Misleading postevent information and recall of the original event: Further evidence against the memory impairment hypothesis.

Evaluated the hypothesis that misleading postevent information impairs memory for the original event using 174 undergraduates in Exp I and 228 Ss in Exp II. Ss were assigned either to a recall test condition or an original recognition test condition. Ss viewed a sequence of slides depicting an event, read a postevent narrative that presented neutral or misleading information about critical details, and were tested on their ability to recall the critical details. No difference in recall performance between misled and control conditions was found. These results, in conjunction with the finding of M. McCloskey and M. Zaragoza (see record 1986-03053-001) that misleading information did not affect Ss' ability to recognize original information, argue strongly against the memory impairment hypothesis. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The formation of stereotypic beliefs: Further evidence for distinctiveness-based illusory correlations.

Investigated the processes underlying illusory correlations based on the co-occurrence of infrequent stimulus events in 2 experiments with 104 undergraduates. In Exp I, 4 groups of 20 Ss were assigned to 1 of 4 conditions. Group 1 read a series of stimulus sentences describing desirable and undesirable behaviors performed by members of Groups A and B. Group 2 read the same sentences but had a different order of presentation. Group 3 read the sentences and were shown a frequency table summarizing the information they had just read. Group 4 was given only the summary table showing the frequency distribution of desirable and undesirable behaviors for Groups A and B and asked to imagine that they had read sentences. Analysis of Ss' ratings showed that the bias producing the illusory correlation occurred during the encoding of serially presented stimulus items and was not due to biased integration of information at the time of judgment. In Exp II, 24 Ss were used to assess recall of stimulus information. Results show that Ss recalled a higher proportion of items representing the co-occurrence of distinctive stimuli than of the other categories of items. The central role of these items in establishing the illusory correlations was further substantiated by correlational evidence. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of cutting in the evaluation and retention of film.

Two experiments with 96 undergraduates investigated the effects of cinematic cutting on viewers' evaluation and retention of the film and whether the cuts could be recalled. In Exp I, Ss viewed films of 8 common events, evaluated these films, and recalled the depicted activities. Exp I indicated that (1) films with cutting were preferred over uncut films and were judged to be more interesting, more active, stronger, and quicker than films without cutting; (2) cutting influenced simpler films more strongly than complex films but did not influence Ss' organization and recall of the depicted activities; and (3) the number of cuts was not accurately retained. Exp II, in which Ss were instructed to attend to the structural characteristics of each film, showed that Ss accurately recalled the number of cuts but remembered fewer activities. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of purpose in the organization of information about behavior: Trait-based versus goal-based categories in person cognition.

Three experiments with 120 college students investigated (a) the role of observational purpose in the tendency to employ trait or goal categories in the organization of behavioral information and (b) the effects of goal-based vs trait-based organization of the information on Ss' ability to recall it. Exp I showed that Ss reading and categorizing a series of episodes for the purpose of recalling either the material or empathizing with the main character organized the episodes primarily in terms of the character's goals. In contrast, Ss whose purpose was either to form a personality impression of the character or to predict her future behavior organized the episodes primarily in terms of her traits. Exp II demonstrated that the categorizations produced by recall-oriented Ss in Exp I facilitated the ability of a new sample of Ss to remember the episodes, relative to the categorizations produced by impression-oriented or control Ss. Exp II provided evidence that the relatively goal-based structure of the recall-oriented categories probably mediated the effects observed in Exp II. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Topic structure representation and text recall.

Tested the hypothesis that readers represent a text's topics and their interrelations as they read and then use those representations to access information about each topic. In 2 experiments, 222 undergraduates were required to read and free recall an expository text of approximately 1,100 words in length. Exp I manipulated both the order of topics in the stimulus text and whether the introductory paragraph stated the topics and their organization. It was found that Ss recalled information about fewer topics if the topics were randomly ordered and the introductory paragraph was uninformative than if topics were logically ordered or if the introductory paragraph was informative. Differences in recall of topics accounted for much of the variance in overall recall and recall errors. Exp II examined the effects of the presence or absence of topic sentences and of variations in the physical marking of paragraph boundaries. Findings show that Ss recalled information about more topics if the text contained topic sentences than if it did not. Results are consistent with the hypothesis that readers use a representation of a text's topic structure to guide recall. (40 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Person perception in heterogeneous groups.

Conducted 2 experiments to examine the implications of gender and race salience for person organization and recall. Exp I examined the facilitating effects of group heterogeneity on categorization of social information during encoding. Exp II examined the effects of heterogeneity on the organization of information in retrieval. 24 undergraduates in Exp I and 32 undergraduates in Exp II were presented with verbal information and photographs describing groups differing in racial and sexual composition. Some of the groups were composed of members of the same gender and race (homogeneous groups), and other groups were racially and sexually mixed (heterogeneous groups). Ss in Exp I were required to sort the information sets by person, whereas Ss in Exp II were asked to read and recall the information sets. Analyses of sorting speed, person clustering, and total recall revealed the facilitating effects of race and gender salience. This was true even though the information was independent of the race and gender stereotypes. Overall results suggest that group heterogeneity resulted in increased person organization. Findings from Exp II establish that group heterogeneity was associated with increased recall. (43 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hypnotic amnesia as a strategic enactment: Breaching amnesia in highly susceptible subjects.

Proposes that hypnotically amnesic Ss maintain control over their memory processes but often fail to breach amnesia because to do so would conflict with their self-presentation as deeply hypnotized. Two experiments, with 16 undergraduates, demonstrated that highly susceptible hypnotically amnesic Ss could be easily induced to recall all of the "forgotten" target items by defining successful recall as supportive of rather than as inconsistent with a self-presentation as deeply hypnotized. In the 1st part of Exp I, all Ss showed amnesia despite repeated demands to recall honestly. In the 2nd part of Exp I, Ss were led to believe that they possessed a "hidden part" to their mind that remained aware of the target items covered by the amnesia suggestion. Each S recalled all of the forgotten items when the experimenter contacted their hidden part. Exp II replicated this effect and also demonstrated that the characteristics of Ss' hidden reports were a function of the instructions they received and did not reflect the operation of a dissociated cognitive subsystem that subconsciously held the forgotten items. Findings are inconsistent with traditional theorizing about hypnosis, but offer strong support for the hypothesis that hypnotic amnesia is a strategic enactment under the S's voluntary control. (45 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of out-group cues in determining social identity.

Examined the role of out-group cues in determining social identity and guiding behavior in 2 experiments with 131 undergraduates. In Exp I, Ss were exposed to a cue either of an in-group (Ss' college), a relevant out-group (a rival college), or an irrelevant out-group (a baseball team). Ss examined a list of words and were later asked to recognize those they had seen from a larger list in which words related to the 3 groups were embedded. Results indicate that Ss made more false recognitions of in-group related words when a relevant out-group was salient than when an irrelevant out-group was salient. Exp II tested a behavioral implication of Exp I: Out-group salience increases adherence to an in-group norm. In the 1st phase of Exp II, Ss were divided into 2 groups and deliberated 2 civil suits. Ss' in-group favored the plaintiffs for both cases. Ss were divided into new groups for the 2nd phase, and the same procedure was followed. This time, however, the in-group favored the defendants. In the 3rd phase, Ss were exposed to a cue either of the out-group in Phase 1 or Phase 2. Ss' judgments for 2 new cases were biased in the direction of the norm of the in-group that was associated with the salient out-group. Ss favored the plaintiff (or defendant) when the 1st (or 2nd) out-group was salient. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Output interference in long-term memory.

Reports 2 experiments, with 70 and 140 undergraduates, concerning the role of output interference on the recall of organized material. Groups of Ss received blocked presentation of a 49-item list consisting of 7 items in each of 7 categories. At recall, the category name served as the retrieval cue. In Exp. I, a 20-sec recall interval was allowed for each category and 10 Ss were assigned to each group. In Exp. II, this interval was increased to 90 sec. and 20 Ss were assigned to each group. Results of both studies indicate that the number of words recalled from a category is dependent on the position of the category in the output sequence. In general, the earlier a category appears in the output sequence, the greater the number of words recalled from that category. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading and generating normal and transformed sentences.

Three experiments (108 undergraduates) examined the relative contributions made in skilled and unskilled processing by data driven and conceptually driven processes. In Exp I, Ss recalled nouns and complete sentences after having read and generated meaningful and anomalous sentences. Generated and transformed sentences were better recalled than normal sentences if they were meaningful, but not if they were anomalous. Exp II used the same sentences as Exp I, except they were displayed in 3 typographies: normal orientation, mirror transformed, or rotated 180°. Results show that reading the transformed typography increased semantic interword organization. In Exp III, Ss had to generate sentences and read transformed typography. Results duplicate those in Exps I and II. It is concluded that a decrease in the efficiency of data driven processing causes an increase in semantic interword organization. (French abstract) (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of signaling topic structure on text recall.

Two experiments studied effects of signaling devices (headings, overviews, and summaries) on text memory. In Exp 1, Ss read a text with or without signals, then recalled the topics of the text. Signaling produced better memory for the topics and their organization. In Exp 2, Ss recalled the content of the text they read, and recalls were scored for the number of accurately recalled ideas. Signals produced recalls that were better organized by text topics. Signals also influenced the distribution of recall of ideas: Ss remembered more topics but recalled less about each accessed topic if the text they read contained signals than if it did not. The results are interpreted as supporting a model in which signals influence readers' representations of a text's topic structure, which, in turn, is used to guide the recall of text content. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Echoic memory processes in good and poor readers.

Conducted 4 experiments to determine whether echoic memory plays a role in differences between good and poor readers. In Exp I, with 9 poor (mean age 11.05 yrs) and 9 good (mean age 10.9 yrs) readers, and Exp II, with 12 poor (mean age 10.85 yrs) and 12 good (mean age 10.7 yrs) readers, a suffix procedure was used in which the S was read a list of digits with either a tone control or the word go appended to the list. For lists that exceeded the length of the Ss' memory span by 1 digit (i.e., that avoided ceiling effects), poor readers showed a larger decrement in the suffix condition than did good readers. In Exp III, with 14 poor (mean age 10.64 yrs) and 14 good (mean age 10.83 yrs) readers, Ss shadowed words presented to 1 ear at a rate determined to give 75–85% shadowing accuracy. The item presented to the nonattended ear were words and an occasional digit. At various intervals after the presentation of the digit, a light signaled that the S was to cease shadowing and attempt to recall any digit that had occurred in the nonattended ear recently. Whereas good and poor readers recalled the digit equally if tested immediately after presentation, poor readers showed a faster decline in recall of the digit as retention interval increased. In Exp IV, using Ss from Exp II, bursts of white noise were separated by 9–400 msec of silence, and the S was to say whether there were 1 or 2 sounds presented. There were no differences in detectability functions for good and poor readers. (39 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reciprocal relation between attitudes and behavior recall: Committing people to newly formed attitudes.

Reports 3 studies that used a total of 195 male and female undergraduates. Exp I showed that shifts in attitude were accompanied by shifts in the recall of the more qualitative rather than quantitative aspects of past behaviors. Exps II and III assessed the effects of recall on Ss' commitment to newly formed attitudes. On the premise that behavior recall is biased so as to be consistent with salient attitudes, it was hypothesized that recall would serve to increase Ss' commitment to their attitudes. In Exp II it was assumed that degree of commitment to an attitude would be reflected in the persistence of the attitude, behavioral intention, and actual behavior. As anticipated, Ss' intentions were more consistent with their attitudes when they had been prompted to recall attitudinally relevant behaviors. However, recall did not affect attitude persistence or actual behavior. In Exp III, commitment was measured by resistance to an attack on an attitude. Ss were more likely to maintain an attitude in the face of an attack if they had been induced to recall attitudinally relevant behaviors. The data support the hypothesis that attitudes can affect recall, which in turn affects commitment to the attitudes. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Referencing and bias in social interaction.

Examined the consequences of schematic referencing for social behavior. In Exp I, 23 female and 21 male undergraduates worked in pairs on a word association task. In the self-referencing condition, Ss were told that their partner would judge their personality; in the other-referencing condition, Ss were asked to judge their partner's personality. Results show biased recall of Ss' own behavior over another person's behavior in a dyadic interaction. Exp II employed an alternative, more realistic manipulation of self-referencing using situational cues. 16 pairs of undergraduate Ss performed the same word association task either in front of judges or by themselves. The biased recall effect was replicated. Moreover, corresponding biases in Ss' attributions about the quality of their performance were found. Results confirm that self-referencing cues can cause the sort of egocentric reactions that have been observed in previous studies in which members of an interaction remember more of their own contributions and attribute more responsibility for joint tasks to themselves. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Putting the keyword method in context.

Compared the keyword method of learning new vocabulary with a context method in which the meaning of the new vocabulary items had to be inferred from a meaningful context. In Exp I, with 69 undergraduates, the keyword method produced greater definition recall than the context method, even when such recall was conditionalized on context Ss' correct discovery of the word's meaning. Combining the keyword method with the context method significantly improved recall over that of context alone but produced recall below that displayed by the keyword method alone. For Ss high in verbal ability, as assessed by the Scholastic Aptitude Test, the keyword method did not promote significantly better recall than a no-strategy control condition. In Exp II, with 42 Ss, the keyword and context methods were evaluated in terms of how adequately the vocabulary could be used in sentences. Both methods led to highly adequate use of vocabulary in sentences, given that the word's meaning could be recalled. As in Exp I, the keyword method produced significantly greater definition recall than the context method. Implications for vocabulary learning theories and discovery learning approaches are discussed. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Context and the recallability of concrete and abstract sentences.

Examined the influence of contextual information on the recall of abstract and concrete sentences in 3 experiments, using 216 undergraduates. In Exp I, concrete and abstract target sentences were presented in either a coherent paragraph context or a random paragraph context. In the random context, Ss recalled more concrete target sentences than abstract ones, but there was no difference between the 2 groups when the sentences were presented in a coherent context. Exp II extended this finding by adding a moderately coherent context that used many of the same nouns as the coherent paragraph, but it was not as thematically coherent. Exp II replicated the results of Exp I and found that the moderately coherent context provided intermediate facilitation for the recall of abstract sentences relative to the random context and the coherent context; context structure had no effect on the recall of concrete sentences. In Exp III, the target sentences were abstract and the concreteness of the context was varied. Abstract context sentences were recalled as well as concrete context sentences if the contexts formed a coherent paragraph; if the context was a randomly ordered list of sentences, concrete context sentences were recalled better than abstract context sentences. Results were interpreted in terms of the differential availability of contextual information for abstract and concrete materials and support the context availability model. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinctiveness of encoding: The effects of paraphrasing and drawing inferences on memory from prose.

Examined in 2 experiments with 236 undergraduates the possibility that readers would differentially recall passage material as a result of differing levels of processing during reading. It was hypothesized that as the level of reader schema–text base interaction increased Ss would generate greater numbers of idea units and logical intrusions. Exp I varied the schema–text base interaction through tasks designed to increase interaction of Ss' existing schemata with the text material. In Exp II, an additional factor of student compliance with the tasks was examined. Results support the hypotheses and indicate that what Ss remembered from reading passages was determined by the activities they engaged in during reading. Activities requiring a restatement of the semantic base of prose resulted in high rates of idea unit recall; activities requiring the formulation of logical extensions of prose resulted in higher rates of logical intrusions in free recall. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinctiveness of encoding and recall of text materials.

Four text-recall experiments, involving 243 undergraduates, examined the distinctiveness-of-encoding hypothesis. Exp I investigated the comparative recall of distinctively (DE) vs nondistinctively (NDE) encoded summary sentences and revealed a significantly higher rate of recall for DE summary sentences and associated text material. Exp II combined an activity that required Ss to interact with the semantic base of the text with the DE operations employed in Exp I. Data indicate that each approach resulted in a greater level of recall than a control condition and that the combination of the 2 produced the highest overall recall. Exp III examined possible mechanisms by which semantic content associated with the summary sentences was encoded and recalled. The most facilitative arrangement of activities involved the physical presence of text materials at the time at which the operations on summary sentences took place. Exp IV investigated the role of inspection time and rereading on DE processes. Although controlled inspection time reduced the amount recalled compared with uncontrolled conditions, DE summary sentences still led to a significantly higher rate of recall than NDE sentences. (43 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Affect, accessibility of material in memory, and behavior: A cognitive loop?

Conducted 2 studies to investigate the effect of good mood on cognitive processes. In Exp I, which was conducted in a shopping mall, a positive feeling state was induced by giving Ss a free gift; good mood, thus induced, was found to improve Ss' evaluations of the performance and service records of products they owned. In Exp II, with 47 undergraduates, affect was induced by having Ss win or lose a computer game in a laboratory setting; Ss who had won the game were better able to recall positive material in memory. Results are discussed in terms of the effect that feelings have accessibility of cognitions. In addition, the nature of affect and the relationship between good mood and behavior (such as helping) are discussed in terms of this proposed cognitive process. (38 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)