The effects of verbalization on face recognition in young and older adults

Memon, Amina; Bartlett, James C.

doi:10.1002/acp.820

Cited by 60 publications

(43 citation statements)

References 41 publications

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“…Finally, it has been difficult for some investigators to reproduce the verbal overshadowing effect (cf. Memon and Bartlett, 2002) and in their recent review Schooler et al (1997, p. 327) concede that this effect is 'somewhat fragile'. It is therefore possible that variations in procedures may explain some of these differences between investigators.…”

Section: Verbal Overshadowing-pushing Beyond the Limits Of Verbal Desmentioning

confidence: 99%

Towards a procedure for eliciting verbal expression of non‐verbal experience without reactivity: interpreting the verbal overshadowing effect within the theoretical framework for protocol analysis

Ericsson

2002

Applied Cognitive Psychology

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The reactive effects of verbal overshadowing are discussed within Ericsson and Simon's (1980, 1984 theoretical framework, which guided the design of procedures that elicit valid and nonreactive verbal reports. These procedures encourage participants to give free verbal expression to their thoughts. In contrast, the procedures in the verbal overshadowing paradigm require participants to produce prescribed types of verbalizations. Participants are explicitly told how to verbally describe the face, namely 'to describe each facial feature in as much detail as possible' and to continue doing so for the full 5 minutes. The reactive effects of 'verbal overshadowing' can be linked to the requirement of producing prescribed types of verbalizations and are thus not caused merely by spontaneous verbal expression of one's thoughts.In any criminal investigation it is critical that eyewitnesses are interviewed to gain as much information as possible to describe and identify potential suspects. It is well known that leading and probing questions can lead to biased and invalid information that might even influence the eyewitness's subsequent memory of the events. However, it is only more recently that Schooler and Engstler-Schooler (1990) demonstrated that merely having a witness provide an extended and detailed verbal description of a suspect can by itself reduce the accuracy of the eyewitness' subsequent recognition-the verbal overshadowing effect. However, in a recent meta-analysis Meissner and Brigham (2001) summarized the results from numerous studies and found only a small general effect of overshadowing, and that the particular type of procedures or instructions used to induce the verbal descriptions had much stronger effects. Similarly the contributors to this special issue do not agree on the specific cognitive processes that mediate the verbal overshadowing effect. From my perspective, there are many interesting parallels between this state of affairs and the state of affairs for research on the effects and validity of verbal reports in the late 1970s. In this commentary I will try to relate and integrate the recent work on overshadowing to the theoretical framework that Herb Simon and I (Ericsson and Simon, 1980,

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Section: Verbal Overshadowing-pushing Beyond the Limits Of Verbal Desmentioning

confidence: 99%

Towards a procedure for eliciting verbal expression of non‐verbal experience without reactivity: interpreting the verbal overshadowing effect within the theoretical framework for protocol analysis

Ericsson

2002

Applied Cognitive Psychology

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“…lineups (e.g., Memon & Bartlett, 2002; for a review and metaanalysis, see Steblay, Dysart, Fulero, & Lindsay, 2001). We need to know more about when and how a variable such as sequential presentation might influence false alarms without affecting hits.…”

Section: A P a P R O O F Smentioning

confidence: 99%

Component structure of individual differences in true and false recognition of faces.

Bartlett¹,

Shastri²,

Abdi³

et al. 2009

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Principal-component analyses of 4 face-recognition studies uncovered 2 independent components. The first component was strongly related to false-alarm errors with new faces as well as to facial "conjunctions" that recombine features of previously studied faces. The second component was strongly related to hits as well as to the conjunction/new difference in false-alarm errors. The pattern of loadings on both components was impressively invariant across the experiments, which differed in age range of participants, stimulus set, list length, facial orientation, and the presence versus absence of familiarized lures along with conjunction and entirely new lures in the recognition test. Taken together, the findings show that neither component was exclusively related to discrimination, criterion, configural processing, featural processing, context recollection, or familiarity. Rather, the data are consistent with a neuropsychological model that distinguishes frontal and occipitotemporal contributions to face recognition memory. Within the framework of the model, findings showed that frontal and occipitotemporal contributions are discernible from the pattern of individual differences in behavioral performance among healthy young adults.

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“…As the majority of studies in the VO paradigm have employed a simultaneous, target-present lineup array (however, see Memon and Bartlett, 2002), it was important to examine whether descriptions continue to influence identification performance (a) when a sequential manner of lineup presentation is used and (b) when the target is absent from the array. Given that the VO effect was not moderated by lineup presentation factors in the Steblay et al (2001) meta-analysis (see also erratum, Steblay et al, 2002), it was predicted that the instructional bias manipulation would influence identification performance regardless of the variations in lineup presentation.…”

Section: Experiments 1: Lineup Presentation Factorsmentioning

confidence: 99%

Applied aspects of the instructional bias effect in verbal overshadowing

Meissner

2002

Applied Cognitive Psychology

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Previous studies have demonstrated that instructional manipulation of a participant witness's response criterion on a description task can lead to verbal overshadowing in performance on a subsequent lineup identification task. The current set of experiments attempts to replicate this instructional bias effect in verbal overshadowing and extend the paradigm to include variations in lineup presentation format (Experiment 1) and repeated descriptions prior to identification (Experiment 2). The instructional bias effect is found to persist despite the 'sequential' presentation of lineup members and across repeated recall of a target face 1 week later. Furthermore, both experiments demonstrated that incorrect details generated by participants were predictive of subsequent inaccuracy on the identification task. Both theoretical and applied aspects of the instructional bias effect in verbal overshadowing are discussed.

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The effects of verbalization on face recognition in young and older adults

Cited by 60 publications

References 41 publications

Towards a procedure for eliciting verbal expression of non‐verbal experience without reactivity: interpreting the verbal overshadowing effect within the theoretical framework for protocol analysis

Towards a procedure for eliciting verbal expression of non‐verbal experience without reactivity: interpreting the verbal overshadowing effect within the theoretical framework for protocol analysis

Component structure of individual differences in true and false recognition of faces.

Applied aspects of the instructional bias effect in verbal overshadowing

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