Cognitive Psychology: History of the Field.

Solso, Robert L.; MacLin, Otto H.

doi:10.1037/10517-057

Cited by 98 publications

(126 citation statements)

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“…Yet, such a claim is still viewed as evidence for the late selection theory of attention even in recent cognitive psychology textbooks (e.g. Smith & Kosslyn, 2007;Solso, MacLin, & MacLin, 2005;Sternberg, 2006). Moreover, the present results, as well as those of 's study, stress that the response to one's own face or one's own name habituates very rapidly.…”

Section: Discussionmentioning

confidence: 99%

Attention to self-referential stimuli: Can I ignore my own face?

Devue

Brédart

2008

Acta Psychologica

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Auto-referential materials (i.e., the own name) have been described as particularly prone to capture attention. Some recent studies have questioned this view and showed that these own name effects are temporary and appear only in specific conditions: when enough resources are available or when the own name is presented within the focus of attention if it is a task-irrelevant stimulus (Gronau et al., 2003). In the present study, a stimulus that is unique to each individual was used: the self-face. In Experiment 1, the selfface produced a temporary distraction when presented at fixation during a digit-parity task. However, this distraction was not different from that triggered by another highly familiar face. In Experiment 2, the self-face failed to produce interference when presented outside the focus of attention. These results confirm recent findings showing that auto-referential materials do not automatically summon attention and have a distractive power only in specific conditions.

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Section: Discussionmentioning

confidence: 99%

Attention to self-referential stimuli: Can I ignore my own face?

Devue

Brédart

2008

Acta Psychologica

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“…Based on (Amiryousefi and Ketabi, S.2011), Mnemonics is a memory enhancing instructional strategy that involves teaching students to link new information taught to information. They already know mnemonics are techniques or devices, either verbal or visual in nature, that serves to enhance the storage of new information, and the recall of information contained in memory (Solso, 1995). Although there are many kinds of mnemonic approaches, the one that has long been used to teach vocabulary is called the keyword method by Atkinson in1975.…”

Section: Related Literaturementioning

confidence: 99%

Enhancing for Vocabulary Mastery Through Mnemonics Keyword Method to the University Students

Susana¹

2017

JETAR

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Abstract:This research is focused on mnemonic keyword method to enhance vocabulary mastery to the university students. Mnemonic refers to instructional or learning strategies designed specifically to enhance memory. One of the most powerful mnemonic strategies is the key word method. The keyword method is a useful mnemonic aid which can help broaden students' vocabulary by means of speech and ultimately with reading and writing. Then keyword method effective way to provide a meaningful visual image upon which to base memory for a new word's meaning. This research involves twenty students at the first grade. The research instruments of this study are consisted of tests, observation checklist, and a questionnaire. This study was class action research. From the cycle 1 reflection result, some procedures and activities were revised. Different from the cycle 2, the researcher used mnemonic keyword method and there is no reflection. The enhancement of students' vocabulary mastery shows with individual test and got mean score 67.75 in the cycle 1 and 79.75 in the cycle 2.In addition the enhancement of students' vocabulary mastery in group test and got mean score 72.00 in the cycle 1 and increased to be 81.00 in the cycle 2. In this result, it shows there enhancement for vocabulary mastery through mnemonic keyword method in the first grade students at STKIP PGRI Blitar.

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“…Imagery generation involves the brain's visual processing and memory areas (Solso, 2001). Since cognition plays a role in imagery, lesser number of images should result when access to cognitive mental resources is restricted (Bone and Ellen, 1992;Kisielius and Sternthal, 1984;Unnava et al, 1996).…”

Section: Hypotheses Developmentmentioning

confidence: 99%