nonsigners displayed right hemisphere (RH) advantage over the left hemisphere (LH). Conversely, both hearing groups displayed a memory advantage for shapes in the LH over the RH. Results indicate that enhanced memory performance for shapes in signers (deaf and hearing) stems from the visual skills acquired through sign language use and that deafness, irrespective of language background, leads to the use of a visually based strategy for memory of difficult-to-describe items. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Acquired equivalence and distinctiveness in matching to sample by pigeons: Mediation by reinforcer-specific expectancies.

Assessed the ability of a reinforcer to mediate an association between 2 stimuli that independently predict the occurrence of that reinforcer (acquired equivalence of cues). In Exp I, 12 male White Carneaux pigeons were trained on shape (plus and circle) and color (red and green) matching-to-sample tasks. Correct responses were systematically reinforced with corn on some trials and wheat on others to establish associations between 1 stimulus from each task and a "common" outcome. Following training, Ss were transferred to a symbolic matching-to-sample task wherein a stimulus from one training task was presented as the sample, and the stimuli from the other training task were presented as comparisons. In the 1st session, experimental Ss made significantly more correct responses than controls (i.e., Ss "matched" stimuli previously associated with a common outcome). Exp II with 18 Ss replicated this acquired equivalence effect and controlled for food preference. Delayed matching-to-sample training demonstrated enhanced memory performance for Ss exposed to different reinforcement contingencies, but this effect was confined to the shape task. Results indicate that a reinforcer can serve as the basis for organizing otherwise unpaired predictive cues in memory and that animals will selectively use differential expectancies as cues for solving complex discrimination tasks, depending on the difficulty of the discrimination. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Visual short-term memory in the hearing and the deaf.

Tested 9 deaf and 9 normal 15-27 yr olds on their ability to report letters, shapes, and nonsense figures from a tachistoscopic presentation. Deaf Ss performed worse than hearing Ss on recall of figural information, thereby supporting a linguistic coding hypothesis. However, there was no difference between the groups on position information, and letter confusions were primarily visual in both groups. Findings suggest that more attention should be given to visual short-term memory in theoretical models of memory. Formation of the icon was apparently not affected by a linguistic deficit, since effects of stimulus duration and type of viewing (continuous vs interrupted) were similar in both hearing and deaf Ss. Significant positive correlations which were found between deaf Ss' school reading scores and their tachistoscopic scores were not interpreted as support for a linguistic coding hypothesis, but rather as support for the notion that the memory skills tested in the experiment may underlie reading ability. (French summary) (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hypnosis, task-motivating instructions, and learning performance.

40 Ss, including 30 who had been previously rated as suggestible and 10 as nonsuggestible, were pretested and then retested on equivalent forms of 3 learning tasks: digit symbol substitution, memory for words, and abstract reasoning. All Ss received the pretests in the same way. The 30 suggestible Ss were retested under 1 of the following 3 experimental treatments with 10 Ss assigned at random to each treatment: task-motivating instructions, hypnotic induction procedure with task-motivating instructions, and control. The 10 nonsuggestible Ss were retested under a task-motivating-instructions treatment. Analyses of covariance indicated that (a) task-motivating instructions given alone or following a hypnotic induction procedure did not significantly affect performance on the memory for words or abstract reasoning tasks; and (b) task-motivating instructions produced a comparable enhancement of performance on the digit symbol substitution task in hypnotized and nonhypnotized Ss and in suggestible and nonsuggestible Ss. (33 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Real and simulated occurrences of memory distortion in hypnosis.

79 undergraduates were prescreened for high or low susceptibility to hypnosis (Harvard Group Scale of Hypnotic Susceptibility—Form A) and tested individually to examine memory distortion in hypnosis. Independent groups of Ss were allocated to a 2?×?2 factorial design in which S grouping (hypnotic or simulating) was crossed with an information condition that either misled or did not mislead Ss about a series of scenes depicting an apparent robbery. It was hypothesized that memory distortion would characterize the performance of hypnotic Ss when memory was examined in unstructured, narrative recall. Results show that real Ss were differentiated appreciably from simulating Ss in the extent to which they incorrectly intruded uncued errors (i.e., errors not arising from misleading information) into their memories but not in their intrusion of cued errors (i.e., errors arising from misleading information). Real Ss remembered correctly more detail of a peripheral kind but also distorted more with respect to the same kind of detail. Results overall negate the view that earlier memory traces are revived in hypnosis, thereby leading to more accurate retrieval, and suggest that hypnotic Ss bring distinctive styles of information processing to bear on their recollections of complex, socially meaningful events. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pigeon visual memory capacity.

Four experiments examined visual memory capacity in 13 White Carneaux pigeons. In Exp I, Ss learned to discriminate between 80 pairs of random shapes. Memory for 40 of those pairs was only slightly poorer following 490 days without exposure. In Exp II, 80 pairs of photographic slides were learned; 629 days without exposure did not significantly disrupt memory. In Exp III, 160 pairs of slides were learned; 731 days without exposure did not significantly disrupt memory. In the final experiment, Ss learned to respond appropriately to 40 pairs of slides in the normal orientation and to respond in the opposite way when the slides were left–right reversed. After an interval of 751 days, there was a transient disruption in discrimination. These experiments demonstrate that pigeons have a heretofore unsuspected capacity with regard to both breadth and stability of memory for abstract stimuli and pictures. (39 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hypnotically created pseudomemories: Further investigation into the "memory distortion or response bias" question.

In order to study whether pseudomemories represent actual memory distortions or are a result of response bias, 60 highly hypnotizable Ss and Ss from the general population were divided into 4 experimental groups and were tested for pseudomemory manifestation after receiving a false suggestion. Of the 4 groups of Ss, 3 were offered a monetary reward as a motivation to distinguish false suggestion from actual occurrence. Pseudomemory manifestation was found to be significantly higher among Ss not offered a reward than among Ss who were offered such a reward. The implications of these findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental differences in the memory search of categorized lists.

16 right-handed female 3rd and 6th graders were tested in a recognition memory task with short lists of items from 1 or 2 categories. Latency data for 1-category lists of letters or digits were consistent with a serial-exhaustive model of memory search for both groups. It was also found that the younger Ss searched these lists more slowly. For 2-category lists, developmental differences were found in Ss' ability to use the category information to facilitate information retrieval. Although the category information was very salient for Ss of both ages, only the 6th graders were able to use it to modify their memory search. It was noted that the 6th graders' 2-category data were consistent with a particular nonexhaustive search strategy, the random entry model, which has previously been identified by M. J. Naus et al (see record 1973-06031-001) for adult Ss. The similarity of the 3rd graders' memory search for 1- and 2-category lists suggests that young children do not systematically use information that they have available in permanent memory to facilitate their performance in memory search. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prospective/intentional and incidental everyday memory: Effects of age and passage of time.

Investigated the effects of age and passage of time on incidental and prospective/intentional everyday memory. 79 23–93 yr old volunteers were tested twice, and 33 of the Ss were tested 3 times over an 18-mo period. They were asked to recognize or recall, either in writing or orally, experiences from a 3-day period in which they served as research Ss. Results demonstrate that incidental, but not prospective/intentional, memory appeared to be influenced by age and passage of time. Results imply that salience and context are important factors in aging memory performance and that certain types of everyday retrospective reports may be reliable. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hemisphere-specific interference in dichotic listening: Task variables and individual differences.

In Exps I and II, 214 right-handed college students were required to identify dichotically presented CV syllables with either no concurrent memory (CM) load or with a CM load of 6 low-imagery nouns. Based on performance on their initial set of no-load trials, Ss were assigned to either a right-, left-, or no-ear advantage (REA, LEA, or NEA) group. Results for the REA group were similar to the results of previous studies of visual laterality and concurrent activity: Introducing a CM load of 6 words reduced recognition of right-ear CVs but not left-ear CVs. Furthermore, these effects persisted across 2 blocks of no-load and memory-load trials. This Memory Load?×?Ear interaction was weaker in the NEA group and tended to be reversed in the LEA group. About 10% of Ss showed a consistent LEA for CV recognition, and, for these Ss, introducing a CM load of 6 words reduced recognition of left-ear CVs but did not change the recognition of right-ear CVs. Again, these effects persisted across 2 blocks of no-load and memory load trials. Exp III (48 Ss) was similar to Exps I and II except that the CM task involved nonsense shapes that could probably be processed by either hemisphere. Introducing this concurrent nonverbal memory task did not reduce the recognition of either right- or left-ear CVs. Results indicate that the verbal nature of the concurrent task appears to be critical, as in previous visual laterality experiments. (48 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Speeded tests of implicit knowledge.

Three experiments tested the hypothesis that implicit and explicit tasks involve distinct modes of processing. Ss observed rule-ordered letter strings and were asked either to memorize the strings or to try to discover the underlying rules. In Exp 1, they then made well-formedness judgments of novel strings under long-deadline and short-deadline conditions. Rule-discovery Ss, but not memory Ss, were impaired by the short deadline. In Exp 2, all Ss made "similarity" judgments of the novel strings instead of the traditional "rule-based" judgments; there were now no differences between the rule-discovery and memory groups. In Exp 3, Ss explicitly instructed in the rules were significantly more impaired under short deadlines than were memory Ss. An analysis of decision times to individual strings for the rule-trained vs memory groups also showed qualitative differences consistent with the implicit–explicit distinction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of previous performance on evaluations of present performance.

In Study 1, 82 undergraduates viewed 3 videotaped lectures presented by the same lecturer. Ss in the good-performance condition viewed 2 good lectures, followed by a lecture of average quality. Ss in the poor-performance condition viewed 2 poor lectures, followed by the same average lecture. Results show significant contrast effects both for ratings of the frequency of several critical behaviors and for performance evaluations. Ss in the poor-performance condition assigned more favorable behavior ratings and higher performance evaluation ratings to the 3rd (average) lecture than did Ss in the good-performance condition. In Study 2, 71 Ss were used to test the hypothesis that memory biases were responsible for the contrast effects observed in Study 1. Ss viewed the same videotapes but rated the 3rd tape from memory the day after viewing the tape. Results show weak, nonsignificant contrast effects, suggesting that memory biases were not sufficient to explain the results of Study 1. (45 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive training in alcoholic men.

Three groups of alcoholic Ss (n?=?76) and one group of community nonalcoholic control subjects (n?=?36) were tested using a baseline battery of three clusters of neuropsychological tests measuring learning and memory, problem-solving, and perceptual-motor functioning. Alcoholics were divided into 3 groups: One group (n?=?25) received 12 hrs of memory training over the subsequent 2-wk period; a 2nd group (n?=?26) received a similar period of training in problem-solving techniques; and a 3rd group (n?=?25) received no training during the 2-wk period. Approximately 3 wks after the baseline testing, the same tests were readministered to the 3 groups. All 3 alcoholic groups performed significantly poorer than the control group on all 3 clusters of baseline tests but did not differ from each other on those clusters. At retest, the problem-solving group improved significantly more on the problem-solving tests than did the no-training group and manifested a trend to differ from the memory group but did not improve more than the other groups on memory or perceptual-motor tests. Although there was no overall differential improvement on memory tests by the memory-training group, younger Ss in that group improved significantly more than older Ss. This relation was not present in the other groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Location dominance in attending to color and shape.

Investigated in 4 experiments whether Ss direct attention to stimulus location when attempting to attend to its color or shape. In the 1st 2 experiments, a given property (location, color, or shape) of a letter cue instructed Ss whether to report any letters from a subsequent display. Regardless of which property was relevant, Ss reported letters adjacent to the cue and not those similar to its color or shape. In the last 2 experiments, the varied location of a cue was irrelevant to the task, whereas its varied color instructed Ss to report a letter in a given location or of a given shape. Targets adjacent to the cue were reported faster than those remote from the cue. The results suggest that attempting to attend to any aspect of a stimulus entails directing attention to location. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Source of cues for cue-dependent amnesia in rats.

In 2 experiments 54 Sprague-Dawley male albino rats were given extensive training in a complicated appetitive maze and then handled extensively for 7 days. On the 7th day of the retention interval some Ss were exposed to the "cognitive" learning cues of the maze and some were not. Immediately afterward Ss were given ECS or sham ECS. To the extent that cognitive learning cues are assumed to activate memory, the ECS impaired retrieval of memory only for those Ss which had the cues reinstated prior to ECS administration. It appears that memory must be active at the time of ECS in order to obtain retrieval deficits. In a 3rd experiment with 36 Ss the intensity of hunger drive, manipulated by the amount of prefeeding, was not a cue for memory activation and subsequent cue-dependent amnesia. Arousal is therefore not believed to be crucial for the effect. (PsycINFO Database Record (c) 2010 APA, all rights reserved)