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Full-Text Articles in Psychology
Early Verb Learners: Creative Or Not?, Jane B. Childers
Early Verb Learners: Creative Or Not?, Jane B. Childers
Psychology Faculty Research
This monograph describes a longitudinal study of eight children's first verb uses including an analysis of the variety of words used in conjunction with 34 targeted verbs, the variety of utterances produced, and the patterns of developmental change in the first 10 uses of these verbs. These data are important because most diary studies have included very few children at a time and have not focused on the beginnings of verb learning. Thus, these results advance our understanding of an early stage of verb learning that has received relatively little attention.
Korean- And English-Speaking Children Use Cross-Situational Information To Learn Novel Predicate Terms, Jane B. Childers, Jae H. Paik
Korean- And English-Speaking Children Use Cross-Situational Information To Learn Novel Predicate Terms, Jane B. Childers, Jae H. Paik
Psychology Faculty Research
This paper examines children’s attention to cross-situational information during word learning. Korean-speaking children in Korea and English speaking children in the US were taught four nonce words that referred to novel actions. For each word, children saw four related events: half were shown events that were very similar (Close comparisons), half were shown events that were not as similar (Far comparisons). The prediction was that children would compare events to each other and thus be influenced by the events shown. In addition, children in these language groups could be influenced differently as their verb systems differ. Although some differences were …
Am I Blue? Depressed Mood And The Consequences Of Self Focus For The Interpretation And Recall Of Ambiguous Words, Paula T. Hertel, L. El-Messidi
Am I Blue? Depressed Mood And The Consequences Of Self Focus For The Interpretation And Recall Of Ambiguous Words, Paula T. Hertel, L. El-Messidi
Psychology Faculty Research
In two experiments, dysphoric and nondysphoric students first concentrated on either self-focused or other-focused phrases and then performed an ostensibly unrelated task involving the interpretation of homographs with both personal and impersonal meanings. In Experiment 1, they constructed sentences for the homographs; dysphoric students' sentences were more emotionally negative (although not more personal) in the self-focused condition than in the other-focused condition. In Experiment 2, they freely associated to the homographs, and the percentage of personal meanings reflected by the associations revealed an effect of self versus other focus that depended on mood group. Following free associations, they attempted to …
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.
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 …
Effects Of Alcohol And Expectancy Upon Episodic Memory In Individuals Reporting Alcoholic Blackouts, W. R. Miller, Paula T. Hertel, C. Saucedo, R. K. Hester
Effects Of Alcohol And Expectancy Upon Episodic Memory In Individuals Reporting Alcoholic Blackouts, W. R. Miller, Paula T. Hertel, C. Saucedo, R. K. Hester
Psychology Faculty Research
In a within-subject placebo design, 10 heavy drinkers reporting alcoholic blackouts showed significant decrements in episodic memory when receiving alcohol but not on days when a placebo was given. Parallel deficits were observed on recall and recognition measures. On placebo days, self-ratings of intoxication were related to the degree of observed performance decrement. Memory deficits appear to be primarily pharmacologic rather than expectancy effects of drinking.
Depressive Deficits In Recognition: Dissociation Of Recollection And Familiarity, Paula T. Hertel, S. Milan
Depressive Deficits In Recognition: Dissociation Of Recollection And Familiarity, Paula T. Hertel, S. Milan
Psychology Faculty Research
Dysphoric and nondysphoric students (48 women and 24 men) participated in an experiment that was designed to separate automatic and controlled uses of memory in a modified recognition paradigm. First, they judged the relation of target words to paired words. Later they made recognition decisions on target items alone or in the context of the original paired item. The use of L.L. Jacoby's (1991) process dissociation procedure revealed depressive deficits in estimates of recollection but not in estimates of familiarity. The paired test improved recollection for all subjects and showed a trend in the direction of increased familiarity. These outcomes …
Depressive Deficits In Memory: Focusing Attention Improves Subsequent Recall, Paula T. Hertel, S. S. Rude
Depressive Deficits In Memory: Focusing Attention Improves Subsequent Recall, Paula T. Hertel, S. S. Rude
Psychology Faculty Research
58 Ss (aged up to 55 yrs) diagnosed as depressed, recovered from depression, or without a history of depression performed an unintentional learning task, followed by tests of free and forced recall. In the learning task, Ss decided whether a series of nouns sensibly completed corresponding sentence frames that varied in decision difficulty. For half of the Ss, the focus of attention was unconstrained by the demands of this task. The others, however, were required to repeat the targeted noun at the end of the trial as a means of focusing their attention on the task. Depressed Ss in the …
Remembering With And Without Awareness In A Depressed Mood: Evidence Of Deficits In Initiative, Paula T. Hertel, T. S. Hardin
Remembering With And Without Awareness In A Depressed Mood: Evidence Of Deficits In Initiative, Paula T. Hertel, T. S. Hardin
Psychology Faculty Research
We propose that depressive deficits in remembering are revealed in tasks that allow the spontaneous use of strategies; tasks that bypass or direct the use of strategies should not produce depressive deficits. College students received depressive- or neutral-mood inductions after answering questions worded to reflect homophones' less common meaning. After the inductions, subjects spelled old and new homophones and showed no effect of the depressive inductions on unaware memory for the old homophones. Subsequent tests of recognition did, however, reveal differences according to the induced moodor the presence of naturally occurring depression (in Experiment 3). The differences, evidence of nondepressed …
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 …
The Accuracy Of Beliefs About Retrieval Cues, Paula T. Hertel, L. J. Anooshian, P. W. Ashbrook
The Accuracy Of Beliefs About Retrieval Cues, Paula T. Hertel, L. J. Anooshian, P. W. Ashbrook
Psychology Faculty Research
We investigated the accuracy of predictions about semantic, environmental, and phonological cues for remembering. Subjects rated the pleasantness of 10 words in each of four rooms, predicted the number of words that they would recall with and without one of the three types of cues, and then were tested for free or cued recall. Consistent with their predictions, subjects who received semantic cues recalled more words than did subjects in the free-recall group. The subjects in the other cuing conditions did not benefit from the cues; furthermore, they overestimated the value of phonological cues, and they believed that environmental cues …