The impact of processing time on the bizarreness and orthographic distinctiveness effects

Gounden, Yannick; Nicolas, Serge

doi:10.1111/j.1467-9450.2012.00945.x

Cited by 16 publications

(30 citation statements)

References 58 publications

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“…Wright and Ehri's finding also contrasts with the common finding that people recall distinctive items more easily than common items (e.g., Hunt and Worthen, 2006; Gounden and Nicolas, 2012). This facilitative effect has been shown in memory tasks using bizarre images and sentences describing bizarre events, as well as in memory tasks for words that contain atypical letter combinations.…”

Section: Introductioncontrasting

confidence: 58%

How does graphotactic knowledge influence children's learning of new spellings?

Pacton¹,

Sobaco²,

Fayol³

et al. 2013

Front. Psychol.

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Two experiments investigated whether and how the learning of spellings by French third graders is influenced by two graphotactic patterns: consonants cannot double in word-initial position (Experiment 1) and consonants cannot double after single consonants (Experiment 2). Children silently read meaningful texts that contained three types of novel spellings: no doublet (e.g., mupile, guprane), doublet in a legal position (e.g., muppile, gupprane), and doublet in an illegal position (e.g., mmupile, guprrane). Orthographic learning was assessed with a task of spelling to dictation. In both experiments, children recalled items without doublets better than items with doublets. In Experiment 1, children recalled spellings with a doublet in illegal word-initial position better than spellings with a doublet in legal word-medial position, and almost all misspellings involved the omission of the doublet. The fact that the graphotactic violation in an item like mmupile was in the salient initial position may explain why children often remembered both the presence and the position of the doublet. In Experiment 2, children recalled non-words with a doublet before a single consonant (legal, e.g., gupprane) better than those with a doublet after a single consonant (illegal, e.g., guprrane). Omission of the doublet was the most frequent error for both types of items. Children also made some transposition errors on items with a doublet after a single consonant, recalling for example gupprane instead of guprrane. These results suggest that, when a doublet is in the hard-to-remember medial position, children sometimes remember that an item contains a doublet but not which letter is doubled. Their knowledge that double consonants can occur before but not after single consonants leads to transposition errors on items like guprrane. These results shed new light on the conditions under which children use general knowledge about the graphotactic patterns of their writing system to reconstruct spellings.

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Section: Introductioncontrasting

confidence: 58%

How does graphotactic knowledge influence children's learning of new spellings?

Pacton¹,

Sobaco²,

Fayol³

et al. 2013

Front. Psychol.

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show abstract

“…For example, equal processing times do not occur in real life, where individuals can allot as much attention as they require to particular stimuli, creating various associations or narratives in their mind. Importantly, however, research has demonstrated that the enhanced memory for distinct events (“the distinctiveness effect”) is not modulated by processing time [53].…”

Section: Discussionmentioning

confidence: 99%

Memory for Expectation-Violating Concepts: The Effects of Agents and Cultural Familiarity

et al. 2014

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Previous research has shown that ideas which violate our expectations, such as schema-inconsistent concepts, enjoy privileged status in terms of memorability. In our study, memory for concepts that violate cultural (cultural schema-level) expectations (e.g., “illiterate teacher”, “wooden bottle”, or “thorny grass”) versus domain-level (ontological) expectations (e.g., “speaking cat”, “jumping maple”, or “melting teacher”) was examined. Concepts that violate cultural expectations, or counter-schematic, were remembered to a greater extent compared with concepts that violate ontological expectations and with intuitive concepts (e.g., “galloping pony”, “drying orchid”, or “convertible car”), in both immediate recall, and delayed recognition tests. Importantly, concepts related to agents showed a memory advantage over concepts not pertaining to agents, but this was true only for expectation-violating concepts. Our results imply that intuitive, everyday concepts are equally attractive and memorable regardless of the presence or absence of agents. However, concepts that violate our expectations (cultural-schema or domain-level) are more memorable when pertaining to agents (humans and animals) than to non-agents (plants or objects/artifacts). We conclude that due to their evolutionary salience, cultural ideas which combine expectancy violations and the involvement of an agent are especially memorable and thus have an enhanced probability of being successfully propagated.

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“…Although not explicitly framed in terms of the elevated-attention hypothesis, there is evidence suggesting that the ODE, like the ABE and the low-frequency-word advantage, depends on early-phase encoding processes. Gounden and Nicolas (2012a), in particular, showed that the magnitude of the ODE did not increase when the time allotted for processing words was manipulated (250, 500, 1000 or 3000 ms). Consequently, we expect the attentional facilitation produced by target detection in the ABE paradigm to be redundant with the early processing advantage enjoyed by orthographically distinctive words (Mulligan et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Limits to the attentional boost effect: the moderating influence of orthographic distinctiveness

2014

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The Attentional Boost Effect (ABE) refers to the counter-intuitive finding that the detection of infrequent targets in a divided-attention (DA) condition enhances memory of images co-occurring with targets (as compared with images co-occurring with distractors; Swallow & Jiang Cognition, 115, 118-132, 2010). Previous studies have shown that the ABE also applies to verbal materials (words; Spataro, Mulligan, & Rossi-Arnaud Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 1223-1231) and documented an important moderating factor, word frequency-the ABE was robust for high-frequency words, but small or non-significant for low-frequency words (Mulligan, Spataro, & Picklesimer Journal of Experimental Psychology: Learning, Memory, and Cognition, 40, 1049-1063, 2014). The present experiment tested the predictions of the early-phase-elevated-attention hypothesis of the ABE by manipulating the orthographic distinctiveness of the to-beremembered words. Results revealed that the ABE was significant for low-frequency words with common orthographic features, but not for low-frequency words with rare orthographic features. As a consequence, the orthographic distinctiveness effect (ODE) was eliminated in the DA condition. These findings are in line with the proposal that the ABErelated attentional enhancement occurs during an early phase of stimulus perception and comprehension, as well as with the proposal that the ODE is mediated by high-level, attention demanding comparative processes.

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The impact of processing time on the bizarreness and orthographic distinctiveness effects

Cited by 16 publications

References 58 publications

How does graphotactic knowledge influence children's learning of new spellings?

How does graphotactic knowledge influence children's learning of new spellings?

Memory for Expectation-Violating Concepts: The Effects of Agents and Cultural Familiarity

Limits to the attentional boost effect: the moderating influence of orthographic distinctiveness

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