Veronica J. Dark

Perceptual Fluency and Recognition Judgments

Items seen for the second time in an experiment (old items) can be perceived more readily (fluently) than items seen for the first time (new items) (e.g., Jacoby & Dallas, 1981). We hypothesized that perceptual fluency is used as a cue for discriminating old from new items. In the test phase of a recognition task, each item was gradually clarified until it was identified, at which time subjects made an old/new judgment. We expected that fluently perceived (quickly identified) items would tend to be judged old regardless of their actual old/new status. In Experiment 1, words were more likely to be judged old both if they were quickly identified and, independently of this, if they actually were old. The latter finding implicates a factor (e.g., directed memory search) other than perceptual fluency in recognition judgments. Experiment 2 succeeded in reducing the contribution of this additional factor by using nonwords rather than words. Recognition judgments for nonwords were much more dependent on speed of identificatio n than they were on actual old/new status. We propose that perceptual fluency is the basis of the feeling of familiarity and is one of two important factors that make variable contributions to recognition judgments.

Differential Enhancement of Working Memory with Mathematical versus Verbal Precocity.

Two experiments compared the working-memory performance of highly gifted 13- and 14-year-olds who showed (a) both mathematical and verbal precocity, (b) primarily mathematical precocity, or (c) primarily verbal precocity

Perceptual implicit memory requires attentional encoding.

Perceptual implicit memory for previously attended and unattended words was measured either in a word-stem completion task or in a perceptual fluency (perceptual identification) task. Subjects (N = 144) first engaged in a focused attention task in which they were to identify one of two words presented for 100, 200, or 300 msec. Words were classified as attended if they were reported during the focused attention task and unattended if they were not. Results for both implicit memory tests indicated reliable perceptual implicit memory for attended words but not for unattended words, regardless of focused attention exposure duration. The results indicate that perceptual implicit memory tasks reflect attentional encoding processes; that is, words must undergo attentional encoding if they are to affect performance on a later perceptual implicit memory test.

Levels of selection and capacity limits

Subjects performed a visual target-detection task in eight experiments. We examined the effects of word relevancy (word in relevant or irrelevant location) and display load (1-4 words) on physical, semantic, and controlled processing of nontargets. Interwoven with the detection task was a test-word identification task that was used to measure priming potency of nontargets. Physical and semantic levels of processing were measured in terms of identity and semantic priming, respectively. Nontarget primes were repeated as test words in identity priming. Nontarget primes were semantic associates of test words in semantic priming. Controlled processing of nontargets was measured in terms of recognition memory on a subsequent test. All measures increased with word relevancy and decreased with display load. The priming effects remained intact even when word presentation was speeded up and controlled processing was sharply curtailed. The data indicate that all levels of processing are selective and capacity limited.

Enhanced problem translation and short-term memory: Components of mathematical talent.

The performance of mathematically talented 12- and 13-year-olds on various cognitive tasks was compared with that of average-ability youth, verbally talented youth, and college students. In Experiment 1, the hypothesis that mathematical talent includes enhanced problem-translation skills was supported: In Experiment 2, the hypothesis that mathematical talent includes enhanced ability to represent and manipulate information in short-term memory was strongly supported

Semantic priming, prime reportability, and retroactive priming are interdependent.

In two experiments, semantic analysis of prime words was measured in terms of facilitation in naming a semantically related target word. Targets were degraded but gradually clarified until the subject named them. Subjects reported the prime after naming the target. Experiment 1 used semantic associates as primes at a 50-msec prime-target stimulus onset asynchrony (SOA). Experiment 2 used both semantic-associate and identity primes at a 1,000-msec prime-target SOA. Reported primes showed facilitation in both experiments, whereas unreported primes did not. It appears that primes that undergo enough analysis to facilitate target processing are also available for conscious report. However, retroactive priming in both experiments showed that target processing also had an impact on prime reportability. The interdependence of priming and prime reportability disallows a straightforward interpretation of the origin of the facilitation.

The Role of Rehearsal in Long-Term Memory Performance.

Abstract In each of two experiments, subjects were given 48 Brown-Peterson trials, using word lists as stimuli, followed by an unexpected final free recall test on the words. Of interest was the influence on final performance of (1) the length of the original Brown-Peterson retention interval and (2) whether the subject overtly rehearsed the word list or performed a rehearsal-preventing task during the Brown-Peterson retention interval. To avoid confoundings involving the influence of initial recall on final recall, initial recall was required on only half the trials and analysis of final performance was restricted to data from the other half of the trials (referred to as no-recall trials). Results were consistent over the experiments: Items rehearsed during the Brown-Peterson retention interval showed better delayed recall than did items for which rehearsal was prevented. Also, delayed performance increased monotonically with retention interval for items that the subject had rehearsed but remained fairly constant over retention interval for items whose presentation was followed by a rehearsal-preventing task. It is argued that earlier studies indicating that overt repetition will not increase performance on a delayed test have failed to consider that overt repetition is a nonunitary phenomenon which may show either maintenance or elaborative properties in different situations.

Assessing the Effectiveness of Traditional and Virtual Reality Interfaces in Spherical Mechanism Design

Virtual reality (VR) interfaces have the potential to enhance the engineering design process, but before industry embraces them, the benefits must be understood and documented. The current research compared two software applications, one which uses a traditional human-computer interface (HCI) and one which uses a virtual reality HCI, that were developed to aid engineers in designing complex three-dimensional spherical mechanisms. Participants used each system to design a spherical mechanism and then evaluated the different interfaces. Participants rated their ability to interact with the computer images, their feelings about each interface, and their preferences for which interface device to use for certain tasks. The results indicated that participants preferred a traditional interface for interaction tasks and a VR interface for visual tasks. These results provide information about how to improve implementation of VR technology, specifically for complex three-dimensional design applications.

Context-dependent memory for meaningful material: information for students

Context-dependency effects on memory for lists of unrelated words have been shown more often with recall than with recognition. Context dependency for meaningful text material was examined using two standard academic testing techniques: short answer (recall) and multiple choice (recognition). Forty participants read an article in either silent or noisy conditions; their reading comprehension was assessed with both types of test under silent or noisy conditions. Both tests showed context-dependency effects in which performance was better in the matching conditions (silent study/silent test and noisy study/noisy test) than in the mismatching conditions (silent study/noisy test and noisy study/silent test). Context cues appear to be important in the retrieval of newly learned meaningful information. An academic application is that students may perform better on exams by studying in silence. Copyright

Attentional processing of “unattended” flankers: Evidence for a failure of selective attention

Results from research with the flanker task have been used to argue both that flankers are identified without attention and that flanker identificatin requires attention. In three experiments, we addressed this issue by examining flanker recall. In Experiment 1, we manipulated flanker redundancy, a variable that could influence attention to the flankers, in order to determine whether it affected the magnitude of the flanker effect, the magnitude of flanker recall, or both. Redundancy did not influence the flanker effect, and recall was high in both conditions, suggesting that the flankers were attended. The recall results contradicted those of Miller (1987), the only other study that we could find in which flanker recall was used. In Experiments 2 and 3, we examined differences between Miller’s procedure and ours. Although flanker recall was lower when open-ended rather than forced recall was used and when the flanker task was made more complicated, flanker recall remained well above chance in all conditions. The data strongly suggest that in the typical correlated flanker task there is a failure of selective attention at some point during processing such that flankers receive attentional processing.