scholarly journals Advantage for Emotional Words in Immediate and Delayed Memory Tasks: Could it be Explained in Terms of Processing Capacity?

2002 ◽  
Vol 5 (2) ◽  
pp. 78-89 ◽  
Author(s):  
Pilar Ferré
Keyword(s):  
Processing Capacity ◽  
Emotional Stimuli ◽  
Emotional Information ◽  
Emotional Words ◽  
Neutral Information ◽  
Term Retention ◽  
Long Term Retention ◽  
Retention Intervals ◽  
The One

Emotional stimuli are better remembered and recognized than neutral ones. This advantage for emotional stimuli has been repeatedly obtained when testing long-term retention. However, there are contradictory results concerning retention of emotional information when short retention intervals are used. The aim of the present study was, on the one hand, to test the effect of retention interval on memory for emotional stimuli (Experiment 1). The results showed that emotional information is better remembered than neutral information in both immediate and delayed memory tests, suggesting that the advantage for emotional information is not limited to long retention intervals. On the other hand, I tried to test the proposals made by Christianson and Nilsson (1984) and Bower (1992). These authors suggested that the advantage for emotional stimuli could be explained as emotional stimuli spending more processing capacity during acquisition, thus rendering less capacity available to encode simultaneously presented information (Experiments 2 and 3). Results showed that concurrent presentation of emotional stimuli did not inhibit the recall of neutral stimuli. These findings do not seem to support the proposals of Christianson and Nilsson (1984) and Bower (1992). According to these results, some mechanisms other than a greater spending of processing capacity have to be involved in the advantage for emotional information in memory.

scholarly journals Does the Method of Vocabulary Presentation Make a Difference?

1990 ◽  
Vol 8 (1) ◽  
pp. 37 ◽  
Author(s):  
Adina Levine ◽  
Thea Reves
Keyword(s):  
Text Comprehension ◽  
Vocabulary Acquisition ◽  
Academic Reading ◽  
Reading Material ◽  
Term Retention ◽  
Self Reports ◽  
Long Term Retention ◽  
The One ◽  
Relationship Of

Extensive vocabulary appears to be of utmost importance for the comprehension of academic reading material. Classroom materials as well as learners' self-reports indicate that whereas specialized terminology may not constitute difficulties to the student, it is the unfamiliarity with general vocabulary which seems to be the biggest problem in text comprehension. The purpose of the study was to investigate a. the effect of the method of vocabulary presentation on vocabulary acquisition and b. the inter-relationship of learner-factors and methods of vocabulary presentation in the retention of vocabulary. The study was carried out in the framework of a reading programme in English as a Foreign Language (EFL). The overall picture that emerged from the study confirmed the hypothesized inter-relationship between vocabulary acquisition on the one hand and method of presentation and learner-factors on the other. The data indicate different relationships in the case of long-term retention than in the short-term retention of vocabulary.

Courses of Misrecall over Long-Term Retention Intervals as Related to Strength of Pre-Experimental Habits of Word Association

1965 ◽  
Vol 16 (3_suppl) ◽  
pp. 1173-1192 ◽  
Author(s):  
Edward A. Bilodeau ◽  
Kenneth A. Blick
Keyword(s):  
Retention Interval ◽  
Motor Skills ◽  
Word Association ◽  
Item Analysis ◽  
Term Retention ◽  
Skills Retention ◽  
Long Term Retention ◽  
Retention Intervals ◽  
Experimental Word

Following a proaction paradigm, 670 Ss were trained with two lists containing five of the secondary associates (R2) to Russell-Jenkins stimulus words, and were tested 2 min., 20 mm., 2 days, or 28 days later for retention of the second list. During recall, half of the Ss were administered the five stimulus words corresponding to the five R2 words of the second list (stimulated condition), and half did not receive the stimulus words (not-stimulated condition). The stimulus words were divisible into three categories, in effect varying the cultural associative probabilities at each retention interval. Altogether, there were 24 groups completing a 4 × 2 × 3 factorial design. The retention of R2s decreased with time and the effect of stimulation was to raise their level of production above groups not so stimulated. As R2s decreased with time, intrusions of R1s (primaries) and Ra-nS (sum of Ra to R n) became more numerous where the cultural probabilities suggested this ought to happen. After 28 days, Ss still showed strong evidence of the training exposure but performance was more like that of free-associating Ss than that of shorter retention groups. In the not-stimulated condition, intrusions from unidentified sources (classified as Remainder) were more numerous the longer the retention interval. Collectively, these data support the conclusion that the amount of proactive interference via specific pre-experimental word-word habits increases as a function of time. An item analysis suggested a monotonic pattern of rs for forgetting under stimulated conditions, but not under conditions of free recall. This was interpreted to mean that forgetting when stimulated was more a process of complication than simplification and resembles a process sometimes found in motor-skills retention. Other correlational analyses proved useful tools for describing forgetting; questions pertaining to the behavior of items were quite as intriguing as those about Ss. Also, more variance could be accounted for after long than short retention intervals.

Individual and Combined Effects of Enactment and Testing on Memory for Action Phrases

2014 ◽  
Vol 61 (5) ◽  
pp. 347-355 ◽  
Author(s):  
Veit Kubik ◽  
Hedvig Söderlund ◽  
Lars-Göran Nilsson ◽  
Fredrik U. Jönsson
Keyword(s):  
Testing Effect ◽  
Cued Recall ◽  
Combined Effects ◽  
Additive Effects ◽  
Term Retention ◽  
Long Term Retention ◽  
Retention Intervals ◽  
Study Techniques ◽  
The Individual

We investigated the individual and combined effects of enactment and testing on memory for action phrases to address whether both study techniques commonly promote item-specific processing. Participants (N = 112) were divided into four groups (n = 28). They either exclusively studied 36 action phrases (e.g., “lift the glass”) or both studied and cued-recalled them in four trials. During study trials participants encoded the action phrases either by motorically performing them, or by reading them aloud, and they took final verb-cued recall tests over 18-min and 1-week retention intervals. A testing effect was demonstrated for action phrases, however, only when they were verbally encoded, and not when they were enacted. Similarly, enactive (relative to verbal) encoding reduced the rate of forgetting, but only when the action phrases were exclusively studied, and not when they were also tested. These less-than-additive effects of enactment and testing on the rate of forgetting, as well as on long-term retention, support the notion that both study techniques effectively promote item-specific processing that can only be marginally increased further by combining them.

Long-Term Retention of Temporal Information

1982 ◽  
Vol 54 (3) ◽  
pp. 843-849 ◽  
Author(s):  
Michel Guay
Keyword(s):  
Constant Error ◽  
Hold Time ◽  
Temporal Information ◽  
Term Memory ◽  
Term Retention ◽  
Long Term Retention ◽  
Retention Intervals ◽  
Variable Errors

The main purpose was to determine the characteristics of long-term retention of temporal information. Visual durations of 1, 4, and 8 sec. were estimated by 120 subjects under the method of reproduction. Four retention intervals were used, viz., immediate reproduction, 2 days, 14 days, and 28 days. The percentage absolute and percentage variable errors were used to evaluate effects of forgetting. When subjects hold time lengths of 1, 4, and 8 sec. in memory for a period of 14 or 28 days, they become less accurate and more variable than if they recall the item immediately or after 2 days. One explanation for the nature of forgetting was suggested. The percentage constant error was used as an index of bias. Subjects had a tendency to overestimate the 1-sec. and to underestimate the 4- and 8-sec. time durations. The hypothesis that the longer-term memory of perceptual estimates of temporal information follows a pattern similar to that of other continuous dimensions was not confirmed over these intervals.

Long-term retention is greater following closed-book tests than open-book tests

2006 ◽  
Author(s):  
Pooja K. Agarwal ◽  
Jeffrey D. Karpicke ◽  
Sean H. Kang ◽  
Henry L. Roediger ◽  
Kathleen B. McDermott
Keyword(s):  
Open Book ◽  
Term Retention ◽  
Long Term Retention

Retrieval practice promotes long-term retention irrespective of the placement

2020 ◽  
Author(s):  
alice latimier ◽  
Arnaud Rierget ◽  
Son Thierry Ly ◽  
Franck Ramus
Keyword(s):  
Retention Interval ◽  
Retrieval Practice ◽  
Memory Retention ◽  
Term Retention ◽  
Long Term Retention

The current study aimed at comparing the effect of three placements of the re-exposure episodes on memory retention (interpolated-small, interpolated-medium, postponed), depending on whether retrieval practice or re-reading was used, and on retention interval (one week vs one month).

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