Studies in incidental learning: I. The effects of crowding and isolation.

Postman, Leo; Phillips, Laura W.

doi:10.1037/h0060802

Cited by 47 publications

(41 citation statements)

References 8 publications

(9 reference statements)

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“…The present results, however, extend those findings by showing that both recollection and familiarity-based recognition responses can be influenced by novelty. Moreover, in agreement with results from tests of free recall (e.g., Gleitman & Gillett, 1957;Postman & Phillips, 1954;Saltzman & Carterette, 1959), the novelty effects on recollection were reduced under incidental, as compared with intentional, encoding conditions. In contrast, the novelty effects on familiarity were not influenced by the encoding manipulation.…”

Section: Discussionsupporting

confidence: 75%

“…To further test the generalizability of the findings, we examined performance under two different encoding conditions: intentional and incidental encoding. Previous studies of free recall have shown that the von Restorff effect is reduced under conditions of incidental encoding (Gleitman & Gillett, 1957;Postman & Phillips, 1954;Saltzman & Carterette, 1959) but not of intentional encoding (Koyanagi, 1957). Thus, one aim of Experiment 2 was to determine whether the results seen in free recall would generalize to recognition in such a way that novelty effects would be reduced under incidental, relative to intentional, encoding conditions.…”

Section: Methodsmentioning

confidence: 99%

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Novelty effects on recollection and familiarity in recognition memory

Kishiyama

Yonelinas

2003

Memory & Cognition

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Recognition memory is better for novel or distinctive items than for non-novel items. However, it is not known whether these effects reflect changes in recollection or in familiarity-based recognition judgments. Some previous results have indicated that recollection should be more sensitive to novelty than to familiarity, whereas other results have suggested the opposite. We used a von Restorff paradigm in which a small proportion of studied items were made novel by presenting them in a color different from that of the majority of the study items. Memory was tested using a remember-know procedure. Across two experiments, stimulus novelty was found to benefit both recollection and familiarity. The effects on familiarity were observed under intentional and incidental encoding conditions, whereas the effects on recollection were significantly reduced, and no longer significant, under incidental as compared with intentional encoding conditions. Thus, both processes benefit from stimulus novelty, but the extent to which recollection benefits from novelty depends on the encoding condition.

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Section: Discussionsupporting

confidence: 75%

Section: Methodsmentioning

confidence: 99%

Novelty effects on recollection and familiarity in recognition memory

Kishiyama

Yonelinas

2003

Memory & Cognition

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“…This rather simple idea draws on Levels-of-Processing accounts (Craik & Lockhart, 1972;Craik & Tulving, 1975) and is supported by research on the von-Restorff-effect: Items that are distinct in terms of set size, that is, inconsistent within a given list context, have been shown to be forgotten more slowly than non-distinct items. (Bellezza & Cheney, 1973;Postman & Phillips, 1954;cf. Wallace, 1965).…”

Section: Retention Interval and The Inconsistency Effectmentioning

confidence: 99%

Flexible use of source information: Processing components of the inconsistency effect in person memory

Ehrenberg

Klauer

2005

Journal of Experimental Social Psychology

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“…(The near-synonymous terms incidental learning and intentional learning usually refer to conditions in studies of the rate at which people acquire a perceptual motor skill or a verbal learning task.) During the 1950s and 1960s, research sometimes revealed positive effects of intent to remember on memory performance (e.g., Neimark & Saltzman, 1953;Postman & Phillips, 1954;Saltzman & Atkinson, 1954;Saltzman & Carterette, 1959). However, as Saltzman (1953) noted, many studies contained a serious confounding: "In the previous studies, .…”

Section: Early Studiesmentioning

confidence: 99%

Intent to remember briefly presented human faces and other pictorial stimuli enhances recognition memory

Block

2009

Memory & Cognition

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Does intending to remember information enhance the subsequent remembering of it? If intending to remember information does improve memory, how quickly can attentional or working memory resources be allocated to enhance long-term remembering? Interestingly, the Latin origin of the words intend and attend is intendere, which is translated as "to direct one's attention." In the present experiments, the basic manipulation is that some people encode information without awareness that a memory test will follow (henceforth, incidental memory or incidental condition), whereas other people encode the same information with awareness that a memory test will follow (henceforth, intentional memory or intentional condition). Following the presentation of a series of pictorial stimuli, recognition memory was tested. Early StudiesScientific studies of the effects of incidental versus intentional memory date to the early days of experimental psychology (Meumann, 1913;Shellow, 1923). (The near-synonymous terms incidental learning and intentional learning usually refer to conditions in studies of the rate at which people acquire a perceptual motor skill or a verbal learning task.) During the 1950s and 1960s, research sometimes revealed positive effects of intent to remember on memory performance (e.g., Neimark & Saltzman, 1953;Postman & Phillips, 1954;Saltzman & Atkinson, 1954;Saltzman & Carterette, 1959). However, as Saltzman (1953) noted, many studies contained a serious confounding: "In the previous studies, . . . the incidental learners were not given instructions to learn, but were required to perform [an] orienting task. The intentional learners . . . were given instructions to learn, but were not required to perform [an] orienting task" (p. 596).Eagle and Leiter (1964) found an interaction between memory condition and type of memory test. Participants heard a series of 36 words at about a 4-sec rate; this was followed by a recall test and, subsequently, by a recognition test. In one condition, the participants were told simply to try to remember the words for a recall test. In two other conditions, the participants performed an orienting task (indicating whether each presented word was a noun, a verb, or an adjective), with some participants in an incidental condition and some in an intentional condition. Participants who performed the orienting task showed no effect of intent to remember on either recall tests or recognition tests. However, there was an interesting interaction: In comparison with participants in the orienting-task conditions, participants in the intentionalmemory condition (who performed no orienting task) recalled more words ( p .001, d 0.72) but recognized fewer words ( p .001, d 0.85). 1 This finding suggests that intent to remember may facilitate recall but impair recognition memory; however, this interaction could have resulted from the fact that the participants in the intentional condition expected a recall test. Estes and Da Polito (1967) reported similar findings, although their procedure confou...

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Studies in incidental learning: I. The effects of crowding and isolation.

Cited by 47 publications

References 8 publications

Novelty effects on recollection and familiarity in recognition memory

Novelty effects on recollection and familiarity in recognition memory

Flexible use of source information: Processing components of the inconsistency effect in person memory

Intent to remember briefly presented human faces and other pictorial stimuli enhances recognition memory

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