Open Access. Powered by Scholars. Published by Universities.®

Psychology Commons™

Open Access. Powered by Scholars. Published by Universities.®

Memory

Discipline
Institution
Publication Year
Publication
Publication Type
File Type

Articles 511 - 540 of 575

Full-Text Articles in Psychology

Pascal Boyer's Review Of Geoffrey M. White's Identity Through History: Living Stories In A Solomon Islands Society, Pascal Boyer Mar 1996

Pascal Boyer's Review Of Geoffrey M. White's Identity Through History: Living Stories In A Solomon Islands Society, Pascal Boyer

Pacific Studies

No abstract provided.

Go to article

Solving Problems By Analogy: The Benefits And Detriments Of Hints And Depressed Moods, Paula T. Hertel, Alicia J. Knoedler Jan 1996

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 …

Go to article

Implicit And Explicit Memory In Experimentally Induced Moods, Erika Garvin-Dale Jan 1996

Implicit And Explicit Memory In Experimentally Induced Moods, Erika Garvin-Dale

Whittier Scholars Program

This experiment compares implicit and explicit memory in college students in experimentally induced moods. It was designed to eliminate the confounding of implicit-perceptual and explicit-conceptual memory tests by using conceptual implicit and explicit tests. It was hypothesized that the depressed mood group would perform as well as the neutral group on the implicit measure, but not the explicit measure. College students underwent neutral or depressive mood inductions, then participated in an incidental learning task in which they judged whether or not a word fit in a sentence. After a distractor task, the participants took either implicit or explicit category exemplar …

Go to article

Practical Aspects Of Emotion And Memory, Paula T. Hertel Jan 1996

Practical Aspects Of Emotion And Memory, Paula T. Hertel

Psychology Faculty Research

Can anyone doubt that the study of emotion and memory should have practical implications? Surely not those among us who have had emotional experiences and sometimes try to forget them, to remember them, or to remember other things while having them. Extreme examples include the witness to a robbery and the victim of abuse. Less dramatically but far more commonly, anxious or depressed people perform everyday acts that are memory dependent. Indeed, a practical or useful science of memory should have a great deal to say about how memory works under such emotional conditions.

Go to article

Short Term Effects Of Repeated Masked Priming In Stem Completion Tasks, Anthony Van Andel Jan 1995

Short Term Effects Of Repeated Masked Priming In Stem Completion Tasks, Anthony Van Andel

Theses : Honours

This thesis examines the effect of time delay and intervening items on masked repetition studies with word stem completion tasks. In the first experiment a masked priming effect was obtained. The effect was strongest 500ms after the presentation of the prime, and decreasing in a linear trend seven seconds after the presentation of the prime. The second experiment found that interpolating a naming task between the masked prime and the stem completion task eliminated the effects of the repeated masked prime. This result is a failure to replicate previous research which found a masked repetition effect over a short delay …

Go to article

The Effects On Memory And Self-Reported Behaviour Of Four Types Of Information About Water Conservation, Brigit A. Cosgrove Jan 1995

The Effects On Memory And Self-Reported Behaviour Of Four Types Of Information About Water Conservation, Brigit A. Cosgrove

Theses: Doctorates and Masters

Education campaigns conducted by water management agencies are intended to motivate people to conserve water. However, there has been little research to determine what kind of information best achieves this goal. Four types of information partly based on Stem, Dietz and Kalof's (1993) social-psychological model of environmental value orientations were examined in this study: action information about ways to conserve water; abstract factual information about water and its use; anthropocentric information about how people are affected by water use; and ecocentric information about how the environment is affected by water use. Using cluster sampling techniques 160 participants were selected from …

Go to article

Depression And Memory: Are Impairments Remediable Through Attentional Control?, Paula T. Hertel Jan 1994

Depression And Memory: Are Impairments Remediable Through Attentional Control?, Paula T. Hertel

Psychology Faculty Research

People who are in depressed mood states or who are formally diagnosed as clinically depressed frequently complain of impaired memory. Such complaints have been substantiated by laboratory research, most of which supports the theoretical assumption that attentional resources play a causal role in producing the impairments. Specific theoretical frameworks do differ, however, in the proposed nature of this role and in their corresponding implications for remediation. The most prevalent positions are versions of a capacity framework (e.g., cognitive effort or resource allocation). 1 If you are depressed, according to the capacity framework, your attentional resources are either reduced neurochemically or …

Go to article

Age Declines In Memory Self-Efficacy: General Or Limited To Particular Tasks And Measure?, Robin Lea West, Jane M. Berry Jan 1994

Age Declines In Memory Self-Efficacy: General Or Limited To Particular Tasks And Measure?, Robin Lea West, Jane M. Berry

Psychology Faculty Publications

The potential for lifelong learning has been demonstrated clearly in research on problem solving, prose recall, and other measures of mental skill (Reese & Puckett, 1993; Sinnott, 1989). However, there are factors that may serve as barriers to lifelong learning for older adults (see Arenberg, chapter 23 in this volume). Among others, these factors include age changes in attentional or memory capacity (e.g., Salthouse, 1991), declines in memory self-confidence or change in memory beliefs (e.g., Berry, West & Dennehy, 1989), and reduced opportunities for education and training (e.g., Rebok & Offermann, 1983). This chapter focuses on self-report or subjective beliefs …

Go to article

Effects Of Alcohol And Expectancy Upon Episodic Memory In Individuals Reporting Alcoholic Blackouts, W. R. Miller, Paula T. Hertel, C. Saucedo, R. K. Hester Jan 1994

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.

Go to article

Emotionality In Free Recall: Language Specificity In Bilingual Memory, L. J. Anooshian, Paula T. Hertel Jan 1994

Emotionality In Free Recall: Language Specificity In Bilingual Memory, L. J. Anooshian, Paula T. Hertel

Psychology Faculty Research

Bilingual subjects (Spanish English) who had acquired fluency in their second language after 8 years of age rated 18 emotional and 18 neutral words for ease of pronunciation, implied activity, or emotionality; half of each type was presented in Spanish and half in English. During a subsequent, unexpected test of free recall subjects recalled more emotional than neutral words, but only for words that had been presented in the native language. This finding applied across native-language groups and suggests that emotion provides a basis for language specificity in bilingual memory.

Go to article

Age And Personality Differences In The Choice Of Mnemonic Strategy, Gretchen Witte Apr 1993

Age And Personality Differences In The Choice Of Mnemonic Strategy, Gretchen Witte

Honors Theses

Personality as measured by the Myers-Briggs Type Indicator has been shown to change with age. Specifically, older adults become more sensing, while younger adults remain more intuitive on the SN dimension. Memory and the use of mnemonic strategies, or memory aids, changes with age as well. Older adults typically report more problems with their memory, yet use fewer memory strategy aids. If adults learn and use memory aids consistent with intuitive processing in youth, the hypothesized transition to a more sensing modality in old age may cause the use of intuitive strategies to decline. Thus, the finding that older adults …

Go to article

Memory Biases In Left Versus Right Implied Motion, Andrea R. Halpern, Michael H. Kelly Jan 1993

Memory Biases In Left Versus Right Implied Motion, Andrea R. Halpern, Michael H. Kelly

Faculty Journal Articles

People remember moving objects as having moved farther along in their path of motion than is actually the case; this is known as representational momentum (RM). Some authors have argued that RM is an internalization of environmental properties such as physical momentum and gravity. Five experiments demonstrated that a similar memory bias could not have been learned from the environment. For right-handed Ss, objects apparently moving to the right engendered a larger memory bias in the direction of motion than did those moving to the left. This effect, clearly not derived from real-world lateral asymmetries, was relatively insensitive to changes …

Go to article

Cognition, Emotion, And Memory: Some Applications And Issues, H. C. Ellis, Paula T. Hertel Jan 1993

Cognition, Emotion, And Memory: Some Applications And Issues, H. C. Ellis, Paula T. Hertel

Psychology Faculty Research

This chapter describes some ways in which the psychology of cognition, emotion, and memory can or might be applied in several practical settings. Recent years have seen a rapid growth in research on cognition and emotion and this research has been summarized in a variety of sources (e.g., Ellis & Ashbrook, 1988, 1989; Ellis, Varner, & Becker, in press; Fiedler & Forgas, 1988; lsen, 1984; Kuiken, 1989; Williams, Watts, MacLeod, & Mathews, 1988). Moreover, a new journal appeared in 1987, Cognition and Emotion, which is entirely devoted to relations among emotional states and the full range of cognitive processes …

Go to article

Implications Of External Memory For Investigations Of Mind, Paula T. Hertel Jan 1993

Implications Of External Memory For Investigations Of Mind, Paula T. Hertel

Psychology Faculty Research

External memory–records of experiences that are maintained in repositories that are external to their users–provides context for many everyday cognitive acts. Some initial research has shown that such context influences learning, remembering, and judgements of knowing. The scope of both basic and applied memory research should be broadened in ways that address issues about the interaction of external memory and mind.

Go to article

Improving Memory And Mood Through Automatic And Controlled Procedures Of Mind, Paula T. Hertel Jan 1992

Improving Memory And Mood Through Automatic And Controlled Procedures Of Mind, Paula T. Hertel

Psychology Faculty Research

Memory procedures and emotional states function together. Affective tone permeates episodes of memory functioning. Memory functions centrally in episodes of emotional disturbance, serving to feed the episode with fuel from past events or to repress those events when one hopes to escape or avoid the episode. When cognitive procedures are impaired by emotional states such as depression and anxiety, people do not perform the tasks and achieve the goals that could help to repair their moods. In the context of these considerations, then, we must view the improvement of memory as not merely a possible outcome of change in emotional …

Go to article

Emotion, Mood, And Memory, Paula T. Hertel Jan 1992

Emotion, Mood, And Memory, Paula T. Hertel

Psychology Faculty Research

The ways in which we attend, learn, and remember are related to our transitory moods and to our enduring emotional states. This assertion is based on research performed by experimental and clinical psychologists who use a variety of methods. In some studies, psychologists measure differences in emotional states and determine whether those differences are associated with differences in the ways that the participants perform cognitive tasks. These studies usually focus on unpleasant emotions and moods, such as depression and anxiety. In other studies, psychologists attempt to induce either unpleasant or pleasant moods in the participants (perhaps by having them listen …

Go to article

Recalling In A State Of Natural Or Experimental Depression, Paula T. Hertel, S. S. Rude Jan 1991

Recalling In A State Of Natural Or Experimental Depression, Paula T. Hertel, S. S. Rude

Psychology Faculty Research

In three experiments we attempted to extend the cognitive-effort account of depressive deficits in memory to naturally depressed college students. This account maintains that depression reduces attentional resources, thereby impairing performance on demanding tasks, and has received support through experimental inductions of depressed moods. Nondepressed, naturally depressed, and (in Experiment 2) experimentally depressed college students performed unannounced tests of free recall following learning tasks with two levels of difficulty and (in Experiment 2) two degrees of structure. In Experiments 1 and 2 we measured cognitive effort on those tasks via latencies on a secondary task. Latencies and subsequent recall increased …

Go to article

Relationship Of Dysphoria To The Recall Of Positive Negative And Neutral Words, Sarah Ellen Ware Oct 1990

Relationship Of Dysphoria To The Recall Of Positive Negative And Neutral Words, Sarah Ellen Ware

Psychology Theses & Dissertations

This study investigated memory and cognitions in dysphoric and non-dysphoric individuals by examining reported thoughts and positive and negative word recall. Participants were female volunteers from Old Dominion University with 24 non-dysphoric subjects and 18 dysphoric subjects. Each subject was asked to read positive and negative life descriptions at separate times. After the descriptions had been read, 23 subjects were asked to suppress the description and 19 subjects were not given these instructions. Subjects then wrote down their thoughts for 6 minutes. Following the writing of thoughts, each subject was then asked to recall freely a list of 30 words. …

Go to article

Remembering With And Without Awareness In A Depressed Mood: Evidence Of Deficits In Initiative, Paula T. Hertel, T. S. Hardin Jan 1990

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 …

Go to article

Effect Of Memory Training On Memory Performance, Self-Efficacy Rarings And Patterns Of Attributions In Older Adults, Krista E. Larson Jan 1990

Effect Of Memory Training On Memory Performance, Self-Efficacy Rarings And Patterns Of Attributions In Older Adults, Krista E. Larson

Honors Theses

An investigation of age differences in memory performance for list and text recall was conducted in the context of a training manipulation. It was hypothesized that there would be age differences in performance, measures of self-efficacy, and attributional style, but that training in memory strategies would have an effect on those differences. The training manipulation appeared to be more effective for the list portion of the experiment, and improvements in performance and changes in attributions were induced. The text portion of the experiment revealed the predicted age differences, but training failed to elicit any of the other predicted effects. The …

Go to article

Memory And Age Differences In Spatial Manipulation Ability, Timothy A. Salthouse, Deborah Mitchell, Roni Reiter-Palmon Dec 1989

Memory And Age Differences In Spatial Manipulation Ability, Timothy A. Salthouse, Deborah Mitchell, Roni Reiter-Palmon

Psychology Faculty Publications

Young and old adults were asked, in 3 experiments, to make decisions about the identity of line segment patterns after either adding or subtracting line segments from the original pattern. On some of the trials, the line segments from the initial display were presented again in the second display to minimize the necessity of remembering early information during the processing of later information. Although this manipulation presumably reduced the importance of memory in the tasks, it had little effect on the magnitude of the age differences in any of the experiments. Because the 2 groups were equivalent in accuracy of …

Go to article

Semantic And Self-Referent Encoding Techniques And Recall Of Meanings Of Unfamiliar Adjectives, Maria K. Whittington Jan 1989

Semantic And Self-Referent Encoding Techniques And Recall Of Meanings Of Unfamiliar Adjectives, Maria K. Whittington

Master's Theses

In order to test the efficacy of levels of processing on memory, recall of unfamiliar adjectives among five encoding groups: a) semantic, b) self-reference specific, c) self-reference general, d) semantic (plural), and e) self-reference specific (plural) was examined. Introductory psychology students at the University of Richmond viewed twenty unfamiliar adjectives and definitions for forty-five seconds each, followed by a five minute distractor task and a seven minute test for recall of the definitions. A second seven minute recall test was administered one week later. There were no significant differences in recall between groups, but a significant effect of time upon …

Go to article

The Effect Of Elaboration On Memory: Self-Generated Elaboration Vs Experimenter-Provided Elaboration, Sung-Il Kim May 1988

The Effect Of Elaboration On Memory: Self-Generated Elaboration Vs Experimenter-Provided Elaboration, Sung-Il Kim

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

The purpose of this study was to investigate the effect of elaborations on memory. Two types of elaborations (self-generated elaboration and experimenter-provided elaboration) were examined. The experiment consisted of three phases (incidental learning phase, immediate test phase, and delayed test phase). In the incidental learning phase, subjects were asked to make plausibility judgments about 28 fictitious episodes. Half of these were about well-known individuals and the other half were about unknown individuals. Each name (either well-known or unknown) was presented with either two supportive facts or without the supportive facts. During the immediate test phase, subjects were given unexpected memory …

Go to article

Mental Scanning In Auditory Imagery For Songs, Andrea R. Halpern Jan 1988

Mental Scanning In Auditory Imagery For Songs, Andrea R. Halpern

Faculty Journal Articles

Four experiments examined how people operate on memory representations of familiar songs. The tasks were similar to those used in studies of visual imagery. In one task, subjects saw a one-word lyric from a song and then saw a second lyric; then they had to say if the second lyric was from the same song as the first. In a second task, subjects mentally compared pitches of notes corresponding to song lyrics. In both tasks, reaction time increased as a function of the distance in beats between the two lyrics in the actual song, and in some conditions reaction time …

Go to article

Retention Of Content Material As A Function Of Mode Of Presentation And Preconceived Degree Of Difficulty, Richard S. Velayo Jan 1988

Retention Of Content Material As A Function Of Mode Of Presentation And Preconceived Degree Of Difficulty, Richard S. Velayo

University of the Pacific Theses and Dissertations

The effects of the mode of presentation and the preconceived degree of difficulty on the retention of academic content material were measured. The design of the experiment was a 6 x 3 x 2 split-plot factorial. The levels for the mode of presentation were: (a) print-only, (b) pictorial-plus-print, (c) audio only, (d) pictorial-plus-audio, (e) print-plus-audio, and (f) pictorial-plus-print-plus-audio. The levels for the preconceived degree of difficulty were: (a) very easy, (b) neutral, and (c) very difficult. The participants were 112 undergraduate students (24 males, 88 females) randomly assigned to the experimental conditions. The dependent variables were the immediate and delayed …

Go to article

Analogies As Aids To Understanding And Memory, Carol Carter Hansen Jan 1987

Analogies As Aids To Understanding And Memory, Carol Carter Hansen

Theses Digitization Project

No abstract provided.

Go to article

The Effects Of Levels Of Processing On Retention Of Word Meaning, Dorothy A. Flannagan Aug 1986

The Effects Of Levels Of Processing On Retention Of Word Meaning, Dorothy A. Flannagan

Master's Theses

The purpose of the study was to investigate the effects of the three encoding techniques of rote memory, semantic, and self-reference, on short-term and long-term retention levels of unfamiliar vocabulary words and their meanings. Seventy-two college students participated in the experiment, with 24 students in each encoding group. All participants viewed 20 target words and their definitions, and were exposed to each word for 30 seconds. Each group was given instructions designed to promote a type of encoding specific to their group. After a five-minute distractor task, subjects were given a list of the target words and were tested on …

Go to article

Endurance And Affiliation : Traits As A Priori Self Schemata In Memory, Nancy Mackay Bruckner May 1986

Endurance And Affiliation : Traits As A Priori Self Schemata In Memory, Nancy Mackay Bruckner

Master's Theses

This study investigated the hypotheses that subjects' scores on the trait of endurance would have s. positive, significant correlation with their recall of endurance-related adjectives, and that subjects' scores on the trait of affiliation would have a positive, significant correlation with their recall of affiliation-related words. One hundred forty-five male and female undergraduates from the University of Richmond answered questions from the Affiliation and Endurance scales of the Personality Research Form (Jackson, 1967). As a separate task subjects decided whether or not each of fortyeight adjectives described themselves. Sixteen of these adjectives referred to endurance, sixteen to affiliation, and sixteen …

Go to article

Spatial And Temporal Response Patterns On The Eight-Arm Radial Maze, Robert H.I. Dale Jan 1986

Spatial And Temporal Response Patterns On The Eight-Arm Radial Maze, Robert H.I. Dale

Scholarship and Professional Work - LAS

Six maze-experienced hooded rats were timed during five trials on which they collected water from all arms of an eight-arm radial maze, then made five more choices. All subjects frequently exhibited a “task-completion pause:” The subjects rarely spent more than 1 sec in the center of the maze between choices until they had entered all eight arms, then stopped in the center of the maze. In contrast, the time spent in each arm gradually increased until all of the water had been obtained, then decreased slightly. Four subjects began every trial by choosing eight consecutive adjacent arms. The task-completion pause …

Go to article

Confusing Memories For Verbal And Nonverbal Communication, Paula T. Hertel, Alice Narvaez Jan 1986

Confusing Memories For Verbal And Nonverbal Communication, Paula T. Hertel, Alice Narvaez

Psychology Faculty Research

Emotion portrayed nonverbally in videotaped conversations impaired memory for the specific meaning of utterances. Subjects produced more recognition (Experiment 1) or recall (Experiment 2) errors that were consistent with the emotional versions they had viewed than errors reflecting other emotions. In Experiment 1, this effect on recognition memory depended neither on the type of orienting task for nonverbal behaviors (attention to surface characteristics vs. interpretations) nor on the length of the retention interval. In Experiment 2, the number of emotional errors in recall was slightly dependent on the reported moods of the viewers. These and other outcomes suggest that emotional …

Go to article

First Prev Next Last