Presented Word Lists Research Articles

Modality‐general benefit of eye‐closure on the retrieval of intentionally learned information

AbstractThe beneficial effect of eye‐closure during retrieval was demonstrated in many studies addressing eyewitness memory or memory of episodic events. Fewer studies examined the effect concerning the intentional learning of verbal information. Furthermore, the question of whether the eye‐closure effect is modality‐specific, boosting visual memory only, or modality‐general, boosting also other forms of memory (e.g., auditory memory), is still open. These issues were addressed in the present study. Participants (N = 129) were asked to study aurally and visually presented lists of unrelated nouns (within‐subjects). During free recall, participants either kept their eyes open or closed their eyes (between‐subjects). Eye‐closure resulted in better free recall than keeping the eyes open. Importantly, this effect emerged for both visually and aurally presented word lists, suggesting that the effect of closing the eyes is rather modality‐general. The results are discussed with respect to limitations of previous studies and practical implications.

The Godden and Baddeley (1975) experiment on context-dependent memory on land and underwater: a replication.

A replication of the experiment by Godden and Baddeley (Godden and Baddeley 1975 British Journal of Psychology 66, 325–331 (doi:10.1111/j.2044-8295.1975.tb01468.x)) on environmental context-dependent memory is described. Sixteen divers studied auditorily presented word lists on land or underwater and recalled these 4 min later on land or underwater (each diver participated in all four combinations). Contrary to the original study, we did not find that recall in the same context where the words had been learned was better than recall in the other context. We discuss differences between our replication and the original study and emphasize the importance of attempts at replicating classic studies.

Do we use visual codes when information is not presented visually?

For many years, the working/short-term memory literature has been dominated by the study of phonological codes. Consequently, insufficient attention has been devoted to visual codes. In the present study, we attempt to remedy the situation by exploring a critical aspect of modern models of working memory, namely the principle that responses do not depend primarily on what kinds of materials are presented, but on what kinds of codes are generated from those materials. More specifically, we used the visual similarity effect as a tool to ask whether there is a generation of visual codes when information is not presented visually. In two immediate serial recall experiments, we manipulated the visual similarity (similar words, dissimilar words), the presentation modality (visual presentation, auditory presentation), and concurrent articulation (none, concurrent articulation). We observed a visual similarity effect independent of presentation modality. Comparable results were observed with two different sets of stimuli and with or without concurrent articulation. Thus, for the first time, we demonstrate that, from acoustically presented word lists, visual codes in working/short-term memory are generated, producing a visual similarity effect. It is now clear that the encoding of visual or acoustic presentation to include the opposite type of representation is bidirectional.

Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories.

Associated word list procedures can elicit false memories in predictable ways by inducing associative processing, thus making it harder to monitor the accuracy of memories. The purpose of the method presented here was to induce false memories using lists of either semantically or phonologically related words and to assess the effects of imagery instructions on the recall and recognition of those false memories. To do this, we used a modified version of the Deese Roediger McDermott (DRM) paradigm. We adapted word lists from previous DRM studies to suit imagery procedures and created an automated presentation to present the word lists in classroom settings. We then recruited undergraduate classes and instructed some of the classes to create mental images of the list words as they were being presented, while instructing the other classes to simply remember the words. The automated presentation presented word lists to participants, one word at a time, alternating between phonologically and semantically related lists. Participants used paper-pencil recall packets to immediately recall list items, complete a distractor activity, and take a subsequent final recognition test. Often, participants immediately recalled and later recognized words that were related to the list items but were not actually presented; these are known as critical lures and indicate a false memory. The protocol detailed here describes a four-step procedure - list presentation, immediate recall, distractor phase, and final recognition - that can assess the effects of list type and imagery instruction within the DRM paradigm on memory. The automated nature of the list presentation provides the ability to systematically vary variables of interest, and the paper and pencil method of data collection affords an easily accessible method for collecting data in classroom settings. The protocol also offers options to modify the procedure to a more traditional DRM paradigm without imagery and/or list type manipulations. The use of this protocol can provide results relevant to both classroom learning and cognitive science principles.

Effects of irrelevant background speech on eye movements during reading.

The irrelevant speech effect (ISE) refers to the impairment of visual information processing by background speech. Prior research on the ISE has focused on short-term memory for visually presented word lists. The present research extends this work by using measurements of eye movements to examine effects of irrelevant background speech during Chinese reading. This enabled an examination of the ISE for a language in which access to semantic representations is not strongly mediated by phonology. Participants read sentences while exposed to meaningful irrelevant speech, meaningless speech (scrambled meaningful speech) or silence. A target word of high or low lexical frequency was embedded in each sentence. The results show that meaningful, but not meaningless, background speech produced increased re-reading. In addition, the appearance of a normal word frequency effect, characterised by longer fixation times on low- compared to high-frequency words, was delayed when meaningful or meaningless speech was present in the background. These findings show that irrelevant background speech can disrupt normal processes of reading comprehension and, in addition, that background noise can interfere with the early processing of words. The findings add to evidence showing that normal reading processes can be disrupted by environmental noise such as irrelevant background speech.

Monitoring the capacity of working memory: Executive control and effects of listening effort

In two experiments, we used an interruption-and-recall (IAR) task to explore listeners' ability to monitor the capacity of working memory as new information arrived in real time. In this task, listeners heard recorded word lists with instructions to interrupt the input at the maximum point that would still allow for perfect recall. Experiment 1 demonstrated that the most commonly selected segment size closely matched participants' memory span, as measured in a baseline span test. Experiment 2 showed that reducing the sound level of presented word lists to a suprathreshold but effortful listening level disrupted the accuracy of matching selected segment sizes with participants' memory spans. The results are discussed in terms of whether online capacity monitoring may be subsumed under other, already enumerated working memory executive functions (inhibition, set shifting, and memory updating).

One process is not enough! A speed-accuracy tradeoff study of recognition memory.

Speed-accuracy tradeoff (SAT) methods have been used to contrast single- and dual-process accounts of recognition memory. In these procedures, subjects are presented with individual test items and are required to make recognition decisions under various time constraints. In this experiment, we presented word lists under incidental learning conditions, varying the modality of presentation and level of processing. At test, we manipulated the interval between each visually presented test item and a response signal, thus controlling the amount of time available to retrieve target information. Study-test modality match had a beneficial effect on recognition accuracy at short response-signal delays (< or =300 msec). Conversely, recognition accuracy benefited more from deep than from shallow processing at study only at relatively long response-signal delays (> or =300 msec). The results are congruent with views suggesting that both fast familiarity and slower recollection processes contribute to recognition memory.

Neural correlates of temporal context discrimination

This study investigated event-related potential (ERP) effects when judgments about temporal context (recency judgments) required the retrieval of different amount of information. Subjects studied two consecutively presented word lists and at test made recency judgments to word pairs composed of two previously studied words, one drawn from each list (‘Old+Old different’ pairs), both drawn from the same list (‘Old+Old same’ pairs), or two unstudied words (‘New+New’ pairs). A frontopolar old/new effect was elicited by correct recency judgments which did not differ between both ‘Old+Old’ pairs. This finding suggests that the generators of the frontopolar old/new effect are not sensitive to the differing retrieval demands required here. However, an old/new effect over left inferior temporal electrodes was larger for ‘Old+Old same’ than for ‘Old+Old different’ pairs. The significance of these old/new effects are discussed in relation to the broader pattern of old/new effects seen in standard tests of declarative memory retrieval.

When lust is lost: orthographic similarity effects in the encoding and reconstruction of rapidly presented word lists.

A reconstructive account of memory is presented to explain the finding that report of a word (C2) appearing in a rapidly presented list is reduced when it is orthographically similar to an earlier word (C1) in the list. By this account, the effect arises when the list is reconstructed from memory, not at the time of list presentation as proposed by accounts based on failure of encoding or tokenization. The reconstructive account is supported by a series of experiments that show a retroactive effect in which report of C1 is enhanced by similarity to C2; a nonword C1 can either interfere with or enhance report of C2, depending on how accurately C1 is encoded; manipulation of reconstructive processes can eliminate or enhance the effect of orthographic similarity; and a bidirectional trade-off in the report of an orthographically similar C1-C2 pair, whereby report of one member compromises report of the other.

When lust is lost: Orthographic similarity effects in the encoding and reconstruction of rapidly presented word lists.

When lust is lost: Orthographic similarity effects in the encoding and reconstruction of rapidly presented word lists.

The functional roles of prefrontal cortex in episodic memory. I. Encoding.

Functional neuroimaging studies of episodic memory consistently report an association between memory encoding operations and left prefrontal cortex (PFC) activation. Encoding-related activation has been described in dorsolateral, ventrolateral and anterior prefrontal regions. We tested the hypothesis that a specific component of this left PFC activation reflects organizational processes necessary for optimal memory encoding. Subjects underwent PET scans while learning auditorily presented word lists under dual task conditions. The degree to which they were required to organize word lists semantically was systematically varied across three experimental conditions. A task in which words were already organized produced the least degree of left PFC activity whereas a task requiring subjects to generate an organizational structure was associated with maximal activity in this region. This activation was localized to a region just above the inferior frontal sulcus. The functional specificity of this increased activity for organizational processes was tested using a concurrent distracting task known to disrupt these processes. Distraction resulted in a significant attenuation of this activation during the task emphasizing organizational processes but not other encoding tasks. In contrast, the distraction task resulted in reduced activity in a more ventral/anterior PFC region expressed equally for all memory tasks. The findings indicate that a key function of left dorsolateral PFC at encoding relates specifically to the use of executive processes necessary for the creation of an organizational structure. Activity in more ventral and anterior left PFC regions would appear to reflect a less specific component of episodic memory encoding.

Electrophysiological dissociation of recency and recognition memory

Event-related brain potentials (ERPs) were recorded during the test phases of two experiments. In experiment 1, subjects first studied two consecutively presented word lists. At test, they were presented with pairs of words, and were required to judge which word had been presented most recently. The test pairs were composed of two previously studied words, one drawn from each list, (Old+Old pairs), one previously studied and one new word (Old+New pairs), or two unstudied words (New+New pairs). At temporo-parietal electrodes, ERPs to Old+Old and Old+New pairs were both reliably more positive-going than those to New+New pairs. At electrode sites overlying prefrontal cortex, ERPs to Old+Old pairs attracting correct recency judgements were more positive, from around 300 ms onwards, than those elicited by the other classes of item, which did not differ from one another. In experiment 2, the test task was changed to one that required discrimination between Old+New items on the one hand, and Old+Old and New+New pairs on the other. ERPs to Old+Old and Old+New pairs once again differed from those to New+New pairs at temporo-parietal sites, but no differences were evident between the ERPs from frontal electrode sites. In line with the evidence from lesion studies, these findings suggest that judgements of relative recency depend upon processes, supported by the prefrontal cortex, additional to those that are necessary for recognition memory. They further suggest that these processes are activated rapidly and selectively in response to pairs of studied items when these must be discriminated on the basis of their relative recency of occurrence.

Temporal distinctiveness and modality.

It has been proposed that auditory stimuli are more temporally discriminable in memory than visual stimuli. Studies using the continual-distractor paradigm have provided both supporting and contradictory evidence for this hypothesis. The conflicting reports differed, however, in the modality of the interleaved distractor tasks. The present experiments manipulated both word and distractor-task modality. Results showed that aurally presented word lists were more sensitive to temporal schedules of presentation when the distractor task was auditory than when it was visual. The same effect was not consistently found for visually presented word lists. Such an interaction may help explain the previously reported disparate findings and suggests that the auditory modality, in the presence of silent distraction, can reduce participants' use of temporal-distinctiveness information at retrieval.

A graded task approach to the functional mapping of brain areas implicated in auditory-verbal memory.

Positron emission tomography measurements of regional cerebral blood flow (rCBF) were performed in normal volunteers during a graded auditory-verbal memory task. Subjects were required to remember and then immediately, and freely, recall a series of auditorily presented word lists varying from two to 13 words in length. Significant regional correlations between rCBF and memory load (word list length) were identified using statistical parametric mapping. Increasing memory load correlated with increasing rCBF in the cerebellar vermis and hemispheres, thalamus bilaterally, the superior and middle frontal gyri bilaterally, anterior insular regions bilaterally, anterior cingulate, precuneus and left and right lateral premotor areas. Increasing memory load also correlated with decreasing rCBF in the left and right superior temporal/insular regions, medial frontal gyrus, Brodmann's area 37 bilaterally, cuneus, inferior parietal lobule bilaterally and the mid-portion of the cingulate cortex. The pattern of rCBF change closely resembled that identified in a previously reported study using a cognitive subtraction paradigm and provides further evidence for a widespread neural system subserving auditory-verbal memory. The patterns of rCBF response suggest that the areas identified are associated with limited capacity processes for encoding and retrieval.

Effects of Environmental Context on Recognition Memory in An Unusual Environment

Environmental context is thought to influence recognition memory in relatively few cases, and it is an empirical matter to determine the conditions under which a positive effect occurs. Amateur divers learnt visually presented word lists in two environments: in air on a small boat and underwater at a depth of 20 m. Recognition memory was examined by a yes-no procedure in either the environment of learning or the alternative environment. Environmental context produced small but statistically reliable effects on recognition memory. Words learnt underwater were best recalled there and vice versa.

Interhemispheric coordination and focused attention in chronic and acute schizophrenia.

Groups of chronic and acute schizophrenics, together with controls, were given a story comprehension task where material was presented either binaurally or monaurally. A significant right ear advantage was found in the scores of the acute patients but not in those of chronics or controls. Similarly, acutes, in contrast to all other subjects, demonstrated a binaural performance decrement relative to their preferred ear in the monaural condition. A second experiment showed that acute schizophrenics, in contrast to an earlier finding with chronics, were no better at detecting targets in dichotically presented word lists when the targets occurred in one ear only than when they could occur in either ear. It is suggested that this inability to focus attention on one ear, in the presence of competing stimulation to the other, was responsible for the story comprehension result.

Ear asymmetry for monaurally presented word lists in children and adults

In order to study ear asymmetry during monaural stimulation, 80 listeners were asked to recall the word which followed a probe word in 40, 10-word lists. Subjects were divided into four age groups: 7–9, 13–16, 25–30, and 60+ years. Probe words occured in early (position 2) or late (position 7) in each 10 word list. Superior recall accuracy was shown when words were presented to the right ear of 48 subjects. 12 subjects demonstrated superior left ear performance, and 20 subjects performed equally well in each ear. Subjects showing superior right ear performance also demonstrated superior overall performance. Older children and younger adults performed significantly better than younger children or older adults. The factor of subject sex was not significant. Ear asymmetry during monaural stimulation appeared to be related to competition between incoming and rehearsed stimuli during central memory processing.

Dichotic monitoring and focused versus divided attention in schizophrenia.

The target detection performance of normals, chronic schizophrenics with positive symptoms and those with negative symptoms was compared in focused and divided attention conditions. The focused condition involved the monitoring of one, and the divided condition the monitoring of both, of the dichotically presented word lists. The amount and rate of list presentations were held constant across the conditions in an attempt to separate attentional from difficulty and capacity factors. Results showed that while the overall performance of both schizophrenic groups was lower than that of the normals, their performance change from the focused to the divided attention condition did not differ from that of the normals. These results do not support a schizophrenic selective attention deficit hypothesis.

Monitoring attention deployment by random number generation: An index to measure subjective randomness

The generation of random number sequences as a measure of attention deployment has been limited due to the lack of a satisfactory index of pseudorandomness for relatively short response sequences (Wagenaar, 1972). A new index of subjective randomization (RNG) is presented that provides a sensitive measure of departures from randomness (reflecting the disproportion with which any number follows any other number) in a series as short as 100 responses, typically verbalized at a rate of 1/sec. The RNG index of sequential response bias is a minor modification of Tulving’s (1962) subjective organization index that measures clustering in the repeated free recall of randomly presented word lists. Calculation of the practice-free RNG index and comparisons with another common measure are illustrated with individual data and with data obtained from random number tables. The use of RNG as a probe or simultaneous task to measure the deployment of attention or attentive effort is discussed.