ISSN:0888-4080    

DOI:10.1002/acp.2350030102

出版商:John Wiley&Sons, Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractThe main aims of this review were to assess(1) the likelihood of learners making spontaneous use of verbal mnemonics, and (2) the extent to which learners will benefit from using verbal mnemonics. Over 60 investigations of verbal mnemonics were reviewed, most of which concentrated upon sentence mnemonics or first‐letter mnemonics; although many of the studies used students as subjects, the review also considers the value of verbal mnemonics for schoolchildren, mentally handicapped people, brain‐injured patients, and the elderly. On the whole, verbal mnemonics are relatively popular internal memory aids and, when compared to standard control conditions such as rehearsal, appear to be effective learning strategies for most of the populations studied, although mentally handicapped people and schoolchildren may find it difficult to produce effective mnemonics themselves; additionally, students and schoolchildren can benefit from the use of mnemonic sentences as part of more complex techniques. Comparisons between verbal mnemonics and other memory‐aiding strategies have, however, given more equivocal results. A number of areas for future research are identified. In particular it is hoped to see a development of recent trends to use non‐student subject, and to investigate the applicability of verbal mnemonics outside the lab

ISSN:0888-4080    

DOI:10.1002/acp.2350030103

出版商:John Wiley&Sons, Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractTwo experiments were conducted to demonstrate that skilled soroban (Japanese abacus) operators can improve digit memory retention by manipulating the beads of a ‘mental soroban’ which is analogous to the actual one. In Experiment 1, soroban experts and control subjects were given two digit memory tasks. In one task, pictures of a soroban figure and in the other, pictures of digit sequences, were presented to the subjects during the retention interval. Soroban experts experienced greater interference from presentation of the soroban figures than the digits; on the other hand, the reverse was true in the control subjects. In Experiment 2, ther soroban experts and control subjects were given the same digit memory tasks under three conditions—soroban pictures, pictures of digit sequences, and human faces were presented to subjects during the retention period of 15 s. The soroban experts were more affected by the presentation of the soroban figures than by the faces or digits, whereas the controls showed more interference from the digits than by the presentation of faces or soroban pic

ISSN:0888-4080    

DOI:10.1002/acp.2350030104

出版商:John Wiley&Sons, Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractThe effect of hypnosis on the relationship between confidence and accuracy of memory reports is examined. Specifically, the article reviews experimental research that has measured subjects' confidence in their hypnotically influenced memory reports. The findings of this research are discussed in terms of the factors that increase confidence without affecting accuracy, and the factors that decrease accuracy without affecting confidence. The article argues that both the experiential and social factors associated with hypnosis potentially reduce the correspondence between confidence and accuracy of memory. Finally, the article specifies the major implications for further theoretical and empirical work on hypnotic memory and confident reporting.

ISSN:0888-4080    

DOI:10.1002/acp.2350030105

出版商:John Wiley&Sons, Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractThe Allport and Postman (1945, 1947) study of rumour has been widely cited in support of the claim that expectations based upon racial stereotypes can cause eyewitnesses to make dramatic errors in perceiving or remembering an event. However, this claim is founded on inaccurate accounts of the study that have appeared throughout the eyewitness testimony literature. In this article we explore the implications of the actual Allport and Postman study, and the study as erroneously described, for questions about eyewitness performance.

ISSN:0888-4080    

DOI:10.1002/acp.2350030106

出版商:John Wiley&Sons, Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractVisual analysis is taught in art history classes as a skill which aids a student in understanding a work of art in its appropriate conceptual or historical context. To provide a foundation for the design of computer‐based lessons to train students in the skill, this study attempted to discover the strategies that novices employ when viewing a set of paintings. Verbal protocols obtained from novices in this study indicated that they described semantic features, or content, of paintings more than the formal elements, e. g. line, colour, shape, when viewing realist paintings. However, when presented with abstract, i. e. less semantically accessible paintings, novices shaply altered their approach and discussed formal elements over content. These findings suggest that an analysis of formal elements is not performed by a novice when a painting depicts a clear subject, but is attempted when the subject‐matter becomes obscure. This implies that, at some level, novices realize that the meaning of a painting can be extracted from attention to the formal elements. Interestingly, novice protocols contained the same categories of strategies deemed important by experts. The lack of training in visual analysis was not notably manifest with respect to style. Of all formal dimensions, this one yielded the greatest discrepancy between novices and the expectations of instruct

ISSN:0888-4080    

DOI:10.1002/acp.2350030107

出版商:John Wiley&Sons, Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractIn the present study the effects of contextual interference on the retention and transfer performance of reflectives and impulsives on a maze task were studied. Forty‐seven subjects were randomly assigned to either a high contextual interference group or to a low contextual interference group. Within the two groups subjects were further classified according to their preferred modes of responding. Retention and transfer were measured immediately following practice and after a 4‐week delay. The dependent variables were tracing time and errors. Reflectives made fewer errors and moved more quickly after practising under conditions of high contextual interference. Impulsives tended to have fewer errors after practising under conditions of high contextual interference but moved more slowly. Based on these results it was suggested that trainers consider individual differences in reflectivity‐impulsivity before designing particular practice sche

ISSN:0888-4080    

DOI:10.1002/acp.2350030108

出版商:John Wiley&Sons, Ltd    

年代:1989

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350030109

出版商:John Wiley&Sons, Ltd    

年代:1989

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350030110

出版商:John Wiley&Sons, Ltd    

年代:1989

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350030112

出版商:John Wiley&Sons, Ltd    

年代:1989

数据来源: WILEY