Recalling pictures and words: Reversing the generation effect

Pring, Linda; Freestone, S. E.; Katan, Simon

doi:10.1007/bf02686766

Cited by 16 publications

(11 citation statements)

References 10 publications

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“…-Number order in digit span tasks (Smits and Mommers, 1988;Pring et al, 1990) Remembering the sequence of items, for example in a list of numbers, is particularly important in human memory. Without this ability information that depends on sequence such as spoken language cannot be properly retained and later understood and analysed.…”

Section: Short Term Memory Advantagesmentioning

confidence: 99%

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Psychological characteristics of children with visual impairments: learning, memory and imagery

Pring

2008

British Journal of Visual Impairment

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The performance of children (and sometimes adults) with visual impairments (VI) on a range of tasks that reflect learning, memory and mental imagery is considered in this contribution. Sometimes the evidence suggests that there are impairments in performance in comparison with typically developing children with vision and sometimes some advantages emerge. The author's aim is to describe some of her own and others' findings and explore what they tell us about the cognitive characteristics of such children, so that progress with practical interventions can be advanced through understanding. The paper starts by focussing on social-cognitive development and in particular to consider the potential benefits of language in that development. This is followed by a review of some studies of learning and memory performance which provide a coherent picture of development without vision and finally ends with a consideration of spatial mental imagery. Social-Cognitive DevelopmentThere has been increasing interest in the process by which children acquire social understanding and develop social relationships. Mothers, siblings, best friends -early life involves from the outset interactions with others and these 'others' often provide the richest source of knowledge from which to learn about the world. Theory of Mind (ToM) understanding is the term used to encapsulate young children's ability to understand the thoughts, beliefs and Paper 3

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Section: Short Term Memory Advantagesmentioning

confidence: 99%

“…Recall of taped (auditory presentation) and brailled words and tactile pictures (Pring, Freestone and Katan, 1990).…”

Section: Prose Comprehension Task Advantage (Literal and Inferential mentioning

confidence: 99%

Psychological characteristics of children with visual impairments: learning, memory and imagery

Pring

2008

British Journal of Visual Impairment

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“…), and for a multitude of self-generated items such as word fragments, sentences, nonsense words, numbers, pictures, and non-sense figures (Boyle & Weishaar, 1997; Foos, Mora, Tkacz, 1994; Gardiner & Rowley, 1984; Gardiner, 1988; Glisky & Rabinowitz, 1985; Graf, 1980; Johns & Swanson, 1988; Kinjo & Snodgrass, 2000; McFarland, Duncan, & Bruno, 1983; McFarland, Frey, & Rhodes, 1980; McNamara, 1995; Peynirioglu, 1989; Pring, Freestone, & Katan, 1990). Overall, these studies demonstrate the robustness of the generation effect and suggest that it may be a viable method for teaching the relationship between symbols and their referents.…”

Section: Introductionmentioning

confidence: 99%

A Computerized Procedure for Teaching the Relationship between Graphic Symbols and Their Referents

Isaacson¹,

Lloyd²

2013

Assistive Technology

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“…Similarly, other types of stimuli, such as pictures, have also successfully elicited the SGE (Kinjo & Snodgrass, 2000;Peynircioglu, 1989;Pring, Freestone & Katan, 1990;Wills, Soraci, Chechile & Taylor, 2000). Peynircioglu (1989) was the first to report an SGE for pictures in a series of four experiments using normal, healthy college students.…”

mentioning

confidence: 99%

“…Superior memory for the generated pictures was observed in all four experiments. Pring, Freestone & Katan (1990) also evaluated the role of SGE with picture stimuli. The participants were blind and sighted children.…”

mentioning

confidence: 99%

Application of the Self-Generation Effect to the Learning of Blissymbols by Persons Presenting with a Severe Aphasia

Rajaram¹,

Alant²,

Dada³

2012

Augmentative and Alternative Communication

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This study investigated the application of the self-generation effect to enhance the recognition and retention of Blissymbols in persons with severe aphasia. A 2X2X3 factorial design of two treatment types (self-generation and non-generation) was used to teach two sets of Blissymbols.These were administered during three training days, between which were withdrawal periods of one day and seven days. Recognition and retention probes were administered at intervals during the training. ANOVA analysis showed that the self-generation treatment produced no immediate recognition advantage; however, better retention of symbol recognition may have occurred over time. Hence, the potential application of the self-generation effect in enhancing the retention of Blissymbols in persons with severe aphasia may warrant further investigation.

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Recalling pictures and words: Reversing the generation effect

Cited by 16 publications

References 10 publications

Psychological characteristics of children with visual impairments: learning, memory and imagery

Psychological characteristics of children with visual impairments: learning, memory and imagery

A Computerized Procedure for Teaching the Relationship between Graphic Symbols and Their Referents

Application of the Self-Generation Effect to the Learning of Blissymbols by Persons Presenting with a Severe Aphasia

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