Enhanced memory for sentences read aloud conversationally versus clearly: Evidence from sentence recognition memory and recall

2020 ◽  
Vol 148 (4) ◽  
pp. 2499-2499
Author(s):  
Sandie Keerstock ◽  
Frida Ballard ◽  
Rajka Smiljanic
Keyword(s):  
Recognition Memory ◽  
Read Aloud ◽  
Sentence Recognition ◽  
Memory And Recall

scholarly journals Modality of presentation and blocking in sentence recognition memory

1977 ◽  
Vol 5 (1) ◽  
pp. 111-115 ◽  
Author(s):  
Paul W. Flagg ◽  
Allan G. Reynolds
Keyword(s):  
Recognition Memory ◽  
Sentence Recognition

scholarly journals Selective attention and recognition: Effects of congruency on episodic learning

2017 ◽  
Author(s):  
Tamara M Rosner ◽  
Maria C. D'Angelo ◽  
Ellen MacLellan ◽  
Bruce Milliken
Keyword(s):  
Recognition Memory ◽  
Cognitive Control ◽  
Selective Attention ◽  
Test Phase ◽  
The Other ◽  
Read Aloud ◽  
Attention Tasks ◽  
Relational Encoding ◽  
Phase Recognition ◽  
Attention Demands

AbstractRecent research on cognitive control has focused on the learning consequences of high selective attention demands in selective attention tasks (e.g., Botvinick, 2007; Verguts & Notebaert, 2008). The current study extends these ideas by examining the influence of selective attention demands on remembering. In Experiment 1, participants read aloud the red word in a pair of red and green spatially interleaved words. Half of the items were congruent (the interleaved words had the same identity), and the other half were incongruent (the interleaved words had different identities). Following the naming phase, participants completed a surprise recognition memory test. In this test phase, recognition memory was better for incongruent than for congruent items. In Experiment 2, context was only partially reinstated at test, and again recognition memory was better for incongruent than for congruent items. In Experiment 3, all of the items contained two different words, but in one condition the words were presented close together and interleaved, while in the other condition the two words were spatially separated. Recognition memory was better for the interleaved than for the separated items. This result rules out an interpretation of the congruency effects on recognition in Experiments 1 and 2 that hinges on stronger relational encoding for items that have two different words. Together, the results support the view that selective attention demands for incongruent items lead to encoding that improves recognition.

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