Nature of discriminating and categorizing functions of verbal labels on recognition memory for shape.

Nagae, Seiji

doi:10.1037/0278-7393.6.4.421

Cited by 6 publications

(4 citation statements)

References 19 publications

(26 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This has already been demonstrated in many studies using non-verbal stimuli (e.g. Wyant et al, 1972;Bower and Glass, 1976;Jörg and Hörmann, 1978;Weaver and Stanny, 1978;Nagae, 1980). In general, recognition performance is inversely related to the level of similarity of the test-set.…”

mentioning

confidence: 62%

The influence of test‐set similarity in verbal overshadowing

Kitagami

Sato²,

Yoshikawa³

2002

Applied Cognitive Psychology

View full text Add to dashboard Cite

The verbal overshadowing effect is the phenomenon in which describing a previously seen face impairs its recognition (Schooler and Engstler-Schooler, 1990). The primary purpose of this research was to investigate how the similarity between a target and distractors influences verbal overshadowing. In order to manipulate test-set similarity, we blended the faces of different people by using morphing techniques. As a result, verbal overshadowing was found when test-set similarity was relatively high, while the effect was not evident when there was a lesser degree of similarity. The results suggest that replicating the emergence of the verbal overshadowing effect depends on test-set similarity. The implications of these findings for research and practice are discussed.In criminal investigations, obtaining a thorough description of the perpetrator of a crime is often crucial to the investigation, because it is believed to assist officers in quickly identifying and apprehending a suspect . Do such descriptions really assist in the identification of a suspect? Recent research suggests, on the contrary, that such descriptions can disrupt subsequent identification performance. For example, Schooler and Engstler-Schooler (1990) initially showed participants a video of a bank robbery for 30 s, and subsequently directed half of the participants to describe the appearance of the robber and the other half to complete a filler activity. All the participants were then given a recognition test that included photos of the target face and seven distractor faces of similar appearance. The participants who had described the face were less accurate in choosing the target face than the participants who had not described it; that is, a verbal description impaired the subsequent identification of a target face. They termed this phenomenon verbal overshadowing.Since Schooler and Engstler-Schooler (1990) discovered that verbalization disrupted subsequent face recognition, a number of studies have replicated their results (Ryan and Schooler,

show abstract

mentioning

confidence: 62%

The influence of test‐set similarity in verbal overshadowing

Kitagami

Sato²,

Yoshikawa³

2002

Applied Cognitive Psychology

View full text Add to dashboard Cite

show abstract

“…A number of studies have shown that recognition per· formance is inversely related to the similarity between the old and new test items (Bower & Glass, 1976;Nagae, 1980;Weaver& Stanny, 1978). However, Tulving…”

mentioning

confidence: 99%

Imagery effects and semantic similarity in sentence recognition memory

Slack

1983

Memory & Cognition

View full text Add to dashboard Cite

The idea that subjects often use imagery to discriminate semantically similar sentences was tested in three experiments. In the first experiment, subjects heard subject-verb-object sentences in the context of either a comprehension task or an image-generation task. Their memory for the sentences was tested using a two-alternative forced-choice recognition test in which different types of distractor sentence were used. A sentence semantically similar to the target sentence was one type; a sentence with the same subject and object nouns as the target sentence, but dissimilar in meaning, was another type; and a sentence similar in meaning to one of the stimulus sentences, but not to the target sentence, was a third type. The results showed that the image-generation instructions enhanced later recognition performance, but only for semantically similar test items. A second experiment showed that this finding only holds for highimagery sentences containing concrete noun concepts. A third experiment demonstrated that the enhanced recognition performance could not be accounted for in terms of a semantic model of test-item discrimination. Collectively, the results were interpreted as providing evidence for the notion that subjects discriminate the semantically similar test items by elaborating the sentence encodings through image processing.631

show abstract

“…Previous studies of this form of pretraining have been concerned only with its immediate effects and have involved different types of tasks: motor skills learning (Arnoult, 1957;Schroth, 1968) and discrimination problems (Nagae, 1980). The long-term beneficial effects are an important finding because previous studies (Gick & Holyoak, 1987;Schmidt & Bjork, 1992;Schroth, 1997) indicated that other types of practice conditions that increase performance of the acquisition of a task often have long-term negative effects on retention.…”

Section: Discussionmentioning

confidence: 95%

“…More recently, stimulus pretraining has been used to investigate the structural processes underlying transfer in studies on cognition (Cormier, 1987). For example, Nagae (1980) presented evidence that providing verbal labels to the stimuli on the first task serves as an important discriminating function for encoding. His participants who were provided with verbal labels for the shapes on the training task were better able to recognize the stimuli on the transfer task than were participants in the control group.…”

mentioning

confidence: 99%

The Effects of Type and Amount of Pretraining on Transfer in Concept Formation

Schroth

2000

The Journal of General Psychology

View full text Add to dashboard Cite

Two experiments were conducted to investigate the effects of 2 types of directed attention pretraining, a form of stimulus predifferentiation, on immediate- and delayed-transfer tasks in concept identification. In both experiments, the participants received either the "seeing-and-discriminating" or "seeing" technique of pretraining, except for those assigned to the control group. The participants received different amounts of pretraining. In the first experiment, participants were required to learn new concepts from the same category for the delayed-transfer task, whereas in the second experiment, the delayed-transfer task involved concepts from a different category. Among the major findings in both experiments are that the pretraining methods resulted in positive transfer on all transfer tasks. In general, the seeing-and-discriminating method yielded a more positive transfer than the seeing technique. Maximal positive transfer effects were found with a small number of trials. The implications of the findings for understanding the effectiveness of various training methods used for problem solving are discussed.

show abstract

Nature of discriminating and categorizing functions of verbal labels on recognition memory for shape.

Cited by 6 publications

References 19 publications

The influence of test‐set similarity in verbal overshadowing

The influence of test‐set similarity in verbal overshadowing

Imagery effects and semantic similarity in sentence recognition memory

The Effects of Type and Amount of Pretraining on Transfer in Concept Formation

Contact Info

Product

Resources

About