Visual Memory, Verbal Schemas, and Film Comprehension

1992 ◽  
Vol 10 (1) ◽  
pp. 33-55 ◽  
Author(s):  
Paul S. Cowen
Keyword(s):  
Visual Memory ◽  
Silent Film ◽  
Visual Media ◽  
False Alarms ◽  
Story Comprehension ◽  
Verbal Information ◽  
Visual Ability ◽  
Film Study ◽  
Film Comprehension ◽  
Visualization Ability

An ambiguous silent film was viewed either by itself or with an improbable but plausible verbal synopsis presented either before or after the film. In general, the verbal synopsis significantly influenced inferences made one hour later, but there was an interaction between visualization ability and the order in which the synopsis and film were presented. Visualization ability significantly decreased biased inferences when the film was seen first, but significantly increased this bias when the synopsis preceded the film. Greater synopsis influence was also associated with greater comprehensibility of the film. Visualization ability significantly affected recognition of “hits” while presenting the synopsis after the film increased the rate of false alarms. Results suggest that individual differences in visual ability and conflict between visual and verbal information should be considered when generalizing about encoding, retrieval, and story comprehension using visual media. Implications for media influences, film study and the use of film/video in other settings are also discussed.

Semantic integration of verbal information into a visual memory.

1978 ◽  
Vol 4 (1) ◽  
pp. 19-31 ◽  
Author(s):  
Elizabeth F. Loftus ◽  
David G. Miller ◽  
Helen J. Burns
Keyword(s):  
Visual Memory ◽  
Semantic Integration ◽  
Verbal Information

scholarly journals Development of Silent Film (Motion Visual) Media in Social Sciences Subjects Types of Class IV Occupations at SDN Cibeureum

CENDEKIAWAN ◽  
2020 ◽  
Vol 2 (1) ◽  
pp. 13-19
Author(s):  
Mohammad Fahmi Nugraha ◽  
Rika Rindayanti ◽  
Meiliana Nurfitriani
Keyword(s):  
Social Sciences ◽  
Silent Film ◽  
Visual Media ◽  
Class Iv

Penelitian dan pengembangan ini bertujuan untuk membuat sebuah media pembelajaran yaitu film bisu (visual gerak) guna untuk mengetahui kualitas media yang telah dikembangkan berdasarkan penilaian oleh ahli media, ahli materi dan penilaian oleh 24 orang siswa pada materi jenis-jenis pekerjaan serta mengetahui respon siswa terhadap media pembelajaran film bisu (visual gerak) yang telah dikembangkan. Metode yang dilakukan dalam penelitian yaitu menggunakan metode model 4D yang dikembangkan oleh S. Thiagarajan, Dorothy S. Semmel, dan Melvyn I. Penelitian ini dilakukan karena ada beberapa hambatan di kelas IV B SDN Cibeureum selama proses pembelajaran yaitu kurangnya minat siswa dalam mengikuti mata pelajaran IPS serta kurangnya variasi media yang digunakan oleh guru saat kegiatan belajar mengajar berlangsung. Teknik dan instrumen pengumpulan data pada penelitian ini menggunakan teknik tes yaitu tes awal dan tes akhir, serta menggunakan angket yang ditujukan kepada beberapa ahli, sedangkan teknik analisis data pada penelitian ini menggunakan statistika deskriptif yaitu dengan cara mendeskripsikan atau menggambarkan data yang telah terkumpul. Berdasarkan penelitian yang telah dilakukan di kelas IV SDN Cibeureum, bahwa dapat diketahui hasilnya yaitu mengalami kenaikan dalam hasil tes yang berbeda-beda, karena dapat di lihat dari diagram hasil uji tes awal dan tes akhir siswa mendapatkan nilai yang lebih bagus dengan rata-rata nilai pada tes akhir yaitu 8,2 sedangkan nilai rata-rata siswa pada tes awal yaitu 7,5.

Destruction of a Visual Memory by Verbal Information

1975 ◽  
Author(s):  
Elizabeth F. Loftus ◽  
Philip M. Salzberg ◽  
Helen J. Burns ◽  
Russell K. Sanders
Keyword(s):  
Visual Memory ◽  
Verbal Information

Memory and metamemory in schizophrenia: a liberal acceptance account of psychosis

2008 ◽  
Vol 38 (6) ◽  
pp. 825-832 ◽  
Author(s):  
S. Moritz ◽  
T. S. Woodward ◽  
L. Jelinek ◽  
R. Klinge
Keyword(s):  
Cognitive Bias ◽  
False Recognition ◽  
Visual Memory ◽  
Memory Task ◽  
Control Group ◽  
False Alarms ◽  
Healthy Controls ◽  
Weak Response ◽  
Response Alternatives ◽  
Visual Memory Task

BackgroundIn previous studies we suggested that liberal acceptance (LA) represents a fundamental cognitive bias in schizophrenia and may explain why patients are more willing to accept weak response alternatives and display overconfidence in incorrect responses. The aim of the present study was to test a central assumption of the LA account: false alarms in schizophrenia should be particularly increased when the distractor–target resemblance is weak relative to a control group.MethodSixty-eight schizophrenia patients were compared to 25 healthy controls on a visual memory task. At encoding, participants studied eight complex displays, each consisting of a unique pairing of four stimulus attributes: symbol, shape, position and colour. At recognition, studied items were presented along with distractors that resembled the targets to varying degrees (i.e. the match between distractors and targets ranged from one to three attributes). Participants were required to make old/new judgements graded for confidence.ResultsThe hypotheses were confirmed: false recognition was increased for patients compared to controls for weakly and moderately related distractors only, whereas strong lure items induced similar levels of false recognition for both groups. In accordance with prior research, patients displayed a significantly reduced confidence gap and enhanced knowledge corruption compared to controls. Finally, higher neuroleptic dosage was related to a decreased number of high-confident ratings.ConclusionsThese data assert that LA is a core mechanism contributing to both enhanced acceptance of weakly supported response alternatives and metamemory deficits, and this may be linked to the emergence of positive symptomatology.

Visual Memory Skills in Japanese and Caucasians

1996 ◽  
Vol 82 (3_suppl) ◽  
pp. 1319-1329 ◽  
Author(s):  
Mary Flaherty ◽  
Martin Connolly
Keyword(s):  
Visual Memory ◽  
Japanese Children ◽  
Visual Ability ◽  
Japanese Ancestry ◽  
Japanese Subjects

Two visual memory tasks were administered to 80 subjects, 48 Japanese and 32 Caucasian, 49 female and 31 male. Japanese subjects were divided into 2 groups, those brought up in Japan with knowledge of kanji and Americans of Japanese ancestry with no kanji experience. The Caucasian subjects were subdivided into two groups, those who had learned kanji as adults, and others without knowledge of kanji. The purpose of the experiment was to examine the possible influence of kanji on the finding that Japanese children and adults score higher than their Caucasian peers in tests of visual ability. A knowledge of kanji did not appear to influence the scoring pattern.

scholarly journals Indirect modulation of human visual memory

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Stas Kozak ◽  
Noa Herz ◽  
Yair Bar-Haim ◽  
Nitzan Censor
Keyword(s):  
Negative Correlation ◽  
Visual Memory ◽  
Visual Context ◽  
Verbal Information ◽  
Memory Strength ◽  
Shared Resources ◽  
Word Memory ◽  
Picture Memory ◽  
Memory Modulation ◽  
Context Memory

AbstractConditions in which memories become maladaptive have inspired extensive research geared to modulate memory by targeting it directly and explicitly. Given limitations of direct memory modulation, we asked the following: can the target memories be modulated indirectly? To address this question, we uniquely targeted visual memories, and leveraged a paradigm utilizing instructions to either forget or remember newly encoded memories. We used a multi-domain approach, and applied the instructions to embedded verbal information presented during encoding (words), with the intention to indirectly modulate recognition of the target visual context memory itself (pictures). Accordingly, participants were presented with two lists of words, where each word was preceded and followed by pictures. Participants were instructed to either remember or forget the first list of words. As expected, the instruction to either remember or forget the words differentially influenced word memory strength. Importantly, the instruction regarding the words, indirectly modulated picture memory strength. Better memory for words resulted in reduced picture memory strength and vice versa, with the instruction to remember the words reducing picture memory strength. Together with a negative correlation between word and picture memory strength, the results suggest a competition for shared resources between memory for content and context. These findings may open new avenues to indirectly modulate maladaptive memories.

Picture Recognition Errors in the Differential Diagnosis of Alzheimer’s Disease

2019 ◽  
Vol 30 (3) ◽  
pp. 157-168
Author(s):  
Helmut Hildebrandt ◽  
Jana Schill ◽  
Jana Bördgen ◽  
Andreas Kastrup ◽  
Paul Eling
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Differential Diagnosis ◽  
Clinical Diagnosis ◽  
Response Bias ◽  
Recognition Task ◽  
Discriminatory Power ◽  
False Alarms ◽  
Picture Recognition ◽  
Recognition Errors

Abstract. This article explores the possibility of differentiating between patients suffering from Alzheimer’s disease (AD) and patients with other kinds of dementia by focusing on false alarms (FAs) on a picture recognition task (PRT). In Study 1, we compared AD and non-AD patients on the PRT and found that FAs discriminate well between these groups. Study 2 served to improve the discriminatory power of the FA score on the picture recognition task by adding associated pairs. Here, too, the FA score differentiated well between AD and non-AD patients, though the discriminatory power did not improve. The findings suggest that AD patients show a liberal response bias. Taken together, these studies suggest that FAs in picture recognition are of major importance for the clinical diagnosis of AD.

Eye Movements of Children and Adults While Reading Television Subtitles

2007 ◽  
Vol 12 (3) ◽  
pp. 196-205 ◽  
Author(s):  
Géry d'Ydewalle ◽  
Wim De Bruycker
Keyword(s):  
Eye Movements ◽  
Foreign Language ◽  
Age Differences ◽  
Information Sources ◽  
Native Language ◽  
Verbal Information ◽  
Single Text ◽  
Grade 5 ◽  
Reading Patterns ◽  
Attentional System

Abstract. Eye movements of children (Grade 5-6) and adults were monitored while they were watching a foreign language movie with either standard (foreign language soundtrack and native language subtitling) or reversed (foreign language subtitles and native language soundtrack) subtitling. With standard subtitling, reading behavior in the subtitle was observed, but there was a difference between one- and two-line subtitles. As two lines of text contain verbal information that cannot easily be inferred from the pictures on the screen, more regular reading occurred; a single text line is often redundant to the information in the picture, and accordingly less reading of one-line text was apparent. Reversed subtitling showed even more irregular reading patterns (e.g., more subtitles skipped, fewer fixations, longer latencies). No substantial age differences emerged, except that children took longer to shift attention to the subtitle at its onset, and showed longer fixations and shorter saccades in the text. On the whole, the results demonstrated the flexibility of the attentional system and its tuning to the several information sources available (image, soundtrack, and subtitles).

Articulatory Rehearsal Is More Than Refreshing Memory Traces

2013 ◽  
Vol 60 (2) ◽  
pp. 131-139 ◽  
Author(s):  
Ryoji Nishiyama ◽  
Jun Ukita
Keyword(s):  
Free Recall ◽  
Recall Performance ◽  
Verbal Working Memory ◽  
Verbal Information ◽  
Free Recall Task ◽  
Study Item ◽  
Phonological Representations ◽  
Memory Traces ◽  
Short Period ◽  
Serial Position Curves

This study examined whether additional articulatory rehearsal induced temporary durability of phonological representations, using a 10-s delayed nonword free recall task. Three experiments demonstrated that cumulative rehearsal between the offset of the last study item and the start of the filled delay (Experiments 1 and 3) and a fixed rehearsal of the immediate item during the subsequent interstimulus interval (Experiments 2 and 3) improved free recall performance. These results suggest that an additional rehearsal helps to stabilize phonological representations for a short period. Furthermore, the analyses of serial position curves suggested that the frequency of the articulation affected the durability of the phonological representation. The significance of these findings as clues of the mechanism maintaining verbal information (i.e., verbal working memory) is discussed.

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