Free recall in boys of normal and poor reading levels as a function of task manipulations

Free recall of reading disabled boys, ages 9 to 11 years, was compared with that of boys showing no reading difficulty. During a baseline trial, poor readers recalled less items and tended to show less recall organization than normals. Recall and category clustering in a second trial were highest following a manipulation designed to produce semantic encoding of items and lowest when children were required to focus on items' physical features. In a condition requiring free sort prior to recall, reading disabled boys failed to organize or study as effectively as normals. Rather than lacking the ability to use semantic relations as a strategy for grouping items, the reading disabled had difficulty in spontaneously generating effective study techniques.     

Short-term serial recall in ADDH,normal, and reading-disabled boys

Short-term retention of verbal items of span and subspan length was examined in hyperactive (ADDH), normal and non-ADDH reading-disabled boys. Performance of ADDH and normal boys did not differ on three measures of verbal serial recall. Thus, it appears that the cognitive deficits of ADDH children cannot be attributed to deficient retention of stimuli. In contrast, reading-disabled (RD) boys performed significantly more poorly than both normal and ADDH boys when required to recall verbal items following filled delay intervals in which the children were required to perform a competing verbal activity. The results suggest that verbal encoding of RD children is particularly vulnerable to interference from other verbal stimuli. ADDH and RD children may represent subsamples of children demonstrating academic difficulties, with each group showing a characteristic pattern of cognitive deficits.This article is based on a doctoral dissertation submitted to the Faculty of Graduate Studies and Research of McGill University. Special thanks are due to Rhonda Amsel for her help and advice.     

Effects of bilingualism, aging, and semantic relatedness on memory under divided attention.

We examined how encoding and retrieval processes were affected by manipulations of attention, and whether the degree of semantic relatedness between words in the memory and distracting task modulated these effects. We also considered age and bilingual status as mediating factors. Monolingual and bilingual younger and older adults studied a list of words from a single semantic category presented auditorily, and later free recalled them aloud. During either study or retrieval, participants concurrently performed a distracting task requiring size decisions to words from either the same or a different semantic category as the words in the memory task. The greatest disruptions of memory from divided attention (DA) were for encoding rather than retrieval. The effect of semantic relatedness was significant only for DA at encoding. Older age and bilingualism were associated with lower recall scores in all conditions, but these factors did not influence the magnitude of memory interference. The results suggest that encoding is more sensitive to semantic similarity in a distracting task than is retrieval. The role of attention at encoding and retrieval is discussed.     

Semantic organization of study materials has opposite effects on recognition and recall

It has been well established for several decades that semantic organization of study materials greatly enhances recall by facilitating access to information during retrieval. However, the effect of organization on recognition, and its relationship to the effect on recall, is in doubt. We report the first direct comparison of the effects of categorically organizing study lists on recognition, cued recall, and free recall. We found that whereas organization improved recall, it impaired recognition. Organization had a larger effect on free recall than on cued recall. Within the categorized lists, recall was superior for items highly associated with the category; the opposite was true of recognition. In recall, organization improved the proportion of categories recalled, but it lowered the proportion of items per category recalled. A simple framework for interpreting the dissociation is offered. Possible mechanisms underlying the detrimental effect of organization on memory and prospects for future research are briefly discussed.     

The use of source memory to identify one's own episodic confusion errors

In 4 category cued recall experiments, participants falsely recalled nonlist common members, a semantic confusion error. Errors were more likely if critical nonlist words were presented on an incidental task, causing source memory failures called episodic confusion errors. Participants could better identify the source of falsely recalled words if they had deeply processed the words on the incidental task. For deep but not shallow processing, participants could reliably include or exclude incidentally shown category members in recall. The illusion that critical items actually appeared on categorized lists was diminished but not eradicated when participants identified episodic confusion errors post hoc among their own recalled responses; participants often believed that critical items had been on both the incidental task and the study list. Improved source monitoring can potentially mitigate episodic (but not semantic) confusion errors.     

Study strategies and story recall in attention deficit disorder and reading disability

The role of metacognition and executive processes in mediating use of study skills was examined in groups of attention deficit disorder with hyperactivity (ADD-H), normal, and non- ADD- H reading-disabled (RD) boys, matched on age and verbal IQ. On a story recall task, ADD- H boys did not differ from normals in their immediate gist recall of a story or in their recall following a study period. RD boys demonstrated inferior recall in both conditions. Study skills of the ADD- H boys were poorer than those of normal boys on all measures. They spent less time studying, expended less effort, and employed more superficial strategies. However, their poor strategies did not appear to reflect a lack of metacognitive awareness. Results are discussed in terms of the impact of motivational variables in modulating strategy use in ADD- H boys and the impact of verbal processing problems in reading disabilities. Implications for treatment and the relationship between ADD- H and RD are discussed.This research was supported by grant MA 6913 from the Medical Research Council of Canada.     

Information processing in reading-disabled and nondisabled children

Reading disabled and nondisabled children (13-14 years of age) were presented lists of 10 words each at different rates (one word per 1, 2, and 4 sec), and immediately after the last word of each list they recalled the words in any order. Recall of the first few words presented from each list (the primacy effect) was lower in reading-disabled than nondisabled children, and slower presentation rates increased the primacy effect in both groups. These findings suggest that reading-disabled children are not completely failing to use elaborative encoding but are using less effective elaborative encoding than nondisabled readers. With all presentation rates, recall of the last few words (the recency effect) was comparable in both groups, suggesting that older reading-disabled children encode and recognize the stimuli and that elaborative encoding is deficient in reading-disabled in spite of adequate stimulus encoding and recognition.     

Perceptual processing in dichotic listening.

Subjects heard two lists of 4 items each presented simultaneously to the two ears at a rate of four pairs of items per sec. A recall cue presented immediately after the test list signalled report of 4 of the 8 items. In recall by spatial location, the cue indicated whether the items on the right ear on left ear should be recalled. In recall by category name, the cue indicated the superset category (e.g., letters or words) of the items to be recalled. Recall by spatial location was not significantly different than recall by category name. This results argues against the idea of a preperceptual auditory storage that holds information along spatial channels for 1 or 2 sec. The final experiment showed that recall by spatial location is significantly better than recall by category name when the report cue is given before, not after, the list presentation. These results show that spatial location can be used to enhance semantic processing and/or memory of 1 of 2 simultaneous items, but only if the relevant location is known at the time of the item presentation.     

Depth of processing and recall of threat material in fearful and nonfearful individuals

Abstract

Although many studies have examined the nature of memory distortions in anxious individuals, few have considered biases in specific memory processes, such as encoding or retrieval. To investigate whether the presentation of threat material facilitates encoding biases, spider fearful (n=63), blood fearful (n=73), and nonfearful (n=75) participants encoded spider related, blood related, and neutral words as a function of three levels of processing (i.e., structural, semantic, and self referent). Participants subsequently completed either a free recall or a recognition task. All participants demonstrated a partial depth of processing effect, such that they recalled more words encoded in the self referent condition than in the other two conditions, but groups did not differ in their recall of stimuli as a function of word type. Relative to participants in the other groups, spider fearful participants had fewer spider related intrusions in the recall condition, and they made fewer errors in responding to structural and semantic encoding questions when spider related words were presented. These results contribute to an increasingly large body of literature suggesting that anxious individuals are not characterized by a memory bias toward threat, and they raise the possibility that individuals with spider fears process threat-relevant information differently than individuals with blood fears.     

A developmental study of learning disabilities and memory

Seven-, ten-, and thirteen-year-old learning-disabled (LD) and non-learning-disabled (NORM) children were presented specially structured lists of 38 words each and tested for free recall. Each list contained only four semantically related words. Two of the four related words were presented contiguously (serial positions 9 and 10) and the other two words were spaced (serial positions 20 and 30). All children recalled disproportionately more adjacent words (item 9 or 10) than any other words. Spaced words (items 20 and 30) were less likely to be recalled by the younger children than by the older children and by the LDs than by the NORMS. These findings provided support for the distinction between automatic and purposive semantic processing. NORMs' recall was governed by purposive semantic processing to a greater extent than was LDs' recall. However, no group or age differences were observed in automatic semantic processing.     

Automatic and effortful processing in Attention Deficit/Hyperactivity Disorder

Twenty-five boys with Attention Deficit/Hyperactivity Disorder and 23 age-matched controls were compared on verbal memory tasks differentiating automatic versus effortful information processing. Automatic processing tasks included the recognition of new or old words in a list and the recognition of frequency of occurrence of words in a list. Effortful tasks included free recall of lists of both related and unrelated words. Hyperactive boys did not differ from controls in automatic processing capabilities but demonstrated significantly poorer effortful processing. Intercorrelations of the variables revealed high correlations between scores on effortful measures and also raise questions about the purity of automaticity in some tasks employed. Stepwise discriminant analysis demonstrated that free recall of related words (an effortful task) best discriminated between groups. Effort-related processing in hyperactive and normal children is discussed in relation to variables of motivation, affect, arousal, and other higher-order cognitive processes.     

Semantic processing and organization in free recall

It was hypothesized that both semantic processing and organizational activity are necessary for optimal free recall performance. In a series of three experiments, subjects were presented with a list of randomly selected nouns and were asked to make up a meaningful sentence for each noun. The subjects also rated the difficulty of using each noun. The subjects were instructed to try to remember words that were labeled "remember" words. For words that were labeled "story" words, the subjects were instructed only to make each sentence, using the word, part of an ongoing story which each subject was to make up. A test of retention for all presented words, using retention intervals of both 1 min and 24 h, showed that the story words were always recalled better than were the remember words. However, the amount of sequential organization was the same for both the story and the remember words. Recognition performance was found to be the same for both types of words. In addition, the story words were rated as being more difficult than the remember words. It was concluded that extensive semantic processing without organization is not sufficient for optimal recall.     

Verbal Learning in Boys With P-Type Dyslexia,L-Type Dyslexia,and Boys Without Learning Disabilities: Differences in Learning Curves and in Serial Position Curves

Twenty-five boys with P-dyslexia, 23 with L-dyslexia, and 26 boys without reading disabilities were administered the Digit Span (Forward and Backward) and the Dutch version of the Rey Auditory-Verbal Learning Test. Compared to normal boys, dyslexic boys exhibited reduced scores on Digits Backward and recalled fewer words during the five learning trials. Nonlinear modeling of the data for the five learning trials revealed that dyslexic boys showed smaller learning parameters than did normal boys and that L-dyslexic boys exhibited more loss of information during learning than did P-dyslexic boys. In dyslexic boys, the word-list primacy effect was strongly reduced. In normal boys, but not in dyslexic boys, Digits Backward correlated moderately with the primacy measure. The results suggest that reduced word-list learning in dyslexics is a consequence of a temporal ordering deficit rather than a rehearsal deficit.     

Inadequacy of recall as a basis for frequency knowledge.

Subjects studied a word list comprising varying numbers of words from distinct semantic categories. The category names (trees, colors, etc.) were then re-presented, and for each name subjects either recalled as many exemplars as they could or estimated how many had been included in the list (Experiments 1 and 2). Recall was not sufficiently informative about actual category sizes to account for performance in the frequency estimation task. Moreover, it remained insufficiently informative when efforts were made to induce a recall-estimate strategy by requiring overt recall prior to estimation (Experiments 3-5), by using very small categories (Experiment 4), and by not showing the category name at study (Experiment 5), even though it did allow a partial account of estimation when the category exemplars were individually cued (Experiment 6). It is concluded that the role of recall in frequency estimation is much exaggerated.     

Cue utilization following different forms of encoding in mildly, moderately, and severely demented patients with Alzheimer's disease

The ability of patients with Alzheimer's disease (AD) to utilize semantic category cues in order to improve memory performance was examined. Categorizable lists of words or objects were presented under five different encoding conditions: (a) nouns, (b) objects, (c) objects with a semantic orienting question, (d) objects with self-generated motoric acts, and (e) objects with experimenter-instructed motoric acts. Subjects were asked to memorize the items for a free recall test, and were subsequently provided with the category names in a cued recall test. Mildly, moderately, and severely demented AD patients, and a group of normal older adults participated in the study. Results showed that normal older adults and mildly demented AD subjects were able to utilize cues to improve memory performance in all conditions. Moderately demented patients utilized cues in all conditions except in the verbal condition (condition [a]), whereas severely demented patients utilized cues only in the motoric condition (condition [e]). These results suggest that the ability to utilize category cues following a motoric encoding is preserved later in AD than the ability to utilize cues after a semantic encoding.     

Semantic Contribution to Immediate Serial Recall Using an Unlimited Set of Items: Evidence for a Multi-level Capacity View of Short-term Memory

The purpose of this study was to assess the respective roles of lexical and semantic levels of representations in immediate serial recall, by testing participants with items that varied on both these dimensions. Contrary to most studies where a small fixed set of words are repeated over trials, the current items were tested once by sampling them from an unlimited set of items without replacement. Participants recalled three classes of words under articulatory suppression: nonwords, function words, and content words. Results indicated an advantage for function words over nonwords, confirming a specifically lexical contribution to immediate serial recall. Additionally, content words were more frequently recalled than function words, confirming a semantic contribution. These results imply that non-phonological factors influence immediate serial recall and are consistent with a multi-level capacity view of short-term memory.     

The effect of burn injury on adolescents autobiographical memory

Autobiographical memory recall was investigated in two female adolescent groups; one group who had experienced a burn injury and a matched control group. The Burn group was not currently depressed or anxious, but scored significantly higher on the intrusion subscale of the impact of event scale compared to controls. Two autobiographical memory tasks, the autobiographical memory cueing task and the Children's Autobiographical Memory Inventory (CAMI), were used. For the cueing task, the Burn group was significantly slower to recall specific memories. This group also recalled significantly fewer specific memories and significantly more extended overgeneral memories. For the CAMI, the burns group produced significantly lower semantic and episodic recall. The Burn group also produced significant correlations between sub-scales of the impact of event scale and selected measures on the autobiographical memory tasks. Higher intrusion scores were associated with less detailed episodic recall. Higher avoidance scores were associated with longer latencies to recall memories to negative cue words and fewer specific memories to all cue words. These results are discussed from the perspective that the Burn group experienced intrusive thoughts which interfered with normal autobiographical functioning.     

Age differences in free recall and subjective organization

Previous studies concerned with subjective organization occurring during free-recall learning have not provided consistent evidence for a hypothesis of organizational deficiency in the elderly. To assess the role of recall conditions in this discrepancy, the free-recall learning of younger and older adults was examined under conditions where the recalled words were either visible or not visible. Also, 5 measures of subjective organization, including measures used in earlier studies, were used to assess the role of measurement factors in producing the inconsistent findings. Younger adults, regardless of recall condition, recalled more words and showed more subjective organization than did the older adults with each of the measures. List length, rather than type of recall trial or measure of subjective organization, seems to be responsible for the conflicting findings obtained by other investigators.