Bizarre imagery: The misremembered mnemonic.

Conducted 2 experiments with 56 undergraduates to measure the effects of bizarre imagery and image interaction on the brief and long-term memory of word pairs. Ss in Exp I performed an incidental learning task and were administered free- and cued-recall tests either 5 min or 1 wk after the task. Ss in Exp II received more intensive training in the learning task and completed 2 cued-recall tests in the same session and another cued-recall test 1 wk later. In both experiments, bizarre imagery did not improve memory more than plausible, interactive imagery. The degree of interaction in the image was a strong determinant of cued-recall performance at both retention intervals. Most Ss in Exp II believed that they had remembered more bizarre than plausible pairs, even though this was clearly not the case. Possible reasons for the acceptance of the notion that bizarre imagery improves memory are discussed. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of sentence constraint on priming in natural language comprehension.

In 4 cross-modal naming experiments, researchers investigated the role of sentence constraint in natural language comprehension. On the sentence constraint account, incoming linguistic material activates semantic features that in turn pre-activate likely upcoming words. The 1st and 2nd experiments investigated whether stimulus offset asynchrony played a critical role in previous studies supporting the sentence constraint account. The 3rd and 4th experiments examined further predictions of the sentence constraint account, in particular whether pre-activated words would compete for activation. In Experiment 3, the researchers manipulated whether an expected target word had a close competitor and found that response to the expected word was facilitated regardless of the proximity of a competitor. The 4th experiment established that close competitors were primed by the sentence frames and should have been available to compete with expected target words. Thus, word-level representations did not compete for activation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of categorization and imagery on recognition and recall by process and reactive schizophrenics.

Imagery and categorization were orthogonally varied in an assessment of recognition and recall of 16 process schizophrenics (process group), 16 reactive schizophrenics (reactive group), and 16 controls (student group). Schizophrenic Ss were selected from the inpatient population at Bellevue Hospital, and "students" were volunteers who had all received a bachelor's degree. For all groups, recognition was uninfluenced by categorization but was directly related to imagery. For the student and reactive groups, recall was directly related both to categorization and to imagery. For the process group, however, neither variable influenced recall. In addition, the student group had higher intertrial repetition scores than the reactive group, which had higher scores than the process group. Taken together, findings suggest that the process schizophrenic's inabiity to retrieve information from memory is related to faulty mnemonic organization of to-be-remembered materials. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of global and local context on lexical processing during language comprehension.

Nine experiments involving young adults (N?=?525) tested the roles of local (sentence) and global (discourse) contexts on lexical processing. Contextual material was presented auditorily, and naming times for the last (visually presented) word were collected. Experiment 1 tested the local contexts alone and found facilitation of naming latencies when local contexts were related to the target word. Subsequent experiments, using varying baseline conditions, found that globally related material affected naming latency in all cases, whereas the same locally related material that was used in the first study now had no facilitation effect. The globally related material had an immediate effect on naming times. The authors argue that the results are inconsistent with associatively based models and with various hybrid models of context effects and that a discourse-based model best accounts for the data. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of exposure time, interactive, and separate imagery on recall of advertisements.

Investigated the effect of exposure time and relations between imagery on recall of advertisements in a paired associates learning paradigm. 168 15–17 yr olds viewed 12 advertising logos containing product and corresponding brand names for either 2 or 10 sec. Stimuli contained either names alone, names plus separated line drawings of each member of the pair, or names plus a picture showing the line drawings interacting. More company names were recalled after 10 than after 2 sec, and more were recalled from the 2 picture conditions than from the name-only condition. However, performance was no better with interactive than with separate images. The later result replicates and extends findings by J. Biron and S. J. McKelvie (see record 1986-19127-001), but it is inconsistent with evidence gathered using standard noun pairs. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Visual imagery as a mnemonic aid for brain-injured persons.

Evaluated the efficacy of visual imagery as a mnemonic aid for brain-injured persons. Performance during acquisition and during recall after 30 min and after 1 wk were compared under imagery and nonimagery conditions in 19 brain-injured and 21 normal adults (mean ages 33.9–53.8 yrs) on 2 experimental tasks each consisting of 15 items: a paired-associate learning and a face/name task. Imagery Ss completed the WAIS Vocabulary scale and the Trail Making Test. All Ss completed the Sensory Perception and Aphasia Screening Tests. The results are as follows: (a) Normals performed better than the patients on all comparisons. (b) Visual imagery facilitated performance of both patients and normals on the paired-associate task and to a lesser extent on the face/name task during acquisition and for recall after 30 min but not after 1 wk. Implications for the usefulness of visual imagery as a mnemonic device and more general issues concerning the development of effective intervention techniques for patients with memory inefficiency are discussed. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Syntactic analysis during language comprehension.

Recent research has demonstrated the psychological reality of syntactic structure in language comprehension. A syntactic structure is a representation of the linear and hierarchical relations among words. It is proposed that such a structure must be created and then semantically interpreted in order for a listener or reader to understand a sentence. Some psychologists have claimed that comprehenders do not rely on purely syntactic strategies to parse sentences; instead, comprehenders use a variety of semantic heuristics and bypass syntactic analysis altogether. Work that my colleagues and I have conducted suggests that comprehenders do use syntactic strategies to parse sentences. In particular, evidence shows that comprehenders attempt to construct the simplest syntactic structure possible, and only revise that interpretation if the sentence becomes syntactically or semantically anomalous. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Temporal order relations in language comprehension.

The role of temporal orientation (chronological or reverse) and chronological distance (close, intermediate, or distant) in general event knowledge on language comprehension was examined. Experiment 1 used a relation-recognition paradigm in which the comprehension of a target event could be facilitated or disrupted by the temporal orientation implied by the prior information. Experiments 2 and 3 used a sentence-probe-recognition paradigm in which the temporal orientation, the stimulus onset asynchrony, and the chronological distance between the sentence event and the probe event were manipulated, The results demonstrated that readers used temporal information conveyed by their knowledge to construct situation models while comprehending sentences. The internal temporal dimension appeared to be directional and reflected the chronological distance between everyday events. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Story comprehension and recall in learning-disabled versus normal college students.

24 learning-disabled (LD) and 24 normal college students rated stories on the importance of their idea units. LD Ss showed significantly less agreement on their importance ratings than the normal Ss. Ss also selected 12 idea units as retrieval cues, one group before and the other after recall. This task showed that normal Ss selecting cues after recall used a different strategy than those selecting cues before recall; LD Ss did not vary their cue-selection strategy as a function of experience. In spite of these differences, recall increased significantly at higher importance levels for both ability groups, and recall did not differ for LD and normal Ss who selected retrieval cues after recall. Cue selection before recall, however, depressed performance of LD Ss relative to that of the normal Ss. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pictures and imagery both enhance children's short-term and long-term recall.

Sentences were read to 48 7–8 yr olds who were then asked to recall the objects. Object recall was enhanced equally if pictures of the objects accompanied the reading or if the Ss imagined the objects. Immediate recall exceeded recall after a 1-day delay, and presentation mode did not interact with delay. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of separate and interactive imagery on the recall of movement patterns.

Contrasted separate imagery instructions with interactive imagery instructions on memory for movement patterns. 48 undergraduates were presented pairs of movement patterns and were instructed to form separate images of each pattern or to form interactive images linking the patterns together. Cued recall performance and the organization of free recall was enhanced following interactive imagery instructions compared with separate imagery instructions. Total free recall, however, was similar for interactive and separate imagery. The advantage of interactive imagery over separate imagery in cued recall was attenuated when Ss were given instructions that imposed restrictions on the formation of their interactive images. Several explanations of the memorial consequences of imagery instructions are considered in light of these results, including I. Begg's (see record 1983-04913-001) organization-redintegration account of imagery instructions. (French abstract) (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Event-based plausibility immediately influences on-line language comprehension.

In some theories of sentence comprehension, linguistically relevant lexical knowledge, such as selectional restrictions, is privileged in terms of the time-course of its access and influence. We examined whether event knowledge computed by combining multiple concepts can rapidly influence language understanding even in the absence of selectional restriction violations. Specifically, we investigated whether instruments can combine with actions to influence comprehension of ensuing patients of (as in Rayner, Warren, Juhuasz, & Liversedge, 2004; Warren & McConnell, 2007). Instrument-verb-patient triplets were created in a norming study designed to tap directly into event knowledge. In self-paced reading (Experiment 1), participants were faster to read patient nouns, such as hair, when they were typical of the instrument-action pair (Donna used the shampoo to wash vs. the hose to wash). Experiment 2 showed that these results were not due to direct instrument-patient relations. Experiment 3 replicated Experiment 1 using eyetracking, with effects of event typicality observed in first fixation and gaze durations on the patient noun. This research demonstrates that conceptual event-based expectations are computed and used rapidly and dynamically during on-line language comprehension. We discuss relationships among plausibility and predictability, as well as their implications. We conclude that selectional restrictions may be best considered as event-based conceptual knowledge rather than lexical-grammatical knowledge. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Electroencephalogram and rapid eye movements during free imagery and dream recall.

Monitored electrooculogram, EEG, EMG, and heart rate of 10 male undergraduates under a visual imagery condition (free imagery) and a dream recall condition. Only the dream recall condition was associated with alpha desynchronization. The imagery of the dream recall condition was characterized by more primary process, more kinetic imagery, more frequent episodes of imagery, longer duration of images, and greater heart rate. Both conditions were associated with an equal increase in REMs, which were more characteristic of the waking state than those observed during nocturnal dreams. The differences between the conditions are discussed in terms of the nature of the tasks involved and the evidence of primary process regulation of the imagery in the dream recall condition. (28 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A multinomial modeling analysis of the mnemonic benefits of bizarre imagery

A series of experiments was conducted to explore the cognitive processes that mediate the bizarreness effect, that is, the finding that bizarre or unusual imagery is recalled better than common imagery. In all experiments, subjects were presented with noun pairs that were embedded within bizarre or common sentences in a mixed-list design. None of the experiments produced a bizarreness effect for cued recall; however, for two of the experiments, the bizarre noun pairs were remembered significantly better than the common pairs for free recall. To determine if these differences were due to the storage or retrieval of the items, a multinomial model for the analysis of imagery mediation in paired-associate learning was developed and applied to the data from the experiments. The model revealed that bizarre sentences benefited the retrieval of the noun pairs but not their storage within memory. The empirical and modeling results are discussed relative to previous findings and theories on the bizarreness effect.     

Access to word meanings during spoken language comprehension: Effects of sentential semantic context.

In 3 cross-modal priming experiments, the authors investigated whether access to a word's meaning is affected by the semantic context in which it is heard or is exhaustive and context-independent. The access of nonassociated semantic properties and normatively associated words before and after prime offset was probed. Whereas associated targets were primed context-independently, access to semantic property targets was affected by the sentential context. Semantic property targets showed greater priming in a sentence biasing to a specific semantic property than in a neutral condition, even when this bias made the target property irrelevant rather than relevant. These results cannot be accounted for by current exhaustive access or context-dependency theories of lexical access. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Modes of acculturation and second language proficiency.

Examined links between 2nd language acquisition and acculturation and cultural identity in 102 Chinese students attending a Canadian university. Ss completed a questionnaire assessing attitudes and aspects of proficiency in English (PIE) and were assessed for oral PIE. A factor analysis of the relationships among these variables yielded 5 factors: linguistic identification, identification with another community, fear of assimilation, maintenance of the Chinese culture, and desire to learn English. Attitudinal variables and indices of ethnic identification related to aspects of PIE. While PIE was closely linked with a sense of identity, identification with the 2nd language community (and PIE) did not necessarily imply assimilation. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of number signals on reading and recall.

Examined the influence of number signals (i.e., numbers or number words preceding important textual information) on text recall. 120 undergraduates read and recalled 2 texts containing 10 target sentences each. Reading times were recorded for each target sentence. For half of the Ss, the target sentences were preceded by numbers indicating their organization; for the other half, the target sentences were not signaled. Half of the Ss completed a free-recall task, while the remainder completed a cued-recall task. Results indicate that Ss read target sentences more slowly if they were signaled than if they were unsignaled. Ss' recalls of target information followed the text organization more closely if the sentences were signaled. Signaling aided free recall of target sentences, but had no effect on cued recall. Results demonstrate that number signals directed attention to the sentences they marked, led to better encoding of the organization of target information, and influenced the process of recalling the target information. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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)     

Situation models in language comprehension and memory

This article reviews research on the use of situation models in language comprehension and memory retrieval over the past 15 years. Situation models are integrated mental representations of a described state of affairs. Significant progress has been made in the scientific understanding of how situation models are involved in language comprehension and memory retrieval. Much of this research focuses on establishing the existence of situation models, often by using tasks that assess one dimension of a situation model. However, the authors argue that the time has now come for researchers to begin to take the multidimensionality of situation models seriously. The authors offer a theoretical framework and some methodological observations that may help researchers to tackle this issue.