摘要:

AbstractTwo experiments test the effects of exposure duration and encoding instruction on the relative memory for five facial features. Participants viewed slides of Identi‐kit faces and were later given a recognition test with same or changed versions of each face. Each changed test face involved a change in one facial feature: hair, eyes, chin, nose or mouth. In both experiments the upper‐face features of hair and eyes were better recognized than the lower‐face features of nose, mouth, and chin, as measured by false alarm rates. In Experiment 1, participants in the 20‐second exposure duration condition remembered faces significantly better than participants in the 3‐second exposure duration condition; however, memory for all five facial features improved at a similar rate with the increased duration. In Experiment 2, participants directed to use feature scanning encoding instructions remembered faces significantly better than participants following age judgement instructions; however, the size of the memory advantage for upper facial features was less with feature scanning instructions than with age judgement instructions. The results are discussed in terms of a quantitative difference in processing faces with longer exposure duration, versus a qualitative difference in processing faces with various encoding instructions. These results are related to conditions that affect the accuracy of eyewitness ident

ISSN:0888-4080    

DOI:10.1002/acp.2350060402

出版商:John Wiley&Sons, Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractRetention was examined for an event that was experienced either directly or indirectly. In the first experiment, subjects witnessed a staged event in their classroom involving an argument between two students concerning ownership of a textbook. Subjects in a second study indirectly experienced the event as they heard an account of the book dispute. Immediately following the episode and 2 weeks later both a free‐recall test and recognition questionnaire were administered. In free‐recall those who witnessed the event remembered nearly as much on the delayed test as they had on the immediate task. For the auditory modality, however, a greater decrement in recall over the retention interval was observed. A similar pattern of results was found in recognition. Additional analyses indicated that actions were retained better than conversation and physical description, and suggested that the type of experience influences how well these aspects of the event are remembered. Interpretations of the overall findings are offered within the context of dual‐coding theory and in terms of modality differences in both encoding elaboration and selective atte

ISSN:0888-4080    

DOI:10.1002/acp.2350060403

出版商:John Wiley&Sons, Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractTo examine the effectiveness of videotaped memory training, two groups of middle‐aged and older adults were given imagery training that included videotaped presentation of interactive imagery for object location recall and linking items on a list, and the image‐name match method for name recall. The training group performed significantly better than the waiting list on the initial post‐test, and the two groups were comparable after both groups had received training. Evidence for both maintenance and generalization was found. Videotaped presentation of imagery training is effective for mature adults as a self‐paced at‐home intervention, and has cost‐saving advantages over the predominant training

ISSN:0888-4080    

DOI:10.1002/acp.2350060404

出版商:John Wiley&Sons, Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractThis study investigated how people integrate different kinds of knowledge in coming to understand the functions of components of a physical system. Twenty‐three undergraduates worked on a hypothesis‐testing task in which they constructed test circuits to decide the identity of electrical components hidden inside boxes. The students' problem‐solving was driven by qualitative causal models that included ideas about cause and effect, task demands, and functions of circuits and circuit components. There was a hierarchy of four causal models, with higher levels representing increasing understanding and supporting increasingly successful problem solution. These causal models were associated with characteristic experimentation strategies, including strategies for generating evidence, interpreting evidence, and managing memory requirements. Some of these strategies followed directly from the causal model a student held, whereas others appeared to be more general. The level of understanding a student eventually attained about this physical system was a function of both domain knowledge and proficiency in experimentation strat

ISSN:0888-4080    

DOI:10.1002/acp.2350060405

出版商:John Wiley&Sons, Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractThis paper looks at the typographical resource of written emphasis (changing the typeface style on specific words or passages within text)–for signalling information focus. Some investigations into the effects of two conventional typefaces, upper case and italic, for signalling modulatory and contrastive stress upon word content are reported, illustrating the effectiveness of strategies using this resource for economically transmitting intended content from writer to reader. At this time of heightened interest in writing competence, and the potential of electronic writing systems for providing more typographical resources to the author than were available with pen‐and‐paper or typewriting modes, the function of paralinguistic signalling within written language is suggested as a key issue for res

ISSN:0888-4080    

DOI:10.1002/acp.2350060406

出版商:John Wiley&Sons, Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractThe present study examined the application of elaborative interrogation (EI), a questioning strategy, to ecologically valid classroom contexts. Instruction was provided to individuals, small groups of five, and large groups of 20. Recall performance did not differ as a function of group size. For individuals, small and large groups, EI subjects outperformed repetition control subjects.

ISSN:0888-4080    

DOI:10.1002/acp.2350060407

出版商:John Wiley&Sons, Ltd    

年代:1992

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350060401

出版商:John Wiley&Sons, Ltd    

年代:1992

数据来源: WILEY