|Statement||by Tim Sturgeon.|
|The Physical Object|
|Pagination||41,  l. :|
|Number of Pages||41|
CONTEMPORARY EDUCATIONAL PSYCHOLOGY 7, () Interference Effects on the Recall of Pictures, Printed Words, and Spoken Words JOHN K. BURTON Virginia Polytechnic Institute and State University AND ROGER H. BRUNING University of Nebraska, Lincoln In an extension of the work of Pellegrino, Siegel, and Dhawan, nouns were pre- sented in triads as pictures, printed words, or spoken words Cited by: 9. Request PDF | Word/picture interference effects in free recall | In this study, we investigated how memory for pictures, concrete words, and abstract words is affected by a second learning task. In an everyday life of students, memory, recall and interference play an important role in studying and also in other aspects of daily life events. Fernandes and Grady (), mentioned that in today’s world a person is in a situation where there is an attempt to remember things other than what is . Purpose: To see if there is a correlation between interference and short-term memory recall and to examine interference as a factor affecting memory recalling of Arabic and abstract words through free, cued, and serial recall : Four groups of undergraduates in King Saud University, Saudi Arabia participated in this first group consisted of 9 undergraduates who were.
presentation declines in a nearly linear fashion with the time that it takes to repeat the to-be-recalled list aloud. Lists containing long words are harder to recall than lists of short words (the word-length effect), and memory span is roughly equal to what we can repeat aloud in 2sec (Bad-deley, Thomson, & Buchanan, ; Schweickert & Bor-. Proactive interference in sentence recall: Topic-similarityeffects and individual differences FRANK N. DEMPSTER University ofNevada, Las Vegas, Nevada The effect of topic similarity on proactive interference in sentence recall was investigated in two experiments usingthe Brown-Petersonparadigm. In Experiment 1, successive sentences about. This delayed free-recall task requires an examinee to recall as many of the words from the list of word pairs as he or she can remember. This task does not require the words to be correctly associated, just recalled. Performance on this task is not considered a measure of associative memory; rather, it is a word list recall . Even when presented with a seemingly random list of words to recall, people spontaneously cluster the words into categories. For example, when presented with a list like "milk, dog, cat, juice," they might cluster milk and juice together as beverages and cat and dog together as animals. This spontaneous ____ reflects the way memory is structured.
Free Recall. In free recall, the person recalls a list of items in any order. There are three types of effects seen in free recall. First, the primacy effect refers to recalling the items presented at the beginning of the list or the items presented more often on the list. Three experiments investigated the effect of word length on a serial recognition task when rehearsal was prevented by a high presentation rate with no delay between study and test lists. In the switch between categories, participants were given an unrelated matching game to complete, where they tried to remember the location of two matching pictures on a grid. This was to avoid strong interference effects between pseudoword lists. Cued recall test. Participants completed 27 trials to assess cued recall of the words they had learnt. Thirty college undergraduates participated in a study of the effects of acoustic and visual interference on the recall of word and picture triads in both short-term and long-term memory. The subjects were presented 24 triads of monosyllabic nouns representing all of the possible combinations of presentation types: pictures, printed words, and spoken words.