Test Expectancy and Encoding of Pictures and Words

1978 ◽  
Vol 46 (1) ◽  
pp. 249-250 ◽  
Author(s):  
J. Peeck ◽  
G. Van Dam ◽  
J. De Jong
Keyword(s):  
Picture Condition ◽  
Test Expectancy ◽  
Pictures And Words

Undergraduates were shown pictures or corresponding labels and then were tested for recognition either in the same mode or in a cross-over mode. Significantly more items were recognized in the picture-picture condition than in the picture-word and word-picture conditions. Informing subjects in advance of the change in modality significantly improved picture-word performance.

Source monitoring differences between pictures and words in list-method directed forgetting

1997 ◽  
Author(s):  
Destiny Shellhammer ◽  
William Marks ◽  
Xiangen Hu ◽  
Jennifer Crain
Keyword(s):  
Source Monitoring ◽  
Directed Forgetting ◽  
List Method ◽  
Pictures And Words

Do You Name Speedy Objects Faster Than Slow Objects: SPEEDED NAMING OR NAMING SPEED? THE AUTOMATIC EFFECT OF OBJECT SPEED ON PERFORMANCE

2018 ◽  
Author(s):  
Moshe Shay Ben-Haim ◽  
Eran Chajut ◽  
Ran Hassin ◽  
Daniel Algom
Keyword(s):  
High Speed ◽  
Mental Representations ◽  
Reading Aloud ◽  
Naming Task ◽  
Naming Speed ◽  
Low Speed ◽  
Everyday Objects ◽  
Pictures And Words

we test the hypothesis that naming an object depicted in a picture, and reading aloud an object’s name, are affected by the object’s speed. We contend that the mental representations of everyday objects and situations include their speed, and that the latter influences behavior in instantaneous and systematic ways. An important corollary is that high-speed objects are named faster than low-speed objects despite the fact that object speed is irrelevant to the naming task at hand. The results of a series of 7 studies with pictures and words support these predictions.

On the Significance of “Double Encoding” for the Superior Recall of Pictures to Names

1973 ◽  
Vol 25 (3) ◽  
pp. 413-423 ◽  
Author(s):  
Graham M. Davies ◽  
J. E. Milne ◽  
B. J. Glennie
Keyword(s):  
Free Recall ◽  
Recognition Task ◽  
Sequential Presentation ◽  
Picture Condition ◽  
Superior Recall ◽  
The Subject ◽  
Better Than

Ten-year-old children who were shown pictures of objects immediately preceded by the object's name recalled the material no better than those exposed to the names of the stimuli alone. Both conditions yielded significantly poorer retention than those in which pictures alone were presented or pictures followed by their names. A second study replicated this result. In addition this demonstrated, by a picture and name recognition task, that the effects could not be due to subjects in the “name prior to picture” condition ignoring the pictorial component. These results were interpreted as contradicting the “double encoding” explanation of the superiority of pictures to names in free recall. Parallel visual and verbal encoding of a pictured object does not facilitate retention unless the verbal cue is actively elicited from the subject by the stimulus. The implications of this result for other studies which have employed either simultaneous or sequential presentation of pictures and names are briefly discussed.

Realist Errors in Children's Responses to Pictures and Words as Representations

1999 ◽  
Vol 74 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Glyn V. Thomas ◽  
Richard P. Jolley ◽  
Elizabeth J. Robinson ◽  
Helen Champion
Keyword(s):  
Pictures And Words

Role of Pictorial Cues in Young Children's Distinguishing Self-Performed from Self-Imagined Actions

1997 ◽  
Vol 84 (3_suppl) ◽  
pp. 1375-1378
Author(s):  
Maureen Vandermaas-Peeler
Keyword(s):  
Verbal Cues ◽  
Picture Condition ◽  
Retrieval Cues ◽  
Pictorial Cues

32 4– and 5–yr.-olds participated in a series of performed and imagined actions and a memory interview. Children in the Picture condition answered questions accompanied by pictures of actions whereas children in the Verbal condition received only the verbal cues. Children in the Picture condition performed as well as children in the Verbal condition when classifying performed and new actions but had more difficulty classifying imagined actions. Results suggest that retrieval cues (pictures) did not enhance children's discrimination of self-performed and self-imagined actions.

Sign in / Sign up

Export Citation Format

Share Document