Word concreteness and encoding effects on context-dependent discrimination

Franco‐Watkins, Ana M.; Dougherty, Michael R.

doi:10.3758/bf03193245

Cited by 5 publications

(3 citation statements)

References 34 publications

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“…Second, when considering the effects of context reinstatement it is important to focus on a critical methodological aspect: the baseline condition. In the literature, the effects of context associated with a given critical detail and later reinstated are compared against the baseline of either an entirely novel context (e.g., Franco-Watkins & Dougherty, 2006; Isarida, Isarida, & Sakai, 2012; Murnane & Phelps, 1993; Smith, Handy, Angello, & Manzano, 2014; Wong & Read, 2011) or against the baseline of a context that accompanied another detail/item at encoding (e.g., Burgess, Hockley, & Hourihan, 2017; Hockley, 2008; Koen, Aly, Wang, & Yonelinas, 2013; Macken, 2002). The first comparison has the benefit of greater ecological validity because in many everyday situations our memory for the past event is tested in contexts that have nothing to do with the original context of the queried event.…”

Section: The Present Studymentioning

confidence: 99%

Translating (lack of) memories into reports: Conversion processes in responding to unanswerable questions.

Krogulska¹,

Skóra²,

Scoboria³

et al. 2020

Journal of Experimental Psychology: General

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When queried about events in the past, a person may face questions that concern details that have been witnessed-answerable questions-and details that have not been witnessed-unanswerable questions. With regard to answerable questions, the person's willingness to answer these questions increases as a function of not only information available about the queried detail itself, but also as a function of contextual information. The present research assesses whether the willingness to report specific-and thus incorrect-answers when facing unanswerable questions also increases with the amount of available contextual information. In 3 experiments, we show that when recognition questions for critical details one had not encoded are preceded by reinstated contexts, participants are less willing to respond "don't know" to these questions, thus making more commission errors. These results show how greater access to contextual information, commonly associated with better memory for answerable questions, can also lead to more incorrect responses in the case of unanswerable questions. This documents how conversion processes-metacognitive processes of monitoring retrieval from memory and controlling the quality of output-play an important role in shaping the accuracy of memory reports.

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Section: The Present Studymentioning

confidence: 99%

Translating (lack of) memories into reports: Conversion processes in responding to unanswerable questions.

Krogulska¹,

Skóra²,

Scoboria³

et al. 2020

Journal of Experimental Psychology: General

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show abstract

“…Dalton (), for example, employed a distinction between local context, which comprises elements that are encoded uniquely to one or a few target items, and global context associated with many target items. (These two context categories are also called: verbal and environmental; Franco‐Watkins & Daugherty, .) With this distinction, the influence of matching context information at study and test has been confirmed for local (verbal) context (e.g., Humphreys, ; Light & Carter‐Sobell, ; Tulving & Thomson, ) but the results for global (environmental) context have remained elusive (e.g., Fernandez & Glenberg, ).…”

Section: Introductionmentioning

confidence: 99%

Context reinstatement and memory for intrinsic versus extrinsic context: The role of item generation at encoding or retrieval

Nieznański

2014

Scandinavian J Psychology

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According to many theoretical accounts, reinstating study context at the time of test creates optimal circumstances for item retrieval. The role of context reinstatement was tested in reference to context memory in several experiments. On the encoding phase, participants were presented with words printed in two different font colors (intrinsic context) or two different sides of the computer screen (extrinsic context). At test, the context was reinstated or changed and participants were asked to recognize words and recollect their study context. Moreover, a read-generate manipulation was introduced at encoding and retrieval, which was intended to influence the relative salience of item and context information. The results showed that context reinstatement had no effect on memory for extrinsic context but affected memory for intrinsic context when the item was generated at encoding and read at test. These results supported the hypothesis that context information is reconstructed at retrieval only when context was poorly encoded at study.

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“…While semantic context is more focal to the stimuli being learned, I would nonetheless contend that the changes in this dissertation were to semantic context and not the content of the stimuli being learned. Franco-Watkins and Dougherty (2006) defined semantic context as one word acting as the context for another word. In this dissertation, participants learned homographic targets, which means each target could have multiple words that act as appropriate context.…”

Section: Context and Memory For Prior Rememberingmentioning

confidence: 99%

Effects of context and individual differences on memory for prior remembering.

Leppanen¹

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Though people often remember experiences from their lives, they are also able to remember whether a memory has previously been retrieved, which is known as memory for prior remembering. Frequent failures of memory for prior remembering can have negative consequences on how people perceive their own cognitive health. The recurrence of traumatic memory retrieval can be interpreted as a consequence of intrusive memory for prior remembering. This dissertation was conducted to improve our understanding of the factors that influence the efficacy of memory for prior remembering. The two factors that were investigated were context change and individual differences. Participants (N = 180) completed a three-phase memory procedure. In the first phase, participants learned a series of cue-target word pairs. In the second phase, participants were given a cued-recall test (Test 1) for some of the pairs that they learned. Half of those targets were tested in the same context as the learning phase (same-context targets) and the other half were tested in a new context in which one feature had changed from the learning phase (changed-context targets). Three different types of contextual features could have changed in between-subjects fashion: the semantic context, background color context, or screen location context. In the third phase, participants were given a second cued-recall test (Test 2) in which all of the learned targets were tested in the original study context. During the third phase, participants were also asked to make a judgment about whether each target was retrieved during Test 1. Results showed that memory for prior remembering was only impaired for changed-context targets in the semantic change condition. Participants also completed questionnaires to measure individual differences in dispositional mindfulness and absorption. The only significant predictor of memory for prior remembering was absorption and only in the semantic change condition. The findings support a distinction between categorizing contextual features into local and global categories based on their associations with memory for stimuli and memory for prior remembering. Individual difference findings are discussed with respect to whether attention is focused on internal thoughts or external stimuli. Future directions and implications are also discussed. vi

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Word concreteness and encoding effects on context-dependent discrimination

Cited by 5 publications

References 34 publications

Translating (lack of) memories into reports: Conversion processes in responding to unanswerable questions.

Translating (lack of) memories into reports: Conversion processes in responding to unanswerable questions.

Context reinstatement and memory for intrinsic versus extrinsic context: The role of item generation at encoding or retrieval

Effects of context and individual differences on memory for prior remembering.

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