Perceptual interference at encoding enhances item-specific encoding and disrupts relational encoding: Evidence from multiple recall tests

Mulligan, Neil W.

doi:10.3758/bf03201244

Cited by 29 publications

(61 citation statements)

References 46 publications

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“…Partial exposure interference is a more apt description of the effect. As well, adopting this terminology would ease confusion created by the use of the term perceptual interference to describe the fact that memory improves when study items are made difficult to perceive (Mulligan, 2000).…”

Section: Discussionmentioning

confidence: 99%

Conceptual and perceptual information both influence melody identification

Schulkind

2004

Memory & Cognition

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Three processes have been identified as central to object identification: top-down processing, bottom-up processing, and lateral competition. Six experiments using the perceptual interference paradigm were conducted to assess the relative contributions of these three processes to melody identification. Significant interference was observed only when the target and the distracting information were difficult to distinguish both perceptually and conceptually. Lateral competition-the activation of specific distractor melodies-did not influence the magnitude of interference observed. These results suggest that bottom-up and top-down processes contribute more to melody identification than does lateral competition. The data are discussed in terms of the broader literature on object identification and the relationship between identifying melodies, spoken words, and visual objects.

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Section: Discussionmentioning

confidence: 99%

Conceptual and perceptual information both influence melody identification

Schulkind

2004

Memory & Cognition

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“…In explicit memory, both the generation and perceptualinterference effects are sensitive to the type of stimulus materials, occurring with words but typically not with nonwords (Westerman & Greene, 1997). Finally, generation and perceptual interference produce similar patterns of item gains and losses across multiple recall tests (Mulligan 2000b(Mulligan , 2001.…”

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“…Klein et al (1989;see also Burns, 1993;McDaniel et al, 1998;Mulligan, 2001) demonstrated that conditions fostering item-specific encoding increase the probability of item gains, whereas conditions fostering relational encoding protect against item losses. In a within-subjects design, Mulligan (2000b) found that perceptual interference produced both more item gains and losses across multiple recall tests, indicatingenhanced item-specific encoding coupled with reduced relational encoding. Research using alternative measures (Mulligan, 1999) suggests that the same patterns of gains and losses should be obtained in a between-subjects design.…”

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confidence: 99%

“…This raises the possibility that a delayed mask, although not facilitating item encoding, would disrupt relational encoding. Mulligan (2000b) speculated that this may happen because the mask acts as an interitem distractor, disrupting the formation of interitem associations (e.g., Li & Lewandowsky, 1993). In terms of the multiple recall test paradigm, the prediction is that, relative to the intact condition, a delayed mask would produce an increase in item losses across tests (indexing disrupted relational encoding) without the concomitant increase in item gains.…”

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confidence: 99%

“…Third, when order information is an important determinant of free recall (e.g., short study list of unrelated words, brief retention interval), the perceptual-interference effect is eliminated or reversed (Mulligan, 1999). Fourth, Mulligan (2000b) examined the effects of perceptual interference on multiple recall tests, a paradigm used to examine hypermnesia (e.g., Payne, 1987). Prior research has indicated that enhanced item-specific encoding increases the number of item gains across tests, whereas enhanced relational encoding protects against item losses (Burns, 1993;Klein, Loftus, Kihlstrom, & Aseron, 1989;McDaniel, Moore, & Whiteman, 1998).…”

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The emergence of item-specific encoding effects in between-subjects designs: Perceptual interference and multiple recall tests

Mulligan

2002

Psychonomic Bulletin & Review

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The perceptual-interference effect occurs when interference with word perception (by backward masking) enhances later memory for the word. In terms of the item-specific-relational framework (Hunt & McDaniel, 1993), this effect is similar to other manipulations that enhance item-specificencoding (such as the generation effect).One similarityis that item-specificeffects typicallydo not arise in betweensubjects designs. However, the present experiment demonstrates that a between-subjects perceptualinterference effect emerges over multiple recall tests. Furthermore, perceptual interference produces both more intertest gains (indexing enhanced item-specific processing) and more intertest losses (indexing disrupted relational encoding) compared with the intact (control) condition. Finally, delaying the mask to a point at which it no longer interferes with perception (266 msec) eliminates both the perceptual-interference recall advantage and the increase in intertest gains. This condition still produces more intertest losses, however. Together, these results imply that a delayed mask disrupts relational encoding but produces no item-specific enhancement, dissociating the two effects of the perceptualinterference manipulation.

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The effect of image quality, repeated study, and assessment method on anatomy learning

Fenesi

Mackinnon

Cheng

et al. 2016

Anatomical Sciences Ed

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The use of two-dimensional (2D) images is consistently used to prepare anatomy students for handling real specimen. This study examined whether the quality of 2D images is a critical component in anatomy learning. The visual clarity and consistency of 2D anatomical images was systematically manipulated to produce low-quality and high-quality images of the human hand and human eye. On day 0, participants learned about each anatomical specimen from paper booklets using either low-quality or high-quality images, and then completed a comprehension test using either 2D images or three-dimensional (3D) cadaveric specimens. On day 1, participants relearned each booklet, and on day 2 participants completed a final comprehension test using either 2D images or 3D cadaveric specimens. The effect of image quality on learning varied according to anatomical content, with high-quality images having a greater effect on improving learning of hand anatomy than eye anatomy (high-quality vs. low-quality for hand anatomy P = 0.018; high-quality vs. low-quality for eye anatomy P = 0.247). Also, the benefit of high-quality images on hand anatomy learning was restricted to performance on short-answer (SA) questions immediately after learning (high-quality vs. low-quality on SA questions P = 0.018), but did not apply to performance on multiple-choice (MC) questions (high-quality vs. low-quality on MC questions P = 0.109) or after participants had an additional learning opportunity (24 hours later) with anatomy content (high vs. low on SA questions P = 0.643). This study underscores the limited impact of image quality on anatomy learning, and questions whether investment in enhancing image quality of learning aids significantly promotes knowledge development. Anat Sci Educ 10: 249-261. © 2016 American Association of Anatomists.

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Perceptual interference at encoding enhances item-specific encoding and disrupts relational encoding: Evidence from multiple recall tests

Cited by 29 publications

References 46 publications

Conceptual and perceptual information both influence melody identification

Conceptual and perceptual information both influence melody identification

The emergence of item-specific encoding effects in between-subjects designs: Perceptual interference and multiple recall tests

The effect of image quality, repeated study, and assessment method on anatomy learning

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