The role of mediators in memory retrieval as a function of practice: Controlled mediation to direct access.

Abstract

The role of prior knowledge in retrieval of Spanish-English vocabulary pairs learned using keyword mediators was examined in 4 experiments. Retrieval was tested immediately after learning and after 1-week and 1-month no-practice intervals (Experiment 1), after moderate retrieval practice (Experiment 2), and after extended retrieval practice (Experiments 3 and 4). Using accuracy, latency, and verbal report data, a detailed account of memory retrieval processes was developed. Initial retrieval is an explicit mediation process that involves retrieving keyword mediators into working memory and using them as retrieval cues to access the English equivalents of the Spanish words. After extended vocabulary retrieval practice, this sequential mediation process qualitatively changed to a direct retrieval process in which the English equivalent was accessed in a single working memory step. However, direct retrieval was still influenced by a covert mediation process.

Cued recall from image and sentence memory: A shift from episodic to identical elements representation.

“…Such a design reduces to something very similar to the arithmetic transfer studies already discussed (e.g., Rickard & Bourne, 1996). Crutcher and Ericsson (2000) also concluded in favor of a strengthening account for the case of the keyword method of foreign vocabulary learning (Atkinson & Raugh, 1975). In that task, a foreign word (e.g., perro) is mapped to a phonologically similar English keyword ( pear) and an interactive image is formed between the keyword and the English translation of the foreign word (e.g., a dog eating a pear).…”

Using prior knowledge to minimize interference when learning large amounts of information

“…On the basis of previous studies of both mnemonic techniques (e.g., Roediger, 1980) and mediated learning (Crutcher & Ericsson, 2000), participants who associated the unfamiliar individuals with well-known individuals should also demonstrate more learning than participants who did not form such associations. However, mediated learning is thought to involve multiple processing steps (Adams & McIntyre, 1967;Bellezza, 1986;Bellezza & Poplawsky, 1974).…”

CAPAS 2.0: A computer tool for coding transcribed and digitally recorded verbal reports

“…First, coding protocols directly from audio recordings is probably practical only when the protocols are of brief duration, as in retrospective reports gathered in memory or strategy experiments (see, e.g., Crutcher & Ericsson, 2000;Siegler, 1987Siegler, , 1988. Longer protocols may exceed the capacity of a coder to process and code accurately.…”

“…Semiautomatic coding systems, on the other hand, are computer tools that aid human coders in coding verbal reports (Ames et al, 2005;Bainbridge & Sanderson, 1995;Bhaskar & Simon, 1977;Crutcher, 2003;Crutcher & Ericsson, 2000;Crutcher et al, 1994;Ericsson & Simon, 1993;Fisher, 1987;James & Sanderson, 1991;MacLin & MacLin, 2005;Sanderson et al, 1989). These programs can increase the objectivity, efficiency, and ease of coding verbal reports by improving how protocol segments are presented to human coders and by providing support in applying coding rules consistently across a large set of verbal reports.…”

“…In automated or automatic computerized coding systems, the coding of the verbal reports is accomplished entirely by a computer program (Waterman & Newell, 1971, 1973, whereas in semiautomated or semiautomatic computer coding systems, a computer program assists human coders in coding verbal reports (Bainbridge & Sanderson, 1995;Bhaskar & Simon, 1977;Crutcher, 2003;Crutcher & Ericsson, 2000;Crutcher et al, 1994;Ericsson & Simon, 1993;Fisher, 1987;James & Sanderson, 1991;Sanderson, James, & Seidler, 1989). The PAS-I system of Waterman and Newell is an example of the first type of system.…”