摘要:

AbstractThree experiments investigated the hypothesis that self‐reference at encoding increases the probability of recollective experience in recognition memory. In all three experiments separate groups of subjects studied words naming personality traits. One group judged the self‐relevance of the traits, the other groups performed orientating tasks low in self‐reference. In a recognition test subjects first identified old items and then indicated which of these were accompanied by recollective experience ('remember' responses) and which were recognized on some other basis ('know' responses). No reliable differences in overall recognition performance between self‐referent and semantic encoding tasks were observed. However, subjects who encoded trait adjectives with reference to the self produced reliably more remember responses and few know responses than subjects who had encoded the items in the low self‐referent tasks. Experiment 1 demonstrated a self‐reference effect in recognition accompanied by recollective experience after 1‐hour retention interval, while Experiment 2 found this effect to persist over a 24‐hour retention interval. Experiment 3 demonstrated that this self‐reference effect is obtained under incidental as well as under intentional learning conditions. Taken together these findings demonstrate the importance of self‐reference as a factor in determining the likelihood that recognition judgements will be accompanied by reco

ISSN:0888-4080    

DOI:10.1002/acp.2350090102

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractIn four sleep loss experiments we aimed, first, to compare performance during long‐term sleep reduction with performance during short‐term total sleep deprivation, and second, to measure the effects of both methods of sleep loss on ability to ignore distracting irrelevant stimuli, using a finding embedded figures test (FEFT). Logical reasoning, auditory vigilance and finding embedded figures tasks were shown to be significantly sensitive to one night's sleep deprivation. However, in one sleep reduction study subjects reduced to a mean of 5.2 hours sleep per night for 4 weeks showed no performance deficits on logical reasoning. In a second sleep reduction study subjects reduced to a mean of 4.3 hours sleep per night for 4 nights, and subjects reduced to a mean of 5.3 hours sleep per night for 18 nights, showed no performance deficits on logical reasoning or auditory vigilance, despite their reports of severe increases in subjective sleepiness and reduced concentration. Both these sleep reduction groups, though, did show decrements on the FEFT, which we interpret in terms of dearousal increasing distractibility, which the sleep‐reduced subjects could not overcome with effort, as they did with the other

ISSN:0888-4080    

DOI:10.1002/acp.2350090103

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThis series of studies investigated the ability of literate adults to exploit communications options that are available to writers but have no counterpart in speech. Specifically it examined people's use of sketches when giving written directions to help a stranger cross town. When writing an informal letter to a friend most directions were given in prose paragraph style (Experiment 1). Almost no‐one included a sketch, even if given a street map as an aid. Yet most subjects could draw adequate sketch maps (Experiment 2), and everyone said yes when asked whether they would include a sketch in a letter. So the previous choices were not constrained either by graphic skill or by judgements concerning the appropriateness of a sketch, When people were asked to 'design' the back page of a leaflet they still did not include a sketch (Experiment 3). Experiment 4 showed that any bias in the instructions was towards rather than against the use of sketches. The need to generate the sketch was removed in Experiment 5 where subjects composed the leaflet page from pre‐formed sections that included alternative routes in both words and diagrams. Nearly all subjects now included a sketch in their directions. In case subjects previously, in haste, had not considered the possibility of including a sketch map, they were made aware of the drawing option by rating the usability of route information in a variety of communication styles immediately before writing their own directions (Experiment 6). People rated directions that included diagrams as significantly more usable, but still most subjects did not include a sketch in the directions they gave. So the communication styles that readers recognized as successful were not determining their choices as writers. It is suggested that, when giving written directions, inexperienced writers rely too heavily on how they would respond as speak

ISSN:0888-4080    

DOI:10.1002/acp.2350090104

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThis study attempts to replicate and extend the results of Burt (1992a), using more ecologically valid memory cues. Twenty‐seven undergraduate students used 138 rolls of film over the 1992‐3 summer vacation. The film produced approximately 4900 autobiographical photographs, which were categorized as to the nature of the cues (event information) they contained (e. g. activity, location, participant). A sample of the subject's autobiographical photographs, and a set of other individuals autobiographical photographs (autobiographical foils), were presented to each subject via a tachistoscope. The subjects were asked to indicate when they had retrieved the 'circumstances and associated context' surrounding the scene depicted in each photograph or had decided the latter was not possible. Differences in memory retrieval times were found between the foils and autobiographical photographs and across the cue categories. The results suggest that autobiographical event memory structures are formed around the most unique event attribute. Rehearsal of an event and occurrence of an experience within an extended event (e. g. a holiday) were also found to predict memory retrieval t

ISSN:0888-4080    

DOI:10.1002/acp.2350090105

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractOne hundred and eighty four grade 6 and 7 students processed 32 factual statements in one of two studies reported here. Half the statements were consistent with the students' prior knowledge, whereas the remaining facts were inconsistent with it. Students studied the facts alone, or with a partner, by: (1) answering 'why' questions; (2) reading the information for understanding; or (3) selecting their own method of study. Recall (free and cued) and recognition measures (immediate, 30‐day, and 60‐day) were used to assess learning (immediate, 30‐day, and 60‐day). Instructions to use elaborative interrogation produced superior learning gains relative to instructing students to read information for understanding or to select their own study strategy. Overall, there were no performance differneces as a function of individual versus dyad study. The quality of the elaborative interrogation study response affected learning. When students generated or listened to a partner's response that clarified the target facts, learning of that information was superior to when students generated or listened to other types of study re

ISSN:0888-4080    

DOI:10.1002/acp.2350090106

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350090101

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY