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Full-Text Articles in Psychology
Attention To Explicit And Implicit Contrast In Verb Learning, Jane B. Childers, Amy Hirshkowitz, Kristin Benavides
Attention To Explicit And Implicit Contrast In Verb Learning, Jane B. Childers, Amy Hirshkowitz, Kristin Benavides
Psychology Faculty Research
Contrast information could be useful for verb learning, but few studies have examined children's ability to use this type of information. Contrast may be useful when children are told explicitly that different verbs apply, or when they hear two different verbs in a single context. Three studies examine children's attention to different types of contrast as they learn new verbs. Study 1 shows that 3 ½-year-olds can use both implicit contrast (“I'm meeking it. I'm koobing it.”) and explicit contrast (“I'm meeking it. I'm not meeking it.”) when learning a new verb, while a control group's responses did not differ …
Transfer Of Training Emotionally Biased Interpretations, Paula T. Hertel, A. Matthews, S. Peterson, K. Kintner
Transfer Of Training Emotionally Biased Interpretations, Paula T. Hertel, A. Matthews, S. Peterson, K. Kintner
Psychology Faculty Research
Non-anxious college students first performed a semantic-judgement task that was designed to train either threat-related or threat-unrelated interpretations of threat-ambiguous homographs (e.g. mug). Next they performed an ostensibly separate transfer task of constructing personal mental images for single words, in a series that included new, threat-ambiguous homographs. In two experiments, the number of threat-related interpretations in the transfer task significantly increased following threat-related experience during the training phase, compared to other training conditions. We conclude that interpretive biases typically shown by anxious people can be established in non-anxious students in ways that generalize to novel tasks and materials.
Depressive Deficits In Forgetting, Paula T. Hertel, M. Gerstle
Depressive Deficits In Forgetting, Paula T. Hertel, M. Gerstle
Psychology Faculty Research
The aim of this study was to investigate whether difficulties in forgetting (like difficulties in remembering) are associated with depressive states. First, dysphoric and nondysphoric students learned 40 word pairs, each consisting of a positive or negative adjective and a neutral noun (target). Next, the students practiced responding with some targets and suppressing others, when given the adjective as cue, for a varied number of repetitions. On the final test, they were told to disregard the prior instruction to suppress and to recall the target associated with every cue. Compared with nondysphoric students, dysphoric students recalled similar percentages of targets …
Emotional Episodes Facilitate Word Recall, Paula T. Hertel, C. Parks
Emotional Episodes Facilitate Word Recall, Paula T. Hertel, C. Parks
Psychology Faculty Research
Dysphoric and nondysphoric college students described self-generated images of themselves interacting with the referents of neutral nouns; the nouns were paired with adjectives that changed their emotional meaning (e.g., cruise ship, cargo ship, sinking ship). On the subsequent unexpected test, the nouns from emotional pairings were more frequently recalled than were those from neutral pairings, regardless of their valence or congruence with the students' mood. An examination of the initial descriptions revealed that emotional images were more distinctive, but not in a pattern correlated with recall of the corresponding nouns.
Relation Between Rumination And Impaired Memory In Dysphoric Moods, Paula T. Hertel
Relation Between Rumination And Impaired Memory In Dysphoric Moods, Paula T. Hertel
Psychology Faculty Research
College students in dysphoric or nondysphoric moods studied pairs of words and later took a fragment-completion test of memory for targets from the pairs (under process-dissociation procedures for obtaining estimates of controlled and automatic retrieval; L. L. Jacoby, 1996). Between the study and test phases, some participants waited quietly for 7 min; others rated self-focused materials designed to invoke ruminations in the dysphoric group; and still others rated self-irrelevant and task-irrelevant materials. A dysphoria-related impairment in controlled retrieval occurred in the first 2 conditions but not in the 3rd condition. These results show that the nature of task-irrelevant thoughts contributes …
Solving Problems By Analogy: The Benefits And Detriments Of Hints And Depressed Moods, Paula T. Hertel, Alicia J. Knoedler
Solving Problems By Analogy: The Benefits And Detriments Of Hints And Depressed Moods, Paula T. Hertel, Alicia J. Knoedler
Psychology Faculty Research
In Experiment 1, mildly depressed (dysphoric) and nondysphoric subjects tried to solve logic, problems that were analogous to subsequent target problems; then they attempted target solutions with or wit hour hints in the form of the analogues' themes. Target solutions were impaired by the hints in the nondysphoric group alone. Experiment 2A was a no-training control to verify that transfer did indeed occur. In Experiment 2B, all subjects received hints in the transfer phase; the training phase was either problem oriented (as in Experiment 1) or memory oriented. Again, nondysphoric subjects solved fewerproblems following problem-oriented training than did both dysphoric …
Adult Age Differences In Knowledge Of Retrieval Processes, L. J. Anooshian, S. L. Mammarella, Paula T. Hertel
Adult Age Differences In Knowledge Of Retrieval Processes, L. J. Anooshian, S. L. Mammarella, Paula T. Hertel
Psychology Faculty Research
We assessed knowledge of retrieval processes in young (25-35 years) and old adults (70-85 years). Both feeling-of-knowing judgments and retrieval monitoring were examined with a set of questions about recent news events. For answers that participants initially failed to recall, they rated their feeling-of-knowing as well as made predictions regarding the likelihood of recalling the answer with the aid of a specified type of retrieval cue (retrieval monitoring). Accuracy was evaluated in the context of later recall or recognition performance. We found age group differences in the accuracy of retrieval monitoring, free recall, and recall aided by phonological cues. Using …