Memory for explicit and implicit information in picture stories

Baggett, Patricia

doi:10.1016/s0022-5371(75)80031-4

Cited by 51 publications

(37 citation statements)

References 5 publications

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“…They were modified from a series of six picture stories revolving around a young boy and his adventures with his pets (Mayer, 1967(Mayer, , 1969(Mayer, , 1973(Mayer, , 1974Mayer & Mayer, 1971, 1975. One of the stories is illustrated in Figure 1.…”

Section: Methodsmentioning

confidence: 99%

Investigating differences in general comprehension skill.

Gernsbacher¹,

Varner²,

Faust³

1990

Journal of Experimental Psychology: Learning, Memory, and Cogni

437

481

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For adults, skill at comprehending written language correlates highly with skill at comprehending spoken language. Does this general comprehension skill extend beyond language-based modalities? And if it does, what cognitive processes and mechanisms differentiate individuals who are more versus less proficient in general comprehension skill? In our first experiment, we found that skill in comprehending written and auditory stories correlates highly with skill in comprehending nonverbal, picture stories. This finding supports the hypothesis that general comprehension skill extends beyond language. We also found support for the hypotheses that poorer access to recently comprehended information marks less proficient general comprehension skill (Experiment 2) because less skilled comprehenders develop too many mental substructures during comprehension (Experiment 3), perhaps because they inefficiently suppress irrelevant information (Experiment 4). Thus, the cognitive processes and mechanisms involved in capturing and representing the structure of comprehensible information provide one source of individual differences in general comprehension skill.Individuals differ in many ways, including comprehension skill. Laboratory research documents these differences. However, the lion's share of this research investigates comprehension of only one modality-namely, the printed word-and individuals who differ at only one stage of skill development-namely, beginning readers. Therefore, it is not too surprising that the processes suggested to underlie differences in comprehension skill are often specific to reading (see excellent reviews by Carr, 1981;Perfetti, 1985).

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Section: Methodsmentioning

confidence: 99%

Investigating differences in general comprehension skill.

Gernsbacher¹,

Varner²,

Faust³

1990

Journal of Experimental Psychology: Learning, Memory, and Cogni

437

481

View full text Add to dashboard Cite

show abstract

“…Specifically, recent research on memory for complex pictures has focused on three issues: what types of information are normally encoded, how this information is represented in memory, and to what degree picture memory can be affected by different orienting tasks. This research on the content analysis of our memory for complex pictures has engendered investigations for more narrative forms of pictorial communication, such as representation of picture stories (Baggett, 1975; This paper was strengthened and clarified by the thoughtful suggestions of James J. Jenkins, Ulric Neisser, and Alice F. Healy. Thanks are due to the studentsof GrinnellCollegewho participated in this study.…”

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confidence: 95%

The influence of camera angle on comprehension and retention of pictorial events

Kraft

1987

Memory & Cognition

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A subset offormal compositional principles was examined in the context of narrative pictorial events. Slide stories were constructed of six common events in which characters were depicted from three camera angles: low angle, eye-level, and high angle. After presentation, subjects evaluated the characters, recalled the stories, and engaged in a recognition task. Camera angle influenced subjects' evaluation and retention ofthe stories in accordance with aesthetic principles. Camera angle had significant, predictable effects on judgments of the physical and personal characteristics of the characters, on recall of these characteristics, and on recall of the gist of the stories themselves. Recognition memory for camera angle was significantly less accurate than recognition memory for the characters. Subjects used the available visual information to construct coherent story representations, and, although camera angle strongly influenced the construction of these representations, specific camera angle information became less accessible.When creating a pictorial event, the photographer selects a particular frame of reference for the viewer: the lighting, the camera angle, the perspective, the lines and forms, the framing, the balance, and the overall compositional arrangement (e.g.,

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“…If they later read or hear a sentence with a coherence break, that is a sentence that interrupts the logical chain of a story, such as "After a huge roar and a bright flash, the shuttle disappeared into space leaving clouds of smoke in its wake," most people infer that the shuttle was launched. As established decades ago, once comprehenders make inferences, they include these inferences when recalling stories (Glenn, 1978;Paris & Lindauer, 1976;Baggett, 1975), and they have a difficult time distinguishing inferred information from information explicitly stated (Johnson, Bransford, & Solomon, 1973). This suggests that normal comprehenders incorporate some inferences into their representation of the discourse.…”

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confidence: 99%

Right and Left Hemisphere Cooperation for Drawing Predictive and Coherence Inferences during Normal Story Comprehension

Beeman¹,

Bowden²,

2000

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In three experiments, healthy young participants listened to stories promoting inferences and named inference-related test words presented to the right visual field-Left Hemisphere (rvf-LH) or to the left visual field-Right Hemisphere (lvf-RH). Participants showed priming for predictive inferences only for target words presented to the lvf-RH; in contrast, they showed priming for coherence inferences only for target words presented to the rvf-LH. These results, plus the fact that patients with RH brain damage have difficulty drawing coherence inferences and do not show inference-related priming, suggest that information capable of supporting predictive inferences is more likely to be initially activated in the RH than the LH, but following coherence breaks these concepts (now coherence inferences) are completed in the LH. These results are consistent with the theory that the RH engages in relatively coarse semantic coding, which aids full comprehension of discourse.When people comprehend stories, they often make inferences -they assume that some events occurred in the stories, even though those events were not explicitly described. Consider what happens when people read or hear the premise that "The shuttle sat on the ground in the distance, waiting for the signal to be given." If they later read or hear a sentence with a coherence break, that is a sentence that interrupts the logical chain of a story, such as "After a huge roar and a bright flash, the shuttle disappeared into space leaving clouds of smoke in its wake," most people infer that the shuttle was launched. As established decades ago, once comprehenders make inferences, they include these inferences when recalling stories (Glenn, 1978;Paris & Lindauer, 1976;Baggett, 1975), and they have a difficult time distinguishing inferred information from information explicitly stated (Johnson, Bransford, & Solomon, 1973). This suggests that normal comprehenders incorporate some inferences into their representation of the discourse. HHS Public Access Author Manuscript Author ManuscriptAuthor Manuscript Author ManuscriptSome RH-damaged (RHD) patients have difficulty drawing inferences, suggesting that the right hemisphere (RH) may play an important role when comprehenders draw such inferences (Beeman, 1993;Brownell, Potter, Bihrle, & Gardner, 1986). The following experiments explore the idea that concepts necessary for supporting inferences are more likely to be initially activated in the RH than in the LH and that at the coherence break inferences are more likely to be selected-activated strongly enough to reach awareness, to be processed further, or to be output, in the sense proposed by Allport (1987) -in the LH for incorporation into the discourse representation (Beeman, 1993). PREDICTIVE AND COHERENCE INFERENCESIn principle, comprehenders could draw several types of inferences. Comprehenders could make inferences to embellish or elaborate on a story. They could draw inferences to predict upcoming consequences. For example, as soon as people hear tha...

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Memory for explicit and implicit information in picture stories

Cited by 51 publications

References 5 publications

Investigating differences in general comprehension skill.

Investigating differences in general comprehension skill.

The influence of camera angle on comprehension and retention of pictorial events

Right and Left Hemisphere Cooperation for Drawing Predictive and Coherence Inferences during Normal Story Comprehension

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