Implicit associative responses influence encoding in memory

Bryant, David

doi:10.3758/bf03197124

Cited by 8 publications

(4 citation statements)

References 27 publications

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“…This finding is consistent with recent studies reporting that variables that enhance memory also induce more false memory (McDermott & Roediger, 1998;Roediger & McDermott, 1995;Toglia, Neuschatz, & Goodwin, 1999). This pattern, the so-called "more is less" pattern (Toglia et al, 1999), reflects the activation of information available at encoding, and implies associative responses (Bryant, 1990;McDermott & Roediger, 1998;Roediger & McDermott, 1995;Underwood, 1965). From this perspective, the present results reflect the fact that the processing of related alternatives in the choice conditions induced more activation of nonpresented associates than did the processing of a single target item in the force conditions.…”

Section: Discussionsupporting

confidence: 92%

Effects of constrained choice on memory: The extension of the multiple‐cue hypothesis to the self‐choice effect

Watanabe

2001

Jpn Psychol Res

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The self-choice effect is the phenomenon whereby self-chosen items are remembered better than experimenter-assigned items. This study examined whether the effect occurs when the choice is constrained by cuing, and whether the effect also occurs for unchosen items. In the experiment, 33 participants chose (choice condition) or were assigned (force condition) a target from three alternatives that were followed by a cue sentence as a criterion for the choice. Cue sentences corresponded to any of the three alternatives (free cuing) or to only one (constrained cuing). Participants then engaged in free recall of targets and subsequent recognition of all alternatives (chosen and unchosen items). Memory performance was enhanced by choice regardless of the constraints, but was also enhanced for unchosen items. These results indicate that "free choice" is not always critical for the self-choice effect, and that multiple cuing involving unchosen items is a plausible account for the retention advantage of choice procedures.

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Section: Discussionsupporting

confidence: 92%

Effects of constrained choice on memory: The extension of the multiple‐cue hypothesis to the self‐choice effect

Watanabe

2001

Jpn Psychol Res

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“…In fact, in the studies in which predicted levels of recognition failure for weakly related pairs were reported, study-to-Ieam instructions were used, and the subjects were free to search for, or devise, some relation between the nominally unrelated iterns (cf. Bryant, 1990). In the current study, the subjects' study task was to make category membership judgments.…”

Section: Methodsmentioning

confidence: 99%

“…The problem for eaeh of the models deseribed arises from their simple eonception of encoding. Although there is growing evidenee that associative processes at encoding influenee later retrieval (see, e.g., Bryant, 1990;Nelson, McEvoy, & Schreiber, 1990), these models assume a relatively passive encoding process, relying on retrieval processes to explain recognition failure. The results of the present experiments demonstrate the eritieal role of encoding in determining the relation between reeall and reeognition.…”

Section: Constraints On Models Of Memorymentioning

confidence: 99%

Exceptions to recognition failure as a function of the encoded association between cue and target

Bryant

1991

Memory & Cognition

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The relation ofthe recognition failure ofrecallable words to overall recognition rates is largely invariant across conditions that influence both recall and recognition separately. In two experiments, the influence of the integration of the members of A-B word pairs on this relation was investigated. In Experiment 1, it was found that deviations of observed recognition failure from predictions ofthe Tulving-Wiseman function (Tulving & Wiseman, 1975) were produced by shallow, nonsemantic encoding. In Experiment 2, the association of category-to-instance pairs was varied. It was found that weak associates caused larger deviations of observed recognition failure from predicted reeognition failure than did strong associates. Such results suggest that a strongly eneoded assoeiation between eue and target elements of A-B pairs is a necessary condition for the adherenee of data to the Tulving-Wiseman funetion. The implieations of these findings for general models of memory are discussed.Recognition failure of recallable words, or, simply, recognition failure, is found in experiments in whieh subjects study A-B word pairs and eomplete sueeessive reeognition and eued reeall tests. Reeognition failure is the phenomenon that aproportion of words reealled on the cued reeall test are not reeognizable by the same subject, and it is typically measured by the eonditional probability of recognition given recall, P(RnIRc), where Rn stands for reeognition hits and Re for eued recall.' An important finding has been that the magnitude of reeognition failure is predietable on the basis of overall recognition rates by a mathematieal funetion, the Tulving-Wiseman function (Tulving & Wiseman, 1975), which has the following form: P(RnjRc) = P(Rn) +.5[P(Rn)-P(Rn)2]. (I) Recognition failure data adhere closely to this funetion aeross diverse experimental situations, as, for example,

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“…The second item asked participants to 'List five words you think of when you consider the word sustainability'. The 'list five words approach' is used to provoke implicit associative responses (Bryant, 1990) that may be represented as conceptualisations.…”

Section: Data Collectionmentioning

confidence: 99%

Exploring how Adults who Work with Young Children Conceptualise Sustainability and Describe their Practice Initiatives

Hill

Emery

Nailon

et al. 2014

Australasian Journal of Early Childhood

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THE DEVELOPMENT OF EARLY Childhood Education for Sustainability (ECEfS) practices with young children from birth to eight years is an emerging area in academic and professional literature. ECEfS practices reflect growing awareness of the imperative for twenty-first century societies to respond to the pressures of unsustainable patterns of living. This article contributes to the growing area of ECEfS research by exploring sustainability conceptualisations and practice initiatives as reported by early childhood teachers, educators, pre-service educators and parents in Tasmania. We do this by analysing data collected from participants who attended ECEfS professional learning workshops, entitled Living and learning about sustainability in the early years. Findings show that environmental (nature/natural) aspects of sustainability dominate these adults' practice initiatives and understandings. While many of the reported educational initiatives are to be celebrated, the authors contend that there is much work to be done to extend thinking and practice beyond the natural/environmental dimension in order to embrace holistic notions of sustainability incorporating social, economic and political dimensions.

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Implicit associative responses influence encoding in memory

Cited by 8 publications

References 27 publications

Effects of constrained choice on memory: The extension of the multiple‐cue hypothesis to the self‐choice effect

Effects of constrained choice on memory: The extension of the multiple‐cue hypothesis to the self‐choice effect

Exceptions to recognition failure as a function of the encoded association between cue and target

Exploring how Adults who Work with Young Children Conceptualise Sustainability and Describe their Practice Initiatives

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