Word Stems as Cues in Recall and Completion Tasks

1986 ◽  
Vol 38 (4) ◽  
pp. 663-673 ◽  
Author(s):  
Robert L. Greene
Keyword(s):  
Recall Performance ◽  
Cued Recall ◽  
The Other ◽  
Stem Completion ◽  
Stochastic Independence ◽  
Priming Effects ◽  
Word Stem Completion

Subjects tend to complete word stems to form words to which they have recently been exposed. These priming effects in word-stem completion are compared to cued recall, where subjects are asked to recall list items and are given word stems as cues. Intentionality of learning and duration of rehearsal affected recall performance but not the magnitude of priming in word-stem completion. However, cued recall and word-stem tasks did not exhibit stochastic independence: performance on one task was strongly related to performance on the other. These results are inconsistent with extreme accounts that would attribute performance on these tasks either to entirely separate systems or to an identical set of processes.

Effects of Types of Elaboration on Children's Memories of a Story: Interaction with Academic Performance

2004 ◽  
Vol 94 (1) ◽  
pp. 291-304
Author(s):  
Hiroshi Toyota
Keyword(s):  
Academic Performance ◽  
Free Recall ◽  
Recall Performance ◽  
Second Graders ◽  
Cued Recall ◽  
The Self ◽  
The Other ◽  
Choice Condition ◽  
Incidental Memory ◽  
Academic Scores

Two experiments compared the effectiveness of three types of elaboration on incidental and intentional memory for a story: self-generated, self-choice, and experimenter-provided elaboration. In Exp. 1, using the incidental memory paradigm, second graders listened to a fantastic story and then, in the self-generated condition, answered a “why” question about a particular topic in the story. In the self-choice condition, they chose one of the alternative answers to the question and in the experimenter-provided condition, judged the appropriateness of each of two provided answers. This was followed by free-recall and cued-recall tests. Subjects were categorized into two groups, good and poor academic achievers in terms of academic scores in four subject matter areas. For good academic achievers, self-choice elaboration led to a better cued recall than the other two elaboration types. The cued-recall performance of poor achievers was not different with the three conditions. In Exp. 2, using the intentional memory paradigm, the subjects intended to learn a different story and then performed the same procedure as Exp. 1. For poor achievers, self-choice elaboration led to a worse free recall than the other elaboration types, but the free recall of good achievers was not significantly different for the three types of elaboration. The results were interpreted as showing that the effects of self-choice elaboration on incidental and intentional memory were correlated with subjects' academic performance.

Low Reliability of Perceptual Priming: Consequences for the Interpretation of Functional Dissociations between Explicit and Implicit Memory

2000 ◽  
Vol 53 (1) ◽  
pp. 211-233 ◽  
Author(s):  
Beat Meier ◽  
Walter J. Perrig
Keyword(s):  
Implicit Memory ◽  
Cued Recall ◽  
Priming Effects ◽  
Student Sample ◽  
Test Conditions ◽  
Quasi Experimental ◽  
Explicit Recall ◽  
Word Stem Completion ◽  
Test Retest Reliability ◽  
Explicit Measures

In this study, three experiments are presented that investigate the reliability of memory measures. In Experiment 1, the well-known dissociation between explicit (recall, recognition) and implicit memory (picture clarification) as a function of age in a sample of 335 persons aged between 65 and 95 was replicated. Test-retest reliability was significantly lower in implicit than in explicit measures. In Experiment 2, parallel-test reliabilities in a student sample confirmed the finding of Experiment 1. In Experiment 3, the reliability of cued recall and word stem completion was investigated. There were significant priming effects and a dissociation between explicit and implicit memory as a function of levels of processing. However, the reliability of implicit memory measures was again substantially lower than in explicit tests in all test conditions. As a consequence, differential reliabilities of direct and indirect memory tests should be considered as a possible determinant of dissociations between explicit and implicit memory as a function of experimental or quasi-experimental manipulations.

Do Novel Associative Word Stem Completion and Cued Recall Share the Same Memory Retrieval Processes?

Memory ◽  
1999 ◽  
Vol 7 (3) ◽  
pp. 323-343 ◽  
Author(s):  
P.A. Gooding ◽  
A.R. Mayes ◽  
R. Van Eijk ◽  
P.R. Meudell ◽  
F.L. MaCdonald
Keyword(s):  
Memory Retrieval ◽  
Cued Recall ◽  
Stem Completion ◽  
Retrieval Processes ◽  
Word Stem Completion

The dissociation of explicit and implicit memory in depressed patients

1994 ◽  
Vol 24 (1) ◽  
pp. 239-245 ◽  
Author(s):  
N. Bazin ◽  
P. Perruchet ◽  
M. De Bonis ◽  
A. Féline
Keyword(s):  
Recall Test ◽  
Cued Recall ◽  
Automatic Processes ◽  
Stem Completion ◽  
Major Depressive ◽  
Depressed Patients ◽  
Completion Task ◽  
Completion Test ◽  
Implicit Expressions ◽  
Word Stem Completion

SynopsisTwenty-three in-patients fulfilling DSM-III-R criteria for major depressive disorder were submitted to a standard cued recall test, and to a word-stem completion test devised to assess the effect of the initial presentation without the explicit retrieval of the words being necessary. Results show that depressed patients are impaired on the cued recall task in comparison with controls matched for sex, age, and educational level. However, the two groups do not differ in the word-stem completion task. This dissociation between explicit and implicit expressions of memory disappeared when patients recovered, although they were still hospitalized and under psychotropic medication. These results are examined in the light of the distinction between effortful and automatic processes.

Combining the Post-Cue Task and the Perceptual Identification Task to Assess Parallel Activation and Mutual Facilitation of Related Primes and Targets

2018 ◽  
Vol 65 (2) ◽  
pp. 84-97 ◽  
Author(s):  
Demian Scherer ◽  
Dirk Wentura
Keyword(s):  
Semantic Priming ◽  
Stimulus Onset ◽  
The Other ◽  
Perceptual Identification ◽  
Identification Task ◽  
Priming Effects ◽  
Priming Paradigm ◽  
Parallel Activation ◽  
Prime Target

Abstract. Recent theories assume a mutual facilitation in case of semantic overlap for concepts being activated simultaneously. We provide evidence for this claim using a semantic priming paradigm. To test for mutual facilitation of related concepts, a perceptual identification task was employed, presenting prime-target pairs briefly and masked, with an SOA of 0 ms (i.e., prime and target were presented concurrently, one above the other). Participants were instructed to identify the target. In Experiment 1, a cue defining the target was presented at stimulus onset, whereas in Experiment 2 the cue was not presented before the offset of stimuli. Accordingly, in Experiment 2, a post-cue task was merged with the perceptual identification task. We obtained significant semantic priming effects in both experiments. This result is compatible with the view that two concepts can both be activated in parallel and can mutually facilitate each other if they are related.

Masked Translation Priming Effects With Highly Proficient Simultaneous Bilinguals

2010 ◽  
Vol 57 (2) ◽  
pp. 98-107 ◽  
Author(s):  
Jon Andoni Duñabeitia ◽  
Manuel Perea ◽  
Manuel Carreiras
Keyword(s):  
Lexical Decision ◽  
Hierarchical Model ◽  
Priming Effect ◽  
Masked Priming ◽  
The Other ◽  
Memory Organization ◽  
Priming Effects ◽  
Bilingual Memory ◽  
Translation Priming ◽  
Masked Translation Priming

One essential issue for models of bilingual memory organization is to what degree the representation from one of the languages is shared with the other language. In this study, we examine whether there is a symmetrical translation priming effect with highly proficient, simultaneous bilinguals. We conducted a masked priming lexical decision experiment with cognate and noncognate translation equivalents. Results showed a significant masked translation priming effect for both cognates and noncognates, with a greater priming effect for cognates. Furthermore, the magnitude of the translation priming was similar in the two directions. Thus, highly fluent bilinguals do develop symmetrical between-language links, as predicted by the Revised Hierarchical model and the BIA+ model. We examine the implications of these results for models of bilingual memory.

Sign in / Sign up

Export Citation Format

Share Document