Context Effects in Recall and Recognition at Various Retention Intervals

1992 ◽  
Vol 74 (3_suppl) ◽  
pp. 1216-1218
Author(s):  
Rita R. Culross
Keyword(s):  
Target Word ◽  
Context Effects ◽  
Recognition Task ◽  
Recall Task ◽  
Final Recall ◽  
Differential Effects ◽  
Retention Intervals ◽  
Over Time ◽  
Target Words

This study investigated the differential effects of cuing in a number of contexts on recall and recognition at various retention intervals. Subjects were shown cue-target word pairs and were asked to recall the target words under three sets of cues, varying in relation to the original cue. Ail 80 subjects completed a recognition task following the final recall task. Results suggest type of cuing does not have differential effects on recall and recognition; both recall and recognition are hindered by cuing in a number of different contexts, and the ability to recall improves over time, cuing, and exposure to the list.

AN INVESTIGATION OF FALSE MEMORIES IN ANXIOUS AND FEARFUL INDIVIDUALS

2004 ◽  
Vol 32 (3) ◽  
pp. 257-274 ◽  
Author(s):  
Amy Wenzel ◽  
Candice Jostad ◽  
Jennifer R. Brendle ◽  
F. Richard Ferraro ◽  
Chad M. Lystad
Keyword(s):  
False Memory ◽  
False Memories ◽  
Recognition Task ◽  
Recall Task ◽  
Memory Bias ◽  
Socially Anxious ◽  
Social Evaluative Threat ◽  
Word Lists ◽  
Target Words

The present study applied the Deese-Roediger-McDermott false memory paradigm to examine whether anxious and fearful individuals exhibit higher recall and recognition rates of never presented threat words than nonanxious individuals. In Study 1, 39 spider fearful individuals, 28 blood fearful individuals, and 41 nonfearful individuals learned four word lists associated with unpresented target words: “spider”, “blood”, “river”, and “music”. Regardless of whether participants completed only a recognition task or a recall task and then a recognition task, there were no differences as a function of group in the degree to which they falsely remembered unpresented target threat words. In Study 2, 48 socially anxious and 51 nonanxious individuals learned four lists associated with social/evaluative threat unpresented target words and four lists associated with neutral unpresented target words. Similar to the findings from Study 1, groups did not differ in the degree to which they falsely remembered target words. These findings add to an increasingly large literature suggesting that anxious individuals are not characterized by a memory bias toward threat.

scholarly journals Incidental vocabulary learning with subtitles in a new language: Orthographic markedness and number of exposures

PLoS ONE ◽  
2021 ◽  
Vol 16 (2) ◽  
pp. e0246933
Author(s):  
Mercedes Pérez-Serrano ◽  
Marta Nogueroles-López ◽  
Jon Andoni Duñabeitia
Keyword(s):  
Beneficial Effect ◽  
Visual Information ◽  
Incidental Learning ◽  
Vocabulary Learning ◽  
Recognition Task ◽  
Recall Task ◽  
Differential Effects ◽  
Distributional Properties ◽  
Incidental Vocabulary ◽  
Accuracy Rates

The present study is set to explore the way the orthographic distributional properties of novel written words and the number of exposures to these words affect their incidental learning in terms of recall and recognition. To that end, two experiments were conducted using videos with captions. These videos included written nonwords (orthographically marked language-specific items) and pseudowords (orthographically unmarked items) as captions paired to the spoken targets, presented either in isolation (Experiment 1) or within sentences (Experiment 2). Our results consistently show that items containing legal letter combinations (i.e., pseudowords) are better recalled and recognized than those with illegal combinations (i.e., nonwords). Further analysis in the recall task indicate that frequency modulates the learning of pseudowords and nonwords in a different way. The learning of pseudowords increases linearly with repetitions, while nonwords are equally learned across frequencies. These differential effects found in the recall task do not show up in the recognition task. Although participants took more time to recognize nonwords in the recognition task, increased exposure to the items similarly modulated reading times and accuracy for nonwords and pseudowords. Additionally, higher accuracy rates were found in Experiment 2, which underscores the beneficial effect of supportive visual information.

Infant-directed speech facilitates lexical learning in adults hearing Chinese: implications for language acquisition

1995 ◽  
Vol 22 (3) ◽  
pp. 703-726 ◽  
Author(s):  
Roberta Michnick Golinkoff ◽  
Anthony Alioto
Keyword(s):  
Language Acquisition ◽  
Target Word ◽  
Recognition Task ◽  
Final Position ◽  
Prosodic Features ◽  
English Speaking ◽  
Lexical Learning ◽  
Western Language ◽  
Chinese And English ◽  
Target Words

ABSTRACTExperiments 1 and 2 examined the effects of infant-directed (ID) speech on adults' ability to learn an individual target word in sentences in an unfamiliar, non-Western language (Chinese). English-speaking adults heard pairs of sentences read by a female, native Chinese speaker in either ID or adult-directed (AD) speech. The pairs of sentences described slides of 10 common objects. The Chinese name for the object (the target word) was placed in an utterance-final position in experiment? (n= 61) and in a medial position in experiment 2 (n= 79). At test, each Chinese target word was presented in isolation in AD speech in a recognition task. Only subjects who heard ID speech with the target word in utterance-final position demonstrated learning of the target words. The results support assertions that ID speech, which tends to put target words in sentence-final position, may assist infants in segmenting and remembering portions of the linguistic stream. In experiment 3 (n= 23), subjects judged whether each of the ID and AD speech samples prepared for experiments ? and 2 were directed to an adult or to an infant. Judgements were above chance for two types of sentence: ID speech with the target word in the final position and AD speech with the target word in a medial position. In addition to indirectly confirming the results of experiments 1 and 2, these findings suggest that at least some of the prosodic features which comprise ID speech in Chinese and English must overlap.

Effect of Story Context on Children's Ongoing Word Recognition

1981 ◽  
Vol 13 (4) ◽  
pp. 305-311 ◽  
Author(s):  
Frederick M. Schwantes
Keyword(s):  
Word Recognition ◽  
Target Word ◽  
Reading Time ◽  
Context Effects ◽  
Sixth Grade ◽  
Developmental Differences ◽  
Prior Work ◽  
Specific Target ◽  
The Mean ◽  
Target Words

In this study, the reading time of specific target words embedded within an extended and meaningful story context was measured. The target words were either congruous or incongruous with the story context. Results indicated that the mean difference between these target word types did not significantly vary between third and sixth grade children when these words were presented in isolation. However, this mean reading time difference between target types was found to be greater for the younger as compared to the older readers when these words were embedded within the story context. These findings extend prior work in this area and indicate that developmental differences in context effects during ongoing word recognition are present under conditions which require the comprehension and memory of extended and specific story material. The results are discussed in terms of an interactive-compensatory model of reading.

Age Differences in Context-Cue Forgetting

2005 ◽  
Vol 96 (3_suppl) ◽  
pp. 879-888 ◽  
Author(s):  
Sharon Bertsch ◽  
Raymond E. Sanders
Keyword(s):  
Older Adult ◽  
Context Effects ◽  
Target Information ◽  
Age Related ◽  
Retention Intervals ◽  
Context Cues ◽  
Changes Over Time ◽  
Relationship Of ◽  
The Relationship ◽  
Over Time

Episodic or context dependent memory is often studied as a function of the context cues in immediate retrieval of target information. Little research has been done on how the relationship of context cues to target retrieval changes over time, and none with older adult subjects. The current research investigated how the influence of context on accuracy of memory changes over time, and age-related differences in those influences. Using immediate, 2- and 7-day retention intervals, our results indicate that, while context initially supports the retrieval of information, assistance is temporary and fades before the memory for the target information. These changes in context effects were not different for younger and older adult groups.

Sentence context effects in bilingual word recognition: Cognate status, sentence language, and semantic constraint

2014 ◽  
Vol 18 (4) ◽  
pp. 597-613 ◽  
Author(s):  
TON DIJKSTRA ◽  
JANET G. VAN HELL ◽  
PASCAL BRENDERS
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Target Word ◽  
Word Processing ◽  
Sentence Comprehension ◽  
Context Effects ◽  
Sentence Context ◽  
Semantic Constraint ◽  
Mixed Language ◽  
Target Words

In two lexical decision experiments, we investigated how sentence language affects the bilingual's recognition of target words from the same or a different language. Dutch–English bilinguals read Dutch (L1) or English (L2) sentences, presented word by word, followed by English (Experiment 1) or Dutch (Experiment 2) target words. Targets were Dutch–English cognates or non-cognates in isolation or preceded by sentences providing a high or a low semantic constraint. English cognates were facilitated irrespective of whether they were preceded by high or low constraining English sentences (no language switch) or Dutch sentences (switch). For Dutch cognates, inhibition effects arose in low constraining sentences (irrespective of Dutch or English) and in English (switch) sentences (irrespective of semantic constraint). Thus, under mixed language conditions, sentence constraint modulates target word processing but does not always completely eliminate cross-linguistic effects. The results are interpreted in a BIA+ model that extends monolingual views on sentence comprehension.

Reactivity of Judgments of Learning in a Levels-of-Processing Paradigm

2020 ◽  
Vol 228 (4) ◽  
pp. 278-290 ◽  
Author(s):  
Eylul Tekin ◽  
Henry L. Roediger
Keyword(s):  
Target Word ◽  
Paired Associate ◽  
Judgments Of Learning ◽  
Paired Associate Learning ◽  
Levels Of Processing ◽  
Pleasantness Rating ◽  
Associate Learning ◽  
Counting Task ◽  
Reactive Effect ◽  
Target Words

Abstract. Recent studies have shown that judgments of learning (JOLs) are reactive measures in paired-associate learning paradigms. However, evidence is scarce concerning whether JOLs are reactive in other paradigms. In old/new recognition experiments, we investigated the reactivity effects of JOLs in a levels-of-processing (LOP) paradigm. In Experiments 1 and 2, for each word, subjects saw a yes/no orienting question followed by the target word and a response. Then, they either did or did not make a JOL. The yes/no questions were about target words’ appearances, rhyming properties, or category memberships. In Experiment 3, for each word, subjects gave a pleasantness rating or counted the letter “e ”. Our results revealed that JOLs enhanced recognition across all orienting tasks in Experiments 1 and 2, and for the e-counting task in Experiment 3. This reactive effect was salient for shallow tasks, attenuating – but not eliminating – the LOP effect after making JOLs. We conclude that JOLs are reactive in LOP paradigms and subjects encode words more effectively when providing JOLs.

Relationship between the target word form and children’s productions: place of articulation in Consonant-Vowel-Consonant (C1VC2) words in American English

Phonetica ◽  
2021 ◽  
Vol 78 (1) ◽  
pp. 65-94
Author(s):  
Katsura Aoyama ◽  
Barbara L. Davis
Keyword(s):  
Target Word ◽  
American English ◽  
English Word ◽  
Word Form ◽  
Single Word ◽  
Place Of Articulation ◽  
Target Words

Abstract The aim of the present study was to investigate relationships between characteristics of children’s target words and their actual productions during the single-word period in American English. Word productions in spontaneous and functional speech from 18 children acquiring American English were analyzed. Consonant sequences in 3,328 consonant-vowel-consonant (C1VC2) target words were analyzed in terms of global place of articulation (labials, coronals, and dorsals). Children’s actual productions of place sequences were compared between target words containing repeated place sequences (e.g., mom, map, dad, not) and target words containing variegated place sequences (e.g., mat, dog, cat, nap). Overall, when the target word contained two consonants at the same global place of articulation (e.g., labial-labial, map; coronal-coronal, not), approximately 50% of children’s actual productions matched consonant place characteristics. Conversely, when the target word consisted of variegated place sequences (e.g., mat, dog, cat, nap), only about 20% of the productions matched the target consonant sequences. These results suggest that children’s actual productions are influenced by their own production abilities as well as by the phonetic forms of target words.

scholarly journals The effects of increase and variations in time presentations for second language vocabulary learning

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Radina Mohamad Deli
Keyword(s):  
Second Language ◽  
Target Word ◽  
Vocabulary Learning ◽  
Word Retrieval ◽  
Time Lags ◽  
Order Of Presentation ◽  
Target Words

Barcroft (2007) found opportunities for word retrieval to be advantageous during second language vocabulary learning. This study extended such a finding and investigated the effect of increased time in target-word retrieval for learning new vocabulary in the L2, as well as the effect of presentation orders of different time conditions on word retrieval. The data were obtained from 17 native Arab speakers who attempted to learn 24 new English words by viewing 24 word-picture pairs. Each picture and its corresponding word were viewed with different time lags of 0, 6 and 12 seconds between them in different presentation orders. The results showed that, although the increased time does not positively affect word retrieval, the overall findings correspond to Barcroft’s (2007) view, at least in the case of 6 seconds lag. The results also showed that the production of target words in both the control and retrieval-oriented conditions depend on and vary according to the order of presentation, particularly in the case of 6 seconds lag in which word gain is found to be highest when the lag is presented first and second.

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