The effects on induced passive rehearsal and the von Restorff phenomenon on the free recall of normals and retardates

Noninstitutionalized retardates and normal children of equal mental age (approximately 8 years) listened to 11 orders of 20 nouns with no instructions to overtly or covertly rehearse. All subjects were in each of three list conditions: (a) when all words were at the same decibel (dB) level, (b) when the 11th item was at a higher dB level, and (c) when the items were repeated at the same dB level using the rehearsal protocol of Rundus (1971). The normals' overall recall was superior to that of the retardates' recall. Repetition of items had no effect on the performance of either group except in the recency portion of the learning curve and on the initial trial for both groups and the fifth trial for the retarded group. The normal group was more susceptible to the yon Restorff effect than was the retarded group. These results were discussed in terms of the changing and different recall strategies of the two groups.     

Visual backward masking in retardates and normals

Educable adolescent male retardates were compared with normal males of equal CA and equal MA on a visual backward masking task. Significantly shorter interstimulus intervals were required to induce a masking effect in the equal-CA group than in the retarded and equal-MA groups, who did not differ from each other. Speed of visual processing is a function of MA. It is related to CA in normals. and to IQ when retardates are compared with equal-CA normals.     

Recognition of tachistoscopically exposed letters by normals and retardates’

Thirty adolescent educable retardates,30 equal-MA normals, and 30 equal-CA normals were tachistoscopically presented a square array of four letters at two exposures (.01 sec and .3 sec). The groups did not differ significantly in correct recognitions at the shorter exposure and the two older groups had significantly better recognitions in the right visual field than the left. Under the longer exposure the groups ordered from poorest to best performance: retardates, equal-MA normals, and equal-CA normals; and no group recognized significantly more letters on one side than the other. Results were discussed in terms of consistency of reporting patterns which aided recognition.     

Acquisition and transfer of conceptual learning by normals and retardates: the effects of modeling, verbal cues, and reinforcement

The present study compared the effects of modeling, verbal cues, and reinforcement on conceptual learning of normals and retardates. Performance on both original learning tasks and a transfer task was examined. The results indicated that, relative to a control group, modeling alone, modeling plus verbal cues, and exposure to the completed task plus verbal cues facilitated original conceptual learning. Furthermore, modeling plus verbal cues was more effective in reducing errors than modeling alone. Original learning was not affected by tangible reinforcement, social reinforcement, or IQ level. No significant effects were found for a transfer task.     

Stimulus selection by the retarded: list length and response requirement.

Institutionalized retardates learned paired associates of redundant trigrams and double digits (e.g., DLZ/10) and were given a transfer test to measure their stimulus selection. List length (four or six items) and response requirement (recall or recognition) were both manipulated during learning. The finding of most interest was that the retardates became more efficient at cue selection as the amount of information increased. This finding suggests that, at least to some extent, these retarded persons actively tended to choose a stimulus-processing strategy that puts a low load on memory as the overall memory requirements of the paired-associate task were increased.     

Mediatory cue proximity and mental subnormality in the perception of rectilinear dot progressions

This study investigated the relationship between illusory displacement of sequentially presented light stimuli and their proximity to mediatory cues. Twenty-four retardates, 24 equal CA normals, and 24 equal MA normals were tested to determine the relative stabilizing effects of four different frame conditions on these groups. Illusory displacement decreased from least to most proximate cue condition, was least for the MA group, and was most for retardates It was concluded that interstimulus mediation referents, rather than restricted eye movement, facilitated veridical perception of successive light positions. nt]mis|The author extends sincere appreciation to Dr. Ralph Osborne, superintendent of the Hamilton Township school system, Mr. George Murphy, principal of Hamilton High School West, and Mrs. Isabel Robinson, principal of Kuser School, for their generous cooperation in providing students and testing space for this experiment.     

ASSOCIATION STRUCTURES OF MENTAL RETARDATES

Free word associations of low level retardates (I.Q., 48) and higher level (I.Q., 67) retardates were examined for evidence of normal adult word association structures (idiodynamic associative sets). Such structures were found in both groups. The low level group, however, evidenced a factor structure different from that typical of normal adults. From a semantic point of view, associations of the low level group were more “concrete” than those of the higher level group. From a syntactic point of view, the lower level group lagged well behind the higher level group on the so-called “syntactic-paradigmatic” shift.     

Intelligence and age as predictors of motor performance

The Yule-Oseretsky test of motor performance was administered to 10 ‘undifferentiated’ mentally-retarded adults, 10 normal children and 10 normal adults. In accordance with Denny's (1964) 3-group design, the children were matched on mental age with the retardates, the normal adults were matched on chronological age with the retardates, and the children and normal adults were matched on intelligence quotient. The results showed that mental age predicted performance on both fine and gross motor tasks, with the children and retarded adults both obtaining similar relatively-low scores.     

Multiple roles for time in short-term memory: evidence from serial recall of order and timing

Three experiments are reported that examine the relationship between short-term memory for time and order information, and the more specific claim that order memory is driven by a timing signal. Participants were presented with digits spaced irregularly in time and postcued (Experiments 1 and 2) or precued (Experiment 3) to recall the order or timing of the digits. The primary results of interest were as follows: (a) Instructing participants to group lists had similar effects on serial and timing recall in inducing a pause in recall between suggested groups; (b) the timing of recall was predicted by the timing of the input lists in both serial recall and timing recall; and (c) when the recall task was precued, there was a tendency for temporally isolated items to be more accurately recalled than temporally crowded items. The results place constraints on models of serial recall that assume a timing signal generates positional representations and suggest an additional role for information about individual durations in short-term memory.     

部分线索效应中的记忆监控

通过三个实验,利用学习时间分配作为指标,考察了学习者对部分线索效应记忆监控的状况。实验1考察被试在单次学习条件下的学习时间分配情况,结果发现被试在两种条件下所使用的学习时间没有明显差异。这说明在一次学习后被试还不能对部分线索的消极作用进行有效控制。实验2中,经过多次学习后,被试在部分线索条件下使用了更多的学习时间。实验3在自控步调学习前加入回溯性任务难度判断任务,结果发现经过一次学习,部分线索组和自由回忆组的判断值虽无显著差异,但部分线索组的自控步调学习时间显著长于自由回忆组,并且其回忆成绩也显著提高,说明回溯性任务难度判断过程本身是学习时间分配的制约因素。研究说明,为了加速主体对部分线索的消极影响的控制,引导主体对学习任务进行难度判断是一种有效的手段。     

Visual working memory in young children

Five experiments investigated immediate memory for drawings of familiar objects in children of different ages. The aims were to demonstrate younger children’s greater dependence on visual working memory and to explore the nature of this memory system. Experiment 1 showed that visual similarity of drawings impaired recall in young (5-year-old) children but not in older (10-year-old) children. Experiment 2 showed that younger and older children were affected in contrasting ways when the temporal order of recall was manipulated. Experiment 3 explored a recency effect found in backward recall and investigated its sensitivity to the presentation modality of materials used to produce retroactive interference (RI). For younger children, recency was reduced by visual but not by auditory-verbal RI; for older children, recency was more sensitive to auditoryverbal RI. Experiment 4 confirmed the effect of visual RI on visual recency in young children and showed that the same RI had little effect on their recall of spoken words. These results confirm younger children’s dependence on visual working memory. A final experiment showed that the effects of visual similarity and visual RI are additive, suggesting that they reflect different modes of accessing stored visuospatial information. Implications of these findings for developmental issues and for the nature of visual working memory are discussed.     

Enhancing individual and collaborative eyewitness memory with category clustering recall

Most crimes have multiple eyewitnesses. The police typically interview co-witnesses separately. In time-sensitive investigations, this could slow down evidence accumulation. Having co-witnesses collaboratively recall a crime could potentially expedite evidence accumulation. However, past research shows that collaborative group members often have conflicting retrieval strategies that disrupt each other, degrading overall recall. This cost could potentially be overcome by aligning group members’ retrieval strategies with category clustering recall (CCR), which is a retrieval strategy where information is recalled from a series of forensically relevant categories (e.g., recalling the protagonists’ appearance, then actions). This study examined the costs and benefits of collaborative eyewitness memory by having collaborative pairs of strangers, nominal pairs (i.e., two individuals whose recall is pooled) and lone individuals watch a crime and recall it using free recall or CCR. The collaborative pairs recalled the crime faster than the nominal pairs. They also recalled more correct information than individuals but less than nominal pairs, irrespective of the retrieval method. There is therefore a speed-recall completeness trade-off when collaborative groups recall crimes. Importantly, all participants recalled more correct information when using CCR. This provides initial evidence suggesting that CCR is superior to free recall. Further research examining CCR’s benefits is recommended.     

More on recognition and recall in amnesics

Hirst et al. (1986) reported that amnesic forced-choice recognition was relatively preserved when compared with amnesic recall. They equated normal recognition and amnesic recognition by extending exposure time for the amnesics and then comparing amnesic recall and normal recall. Amnesic recall was worse than normal recall, despite equated recognition. We conducted two experiments to extend that result. Experiment 1 established that the findings of Hirst et al. are not paradigm specific and hold when amnesic recognition and normal recognition are equated by increasing the retention interval for normals. In Experiment 2 we further established the generality of the result by examining yes-no recognition. Findings further specify the selective nature of the direct memory deficit in amnesics.     

Conservation of Weight with the Mentally Retarded

Institutionalized retardates (N = 54), Public School retardates (N = 65), and a group of normal subjects (N = 112) were compared at several mental age levels on three conservation of weight tasks. The functioning of normal subjects was higher at each mental age level. An analysis of covariance was performed on the number of correct responses on the three tasks, covarying mental age, and not including any normal subjects above 13 years 11 months in mental age (N = 82). Normal subjects conserved significantly more often than either retardate group in the covariance analysis also.     

Effect of masker level on infants’ detection of tones in noise

In adult listeners, the signal-to-noise ratio at masked threshold remains constant with increases in masker level over a wide range of stimulus conditions. This relationship was examined in 7-month-old infants by obtaining masked thresholds for .5- and 4-kHz tones presented in four levels of continuous masking noise. Adults were also tested for comparison. Masker spectrum levels ranged from 5 to 35 dB/Hz for .5-kHz tones, and from ?5 to 25 dB/Hz for 4-kHz stimuli. Thresholds were determined for stimuli of both 10 and 100 msec in duration. The results indicated that infants’ performance was more adultlike for 4-kHz stimuli. Although mean thresholds for both 10- and 100-msec, 4-kHz tones were approximately 7 dB higher in infants than in adults, E/N₀ at threshold remained essentially constant over the 30-dB range of maskers employed. By contrast, infants’ thresholds for .5-kHz tones were exceptionally high at lower levels of the masker. Threshold E/N0 decreased significantly as masker level increased from 5 to 35 dB/Hz, and this decrease was significantly greater for 10- than for 100-msec stimuli. Temporal summation of .5-kHz tones, measured as the difference between thresholds obtained at the two signal durations, was greater for infants than for adults at low levels of the masker. However, because infants’ thresholds improved more rapidly with level for 10- than for 100-msec tones, age differences in temporal summation were no longer significant when masker spectrum level was 35 dB/Hz. These results suggest that the relationship between signal-to-noise ratio at masked threshold and level of the masker is dependent on both signal frequency and duration during infancy.     

Training strategic study time apportionment in educable retarded children

Two groups of educable retarded children differing in functioning level served as subjects. One group, the High group, consisted of 31 children drawn from the upper two classes of a five-class stream. The Low group consisted of 39 children drawn from the lowest two classes. During pretesting, on each trial but the first of a multitrial free recall procedure, subjects were allowed to select half of the to-be-remembered items to see if they would strategically select missed items for extra study. Following pretesting, subjects were divided for training into three groups for which the experimenter selected items for study: in the Standard group, missed items; in the Creeping group, recalled items plus one missed item; and in the Random group, half missed and half recalled items. Children in the High group improved in the Standard condition, and those in the Low group benefited from Creeping training. There was no evidence of maintenance of training in the Low group, but children in the High group given training in the standard strategy selected missed items for recall on the posttests. The results are discussed in terms of the stability of trained strategies in retardates, and the question of what constitutes an optimal strategy is considered.     

Depressed and nondepressed content self-reference in mild depressives

The present research investigated the extent to which mild depressives and normals differed in their self-referent processing of personal information. In Experiment 1, these subjects made two types of ratings on depressed (e.g., bleak, dismal) and nondepressed (e.g., loyal, organized) content personal adjectives. Half of the adjectives in each content category were rated for a semantic attribute (Does this word have a specific meaning or relate to a specific situation?), whereas half were rated for degree of self-reference (Does this word describe you?). These ratings were followed immediately by an incidental recall task, in which subjects recalled as many of the adjectives as possible. Consistent with predictions generated from a content-specific self-schema model, normals displayed superior recall for self-referenced nondepressed content adjectives, when compared to recall for self-referenced depressed content adjectives and recall for semantic ratings (both depressed and nondepressed content). In contrast, mild depressives exhibited enhanced self-referent recall for both types of content, when compared to their recall for semantic adjectives. This finding suggested that mild depressives utilize a self-schema which incorporates both depressed and nondepressed content. Experiment 2 explored this suggestion further by substituting an other-referent rating task (Does this word describe Pierre Trudeau?) for the semantic judgment used in Experiment 1. Again, consistent with a content-specific self-schema model, normals displayed superior recall only for self-referenced nondepressed adjectives. Mild depressives, however, showed enhanced self-referent recall, relative to other-referent recall, only for depressed content adjectives. For nondepressed content, mild depressives did not distinguish between the self- and other-referent conditions. This finding hinted that the nondepressed component of the mild depressives self-schema may operate at a somewhat reduced effectiveness, but only when required to differentiate between self and others.     

Cross‐cultural study on adult age‐group differences in the recall of the literal and interpretive meanings of narrative text1

Abstract: This study examined cultural and age differences in the recall of the literal and interpretive meanings of narrative text. Twenty Japanese younger adults (age: M = 21.05, SD = 1.02), 20 Japanese older adults (age: M = 66.95, SD = 1.71), 20 American younger adults (age M = 21.7, SD = 1.76), and 16 American older adults (age M = 69.56, SD = 3.43) participated in this study. One story rich in both literal and interpretive content was used as a stimulus text for two recall tasks, to retell and interpret the story. The response task order was counterbalanced across the participants for each group. When asked to retell a story as close to the original as possible, the younger adults in both of the two cultural groups recalled more of the literal propositions than did the older adults. Both older and younger adults in the two cultural groups recalled more of the main ideas relative to the details; however, when asked to interpret the same story, more older than younger adults represented deep and synthetic representations of the story's interpretive meanings in the Japanese group. The interpretive responses by both the older and younger adults were almost to the same extent on depth; however, the younger adults’ responses were slightly higher on synthesis in the American group. These interpretive patterns stem from cultural background.     

Memory for flip-flopping: Detection and recollection of political contradictions

During political campaigns, candidates often change their positions on controversial issues. Does changing positions create confusion and impair memory for a politician’s current position? In 3 experiments, two political candidates held positions on controversial issues in two debates. Across the debates, their positions were repeated, changed, or held only in the second debate (control). Relative to the control condition, recall of the most recent position on issues was enhanced when change was detected and recollected, whereas recall was impaired when change was not recollected. Furthermore, examining the errors revealed that subjects were more likely to intrude a Debate 1 response than to recall a blend of the two positions, and that recollecting change decreased Debate 1 intrusions. We argue that detecting change produces a recursive representation that embeds the original position in memory along with the more recent position. Recollecting change then enhances memory for the politician’s positions and their order of occurrence by accessing the recursive trace.     

Knowledge and behavior relationships in the memory ability of retarded and nonretarded students

Twenty mildly mentally retarded adolescents were matched with two groups of nonretarded students, one of the same chronological age (CA 16) and the other of the same mental age (MA 9), to examine the influence of age and metamemory on recall. This was achieved using an adapted metamemory instrument which included relevant recall tasks. Recall scores showed that when tasks exhibited some organizational features, the retarded group was as accurate as their CA counterparts; when tasks were less organized, they responded much like their MA counterparts. Regression analyses indicated that, depending on task characteristics, chronological age emerged as a significant predictor of recall in certain situations, and in others, mental age accounted for more variance. Metamemory responses in one task accounted for more variance than either CA or MA.