The Enigma of Organization and Distinctiveness

Hunt, R. Reed; McDaniel, Mark A.

doi:10.1006/jmla.1993.1023

Cited by 479 publications

(636 citation statements)

References 0 publications

Supporting

Mentioning

596

Contrasting

Unclassified

Order By: Relevance

“…These results support the impoverished relational processing account of false memory induction (Arndt & Reder, 2003;Hege & Dodson, 2004;Hunt & McDaniel, 1993). This model suggests that during word encoding, attentional resources can be allocated towards a balance of relational information or item-specific information.…”

Section: Theoretical Accounts Of False Memory Inductionsupporting

confidence: 75%

“…For example, relational processing is considered to take less time and effort than item-specific processing (Butler, McDaniel, McCabe, & Dornburg, 2010;Hunt & McDaniel, 1993). Therefore, instructional conditions that encourage faster processing and encoding might encourage relational information processing, and lead to higher indices of false memory induction.…”

Section: Present Studymentioning

confidence: 99%

See 1 more Smart Citation

Using Implicit Instructional Cues to Influence False Memory Induction

Cirelli

Dickinson

Poirier³

2014

J Psycholinguist Res

View full text Add to dashboard Cite

This is the accepted version of the paper.This version of the publication may differ from the final published version. Permanent repository link Using implicit instructional cues to influence false memory inductionWhen we are exposed to information that we will later have to remember, many encodingspecific factors contribute to the quality and strength of the memory trace. For example, if we must memorize a list of words, our memories for the words themselves are influenced by cues exogenous to the encoding process such as word font or color, as well as cues endogenous to the encoding processes, such as being trained to implement specific memory strategies (Arndt & Reder, 2003;Park, Arndt, & Reder, 2006;McCabe, Presmanes, Robertson & Smith, 2004).Endogenous and exogenous cues can also interact during the encoding process, and are hypothesized to encourage distinct attentional processes (Hopfinger & West, 2005). These cues not only influence our memory for the presented list words, but also can reliably influence false memories for semantically related words. By understanding how false memories can be elicited experimentally by manipulating these cues, we can begin to understand how they influence encoding (Loftus, Miller & Burns, 1978;Roediger & McDermott, 1995). The Deese-RoedigerMcDermott (DRM) paradigm is a popular paradigm that can be used to elicit and measure false memory induction (Roediger & McDermott, 1995). In this paradigm, participants are presented with a list of thematically related words such as bed, rest, and awake. They then might later wrongfully determine that the critical lure word sleep had also been presented (Roediger & McDermott, 1995;Stadler, Roediger & McDermott, 1999). The current study investigated how false memory induction might be affected by manipulating the way that participants cognitively process and encode a word list, but doing so without giving explicit training on an encoding strategy. This would therefore be an implicitly endogenous cue. Implicitly manipulating endogenous encoding cues MANIPULATING INSTRUCTIONAL CUES 4We used methodology developed by Dickinson and Szeligo (2008) (2008) determined that despite the overlap in the meaning of these words, participants consistently differentiate them from one another along one continuum of meaning. Because of this consistent differentiation, these words can be used as cues to direct the encoding process, without explicitly training participants on specific encoding strategies.In the original experiment by Dickinson and Szeligo (2008), a within-subjects design revealed that participants respond faster to visual stimuli when they are asked to 'see' them (M=325ms) than when they are asked to 'perceive' them (M=369ms). In further experiments (Dickinson, Cirelli & Szeligo, 2013), these response time differences were not found to be associated with the frequency, familiarity, or word length of the visual encoding word used in the instruction. These findings support the hypothesis that what differs across instructional conditions is ...

show abstract

Section: Theoretical Accounts Of False Memory Inductionsupporting

confidence: 75%

Section: Present Studymentioning

confidence: 99%

Using Implicit Instructional Cues to Influence False Memory Induction

Cirelli

Dickinson

Poirier³

2014

J Psycholinguist Res

View full text Add to dashboard Cite

show abstract

“…interrelated framework, frequent alternation of categories has the advantage of highlighting features that serve to distinguish categories. Conversely, infrequent alternation of categories has the advantage of highlighting information that remains constant across the members within a category (Hunt & McDaniel, 1993;Medin, Wattenmaker, & Michalski, 1987). Infrequent alternation may have resulted in better categorization performance because there were no features that perfectly distinguished the categories, several features were completely nondiagnostic, and the materials allowed for the relatively efficient creation of image-like category characterizations.…”

Section: Resultsmentioning

confidence: 99%

Isolated and interrelated concepts

1996

View full text Add to dashboard Cite

A continuum between purely isolated and purely interrelated concepts is described. Along this continuum, a concept is interrelated to the extent that it is influenced by other concepts. Methods for manipulating and identifying a concept's degree of interrelatedness are introduced. Relatively isolated concepts can be empirically identified by a relatively large use of nondiagnostic features, and by better categorization performance for a concept's prototype than for a caricature of the concept. Relatively interrelated concepts can be identified by minimal use of nondiagnostic features, and by better categorization performance for a caricature than for a prototype. Aconcept is likely to be relatively isolated when subjects are instructed to create images for their concepts rather than fmd discriminating features, when concepts are given unrelated labels, and when the categories that are displayed alternate rarely between trials. The entire set of manipulations and measurements supports a graded distinction between isolated and interrelated concepts. The distinction is applied to current models of category learning, and a connectionist framework for interpreting the empirical results is presented.

show abstract

“…Perhaps the emotional images were more elaborate or involved the self in ways we did not measure. We do know that the negative pairings produced the most distinctive (or rarely occurring) episodes, and there is good reason to believe both that emotional contexts should be distinctive (see Eich & Schooler, 2000;Heuer & Reisberg, 1992) and that distinctive events are better recalled (see Hunt & McDaniel, 1993). In our results, however, distinctiveness was not significantly correlated with recall.…”

Section: Discussionmentioning

confidence: 47%