scholarly journals MEMORY FOR PICTURES AND WORDS AFTER A NATURAL DISASTER

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S279-S279
Author(s):  
Katie E Cherry ◽  
Katelyn McKneely ◽  
Quyen Nguyen ◽  
Shui Yu ◽  
Laura Sampson ◽  
...  
Keyword(s):  
Free Recall ◽  
Structural Damage ◽  
Baton Rouge ◽  
Self Report ◽  
Superiority Effect ◽  
Line Drawings ◽  
Pictures And Words ◽  
Pictorial Superiority Effect ◽  
Hurricanes Katrina And Rita ◽  
Disaster Exposure

Abstract The pictorial superiority effect (PSE) is the finding that memory for pictures exceeds that of memory for matching words for people of all ages (Cherry et al., 2012). We examined free recall of line drawings and matching words in adults enrolled in the LSU Flood Study, an interdisciplinary study of disaster stress and cognition. We tested the hypothesis that disaster stress would be associated with deficits in memory for pictures and words. Participants were sampled from a three-parish (county) region of Baton Rouge, LA that was severely devastated by the 2016 flood (N = 202, age range: 18-88 years). They received multiple tests, including the Montreal Cognitive Assessment (MoCA; Nasreddine et al., 2005), and self-report measures of executive function and functional impairment (Barkley, 2011). Three groups were compared: (1) non-flooded adults as controls, (2) once-flooded adults with structural damage to homes and property in 2016, and (3) twice-flooded adults who had relocated to Baton Rouge because of catastrophic losses in Hurricanes Katrina and Rita and flooded again in 2016. Results yielded a PSE in free recall for all disaster exposure groups (p < 0.001). Follow-up analyses by age group revealed that older adults showed the same memorial advantage of pictures relative to words as did their younger counterparts across all disaster exposure groups. These results imply that single and multiple disaster exposures do not appear to disrupt cognition assessed with traditional, laboratory-based measures. This research was supported by a grant from the National Science Foundation (Award Number 1708090).

The Blocked-Random Effect in Pictures and Words

1997 ◽  
Vol 84 (3) ◽  
pp. 976-978 ◽  
Author(s):  
Michael P. Toglia ◽  
Philip J. Hinman ◽  
Bradley S. Dayton ◽  
John F. Catalano
Keyword(s):  
Similar Pattern ◽  
Random Effect ◽  
Random Order ◽  
Word Recall ◽  
Superiority Effect ◽  
Word Lists ◽  
Pictures And Words ◽  
Pictorial Superiority Effect ◽  
Better Than

Picture and word recall was examined in conjunction with list organization. 60 subjects studied a list of 30 items, either words or their pictorial equivalents. The 30 words/pictures, members of five conceptual categories, each represented by six exemplars, were presented either blocked by category or in a random order. While pictures were recalled better than words and a standard blocked-random effect was observed, the interaction indicated that the recall advantage of a blocked presentation was restricted to the word lists. A similar pattern emerged for clustering. These findings are discussed in terms of limitations upon the pictorial superiority effect.

Incidental Cues and Picture/Word Differences in Recall

1977 ◽  
Vol 45 (3_suppl) ◽  
pp. 1211-1215 ◽  
Author(s):  
J. Peeck ◽  
G. Van Dam ◽  
R. W. F. Uhlenbeck
Keyword(s):  
Free Recall ◽  
Dual Coding ◽  
Line Drawings ◽  
Normal Line ◽  
Iconic Sign ◽  
University Undergraduates

80 university undergraduates attempted free recall of 20 objects presented as either (a) normally printed words, (b) words enriched with iconic sign characteristics, (c) normal line drawings, or (d) schematic line drawings constructed from a limited set of elements. Enriched words were better recalled than normal words, whereas differences in recall between the two types of line drawings just failed to reach significance. The results were discussed in reference to the dual coding- and incidental-cue hypothesis.

Memantine for cognitive impairment in multiple sclerosis: a randomized placebo-controlled trial

2010 ◽  
Vol 16 (6) ◽  
pp. 715-723 ◽  
Author(s):  
JF Lovera ◽  
E. Frohman ◽  
TR Brown ◽  
D. Bandari ◽  
L. Nguyen ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
Cognitive Impairment ◽  
Free Recall ◽  
Controlled Trial ◽  
Neuropsychiatric Symptoms ◽  
Verbal Learning ◽  
Self Report ◽  
California Verbal Learning Test ◽  
Cognitive Improvement ◽  
Learning Test

Background: Memantine, an NMDA antagonist, is effective for moderate to severe Alzheimer’s disease. Objective: Determine whether memantine improves cognitive performance (CP) among subjects with multiple sclerosis (MS) and cognitive impairment (CI). Methods: This double-blind, randomized, placebo-controlled trial (Clinicaltrials.gov NCT00300716) compared memantine 10 mg twice a day (4 week titration followed by 12 weeks on the highest tolerated dose) with placebo. The primary outcome was the change from baseline to exit on the Paced Auditory Serial Addition Test (PASAT) and the California Verbal Learning Test-II (CVLT-II) Long Delay Free Recall (LDFR). Secondary outcomes included additional neuropsychological tests; self-report measures of quality of life, fatigue, and depression; and family/caregiver reports of subjects’ CI and neuropsychiatric symptoms. Results: The differences between the groups on the change on the PASAT (placebo—memantine = 0.0 correct responses, 95% CI 3.4, 3.4; p = 0.9) and on CVLT-II LDFR (placebo—memantine =—0.6 words, 95% CI —2.1, 0.8; p = 0.4) as well as on the other cognitive tests were not significant. Subjects on memantine had no serious adverse events (AEs) but had more fatigue and neurological AEs as well as, per family members’ reports, less cognitive improvement and greater neuropsychiatric symptoms than subjects on placebo. Conclusion: Memantine 10 mg twice a day does not improve CP in subjects with MS, ages 18—65, without major depression, who have subjective cognitive complaints and perform worse than one SD below the mean on the PASAT or on the California Verbal Learning Test-II (total recall or delayed free recall).

Is the Picture Bizarreness Effect a Generation Effect?

2000 ◽  
Vol 87 (1) ◽  
pp. 331-340 ◽  
Author(s):  
Anne Marchal ◽  
Serge Nicolas
Keyword(s):  
Free Recall ◽  
Mixed List ◽  
Recall Task ◽  
Generation Effect ◽  
The Other ◽  
Free Recall Task ◽  
Line Drawings ◽  
Bizarreness Effect

Bizarre stimuli usually facilitate recall compared to common stimuli. This investigation explored the so-called bizarreness effect in free recall by using 80 simple line drawings of common objects (common vs bizarre). 64 subjects participated with 16 subjects in each group. Half of the subjects received learning instructions and the other half rated the bizarreness of each drawing. Moreover, drawings were presented either alone or with the name of the object under mixed-list encoding conditions. After the free recall task, subjects had to make metamemory judgments about how many items of each format they had seen and recalled. The key result was that a superiority of bizarre pictures over common ones was found in all conditions although performance was better when the pictures were presented alone than with their corresponding label. Subsequent metamemory judgments, however, showed that subjects underestimated the number of bizarre items actually recalled.

Developmental Effects on Free Recall of Grouping Pictures and Words

1984 ◽  
Vol 110 (1) ◽  
pp. 75-79
Author(s):  
Christopher A. Joseph ◽  
Ronald F. Waln ◽  
David R. Stone
Keyword(s):  
Free Recall ◽  
Developmental Effects ◽  
Pictures And Words

Influence of Rehearsal on Serial-Position Effects in Immediate Free Recall

1969 ◽  
Vol 25 (3) ◽  
pp. 893-894
Author(s):  
Jeffrey R Sampson
Keyword(s):  
Free Recall ◽  
Serial Position ◽  
Recall Performance ◽  
Stimulus Presentation ◽  
Position Effects ◽  
Serial Position Effects ◽  
Line Drawings ◽  
Learning Set

48 male Ss were presented 24 items, half as words and half as simple line drawings, with or without instructions to try to remember them. Ss given a learning set reported rehearsing items during stimulus presentation, while non-set Ss did not. Free recall performance showed a serial-position factor which interacted with the set-non-set condition; primacy was much stronger and recency somewhat weaker for the rehearsing (set) Ss. This result supports conjectures of other investigators concerning the effects of rehearsal on serial position phenomena.

Memory Span, Organization, and Transformations in Recall of Pictures and Words

1976 ◽  
Vol 39 (2) ◽  
pp. 395-399 ◽  
Author(s):  
Arnold Powell ◽  
Rena Wynn
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Information Processing ◽  
Free Recall ◽  
Memory Span ◽  
Recall Performance ◽  
Processing System ◽  
Immediate Memory ◽  
Simultaneous Processing ◽  
Pictures And Words

Immediate memory span, category clustering, and reading comprehension scores accounted for approximately 60% of the variance in average free-recall performance across three trials given 30 high school Ss in special reading classes. Immediate memory span tended to correlate more highly with recall of words than pictures, while reading comprehension tended to correlate more highly with recall of pictures. Category clustering correlated only slightly more with recall of words than pictures. The findings were interpreted as supporting a model of recall in which pictorial stimuli are considered to afford a greater opportunity for simultaneous processing in an imaginal information-processing system.

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