Relationships between personality variables and bizarreness effects in free recall

Relationships between 6 personality variables and each of 3 different measures of recall for bizarre and common sentences were examined. The personality variables investigated included measures of sensation seeking, novelty experiencing, desire for novelty, arousal-seeking tendency, social potency, and conservatism. Recall was measured in terms of sentences accessed, target words recovered per accessed sentence, and misplaced target words. The results indicated the typical pattern of bizarreness effects on recall and significant relationships between personality variables and these effects. Arousal seeking and conservatism were positively related to a bizarreness advantage in sentences accessed. Additionally, high social potency was related to the recovery of more details from common than bizarre sentences, and high desire for novelty was related to a greater bizarre misplacement effect. The results are discussed in terms of orienting and defensive responses to bizarreness.     

Reverse versus forward recall of script-based texts

Previous research has shown that witnesses who are instructed to recall a crime scenario in reverse order as well as in forward order retrieve more total information than witnesses who recall in forward order twice. The present experiment evaluated the hypothesis that forward recall consists of schema-based retrieval whereas reverse-order recall consists of more datadriven, non-schematic retrieval. It was predicted that more actions consistent with a scenario's schema would be recalled in forward order than in reverse order, more actions incidental to the schema would be recalled in reverse order than forward order, and more schema-based intrusions would be generated in forward order. The results confirmed these predictions. Implications for witness interviewing are discussed.     

Humour mediates the facilitative effect of bizarreness in delayed recall

The first empirical study focused exclusively on the influence of bizarre elaboration on memory ( Delin, 1968 ) indicated a significant relationship between bizarreness and recall after a 15‐week delay. However, that study was strongly criticized on methodological grounds. The present study offers a conceptual replication of Delin's historically significant study which sought to verify his influential, yet criticized, results and to test the possibility that a humour response mediates the relationship between bizarre elaboration and recall using multiple regression procedures. In keeping with Delin's findings, the results of the present study suggest that bizarre elaboration facilitates both free and cued recall after a substantial delay. The results also suggest that the facilitative effects of bizarreness are mediated by humour. The findings are discussed in the context of a comprehensive theory of bizarreness effects.     

Encoding processes and the recall of text

Two experiments investigated the proposition that the amount of cognitive effort expended to encode information will be directly related to recall of that information. While previous research has shown that amount of processing may affect recall, these studies have generally drawn on the notion of an elaborated memory representation to explain their results. In this study, the amount of processing required to correctly interpret anaphoric relations was varied while the elaboration of the memory trace was held constant. These experiments employed a self-paced reading paradigm in which subjects read a series of short paragraphs and later were cued to recall the final sentence of each paragraph. It was found that recall was significantly improved when more processing was required to correctly interpret the anaphoric relationship expressed in the final sentence. These findings suggest that encoding processes can affect recall performance without elaboration of the memory representation.     

Intraindividual change in text recall of the elderly.

Patterns of change and variability in text recall performance were assessed in seven elderly women by testing them weekly for up to 2 years. Results showed markedly different patterns of intraindividual change in gist recall performance for different participants. The two women whose performance declined were characterized by deteriorating physical health. Texts having female protagonists yielded superior recall performance. There was significant intraindividual variability after adjustment for text effects, which may indicate that weekly fluctuations in psychological states of the participants influenced their memory performance.     

Improving text recall with multiple summaries

Background. QuikScan (QS) is an innovative design that aims to improve accessibility, comprehensibility, and subsequent recall of expository text by means of frequent within‐document summaries that are formatted as numbered list items. The numbers in the QS summaries correspond to numbers placed in the body of the document where the summarized ideas are discussed in full. Aim. To examine the influence of QS summaries on participants’ perceptions of text quality (i.e., comprehensibility, structure, and interest) and recall, an experimental – control group design compared the effects of a QS text with a structured abstract (SA) text. Sample. Forty psychology students participated voluntarily or received course credits. Method. Students first read a control (SA) or experimental (QS) text on flashbulb memory (FBM). Next, their perceptions of text quality were measured through a questionnaire. Recall was assessed with an open answer test with items for facts, comprehension and higher order information. Results. Perceptions of text quality did not vary across conditions. But QS did lead to significantly and substantially (d= 1.57) higher overall recall scores. Participants with the QS text performed significantly better on all item types than participants with the SA text. Conclusion. Studying a QS text led to a substantial improvement in recall compared to an SA text. Further research is needed to examine how readers study QS texts and whether a text model hypothesis or a repetition effect hypothesis accounts for the effectiveness. The first hypothesis posits that the QS summaries support the reader in constructing a text schema. The second attributes the effects of these summaries to their repetition of text topics.     

The impact of processing time on the bizarreness and orthographic distinctiveness effects

The bizarreness effect and the orthographic distinctiveness effect (OD effect) are typical cases of secondary-distinctiveness-based effects. This study tested the simple attentional account or processing time hypothesis as a possible explanation of the bizarreness effect and the OD effect. In the bizarreness effect literature, this hypothesis gained support by some studies but was also discredited by other research. In light of these conflicting results, Experiment 1 was devised to test the processing time hypothesis in the bizarreness effect by using black-and-white concrete images and manipulating the time allotted for processing the stimuli (500 ms, 1000 ms, 3000 ms). Concerning the OD effect, no research has directly investigated the impact of processing time by examining the effect under varying amounts of study time. Experiment 2 was thus devised to investigate this same hypothesis in the OD effect and time allotted for processing the stimuli was manipulated (250 ms, 500 ms, 1000 ms, 3000 ms). Results did not support the processing time hypothesis since the magnitude of the bizarreness effect and of the OD effect was not modulated by the amount of time allotted for processing the stimuli. We refer to alternative explanations to account for these two secondary-distinctiveness-based effects.     

Text recall and text recognition with and without a title

Abstract: Recall and recognition memory for a text were investigated in two conditions: in one, subjects could understand the text well because they were presented with the title of the text prior to reading it; in the other, they could not understand the text so well because they were not presented with the title. Results showed that recall was better and sentence recognition more accurate when subjects had understood the text. A 1-h delay of the memory test after reading decreased recall performance, but not recognition performance. Different memory representations may have been operating when subjects had understood the text from when they had not.     

Effects of an intervention in active strategies for text comprehension and recall

The aim of this study was to investigate the effects of an intervention program to promote active text-processing strategies (main-idea identification and summarization) at two developmental levels (12- and 16-year-olds). The independent variables were training condition (experimental and control) and school level (7th and 10th grades). Several measures were taken as dependent variables: reading span, reading time, construction of macrostructure, and structural recall. The hypothesis claimed that training would increase comprehension and recall significantly. Furthermore, as a result of the training program, a reduction in developmental differences in the experimental groups at posttest was also expected. Results supported the predictions, showing a significant improvement in the experimental groups' reading comprehension and recall. These results are discussed in terms of the importance of active and self-controlled strategies for text comprehension and recall.     

Prediction accuracy of text recall: Ease, effort and familiarity

Prediction accuracy of text recall was studied in two experiments. Text characteristics (i.e., consistency and distinctiveness) were manipulated in Experiment 1, and familiarity with the reading-task in Experiment 2. The results were also analyzed and discussed in terms of easy processing (Experiment 1), and in terms of increased and more active processing (Experiment 2). Text characteristics did not affect prediction accuracy. However, being familiar with the reading-task led to good and long-lasting prediction accuracy. Thus, subjects reading a school-book text, instructed to learn the contents of it demonstrated reliable memory awareness, both for immediate recall and for delay of one week. It was also suggested that increased processing demands and active reading enhances prediction accuracy.     

Autobiographical and text recall in the elderly: An investigation of a processing resource deficit

This study examined different explanations of age-related impairments in recall of details from text and autobiographical events. An interpretation of Central Executive Capacity Deficit was supported and explored further. This suggests that details are more demanding of capacity than main points, and that ability to appropriately integrate details with context is likely to be impaired. An implication was that irrelevant and false information may occur, and this was supported in both autobiographical and text recall. The effects were then examined in relation to various measures of ability. The aim was to determine whether declining capacity (as indicated by “Fluid Intelligence” measures) predicted ability to recall in a detailed manner. The difficulty with details was predicted independently by chronological age and by measures of fluid (e.g. AH4 intelligence test) and the more crystallized verbal ability (Mill Hill vocabulary test). Only a measure of the specificity of autobiographical recall was predicted solely by measures of fluid intelligence. Decreased specificity was not a result of faster decay of memory for details, as there was little difference across the lifespan. The resource deficit appears to affect retrieval and appropriate implementation of detail. It was concluded that lower-ability elderly subjects have decreased Central Executive resources, which leads to poor (often inappropriate) integration of details with central thematic points, but that subjects' verbal ability, which does not decline with age, still has an important part to play.     

Text recall in adulthood: The roles of text imagery and orienting tasks

Summary Three experiments were conducted to investigate dual-code theory and the levels-of-processing approach in discourse processing. Three concrete and three abstract tests were constructed to be equivalent in the degree to which they were perceived as concrete vs. abstract. All experiments presented concrete and abstract texts under three orienting tasks. Results of the first experiment showed main effects for both text concreteness and orienting tasks and an interaction that can be described by the lack of a difference between the recall rates for the concrete and the abstract texts under the intentional-learning condition. In the second experiment, longer texts were used and a second trial was introduced. The interaction was not replicated. There were main effects for concreteness, orienting tasks, and trials. The third experiment replicated Experiment 2 with subjects in their late 40s and over 70. Main effects were obtained as before. Age interacted with both orienting task and concreteness, indicating that older adults gain less than middle-aged adults from intentional-learning instructions and benefit less from highly concrete texts. The discussion focuses on the relation of Materials and Subjects as factors to dual-code theory and levels of processing approach.     

Diagrams increase the recall of nondepicted text when understanding is also increased

Multimedia presentations typically produce better memory and understanding than do single-medium presentations. Little research, however, has considered the effect of multimedia on memory for nonmultimedia information within a large multimedia presentation (e.g., nondepicted text in a large text with diagrams). To this end, the present two experiments compared memory for target text information that was either depicted in diagrams or not. Participants (n 5 180) studied either a text-only version of a text about lightning or a textwith-diagrams version in which half the target information was depicted in diagrams. Memory was tested with both free recall and cued recall questions. Overall, diagrams did not affect memory for the entire text; diagrams increased memory only for the information they depicted. Diagrams exerted a generalized effect on free recall only when diagrams increased the overall understanding of the text (i.e., when the participants studied the materials twice before the test).     

The effects of interaction with the device described by procedural text on recall,true/false,and task performance

In two experiments, subjects interacted to different extents with relevant devices while reading two complex multistep procedural texts and were then tested with task performance time, true/false, and recall measures. While reading, subjects performed the task (read and do), saw the experimenter perform the task (read and see experimenter do), imagined doing the task (read and imagine), looked at the device while reading (read and see), or only read (read only). Van Dijk and Kintsch’s (1983) text representation theory led to the prediction that exposure to the task device (in the read-and-do, read-and-see, and read-and-see-experimenter-do conditions) would lead to the development of a stronger situation model and therefore faster task performance, whereas the read-only and read-andsee conditions would lead to a better textbase, and therefore better performance on the true/false and recall tasks. Paivio’s (1991) dual coding theory led to the opposite prediction for recall. The results supported the text representation theory with task performance and recall. The read-and-see condition produced consistently good performance on the true/false measure. Amount of text study time contributed to recall performance. These findings support the notion that information available while reading leads to differential development of representations in memory, which, in turn, causes differences in performance on various measures.     

Inhibiting effects of recall

Evidence is reviewed indicating that output interference—the deleterious effects of recall of some information on information recalled later—occurs both in primary and secondary memory. It appears that output interference provides at least a partial account for the disparity between information available in memory and its accessibility at recall. It is argued that consideration of output interference may provide a helpful perspective in resolving problems in the study of episodic and semantic memory, including the negative effects of part-list cueing and the tip-of-the-tongue phenomenon.     

Memorability functions as an indicator of qualitative age differences in text recall

An analysis in which the probability of text unit recall for older adults [p(Re/O)] is plotted as a function of this probability for the young [p(Re/Y)] is considered as one way to assess whether there are qualitative differences in text recall for young and old. The application of this relative memorability analysis to previously reported data dealing with the immediate recall of spoken sentences (Stine, Wingfield, & Poon, 1986) revealed that although older adults show qualitative recall similar to younger adults when informational density is low, they show less discrimination among text elements when informational density is increased.     

Music training and rate of presentation as mediators of text and song recall

The present research addresses whether music training acts as a mediator of the recall of spoken and sung lyrics and whether presentation rate is the essential variable, rather than the inclusion of melody. In Experiment 1, 78 undergraduates, half with music training and half without, heard spoken or sung lyrics. Recall for sung lyrics was superior to that for spoken lyrics for both groups. In Experiments 2 and 3, presentation rate was manipulated so that the durations of the spoken and the sung materials were equal. With presentation rate equated, there was no advantage for sung over spoken lyrics. In all the experiments, those participants with music training outperformed those without training in all the conditions. The results suggest that music training leads to enhanced memory for verbal material. Previous findings of melody's aiding text recall may be attributed to presentation rate.