scholarly journals Cognitive Factors Affecting Free Recall, Cued Recall, and Recognition Tasks in Alzheimer’s Disease

2012 ◽  
Vol 2 (1) ◽  
pp. 278-285
Author(s):  
Takashi Yamagishi ◽  
Takuya Sato ◽  
Atsushi Sato ◽  
Toru Imamura
Keyword(s):  
Free Recall ◽  
Cued Recall ◽  
Cognitive Factors ◽  
Factors Affecting

Hypermnesia occurs in both free recall and cued recall tests

1991 ◽  
Author(s):  
David G. Payne ◽  
Jeffrey S. Anastasi
Keyword(s):  
Free Recall ◽  
Cued Recall

Sensory and Cognitive Factors Affecting Automotive Head-Up Display Effectiveness

1999 ◽  
Vol 1694 (1) ◽  
pp. 10-19 ◽  
Author(s):  
Kenneth W. Gish ◽  
Loren Staplin ◽  
Joseph Stewart ◽  
Michael Perel
Keyword(s):  
Cognitive Factors ◽  
Factors Affecting

Cognitive Factors Affecting Freeze-like Behavior in Humans

2017 ◽  
Vol 144 (2) ◽  
pp. 140-156
Author(s):  
Michael W. Alban ◽  
Victoria Pocknell
Keyword(s):  
Cognitive Factors ◽  
Factors Affecting

Reporting What You Have Seen: Effects Associated with Age and Mode of Questioning on Eyewitness Reports

1992 ◽  
Vol 75 (3) ◽  
pp. 799-818 ◽  
Author(s):  
Lisa A. Laumann ◽  
Rogers Elliott
Keyword(s):  
Free Recall ◽  
Age Groups ◽  
Cued Recall ◽  
Central Theme ◽  
Short Answer ◽  
Developmental Trends ◽  
Age Related ◽  
Eyewitness Reports

This study examined age-related differences in the reporting of a filmed domestic scene, in which a mother was either ambiguously caring or ambiguously abusive toward her daughter. Three age groups were used (3- to 4-yr.-old, 6- to 7-yr.-old, and adult), and three modes of questioning were used (free recall, short-answer cued-recall, and leading questions either consistent or inconsistent with what was observed). There were 119 subjects in all: 39 3- to 4-yr.-olds, 39 6- to 7-yr.-olds, and 41 adults. Developmental trends were found in the subjects' ability to answer free-recall questions and cued-recall questions. Although 6- to 7-yr.-olds were significantly lower than adults in their accuracy scores on the cued-recall questions, they were still highly accurate. There were also significant age-related differences in the subjects' suggestibility, with the 3- to 4-yr.-olds being relatively suggestible, the 6- to 7-yr.-olds less so, and the adults virtually unsuggestible. When the leading questions that concerned the central theme of the film (i.e., Was the mother abusive or not?) were isolated, however, no significant age-related differences in suggestibility were found.

Factors Affecting Item Recovery and Hypermnesia in Free Recall

1980 ◽  
Vol 93 (3) ◽  
pp. 489 ◽  
Author(s):  
Stephen Madigan ◽  
Virginia Lawrence
Keyword(s):  
Free Recall ◽  
Factors Affecting

The Influence of the Nature of Material and of Mental Operations on the Occurrence of the Bizarreness Effect

1988 ◽  
Vol 40 (1) ◽  
pp. 73-85 ◽  
Author(s):  
Cesare Cornoldi ◽  
Adele Cavedon ◽  
Rossana De Beni ◽  
Alvaro Pra Baldi
Keyword(s):  
Free Recall ◽  
Ad Hoc ◽  
Cued Recall ◽  
Bizarreness Effect ◽  
Memory Advantage ◽  
The Subject ◽  
Common Items ◽  
Generation Procedure

In the literature, a memory advantage for bizarre items over common ones has been found only in a few studies, especially with materials prepared ad hoc by the experimenter and with free recall rather than cued recall tests. These results contrast with the widespread conviction that bizarreness helps recall. The present paper explores the role of some variables involved in the “bizarreness” effect: (1) It examines the typical self-generation procedure in which the subject is asked to create an interaction between a pair of nouns, as well as the case in which only one noun is given. Higher freedom in generating sentences appears to correspond to higher free recall of bizarre items. (2) It is shown that bizarre items must be distinguished from “unusual” ones, which have different effects on memory. (3) By contrasting groups instructed to use either imagery or verbal elaboration, it is shown that the bizarreness effect is linked to the use of imagery. Instructions to use imagery without the possibility of creating bizarre representations do not improve the recall of common items. (4) The classification of parts of sentences generated reveals that, under common instructions, one subject's choice of verb and noun is more likely to be shared by other subjects. This fact may explain the different effects found by previous research in cued and free recall. (5) The overestimation of the recallability of bizarre items appears less evident than in previous research, probably because subjects had direct experience of the difficulties met in generating bizarre images.

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