Levels of Processing and the Retention of Paired-Associates

Vochatzer, Karl G.; Blick, Kenneth A.

doi:10.2466/pms.1989.69.1.349

Cited by 4 publications

(3 citation statements)

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“…There was no interaction between the two experimental factors of material and instruction. Thus, it seems that the instruction in itself is sufficient to produce the effect regard-less of whether the material carried any explicit semantic content consistent with the findings of Vochatzer and Blick (1989). Our findings indicate that the explicit instruction promotes a mode of processing that favors retention regardless of whether there is explicit semantic content to associate with preexistent knowledge or experience.…”

Section: Discussionsupporting

confidence: 79%

“…In previous behavioral studies, the LOP effect has commonly been investigated using language-based material, and in particular, Vochatzer and Blick (1989) investigated the LOP effect using words and pseudo-words. Their results indicated that the LOP effect in the pseudo-word condition was comparable to the effect observed in the word condition (Vochatzer and Blick, 1989). The primary objective of the behavioral study was to establish the LOP effect in our experimental setting using two visual materials (Fig.…”

Section: Discussionmentioning

confidence: 99%

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Instruction-specific brain activations during episodic encoding

et al. 2003

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In a within-subject design we investigated the levels-of-processing (LOP) effect using visual material in a behavioral and a corresponding PET study. In the behavioral study we characterize a generalized LOP effect, using pleasantness and graphical quality judgments in the encoding situation, with two types of visual material, figurative and nonfigurative line drawings. In the PET study we investigate the related pattern of brain activations along these two dimensions. The behavioral results indicate that instruction and material contribute independently to the level of recognition performance. Therefore the LOP effect appears to stem both from the relative relevance of the stimuli (encoding opportunity) and an altered processing of stimuli brought about by the explicit instruction (encoding mode). In the PET study, encoding of visual material under the pleasantness (deep) instruction yielded left lateralized frontoparietal and anterior temporal activations while surface-based perceptually oriented processing (shallow instruction) yielded right lateralized frontoparietal, posterior temporal, and occipitotemporal activations. The result that deep encoding was related to the left prefrontal cortex while shallow encoding was related to the right prefrontal cortex, holding the material constant, is not consistent with the HERA model. In addition, we suggest that the anterior medial superior frontal region is related to aspects of self-referential semantic processing and that the inferior parts of the anterior cingulate as well as the medial orbitofrontal cortex is related to affective processing, in this case pleasantness evaluation of the stimuli regardless of explicit semantic content. Finally, the left medial temporal lobe appears more actively engaged by elaborate meaning-based processing and the complex response pattern observed in different subregions of the MTL lends support to the suggestion that this region is functionally segregated.

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Section: Discussionsupporting

confidence: 79%

Section: Discussionmentioning

confidence: 99%

Instruction-specific brain activations during episodic encoding

et al. 2003

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“…Conversely, "shallow" cognitive processing (e.g., determining how many letters are in a parCopyright 2000 Psychonomic Society, Inc. 158 ticular word or determining whether the word has any vowels) will lead to poorer memory performance. Many studies have since supported this idea that deeper processing of presented items leads to greater retention (Craik & Tulving, 1975;Fisher & Craik, 1977, 1980Flannagan & Blick, 1989;Toth, 1996;Vochatzer & Blick, 1989). Hence, the concept has come to be regarded as one of the most well-established information processing theories of the past 20 years (Lockhart & Craik, 1990).…”

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confidence: 99%

The effects of a levels-of-processing manipulation on false recall

Rhodes

Anastasi

2000

Psychon Bull Rev

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The present study attempted to determine the effect of a levels-of-processing manipulation on the incidence of false recall. In Experiment 1,participants engaged in either a vowel counting task or a concrete/abstract rating task; in Experiment 2, participants engaged in either a vowel counting task or a category sorting task. Results of both experiments demonstrated that participants who engaged in a deeper level of processing (i.e., concrete/abstract ratings or category sorting) recalled significantly more list items and critical lures. The present findings thus lend support to theories that attribute false memories to activation-based factors.The subject of false memories-memories for events that never occurred-has received a great deal of attention in the past few years. Roediger and McDermott (1995) discussed a long-ignored study conducted by Deese (1959) that provides a method that consistently produces false memories. Deese presented participants with a list ofwords that were associates of a single, nonpresented item. For example, participants were presented with a list of words that are the twelve most common associates to the word sleep, such as bed, rest, awake, tired, dream, wake, snooze, blanket, doze, slumber, snore, and nap, but the participants were never presented with the critical lure sleep. Results demonstrated that participants consistently recalled the critical lure from each list at a level comparable to the list items. Deese's study therefore provides a method by which false memories can be reliably produced. Numerous studies have since replicated Deese's findings and have found the paradigm to produce a robust false-memory effect (Anastasi, Rhodes, & Burns, 2000;Gallo, Roberts, & Seamon, 1997;Norman & Schacter, 1997; Payne, Elie, Blackwell, & Neuschatz, 1996;Payne, Neuschatz, Lampinen, & Lynn, 1997;Roediger & McDermott, 1995;Seamon, Luo, & Gallo, 1998). However, much ofthe current literature has focused on the boundary conditions sufficient for producing false memories but has ignored the underlying processes and theoretical factors involved in the creation of false memories.Underwood's (1965) implicit associative response (IAR) theory is the most often cited explanation for the falsememory phenomenon. Underwood proposed that when a word is presented during encoding, a participant may implicitly activate an associate of that word. For example,

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What Do Second Language Listeners Know About Spoken Words? Effects of Experience and Attention in Spoken Word Processing

Trofimovich

2008

J Psycholinguist Res

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With a goal of investigating psycholinguistic bases of spoken word processing in a second language (L2), this study examined L2 learners' sensitivity to phonological information in spoken L2 words as a function of their L2 experience and attentional demands of a learning task. Fifty-two Chinese learners of English who differed in amount of L2 experience (longer vs. shorter residence in L2 environment) were tested in an auditory word priming experiment on well-known L2 words under two processing orientation conditions (semantic, control). Results revealed that, with more L2 experience, learners become more sensitive to phonological detail in spoken L2 words but that attention to word meaning might eliminate this sensitivity, even for learners with more L2 experience.

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Levels of Processing and the Retention of Paired-Associates

Cited by 4 publications

References 2 publications

Instruction-specific brain activations during episodic encoding

Instruction-specific brain activations during episodic encoding

The effects of a levels-of-processing manipulation on false recall

What Do Second Language Listeners Know About Spoken Words? Effects of Experience and Attention in Spoken Word Processing

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