Word/picture interference effects in free recall
Abstract In this study, we investigated how memory for pictures, concrete words, and abstract words is affected by a second learning task, given between the primary learning task and recall. Three secondary tasks were employed (pictures, concrete words, and abstract words), in a 3 × 3 design (N = 90...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Boesch, Stephanie [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
1990 |
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| Schlagwörter: |
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| Anmerkung: |
© The psychonomic Society, Inc. 1990 |
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| Übergeordnetes Werk: |
Enthalten in: Bulletin of the Psychonomic Society - Springer-Verlag, 1973, 28(1990), 2 vom: Aug., Seite 109-111 |
|---|---|
| Übergeordnetes Werk: |
volume:28 ; year:1990 ; number:2 ; month:08 ; pages:109-111 |
| Links: |
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| DOI / URN: |
10.3758/BF03333977 |
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SPR037065734 |
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| 520 | |a Abstract In this study, we investigated how memory for pictures, concrete words, and abstract words is affected by a second learning task, given between the primary learning task and recall. Three secondary tasks were employed (pictures, concrete words, and abstract words), in a 3 × 3 design (N = 90). It was predicted that (1) most interference would be caused by a second learning task using the same type of material as in the original task and (2) mean recall would be increased as the second task was made more dissimilar to the first. Parallel predictions to the above were made for the recall of the secondary task items, as a function of interference by the first. These predictions were supported in 10 of 12 instances, but, in two cases, a word-suppression effect was noted, whereby initial picture stimuli suppressed the learning of subsequent word stimuli. | ||
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10.3758/BF03333977 doi (DE-627)SPR037065734 (SPR)BF03333977-e DE-627 ger DE-627 rakwb eng Boesch, Stephanie verfasserin aut Word/picture interference effects in free recall 1990 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The psychonomic Society, Inc. 1990 Abstract In this study, we investigated how memory for pictures, concrete words, and abstract words is affected by a second learning task, given between the primary learning task and recall. Three secondary tasks were employed (pictures, concrete words, and abstract words), in a 3 × 3 design (N = 90). It was predicted that (1) most interference would be caused by a second learning task using the same type of material as in the original task and (2) mean recall would be increased as the second task was made more dissimilar to the first. Parallel predictions to the above were made for the recall of the secondary task items, as a function of interference by the first. These predictions were supported in 10 of 12 instances, but, in two cases, a word-suppression effect was noted, whereby initial picture stimuli suppressed the learning of subsequent word stimuli. Primary Task (dpeaa)DE-He213 Secondary Task (dpeaa)DE-He213 Abstract Word (dpeaa)DE-He213 Concrete Word (dpeaa)DE-He213 Word Condition (dpeaa)DE-He213 Standing, Lionel aut Enthalten in Bulletin of the Psychonomic Society Springer-Verlag, 1973 28(1990), 2 vom: Aug., Seite 109-111 (DE-627)SPR037022717 nnns volume:28 year:1990 number:2 month:08 pages:109-111 https://dx.doi.org/10.3758/BF03333977 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER AR 28 1990 2 08 109-111 |
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10.3758/BF03333977 doi (DE-627)SPR037065734 (SPR)BF03333977-e DE-627 ger DE-627 rakwb eng Boesch, Stephanie verfasserin aut Word/picture interference effects in free recall 1990 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The psychonomic Society, Inc. 1990 Abstract In this study, we investigated how memory for pictures, concrete words, and abstract words is affected by a second learning task, given between the primary learning task and recall. Three secondary tasks were employed (pictures, concrete words, and abstract words), in a 3 × 3 design (N = 90). It was predicted that (1) most interference would be caused by a second learning task using the same type of material as in the original task and (2) mean recall would be increased as the second task was made more dissimilar to the first. Parallel predictions to the above were made for the recall of the secondary task items, as a function of interference by the first. These predictions were supported in 10 of 12 instances, but, in two cases, a word-suppression effect was noted, whereby initial picture stimuli suppressed the learning of subsequent word stimuli. Primary Task (dpeaa)DE-He213 Secondary Task (dpeaa)DE-He213 Abstract Word (dpeaa)DE-He213 Concrete Word (dpeaa)DE-He213 Word Condition (dpeaa)DE-He213 Standing, Lionel aut Enthalten in Bulletin of the Psychonomic Society Springer-Verlag, 1973 28(1990), 2 vom: Aug., Seite 109-111 (DE-627)SPR037022717 nnns volume:28 year:1990 number:2 month:08 pages:109-111 https://dx.doi.org/10.3758/BF03333977 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER AR 28 1990 2 08 109-111 |
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10.3758/BF03333977 doi (DE-627)SPR037065734 (SPR)BF03333977-e DE-627 ger DE-627 rakwb eng Boesch, Stephanie verfasserin aut Word/picture interference effects in free recall 1990 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The psychonomic Society, Inc. 1990 Abstract In this study, we investigated how memory for pictures, concrete words, and abstract words is affected by a second learning task, given between the primary learning task and recall. Three secondary tasks were employed (pictures, concrete words, and abstract words), in a 3 × 3 design (N = 90). It was predicted that (1) most interference would be caused by a second learning task using the same type of material as in the original task and (2) mean recall would be increased as the second task was made more dissimilar to the first. Parallel predictions to the above were made for the recall of the secondary task items, as a function of interference by the first. These predictions were supported in 10 of 12 instances, but, in two cases, a word-suppression effect was noted, whereby initial picture stimuli suppressed the learning of subsequent word stimuli. Primary Task (dpeaa)DE-He213 Secondary Task (dpeaa)DE-He213 Abstract Word (dpeaa)DE-He213 Concrete Word (dpeaa)DE-He213 Word Condition (dpeaa)DE-He213 Standing, Lionel aut Enthalten in Bulletin of the Psychonomic Society Springer-Verlag, 1973 28(1990), 2 vom: Aug., Seite 109-111 (DE-627)SPR037022717 nnns volume:28 year:1990 number:2 month:08 pages:109-111 https://dx.doi.org/10.3758/BF03333977 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER AR 28 1990 2 08 109-111 |
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Abstract In this study, we investigated how memory for pictures, concrete words, and abstract words is affected by a second learning task, given between the primary learning task and recall. Three secondary tasks were employed (pictures, concrete words, and abstract words), in a 3 × 3 design (N = 90). It was predicted that (1) most interference would be caused by a second learning task using the same type of material as in the original task and (2) mean recall would be increased as the second task was made more dissimilar to the first. Parallel predictions to the above were made for the recall of the secondary task items, as a function of interference by the first. These predictions were supported in 10 of 12 instances, but, in two cases, a word-suppression effect was noted, whereby initial picture stimuli suppressed the learning of subsequent word stimuli. © The psychonomic Society, Inc. 1990 |
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Abstract In this study, we investigated how memory for pictures, concrete words, and abstract words is affected by a second learning task, given between the primary learning task and recall. Three secondary tasks were employed (pictures, concrete words, and abstract words), in a 3 × 3 design (N = 90). It was predicted that (1) most interference would be caused by a second learning task using the same type of material as in the original task and (2) mean recall would be increased as the second task was made more dissimilar to the first. Parallel predictions to the above were made for the recall of the secondary task items, as a function of interference by the first. These predictions were supported in 10 of 12 instances, but, in two cases, a word-suppression effect was noted, whereby initial picture stimuli suppressed the learning of subsequent word stimuli. © The psychonomic Society, Inc. 1990 |
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Abstract In this study, we investigated how memory for pictures, concrete words, and abstract words is affected by a second learning task, given between the primary learning task and recall. Three secondary tasks were employed (pictures, concrete words, and abstract words), in a 3 × 3 design (N = 90). It was predicted that (1) most interference would be caused by a second learning task using the same type of material as in the original task and (2) mean recall would be increased as the second task was made more dissimilar to the first. Parallel predictions to the above were made for the recall of the secondary task items, as a function of interference by the first. These predictions were supported in 10 of 12 instances, but, in two cases, a word-suppression effect was noted, whereby initial picture stimuli suppressed the learning of subsequent word stimuli. © The psychonomic Society, Inc. 1990 |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">SPR037065734</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230328181803.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">201007s1990 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.3758/BF03333977</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)SPR037065734</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(SPR)BF03333977-e</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Boesch, Stephanie</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Word/picture interference effects in free recall</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">1990</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© The psychonomic Society, Inc. 1990</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract In this study, we investigated how memory for pictures, concrete words, and abstract words is affected by a second learning task, given between the primary learning task and recall. Three secondary tasks were employed (pictures, concrete words, and abstract words), in a 3 × 3 design (N = 90). It was predicted that (1) most interference would be caused by a second learning task using the same type of material as in the original task and (2) mean recall would be increased as the second task was made more dissimilar to the first. Parallel predictions to the above were made for the recall of the secondary task items, as a function of interference by the first. These predictions were supported in 10 of 12 instances, but, in two cases, a word-suppression effect was noted, whereby initial picture stimuli suppressed the learning of subsequent word stimuli.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Primary Task</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Secondary Task</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Abstract Word</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Concrete Word</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Word Condition</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Standing, Lionel</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Bulletin of the Psychonomic Society</subfield><subfield code="d">Springer-Verlag, 1973</subfield><subfield code="g">28(1990), 2 vom: Aug., Seite 109-111</subfield><subfield code="w">(DE-627)SPR037022717</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:28</subfield><subfield code="g">year:1990</subfield><subfield code="g">number:2</subfield><subfield code="g">month:08</subfield><subfield code="g">pages:109-111</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://dx.doi.org/10.3758/BF03333977</subfield><subfield code="z">lizenzpflichtig</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_SPRINGER</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">28</subfield><subfield code="j">1990</subfield><subfield code="e">2</subfield><subfield code="c">08</subfield><subfield code="h">109-111</subfield></datafield></record></collection>
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