Release from proactive interference with television news items: Evidence for encoding dimensions within televised news.

Gunter, Barrie; Clifford, Brian R.; Berry, Colin

doi:10.1037/0278-7393.6.2.216

Cited by 31 publications

(23 citation statements)

References 16 publications

(24 reference statements)

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“…This effect had previously been noticed to occur in the context of memory for televised news (e.g. Gunter et al, 1980Gunter et al, , 1981. No support was found for such an effect in the current research.…”

Section: Discussioncontrasting

confidence: 55%

“…Gunter et al (1980) investigated whether memory for one television news item affected memory for subsequent items and found that recall performance declined over trials on which items from the same taxonomic category were viewed. The results suggested that information from the preceding news items was interfering with subsequent items, producing poorer recall scores as the trials continued due to a build-up of proactive interference.…”

Section: Advertisement-programme Congruitymentioning

confidence: 99%

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Children's memory for television advertising: effects of programme–advertisement congruency

Gunter

Baluch

Duffy

et al. 2002

Applied Cognitive Psychology

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The effects of the surrounding programme environment and level of involvement upon children's memory (year 6 primary school, mean age 11.1, SD ¼ 0.4, 48 boys and 69 girls) for television advertisements was examined by manipulating the degree of congruency between the production genre of the programme and the advertisements embedded within it. In Experiment One (n ¼ 56) the ad-break comprised either all cartoons (n ¼ 4) or all non-cartoons (n ¼ 4). In Experiment Two (n ¼ 61) cartoon and non-cartoon advertisements were equally represented in each ad-break. After viewing, participants provided evaluative ratings of the programme and completed memory tests for advertisements, using prompted recall and brand-recognition tasks. Memory performance overall was better for cartoon advertisements than for non-cartoon advertisements, with the latter being poorly remembered when presented in the non-cartoon programme. In Experiment Two, the programme had no effect on overall recall of advertising, but was related to brand recognition, which was better for advertisements placed in the cartoon programme. Free recall of non-cartoon advertisements was best when placed in the cartoon programme, while free recall only of cartoon advertisements was best when placed in the non-cartoon programme. The measures of audience involvement (programme ratings) did not show any significant correlation with memory for advertising.

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Section: Discussioncontrasting

confidence: 55%

Section: Advertisement-programme Congruitymentioning

confidence: 99%

Children's memory for television advertising: effects of programme–advertisement congruency

Gunter

Baluch

Duffy

et al. 2002

Applied Cognitive Psychology

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“…Psychologists use two memory theories, retroactive interference and decay theory, to explain this occurrence. Retroactive interference is the phenomenon whereby learning that occurs later interferes with learning that has occurred before (Britt, 1935) and has been specifically applied to verbal memory tasks (e.g., Peterson & Peterson, 1959;Gunter, Clifford, & Berry, 1980). In these tasks, a participant is presented with a verbal stimulus to memorize and is then presented with a verbal distractor, which may or may not resemble the original stimulus.…”

Section: Introductionmentioning

confidence: 99%

R u txting? Is the Use of Text Speak Hurting Your Literacy?

Drouin

Davis

2009

Journal of Literacy Research

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Recent negative media attention surrounding the use of text speak (shorthand abbreviations of words such as gr8 for "great") and the potentially detrimental effects of text speak on literacy prompted this study of texting and literacy in 80 college students. Thirty-four text speak users and 46 nontext speak users were assessed on their proficiency and familiarity with text speak as well as their standardized literacy levels and misspellings of common text speak words. Results showed that while text speak users were more proficient with the vocabulary, both groups showed familiarity with text speak. More important, there were no significant differences between the two groups in standardized literacy scores or misspellings of common text speak words. Thus, our analyses showed that the use of text speak is not related to low literacy performance. Nonetheless, more than half of the college students in this sample, texters and nontexters alike, indicated that they thought text speak was hindering their ability to remember standard English. These conflicting findings are discussed within a framework of future directions for research.

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“…In these, subjects who read passages (Blumenthal & Robbins, 1977) or read and listened to television news items (Gunter, Berry, & Clifford, 1981;Gunter, Clifford, & Berry, 1980) about the same topic (e.g.. physics) showed a significant decline in learning across trials, whereas subjects who read topically different units exhibited no decline at all. Moreover, the interference accumulated rapidly and had a substantial effect on performance.…”

mentioning

confidence: 99%

Proactive interference in sentence recall: Topic-similarity effects and individual differences

Dempster

1985

Memory & Cognition

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The effect of topic similarity on proactive interference in sentence recall was investigated in two experiments using the Brown-Peterson paradigm. In Experiment 1, successive sentences about the same topic and related topics were both associated with substantial and progressive amounts of proactive interference; however, a significant trials x condition interaction indicated that the effect was stronger in the related-topics condition. Moreover, significant negative correlations were found between individual differences in susceptibility to proactive interference and academic achievement test scores. In Experiment 2, relatively weak effects leveling off on the second trial were obtained with sentences about unrelated topics. With some assumptions about the spread of activation during retrieval, the results were attributed to response-set interference. The practical implications of these data were also considered, and it was suggested that proactive interference might be a common cause of learning problems.

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Release from proactive interference with television news items: Evidence for encoding dimensions within televised news.

Cited by 31 publications

References 16 publications

Children's memory for television advertising: effects of programme–advertisement congruency

Children's memory for television advertising: effects of programme–advertisement congruency

R u txting? Is the Use of Text Speak Hurting Your Literacy?

Proactive interference in sentence recall: Topic-similarity effects and individual differences

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