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Title: DIFFERENCES BETWEEN GOOD/AVERAGE COMPREHENDERS AND POOR COMPREHENDERS ON RECALL OF EXPOSITORY MATERIAL AT EACH LEVEL OF USE OF TOP-LEVEL STRUCTURE AS AN ORGANIZATIONAL STRATEGY OF RECALL.
Creator: SMISEK, SHARON O'CONNELL, Florida Atlantic University
Abstract/Description: Two basic problems were addressed in this study: (1) Was there a significant difference between good/average and poor comprehenders on level of use of top-level structure as an organizational strategy for recall of expository material? (2) Was there a significant difference in recall at each level of use of top-level structure for good/average comprehenders and for poor comprehenders? To investigate these problems, three phases of research were conducted: At Phase 1, a standardized reading...
Show moreTwo basic problems were addressed in this study: (1) Was there a significant difference between good/average and poor comprehenders on level of use of top-level structure as an organizational strategy for recall of expository material? (2) Was there a significant difference in recall at each level of use of top-level structure for good/average comprehenders and for poor comprehenders? To investigate these problems, three phases of research were conducted: At Phase 1, a standardized reading test was administered to determine the student's level of ability in comprehending literal and inferential types of questions and level of vocabulary. The student's level of prior knowledge of the strategy and his/her performance in free recall were assessed from protocols written in a pretest. At Phase 2 , an experimental manipulation was introduced in which all students received intensive training in the nature of top-level structure, in -how to find it in expository material, and in how to use it to organize written, free recall. Immediately following instruction, use of the strategy and free recall were assessed from protocols written.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11749
Subject Headings: Reading comprehension, Recollection (Psychology)
Format: Document (PDF)

Title: FREE RECALL AND CLUSTERING OF TYPICAL AND ATYPICAL CATEGORY EXEMPLARS.
Creator: GREENBERG, MICHAEL STEVEN, Florida Atlantic University
Abstract/Description: Natural language categories are considered as concepts which can be described in terms of a prototype, wit h some category i terns more "typical" of their categories than others . One hypothesis tested was that typicality effects on free recall performance were due to atypical items not being encoded by their category labels. An alternative hypothesis argues that the structural base behind typicality effects is "family resemblances" (feature overlap). In the task, subjects were given either a...
Show moreNatural language categories are considered as concepts which can be described in terms of a prototype, wit h some category i terns more "typical" of their categories than others . One hypothesis tested was that typicality effects on free recall performance were due to atypical items not being encoded by their category labels. An alternative hypothesis argues that the structural base behind typicality effects is "family resemblances" (feature overlap). In the task, subjects were given either a list of typical or atypical items for three study/recall trials. Further, one half of the subjects in each materials condition received category cues at input to test the differential encoding hypothesis. The results showed large typicality effects in the no cue condition. However, there were small typicality effects in the cue condition. These results were interpreted as indicating that typicality effects on a free recall performance task are largely eliminated when category coding is relatively complete. Thus, the feature overlap hypothesis cannot be accepted.
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Date Issued: 1978
PURL: http://purl.flvc.org/fcla/dt/13933
Subject Headings: Recollection (Psychology), Memory
Format: Document (PDF)

Title: CHILDREN'S CUED-RECALL OF CHILD- AND ADULT-DEFINED TYPICAL AND ATYPICAL CATEGORY EXEMPLARS.
Creator: THOMPSON, BARBARA ELAINE, Florida Atlantic University
Abstract/Description: Kindergarten, third, and sixth graders received one of two 22 item lists for cued-recall, with one-half of the items in each list being typical examples of familiar categories, and onehalf heing atypical category exemplars. For subjects in the Age-Appropriate condition, the typicality of the items was based on children's definitions of "item goodness," whereas for subjects in the Adult-Norm condition, item typicality was based on adult judgements. At all grade levels, typical items were...
Show moreKindergarten, third, and sixth graders received one of two 22 item lists for cued-recall, with one-half of the items in each list being typical examples of familiar categories, and onehalf heing atypical category exemplars. For subjects in the Age-Appropriate condition, the typicality of the items was based on children's definitions of "item goodness," whereas for subjects in the Adult-Norm condition, item typicality was based on adult judgements. At all grade levels, typical items were recalled to a greater extent than atypical items, and recall in the Age-Appropriate condition was significantly greater than in the Adult-Norm condition. In the Age-Appropriate condition, processing differences between typical and atypical category exemplars were interpreted as being due to qualitative differences in how representative items were of their categories, whereas the "typicality" effects in the Adult Norm condition were hypothesized as being due to a quantitative lack of category knowledge.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/14025
Subject Headings: Recollection (Psychology), Memory in children
Format: Document (PDF)

Title: DEVELOPMENTAL DIFFERENCES IN THE TIMING OF ORGANIZATION IN CHILDREN'S RECALL.
Creator: HIBEL, JANET, Florida Atlantic University, Bjorklund, David F., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: In the present experiment possible developmental differences in the timing of organization in children's free recall were examined. It was hypothesized that children who organize information at input would show a smaller decrement in recall as a result of delayed testing with related than with unrelated materials. If the categorical similarity among items is discovered at input, the resulting organizational scheme(s) would make the individual items more resistant to forgetting over time....
Show moreIn the present experiment possible developmental differences in the timing of organization in children's free recall were examined. It was hypothesized that children who organize information at input would show a smaller decrement in recall as a result of delayed testing with related than with unrelated materials. If the categorical similarity among items is discovered at input, the resulting organizational scheme(s) would make the individual items more resistant to forgetting over time. However, since no organizational scheme could be imposed upon unrelated items, many items would be lost as a result of delayed testing. This pattern of data was predicted only for junior high students and not for second and third graders. However, contrary to expectation, both the younger and older groups of subjects showed this pattern, indicating that children of both age groups organize categorically related information at input. The possibility of a semantic facilitative effect for the younger subjects was discussed.
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Date Issued: 1978
PURL: http://purl.flvc.org/fcla/dt/13934
Subject Headings: Recollection (Psychology), Memory in children
Format: Document (PDF)

Title: Temporal organization of memory strategies on a sort/recall task.
Creator: Park, Cynthia Louise Smith, Florida Atlantic University, Bjorklund, David F., Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: This study examined the temporal structure of children's study behaviors on a sort/recall task. Forty-two fifth-grade children were given six sort/recall trials, each consisting of a two-minute study period followed by a recall assessment. Three trials used the same word list on each trial, while three trials used different word lists on each trial. Half of the participants received the different word list trials first while the order was reversed for the remaining participants. Results were...
Show moreThis study examined the temporal structure of children's study behaviors on a sort/recall task. Forty-two fifth-grade children were given six sort/recall trials, each consisting of a two-minute study period followed by a recall assessment. Three trials used the same word list on each trial, while three trials used different word lists on each trial. Half of the participants received the different word list trials first while the order was reversed for the remaining participants. Results were analyzed for differences between recall groups, type of word list used, and presentation order of the trials. High recallers demonstrated stronger temporal patterns of study behaviors than did low recallers (as measured by Fourier analysis of time series data). High recallers also showed stronger tendencies to use behaviors that facilitated performance in close temporal proximity. Type of word list affected recall and temporal patterns of a portion of the study behaviors analyzed.
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Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/15580
Subject Headings: Study skills, Recollection (Psychology), Memory
Format: Document (PDF)

Title: DEVELOPMENTAL DIFFERENCES IN ORGANIZATIONAL CRITERIA IN FREE RECALL.
Creator: DE MARCHENA, MELANIE RUTH RABIN., Florida Atlantic University
Abstract/Description: This experiment explored the possibility of a developmental shift from organization according to associative criteria to organization according to taxonomic criteria. First, fourth and seventh graders were presented with a list of items which could be organized equally well into either groups of taxonomic or associative pairs. Children were randomly assigned to either the Sort or No Sort Condition. While clustering levels for children in the Sort Condition were significantly greater than...
Show moreThis experiment explored the possibility of a developmental shift from organization according to associative criteria to organization according to taxonomic criteria. First, fourth and seventh graders were presented with a list of items which could be organized equally well into either groups of taxonomic or associative pairs. Children were randomly assigned to either the Sort or No Sort Condition. While clustering levels for children in the Sort Condition were significantly greater than those of children in the No Sort Condition both had high overall levels of clustering. First grade children's organizational styles during sorting, were significantly more associative than were fourth or seventh graders, who increasingly organized taxonomically. These results suggest that it is not that young children are incapable of using effective organizational strategies to mediate recall, but rather, that their strategies differ from those of older children and adults.
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Date Issued: 1981
PURL: http://purl.flvc.org/fcla/dt/14092
Subject Headings: Memory in children, Recollection (Psychology)
Format: Document (PDF)

Title: DELIBERATE VERSUS AUTOMATIC PROCESSING IN CHILDREN'S RECALL AND ORGANIZATION OF FAMILIAR INFORMATION.
Creator: MCKENNA, DONNA LEE, Florida Atlantic University
Abstract/Description: This experiment was designed to examine the development of organizational strategies during the course of children's recall. First, third, and fifth grade children were asked to recall the names of their classmates. Organization of recall was assessed with regard to structures in the classroom (e.g., seating arrangements, reading groups). To determine if awareness of strategy use increased over the course of recall, some children were asked metamemory questions after recalling only six names,...
Show moreThis experiment was designed to examine the development of organizational strategies during the course of children's recall. First, third, and fifth grade children were asked to recall the names of their classmates. Organization of recall was assessed with regard to structures in the classroom (e.g., seating arrangements, reading groups). To determine if awareness of strategy use increased over the course of recall, some children were asked metamemory questions after recalling only six names, others after recalling 12 names, and a third group after recalling as many names as possible. Analyses of interitem latency data, clustering, and metamemory responses suggest that the highly organized retrieval in class recall is mediated by the activation of automatic relationships and not by the use of deliberate organizational strategies. The various associative relationships between names lead children to switch between different modes of organization. This process results in well structured recall, without requiring any conscious awareness.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/14173
Subject Headings: Recollection (Psychology), Memory in children
Format: Document (PDF)

Title: THE TAXONOMIC AND NON-TAXONOMIC CLUSTERING AND RECALL OF YOUNG CHILDREN IN A SORTING AND DELAYED RECALL TASK.
Creator: ZAKEN, FLORA JANE, Florida Atlantic University
Abstract/Description: Several studies have found recall and clustering performance of young children to be greater with non-taxonomic (NT) than with taxonomic (T) materials, while other studies have found the reverse. The present experiment has tried to resolve this discrepancy by introducing the variable of criterion vs single sorting prior to recall. A comparison of Immediate and Delayed recall between child-generated T and child-generated NT categories under criterion (two consecutive identical sorts) and...
Show moreSeveral studies have found recall and clustering performance of young children to be greater with non-taxonomic (NT) than with taxonomic (T) materials, while other studies have found the reverse. The present experiment has tried to resolve this discrepancy by introducing the variable of criterion vs single sorting prior to recall. A comparison of Immediate and Delayed recall between child-generated T and child-generated NT categories under criterion (two consecutive identical sorts) and single sorting conditions was used to assess the differences in these T and NT grouping patterns as a basis for organizing recall. Although there were no significant interactions with delay, when subjects sorted only once, recall performance was greater with T related materials. However, when subjects sorted to a stable criterion of two consecutive identical sorts, recall performance with NT related materials was greater than performance with T related materials. These results suggest that under single sorting conditions, the use of T categories may have resulted in a better fit with the child's semantic memory structure than NT groupings. However, with stable sorting, both T and NT grouping patterns were equally consolidated into the memory structure, making them both equally retrievable.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/14009
Subject Headings: Memory in children, Cluster analysis, Recollection (Psychology)
Format: Document (PDF)

Title: Binding Errors and their Relationship to Object-Present and Object-Absent Motion Events.
Creator: Pacific, Justin Brooks, Kersten, Alan, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: The current study sought to examine further the concept of eyewitness memory for events. Specifically, using filmed events that were performed with objects and events performed without objects, we explored the potential interaction of the object cue and binding or conjunction errors. This specific memory error involves improperly pairing two or more feature memories together in the long-term store. In our study, these features were the action and the actress performing the action. Our study...
Show moreThe current study sought to examine further the concept of eyewitness memory for events. Specifically, using filmed events that were performed with objects and events performed without objects, we explored the potential interaction of the object cue and binding or conjunction errors. This specific memory error involves improperly pairing two or more feature memories together in the long-term store. In our study, these features were the action and the actress performing the action. Our study involved 51 participants. Participants were shown target events in Week 1 and asked to retrieve the target events from a larger group of events in Week 2. While findings did not show the expected interaction of conjunction events to object presence or absence, objects without an object showed a significantly higher acceptance rate. A secondary analysis revealed an interaction effect between head-focus and recognition item type, meaning participants did view events without an object differently from objects with an object.
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Date Issued: 2006
PURL: http://purl.flvc.org/fau/fd/FA00000804
Subject Headings: Context effects (Psychology), Eyewitness identification, Recollection (Psychology), Visual perception
Format: Document (PDF)

Title: The development of utilization deficiencies in a sort/recall memory task.
Creator: Coyle, Thomas Roger., Florida Atlantic University, Bjorklund, David F.
Abstract/Description: The development and correlates of utilization deficiencies in second-, third-, and fourth-graders were examined in two separate testing sessions, separated by a one-week interval. In the first session, children received a series of tests assessing self-attributions, metamemory, and intelligence. These factors were proposed to influence the development of utilization deficiencies. In the second session, children were given five sort/recall trials using a different list of categorically related...
Show moreThe development and correlates of utilization deficiencies in second-, third-, and fourth-graders were examined in two separate testing sessions, separated by a one-week interval. In the first session, children received a series of tests assessing self-attributions, metamemory, and intelligence. These factors were proposed to influence the development of utilization deficiencies. In the second session, children were given five sort/recall trials using a different list of categorically related words on each trial and then classified as utilizationally deficient according to their patterns of strategy use and recall over trials. Analysis of mean levels of recall and strategy use demonstrated utilization deficiencies for third graders. Analysis of data for individual subjects revealed that utilization deficiencies were associated with enhanced performance for second and third graders, but lower performance for fourth graders. Attributions of effort were found to be associated with utilization deficiencies for the third graders. The nonsignificant associations of intelligence and metamemory with utilization deficiencies are discussed in terms of domain specific cognition.
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Date Issued: 1993
PURL: http://purl.flvc.org/fcla/dt/14964
Subject Headings: Cognition in children, Memory in children, Recollection (Psychology)
Format: Document (PDF)

Title: False recognition driven by meaning and form: the dynamics of bilingual memory representations.
Creator: Parra, Marisol., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Activation of the representations of the two languages in bilingual memory has been shown to affect recognition during initial word comprehension (e.g., Dijkstra & Van Heuven, 2002). This study investigated whether the activation of semantic (i.e., meaning) and lexical (i.e., form) representations of words in a bilingual's two languages affects word recognition after the first stages of word comprehension. False recognition of words in one language that were similar in meaning and/or form to...
Show moreActivation of the representations of the two languages in bilingual memory has been shown to affect recognition during initial word comprehension (e.g., Dijkstra & Van Heuven, 2002). This study investigated whether the activation of semantic (i.e., meaning) and lexical (i.e., form) representations of words in a bilingual's two languages affects word recognition after the first stages of word comprehension. False recognition of words in one language that were similar in meaning and/or form to words studied in the other language was an indication of these effects. This study further investigated whether false recognition based on meaning and/or form is modulated by bilingual language proficiency.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362571
Subject Headings: Psycholinguistics, Language and languages, Psychological aspects, Bilingualism, Psychological aspects, Learning, Psychology of, Recollection (Psychology)
Format: Document (PDF)

Title: The influence of motion type on memory of simple events.
Creator: Berger, Johanna D., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This experiment investigated an individual's memory of specific motion events, unique actor, intrinsic motion, and extrinsic motion combination. Intrinsic motions involve the movement of an individual's body parts in a specific manner to move around, while extrinsic motions specify a path in reference to an external object. Participants viewed video clips, each depicting an actor performing a unique extrinsic and intrinsic motion combination. One week later, they viewed a different series of...
Show moreThis experiment investigated an individual's memory of specific motion events, unique actor, intrinsic motion, and extrinsic motion combination. Intrinsic motions involve the movement of an individual's body parts in a specific manner to move around, while extrinsic motions specify a path in reference to an external object. Participants viewed video clips, each depicting an actor performing a unique extrinsic and intrinsic motion combination. One week later, they viewed a different series of retrieval video clips consisting of old (identical to encoding), extrinsic conjunction (extrinsic motion previously performed by different actor), intrinsic conjunction (intrinsic motion previously performed by different actor), and new (novel extrinsic or intrinsic motion) video clips. Participants responded "yes" to viewing the old video clips the most often, followed by conjunction video clips, and then new video clips. Furthermore, there were a greater number of "yes" event memory recognition responses for extrinsic conjunction items than intrinsic conjunction items.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/186673
Subject Headings: Recollection (Psychology), Context effects (Psychology), Memory, Research, Human information processing, Research, Transference (Psychology), Motion segmentation
Format: Document (PDF)

Title: Own-age bias and memory for events.
Creator: Boutté, Danielle L., Harriet L. Wilkes Honors College
Abstract/Description: Event memory studies have shown that older adults typically have poorer memories for events than do younger adults. Unfortunately, these studies tested memory for events that contained only young adults as the actors. It could be that the younger adults remembered the events better due to an own-age bias. One particular type of event memory error is called unconscious transference. In unconscious transference, a binding error results in false conjunction memories. Several studies have shown...
Show moreEvent memory studies have shown that older adults typically have poorer memories for events than do younger adults. Unfortunately, these studies tested memory for events that contained only young adults as the actors. It could be that the younger adults remembered the events better due to an own-age bias. One particular type of event memory error is called unconscious transference. In unconscious transference, a binding error results in false conjunction memories. Several studies have shown that older adults are more likely to make these errors. This study aims to look more closely at the effects of own-age bias on face recognition and conjunction errors made in memory for events. Younger adults were tested on their memory for both younger and older adults seen performing simple actions in video clips as well as in "mug shot" photograph tests.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/77658
Subject Headings: Transference (Psychology), Recollection (Psychology), Cognition, Age factors, Face perception, Eyewitness identification, Age factors
Format: Document (PDF)

Title: The Happiness/Anger Superiority Effect: the influence of the gender of perceiver and poser in facial expression recognition.
Creator: Peaco, Sophia., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Two experiments were conducted to investigate the impact of poser and perceiver gender on the Happiness/Anger Superiority effect and the Female Advantage in facial expression recognition. Happy, neutral, and angry facial expressions were presented on male and female faces under Continuous Flash Suppression (CFS). Participants of both genders indicated when the presented faces broke through the suppression. In the second experiment, angry and happy expressions were reduced to 50% intensity. At...
Show moreTwo experiments were conducted to investigate the impact of poser and perceiver gender on the Happiness/Anger Superiority effect and the Female Advantage in facial expression recognition. Happy, neutral, and angry facial expressions were presented on male and female faces under Continuous Flash Suppression (CFS). Participants of both genders indicated when the presented faces broke through the suppression. In the second experiment, angry and happy expressions were reduced to 50% intensity. At full intensity, there was no difference in the reaction time for female neutral and angry faces, but male faces showed a difference in detection between all expressions. Across experiments, male faces were detected later than female faces for all facial expressions. Happiness was generally detected faster than anger, except when on female faces at 50% intensity. No main effect for perceiver gender emerged. It was concluded that happiness is superior to anger in CFS, and that poser gender affects facial expression recognition.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3360964
Subject Headings: Face perception, Human face recognition, Facial expression, Physiological aspects, Biometric identification, Recollection (Psychology), Recognition (Psychology)
Format: Document (PDF)

Title: Is age really just a number?: neuropsychological predictors of eyewitness memory errors.
Creator: Tsikis, Tina, Harriet L. Wilkes Honors College
Abstract/Description: Two separate groups of young and middle-aged adults watched videos of events being performed by a number of different college-aged females. Both the young goup of adults and the middle-aged group of adults were later tested on their memory for both the individual features of these events (i.e., actors and actions), and for conjunctions of features (i.e., which actor performed which action) in order to determine how likely they were to remember which actors performed which actions. Our results...
Show moreTwo separate groups of young and middle-aged adults watched videos of events being performed by a number of different college-aged females. Both the young goup of adults and the middle-aged group of adults were later tested on their memory for both the individual features of these events (i.e., actors and actions), and for conjunctions of features (i.e., which actor performed which action) in order to determine how likely they were to remember which actors performed which actions. Our results showed that frontal lobe functioning is not affected with age. However, there is a slight decrease in medial temporal functioning that continues on throughout life. There was a main effect of Question, Item Type, and Age Group explained through a three-way ANOVA. Binding errors increase with age because specific areas of the brain, such as the hippocampus and prefrontal cortex, deteriorate with age.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3359329, http://purl.flvc.org/fau/fd/FADT3359329
Subject Headings: Aging, Psychological aspects, Memory, Age factors, Eyewitness identification, Age factors, Recollection (Psychology), Cognition, Age factors, Transference (Psychology)
Format: Document (PDF)

Title: Verb Memory and Text Comprehension.
Creator: Khan, Lamiya, Kersten, Alan, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Kersten, Earles, and Berger (2015) reported a distinction between two kinds of motion representations. Extrinsic motions involve the path of a person or object, with respect to an external frame of reference. Intrinsic motions involve the manner in which the various parts of a person or object move. They found that intrinsic motions are encoded and remembered with the corresponding actor performing the motions in a unitized memory representation. Extrinsic motions are encoded as separate...
Show moreKersten, Earles, and Berger (2015) reported a distinction between two kinds of motion representations. Extrinsic motions involve the path of a person or object, with respect to an external frame of reference. Intrinsic motions involve the manner in which the various parts of a person or object move. They found that intrinsic motions are encoded and remembered with the corresponding actor performing the motions in a unitized memory representation. Extrinsic motions are encoded as separate memory representations, making them more difficult to accurately associate with the correct actor. In the proposed experiment, I will examine the generality of this distinction in motion representation, and investigate whether the unitization of intrinsic motion with its corresponding actor occurs during reading comprehension tasks.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004799, http://purl.flvc.org/fau/fd/FA00004799
Subject Headings: Recollection (Psychology), Context effects (Psychology), Cognitive grammar., Semantics--Psychological aspects., Knowledge, Theory of., Linguistic analysis (Linguistics), Human information processing.
Format: Document (PDF)

Title: Is age really just a number? Neuropsychological predictors of eyewitness memory errors.
Creator: Tsikis, Tina, Earles, Julie, Kersten, Alan
Date Issued: 2012-04-06
PURL: http://purl.flvc.org/fcla/dt/3349047
Subject Headings: Memory, Eyewitness identification, Forensic psychology, False memories, Recollection research, Eyewitness memory, Neuropsychology
Format: Document (PDF)

Title: "I distinctly remember you!": an investigation of memory for faces with unusual features.
Creator: Keif, Autumn., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Many errors in recognition are made because various features of a stimulus are attended inefficiently. Those features are not bound together and can then be confused with other information. One of the most common types of these errors is conjunction errors. These happen when mismatched features of memories are combined to form a composite memory. This study tests how likely conjunction errors, along with other recognition errors, occur when participants watch videos of people both with and...
Show moreMany errors in recognition are made because various features of a stimulus are attended inefficiently. Those features are not bound together and can then be confused with other information. One of the most common types of these errors is conjunction errors. These happen when mismatched features of memories are combined to form a composite memory. This study tests how likely conjunction errors, along with other recognition errors, occur when participants watch videos of people both with and without unusual facial features performing actions after a week time lag. It was hypothesized that participants would falsely recognize actresses in the conjunction item condition over the other conditions. The likelihood of falsely recognizing a new person increased when presented with a feature, but the conjunction items overall were most often falsely recognized.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3342207
Subject Headings: Face perception, Human face recognition, Facial expression, Physiological aspects, Recollection (Psychology)
Format: Document (PDF)

Title: Memory for emotional and non-emotional events.
Creator: Butler, Leslie A., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This experiment was designed to investigate the effect of emotion on an individual's ability to bind actors and actions in memories for events. Binding is the process of creating associations among features of a stimulus in order to represent that they belong together; however, errors can occur when a feature from one stimulus is incorrectly associated with a feature from another stimulus. Participants viewed a series of video clips, each depicting an actor performing a simple emotional or...
Show moreThis experiment was designed to investigate the effect of emotion on an individual's ability to bind actors and actions in memories for events. Binding is the process of creating associations among features of a stimulus in order to represent that they belong together; however, errors can occur when a feature from one stimulus is incorrectly associated with a feature from another stimulus. Participants viewed a series of video clips, each depicting an actor performing a simple emotional or non-emotional action. One week later, they viewed a series of retrieval video clips consisting of old, (previously seen), conjunction (previously seen action performed by a different actor) and also new video clips. Participants responded "yes" to viewing the old clips the most, followed by both conjunction clips, and then new clips. Participants also responded "yes" more often to emotional items and also displayed higher confidence ratings to "yes" responses for emotional items.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/221946
Subject Headings: Recollection (Psychology), Memory, Physiological effects, Emotions, Physiological effects, Emotion and cognition
Format: Document (PDF)

Title: Specific and non-specific cognitive operations as language options for memory questions: AnfMRI study.
Creator: Jantzen, McNeel Gordon., Florida Atlantic University, Ashworth, Sara
Abstract/Description: In order for memory questions to accomplish the goals of questions, teachers need to determine specific content and cognitive goals for each question so that questions can direct learners' attention and reinforce an organizational structure for the encoding of information. The purpose of this study was to examine the language used in memory questions for assessment purposes and to examine whether different language options used when formulating memory questions engaged brain areas related to...
Show moreIn order for memory questions to accomplish the goals of questions, teachers need to determine specific content and cognitive goals for each question so that questions can direct learners' attention and reinforce an organizational structure for the encoding of information. The purpose of this study was to examine the language used in memory questions for assessment purposes and to examine whether different language options used when formulating memory questions engaged brain areas related to memory and cognition. The language of the questions can affect the cognitive process by which the answer is derived. The two language options that affect cognitive processes are non-specific and specific. This study supplements teachers' working knowledge of the methods and techniques for questioning by providing a basic understanding of cognitive processes that different questions can evoke. This study used techniques from neuroscience to test hypotheses derived directly from education-based theories of cognition in order to validate educational theory. Neuroscience provides knowledge about how the brain senses, processes, stores, and retrieves information. It also provides findings that can be translated into practical applications for the classroom. Therefore, the relationship between education and neuroscience contributes to effective planning, practices, and assessment; it allows a more comprehensive understanding of the difficulties and apprehensions associated with learning. The following study utilized fMRI to answer the general question of the relationship between the memory processes associated with specific and non-specific questions. Seventeen undergraduate and graduate students from a university in South Florida served as subjects. Subjects were presented with a stimulus consisting of specific questions, non-specific questions, and control statements. All questions/statements followed the design of 8 seconds to read the question/statement, 10 seconds to "think" about the answer to the question or the material presented in the statement, 4 seconds for response using a "yes" or "no" button, and a 12 second rest period. Images collected were analyzed using AFNI. Specific cognitive operations improved efficiency for the retrieval of information from memory. Results elucidate differences in neural activity associated with encoding processes and the retrieval of information from memory based on the language used in specific and non-specific questions.
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Date Issued: 2004
PURL: http://purl.flvc.org/fau/fd/FADT12115
Subject Headings: Cognitive learning, Education--Effect of technological innovations on, Experiential learning, Brain--Psychophysiology, Learning--Physiological aspects, Recollection (Psychology), Memory
Format: Document (PDF)

FAU Theses and Dissertations (18)	+ -
Honors Student Theses (2)	+ -
FAU Undergraduate Student Research (1)	+ -

Recollection (Psychology) (20)	+ -
Memory (7)	+ -
Memory in children (6)	+ -
Eyewitness identification (4)	+ -
Context effects (Psychology) (3)	+ -

Face perception (3)	+ -
Transference (Psychology) (3)	+ -
Age factors (2)	+ -
Cognition (2)	+ -
Facial expression (2)	+ -
Human face recognition (2)	+ -
Physiological aspects (2)	+ -
Psychological aspects (2)	+ -
Aging (1)	+ -
Bilingualism (1)	+ -
Biometric identification (1)	+ -
Brain--Psychophysiology (1)	+ -
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