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Dissertations / Theses on the topic 'Recall (Psychology'

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Published: 29 July 2024

Last updated: 30 July 2024

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1

Hirn, Mueller Dana Elizabeth. "The Effects of Post-Recall Feedback: Examining Witness Recall Quantity, Accuracy, and Confidence." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2169.

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Most eyewitness identification protocols recommend withholding feedback after an identification has been made, at least until a measure of confidence can be gathered. Although much research has examined the impact of post-identification feedback on subsequent witness behavior and confidence, research addressing the importance of post-recall feedback remains largely incomplete. The current study examined the effects of post-recall feedback and question type on subsequent witness recall, confidence, and reports of view of the crime. In line with previous eyewitness identification research, it was predicted that participants receiving confirming post-recall feedback would be more confident in their prior recall compared to participants receiving neutral, no, or disconfirming feedback. One hundred and fifty-eight participants viewed a mock crime video of a robbery followed by an interview which included both open-ended and cued questions. Participants were then given either confirming, neutral, no, or disconfirming feedback and asked about their confidence and the clarity of their view of the perpetrator. Under the pretense that the recording equipment failed, participants were interviewed again using the same question format. The second interview was followed by a series of suggestive questions. After the second interview, participants were again asked about their confidence and self-reported quality of view of the perpetrator. Participant interviews were transcribed and scored for quantity, accuracy, and consistency by two blind, independent coders. Analyses revealed that feedback had a systematic impact on confidence such that participants who received confirming feedback were more confident in the overall accuracy of their prior memory accounts than those who received neutral, no, or disconfirming feedback and participants who received neutral or no feedback were more confident in the overall accuracy of their prior memory accounts compared to those in the disconfirming feedback condition. In line with previous eyewitness identification research, there was no significant relationship between recall accuracy and reported confidence. Results from the current study can be used to inform real-world investigative interviewers by highlighting the consequences of offering post-recall feedback. Specifically, feedback can impact witness confidence irrespective of actual recall accuracy.

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Coelho, Rita. "ROLE OF EMOTION IN THE RECALL OF UNKNOWN FACES - Role of emotion in the recall." Thesis, Mittuniversitetet, Institutionen för psykologi och socialt arbete, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-37094.

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3

ElRif, Paul. "An examination of matched acquisition and recall modes versus mismatched acquisition and recall modes /." Thesis, Connect to Dissertations & Theses @ Tufts University, 1999.

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Thesis (Ph.D.)--Tufts University, 1999.
Adviser: Salvatore Soraci. Submitted to the Dept. of Psychology. Includes bibliographical references (leaves 174-183). Access restricted to members of the Tufts University community. Also available via the World Wide Web;

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4

Valdiserri, Michael. "Nonverbal recall and omission errors in normal aging." Thesis, The University of Arizona, 2002. http://hdl.handle.net/10150/291589.

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Omission errors made by 186 older adults were compared to those of 96 younger adults on a nonverbal delayed recall task, the Wechsler Memory Scale - Revised Visual Reproduction II subtest (WMS - R VR 2, Wechsler, 1987). Older subjects failed to reproduce both figures A and B significantly more often than younger subjects, with the greatest between--group variance occurring on figure A. The results suggest that age-related declines in nonverbal memory and delayed recall may have contributed to this pattern of performance. Furthermore, inattention and retroactive interference effects may have also been particularly relevant. Suggestions are made for subsequent research to rule out order effects by reordering the presentation of VR2 subtest stimuli and employing other measures of visual memory, visuoconstructive performance, and interference. Further understanding of older adults' performance on the WMS - R Visual Reproduction subtest would prove valuable, since it is used extensively in a variety of research and clinical settings.

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Garza, Maria. "Second Language Recall in Methods of Learning." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6788.

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This dissertation examined the relationship between the acquisition and recall of English language vocabulary. This study explored 2 different learning recall strategies to determine which approach was the quickest or more efficient way to remember vocabulary words. Previous researchers had focused on learning a second language phonetically and had not explored different instructional strategies to study the most useful or quickest way to learn a second language for adults. However, there remains an important gap in the current research regarding how to present different methods of instruction to acquire a new second language more rapidly. The purpose of this study was to determine which method was easier and quicker to assist the second language learner to recall and acquire vocabulary. The sample came from 3 different adult second language classrooms. The participants completed a pretest to assess their English word knowledge before the treatment. The participants had a timed 15-min or 30-min period to learn the cards for recall using flash cards with words only or with words and pictures. Once the period was over, the participants completed a posttest measure of language acquisition. There were no statistically significant differences in posttest scores based on method of learning, length of time for learning, or the interaction between the two. The results of the study added to the research on determining whether different instructional methods assisted an adult second language learner to acquire a second language more swiftly.

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Saunders, Lyn A. "Past-life recall a phenomenological investigation of facilitated and nonfacilitated recall experiences and their contributions to psychospiritual development /." Full text available online (restricted access), 2004. http://images.lib.monash.edu.au/ts/theses/Saunders.pdf.

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7

Dixon, Wallace E. Jr, Hannah G. Lawman, Elizabeth B. H. Johnson, Sarah May, Leslie A. Patton, Allison K. Lowe, and Courtney M. Snyder. "Effects of Exogenous and Endogenous Distracters on Immediate and Long-Term Recall in Toddlers: Distractions and Recall." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4891.

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We explored the role that exogenous and endogenous competitors for attention play in infants’ abilities to encode and retain information over a 6‐month period. Sixty‐six children visited the laboratory at 15 months, and 32 returned for a second visit at 21 months. Children observed models of conventional‐ relation and enabling‐relation action sequences. Half the children were distracted by a “Mister Monkey” mechanical toy during the conventional‐relation sequence, while the other half was distracted during the enabling‐relation sequence. The Early Childhood Behavior Questionnaire indexed endogenous factors at both ages. Immediate postmodel production of target actions indexed encoding efficiency, and 6‐month production of target actions indexed long‐term recall. The exogenous distracter impacted encoding efficiency (i.e., immediate recall), but not long‐term recall. Endogenous factors (i.e., temperament) were primarily associated with long‐term recall. Of special interest was our finding that endogenous factors, especially surgency, moderated the effect of the exogenous distracter. It appears that when learning conventional‐relation sequences in the presence of exogenous distracters, surgency mobilizes attentional resources toward the learning objective; however, when learning enabling‐relation sequences under the same conditions, surgency either boosts the saliency of the distracters or boosts children’s susceptibility to them.

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8

Lipko, Amanda Rae. "Preschoolers' persistent overconfidence in their recall memory." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1214583736.

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Thesis (Ph.D.)--Kent State University, 2008.
Title from PDF t.p. (viewed Oct. 5, 2009). Advisor: William Merriman. Keywords: metacognition; recall memory; cognitive development. Includes bibliographical references (p. 65-71).

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9

Wallace, Brett. "Sentence recall in children with autism spectrum disorder." UNF Digital Commons, 2017. https://digitalcommons.unf.edu/etd/769.

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There is an age-shift in neurotypical children: younger children tend to remember information in a verbatim manner so they store item-specific surface characteristics; between nine and ten children engage in gist recall where they store meanings of presented information. The aim of the present study was to explore false memory in children with Autistic Spectrum Disorder (ASD), as some research suggests that they develop gist recall at a later age than neurotypical children. We are also interested in the role of working memory. One approach to understanding false memory creation is activation-monitoring (AM) theory. Working memory can play a role during both the activation (encoding) phase, as well as during the monitoring retrieval phase. When working memory is overloaded or suboptimal, source monitoring is compromised at the encoding phase. In this study, we tested high-functioning children with ASD on working memory capacity. In addition, simple sentences were presented to be recalled, each one followed by a short word list that contained a thematically related distractor item. If a child used gist memory to recall the sentence, they would likely substitute the target (e.g., rabbit) word with the distractor (e.g., bunny). However, if they depended on verbatim recall, the distractor would not affect sentence recall performance. Children with lower working memory scores were more likely to incorrect answers to gist questions than those with high working memory. These findings have important implications for everyday social functioning. Though debatable, working memory impairments may encourage false memories in children with ASD.

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Patch, Peter C. "Schizophrenic Recall Performance in a Naturalized Setting." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3098.

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Previous laboratory research has demonstrated an encoding deficit for schizophrenics versus nonpsychiatrically diagnosed individuals. A study was conducted to examine encoding performance of these two groups in an actual apartment setting. Participants were asked to memorize a list of household tasks. Lists were either organized or random, but with identical items . Four conditions were compared: schizophrenic/ organized, schizophrenic/random, non- diagnosed/ organized, and non-diagnosed/random. It was hypothesized that the non-diagnosed participants would recall and perform significantly more tasks from the list than would schizophrenics in both the organized and random list conditions. Recall scores were also expected to be significantly higher for the organized than random list conditions for both the schizophrenic and non-diagnosed participants. A Diagnosis x List Type interaction was expected. Results for all comparisons were non-significant.

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Hendrickson, Rick 1956. "Temporal order recall and memory awareness in Alzheimer's disease." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/277917.

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This study partially replicates previous findings that Alzheimer's disease (AD) patients overpredict their performance on memory tasks. Higher functioning AD patients generally overpredicted their performance as compared to their caregivers' predictions of the patients' abilities across four memory tasks. There was only one significant difference between the lower functioning AD patients' and their caregivers' predictions of the patients' performance. Higher functioning AD patients had no difficulty in providing estimations of their caregivers' abilities on the same memory tasks, while the lower functioning AD patients generally overestimated their caregivers' performance. The second part of this study evaluated AD patients' performance on two temporal order tasks. There was no significant difference between the patients' and the control subjects' temporal order judgments. Results are discussed in terms of the role of frontal cerebral systems and methodological problems inherent to research with dementia patients.

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Littrell, Morgan. "The Relationship Between Eating Disorder Symptomology, Critical Body Comments, and Memory Recall." TopSCHOLAR®, 2012. http://digitalcommons.wku.edu/theses/1226.

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Previous research done in the area of eating disorders suggests many different variables, such as cognitive, biological, and social, that are thought to influence eating disorder development and maintenance. The present study attempts to combine cognitive and sociocultural research findings, memory recall and critical body comments, in an effort to see how, if at all, these two variables affect eating disorder symptomology. Participants for this study were 120 female students that were recruited via Study Board. Participants completed the demographics form, the Eating Disorder Inventory-3 RF, and the Social Hassles Questionnaire. The participants then watched an E-prime presentation of different positive, negative, and neutral appearance and non-appearance related words. After this presentation, participants completed a word recall task in which they wrote down as many of the words from the presentation as they could remember. Results were consistent with previous research that has found a relationship between remembering a critical comment and subsequent negative emotions/ experiences and also research that has found a negative relationship between high body dissatisfaction and number of positive words recalled. Results also showed that eating disorder symptomology predicts less recall of positive words. Results from the present study shed light on the need for better treatment for those suffering from eating disorders or any amount of eating pathology, especially treatments aimed at increasing positive ways of thinking.

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Trujillo, Amanda Kathryn. "Age Differences in Word Recall Predictions." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/gerontology_theses/20.

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This study examined factors related to word list performance predictions made by younger and older adults. A performance prediction is an estimate made prior to being exposed to the material that is studied for a specific task. The current study examined the age differences in a sample of 59 older adults (M = 76.83 years old, SD = 8.28) and 51 younger adults (M = 21.19 years old, SD = 3.22) on performance predictions for both an immediate and delayed word recall task. Memory self-efficacy and other self-rating measures were not found to influence immediate or delayed predictions. A repeated measures ANOVA revealed that older adults improved in absolute accuracy from immediate to delayed prediction whereas younger adults became less accurate. The results suggest that all metamemory skills do not deteriorate with age, as the older adults were capable of monitoring their memory accurately based on previous performance.

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Achuff, Susan F. "Qualitative measures of prose recall in young and older women." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/221.

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Sirianni, Lindsey. "Behavioral and Neural Correlates of Misses During Cued Recall." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/812.

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Recognition memory is thought to rely upon both recollection and familiarity. When people recall an episode from the past it is generally considered to reflect the memory process of recollection. Therefore, if people can successfully recall an item, they should be able to recognize it. However, in cued recall paradigms of memory research, participants sometimes correctly recall a studied target word in the presence of a strong semantic cue but then fail to recognize that word as actually having been studied. This paradox and underlying cognitive processes have been minimally studied by scientists, leaving this phenomenon poorly understood. Extant research has investigated some of the conditions necessary to produce these conditions but not the underlying neural correlates that drive them. The present study builds upon earlier studies using Electroencephalogram (EEG) to investigate the neural processes that underlie recognition failures of successfully recalled words. In the present experiment, participants studied words one at a time, and then later were asked to verbally recall these previously studied words as cued by their semantic associates. Following the participant’s verbal response, their recognition memory was tested for the recalled word. The current study aimed to use physiological measures (EEG) to investigate the explicit and implicit cognitive processes that may be involved in the recognition failure of recalled words. The data indicate that successfully recalled words that are recognized are driven by recollection at recall and a combination of recollection and familiarity at recognition, whereas successfully recalled words that are not recognized are instead driven by semantic priming at recall and at recognition, are driven by negative-going ERP effects reflecting implicit processes such as repetition fluency.

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Hite, Tifani R. "Gender, spatial learning trials, and object recall." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0709103-143240/unrestricted/HiteT071803f.pdf.

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Thesis (M.A.)--East Tennessee State University, 2003.
Title from electronic submission form. ETSU ETD database URN: etd-0709103-143240. Includes bibliographical references. Also available via Internet at the UMI web site.

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Bush, Jerry J. "Individual differences in the recall of performance appraisal feedback /." This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10062009-020032/.

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18

Welliver, Jennifer Moore. "Effects of Weapon Focus on True and False Recall of Emotional Words." Thesis, University of Louisiana at Lafayette, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1593271.

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This study sought to examine the effects of emotion and attentional focus on memory. More specifically, this study examined the impact of weapon focus effect (i.e. focusing all attention on the weapon) on human memory. In Experiment 1, participants viewed a series of 40 images, and offered a personal rating on a 5-point Likert scale to measure orientation, threat, valence, and arousal. Images across the categories of weapon focus, positive, and neutral were selected. In Experiment 2, 44 participants were presented with 18 images from the pilot study and word lists from the Deese-Roediger-McDermott (DRM) paradigm in order to examine the effect of weapon focus on true and false memory. In the DRM paradigm, participants are given a list of associative words (i.e. door, glass) presented during the study that are linked to a critical lure (i.e. window) and asked to recall both the associative words. Both true and false memories were examined in the present experiment. True and false memories represent different memorial processes. True memories are the immediate recall of associative words representative of short term or working memory, wherein, false memories represent episodic memories, requiring the use of reality monitoring processes to suppress false memories. This experiment allowed an examination of fuzzy-trace theory to explain false memory. It was hypothesized that emotion and arousal will increase both source and reality monitoring, resulting in greater reduction in false recall for critical lures for weapon focus pictures and highly emotional lures, representative of associative activation theory. Alternatively, it was hypothesized that highly emotional and arousing stimuli will prompt greater verbatim recall, again resulting in fewer false memories across highly emotional pictures (slides varying by weapon focus orientation) and words (words varying by valence), reflective of fuzzy-trace theory. Results indicated various effects of emotion on true and false recall.

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Holleran, Susan C. "Multilevel temporal structure in perception and recall of auditory and visual sequences /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487935958847161.

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20

Fitzgerald, Laura Elaine. "Cognitive Processes and Memory Differences in Recall and Recognition in Adults." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1600.

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Eyewitness testimony is critical in both criminal court and civil court, so determining the most reliable method to gain information from witnesses is imperative. Past research in this area has focused on false memory, assisted recall, stress, and event perception. A gap exists in the current literature regarding the best method to gain the most accuracy in recall. The purpose of this study was to evaluate free recall, cued recall, and recognition, in an attempt to examine the accuracy of eyewitness memory. The study utilized a quantitative design to assess the accuracy of eyewitness memory as measured by results on free-recall, cued recall, and recognition tests. The theoretical foundation for this study was the theory of information processing, which contends that information is processed in stages and combines visual cognition, memory, and memory recall; therefore, this theory applies to the study by helping determine the most accurate way for individuals to recall events. Introduction to Psychology students were shown a video, then asked to recall what they saw using either free recall, cued recall, or recognition. A one-way between-subjects analysis of variance was utilized to determine whether there were significant differences in the number of items recalled as a function of recall format. Results suggested that participants were more accurate with the utilization of recognition techniques for recall, as opposed to the free or cued-recall. The importance of evaluating effective methods to promote accurate eyewitness testimony is to advance forensic science. The implications for social change include the ability to have more effective methods to gain accurate eye-witness testimony, thereby assisting with proper outcomes during trials.

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Dixon, Wallace E. Jr, and Hannah G. Lawman. "Effects of Exogenous and Endogenous Distraction on Long-Term Recall in Toddlers." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4929.

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22

Creek, Kelly Jo. "The effect of organization and visual cues on recall of word lists." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/864909.

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Although there is substantial empirical evidence that organization affects recall, there is little known about the effects of specific forms or organizers. The present experiment is an attempt to clarify the role of semantic and graphic cues. Two hundred sixty-four college students participated. Subjects were randomly assigned to eight conditions which varied in explicit visual and semantic organization. Findings indicated that conditions which received explicit semantic organization resulted in much better recall than in other conditions. Additionally, the presence of visual cues facilitated recall at significantly higher rates than the absence of visual cues. Alphabetical information provided no memory facilitation compared to randomly organized lists. Finally, results showed that these findings can be generalized to other hierarchically related word sets. Potential explanations for these findings are presented with a discussion of the study's implications for future research and educational applications.
Department of Psychological Science

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23

Edmiston, William Jr. "The Effects of Time-Compression on Recall Utilizing a Videotape Presentation." TopSCHOLAR®, 1986. https://digitalcommons.wku.edu/theses/2289.

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Three population samples of college students were found to be similar on two stratifying variables, general intelligence and knowledge of conditioning principles, before viewing a time-compressed or non-compressed videotape presentation. The amount of unprompted information recalled did not differ significantly between the time-compressed and non-compressed treatment conditions. Additionally, neither treatment condition differed significantly on a multiple-choice posttest, although both groups did differ significantly from a control group that did not view the videotape. No significant difference was found between the time-compressed and non-compressed groups on their ratings of Quality of Narrator, Interest Level of Topic, and Overall Quality of Videotape Presentation. The time-compressed group rated their presentation as significantly faster than the non-compressed group.

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Pachana, Nancy Ann. "Related factors in creativity, dream recall and relaxation ability." Case Western Reserve University School of Graduate Studies / OhioLINK, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=case1056636683.

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Chen, Zhijian. "Capacity limits and length limits in immediate recall : a reconciliation /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p1422917.

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Dixon, Wallace E. Jr, Ashley J. West, Wanze Xie, Leslie A. Patton, and Elizabeth B. Johnson. "Effortful Control as an Information Funnel for Short-Term Recall at 21-Months." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4923.

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Cook, Jay Scott. "Effects of Channel Condition on Information Recall." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500703/.

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The problem of this experimental study is to determine to what extent visual information may dominate over audio information. Additionally, the experimental design addresses problems with previous research in this area and emphasizes simplified approaches to the study of channel condition effects. The study does not include investigations of learning theory or short-term memory, but processes of listening and long-term memory are incorporated into the design. A stimulus of sound effects and slides was utilized in one audio and two audio-visual channel conditions, and results showed a high recall among all subjects in all three conditions. The study concludes that channel condition has little effect at low levels of information.

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Greenberg, Saluck Robyn S. Herbert James D. "Attentional demands and recall of interpersonal information in social anxiety disorder /." Philadelphia, Pa. : Drexel University, 2006. http://dspace.library.drexel.edu/handle/1860%20/878.

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Graham, Gemma. "The (change) blindingly obvious : investigating fixation behaviour and memory recall during CCTV observation." Thesis, University of Portsmouth, 2016. https://researchportal.port.ac.uk/portal/en/theses/the-change-blindingly-obvious(e6ddcac4-1ab6-485b-bfb8-84ada60036db).html.

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Relatively little is known about the strategies that people use when monitoring and interpreting (criminal) events observed in CCTV footage. Four studies reported in this thesis used a change blindness task to explore: (a) whether instructions and/or event type influence where people attend to during CCTV observation; (b) how factors such as task instructions and central and marginal information influence fixation behaviour during CCTV observation; (c) the effect of change detection on memory recall during CCTV observation; and (d) whether verbalisation, attentional set and/or repeated viewing improve change detection and memory recall rates for CCTV footage. In Experiment one, we found that change detectors fixated on the changing target directly before the change more so than non-detectors. We replicated this finding in Experiment two and additionally found that change detectors, more so than non-detectors, produced significantly more and longer fixations on the change target during the change. The findings from Experiments one and two demonstrated that observers were drawn to a criminal event, more so than a non-criminal event, and that this was especially the case for central rather than marginal events in the footage. We found no evidence that instructions significantly affected gaze behaviour. In Experiment three, we found that change detectors recalled more accurate detail from the CCTV footage compared to the non-detectors, but only once the severity of the crime had increased. Experiment four found improved rates of change detection during CCTV observation when participants were able to repeatedly view the footage. Verbalisation (thinking aloud) however made no difference in terms of change detection and the accuracy of memory recall. These findings may help to inform training courses aimed at instructing people how to optimally attend to CCTV footage.

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Farrand, Paul. "Serial recall of visuo-spatial information : implications for models of short-term memory." Thesis, Cardiff University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336248.

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Worledge, George. "Determinants in the adult recall of autobiographical childhood memories." n.p, 1997. http://ethos.bl.uk/.

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Kneer, Ryan Taylor. "Fuzzy trace theory and the development of interference in recognition and recall." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186973.

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This study addressed the free recall and recognition memory processes of elementary school children. It has been discovered that when children recall items from episodically related collections, a non-monotonic relationship is found between the memory strengths of those items and the order in which they are recalled. This relationship is known as cognitive triage, and it is not understood if the same phenomena would occur with recall involving semantic memory. Regarding recognition memory, experiments have tapped children's tendency to falsely remember words whose gist is the same as the gist of newly learned items. These past studies have focused primarily on a reversal of the standard false-recognition effect, where related distractors were easier to reject than unrelated distractors under some conditions. No research to date has ignored reversals and clearly examined the false-recognition effect itself. This study examined kindergarten, third, and sixth grade children's free recall organization and false-recognition of related distractors. The cognitive triage experiment examined semantic memory through having children recall exemplars from categories in Battig and Montague's (1969) lists. The recognition experiment examined developmentally the differential rate of false-recognition for related and unrelated distractors. Fuzzy Trace Theory (FTT) contends that the ability to inhibit interference increases with age. Hence, younger children were hypothesized to show a weaker cognitive triage effect and more false-recognition than older children. The latter result was found, whereas the former result was not. False-recognition did decrease with age but although a triage effect was observed for category exemplar production, the effect did not vary developmentally. The principle difference between this triage study and previous research is that lists offering preexperimental measures of memory strength were employed. These lists were normed on adults and therefore cognitive triage may have been different for children. Thus, this study indicates that developmental effects are found for false-recognition of related distractors but not for category exemplar production when using Battig and Montague's (1969) lists.

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Ballardini, Nicole. "Presentation duration and false recall for semantic and phonological associates." abstract (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1447613.

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Corck-Adelman, David. "The relationship between encoding and recall for the identities and locations of objects." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/208329/.

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Five experiments are reported which investigated the relationship between the number of fixations that participants made on objects in a photograph of a visual scene and the memory that participants exhibited for the identities and locations of those objects. The results of Experiment 1 showed that there is a very close relationship between encoding and recall for both the identities and locations of objects, and provided evidence that information about identities and locations of objects might be encoded differently. Specifically, the data suggested that object identities were encoded across multiple fixations, thereby accumulating in memory across separate fixations. However, object locations were encoded accurately after the first fixation on an object and did not appear to improve significantly with subsequent fixations. Experiment 2 demonstrated that the relationship between encoding and recall can be influenced using a lower-level attentional capture technique to draw. Experiment 3 investigated whether a primacy or recency effect was found for object identity and location memory. No such evidence was obtained for either. Experiment 4 provided evidence that information about the overall configuration of objects was encoded without the need for each object to be directly fixated. Experiments 4 and 5 both found that objects must be fixated for their specific location to be encoded, but also provided some suggestive evidence that object location memory might also accumulate across fixations (though to a lesser extent than for object identity memory). Hollingworth and experimental work. Modifications to this model were proposed to account for the current findings. In conclusion, the five experiments provide significant insight into encoding processes associated with memory for the identities and locations of objects

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Tayler, Georgia. "Organization & recall : a study of the Rey Complex Figure test." Thesis, Canberra, ACT : The Australian National University, 1991. http://hdl.handle.net/1885/141434.

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Hardee, Jefferson Brandon. "Reexamining synthetic speech: Intelligibility and the effects of age, task, and speech type on recall." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-03232007-135410/.

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Synthetic speech is a technology that can be utilized to convey information and aid people in their tasks. Older adults in particular are a population that may be able to benefit from synthetic speech, and they are a population that has been investigated in a limited capacity. The current researchers intended to elucidate lingering conflicts in previous research on the intelligibility and recall of word and stories in synthetic speech for older and younger adults and how that compared to similar conditions in natural speech. Twenty-four older and 24 younger adults completed intelligibility and recall tasks with word lists and stories. Results indicated that older adults had a more difficult time with all speech, natural speech was easier to understand and remember than synthetic speech, and stories were easier to recall than words. Results also indicated that older adults had a more difficult time understanding synthetic words as compared to natural words than younger adults. In addition, older adults improved differentially with the recall of stories as opposed to words when compared to the younger adult group. Potential directions for synthetic speech software design and future research are discussed.

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Leonard, Thomas Gabriel. "The role of the frontal lobes in the encoding and recall of kinesthetic information /." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75703.

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Patients with unilateral temporal- or frontal-lobe excisions and normal control subjects were tested on four kinesthetic and two visual recall tasks. The first two studies required subjects to monitor peripheral feedback, in order to duplicate the distance or the end-position of examiner-defined arm movements. In the next two tasks, the subjects selected the movements to be recalled, and hence reliance on feedback was reduced. On the visual tests the subjects had to recall the distance traversed by a dot on a screen, or its end-position. Temporal lobectomy did not interfere with performance of the tasks, except for examiner-defined kinesthetic location. On this task, large left- or right-hippocampal resection produced an impairment following 30 s of counting. Patients with left frontal-lobe or small right frontal-lobe excisions performed normally on all tests, whereas those with large right frontal-lobe removals were impaired with both hands on the examiner-defined kinesthetic tasks. Patients with large right frontal-lobe lesions also demonstrated a delayed-recall deficit for visual distance. The results point to an important role played by the right frontal lobe in the monitoring of kinesthetic feedback both during the presentation of the movements and during the recall attempt.

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Wynn, Valerie Elizabeth. "The effects of time, repetition and misleading information on recall from long-term memory." Thesis, University of Aberdeen, 1996. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU084514.

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A series of seven experiments examined the effects of time, repetition of descriptions and the introduction of misleading information on the accuracy of recall of a 'real-life' event. In Experiment 1 the factors of time before recall and number of repetitions of recall of details of a 'real-life' event were investigated over a six month period. No conclusive evidence was found to suggest that either accuracy of recall or the amount or quality of the detail of recall, was affected by these factors. In the remaining experiments the effect of misleading information on the accuracy of recall of 'real-life' event was investigated by giving subjects as set of questions, some of which contained an item which was not present at the time of the event. Subjects were later given a further set of questions to which they had to respond 'yes' or 'no' as to whether the item was present or not in the original event. Experiment 2 used the above method to investigate the effect of misinformation on first year students' memory of a location visited two weeks earlier. The results showed a strong effect on accuracy from the misleading information, but confidence rating in response was less for the questions which contained reference to a misleading item, and subjects took longer to respond to these questions. Two topics were investigated in Experiment 3 - a) The effect of 'social interaction' and b) time. The effect of social interaction was looked at by having some of the subjects from Experiment 2 discuss the questions they had been given in that experiment in pairs, fourteen weeks after the original recall session. Examination of responses arrived at through mutual agreement showed increased inaccuracy for the 'misleading' questions and increased accuracy for control questions compared with the results obtained from these subjects in Experiment 2.

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Vittoria, Anthony F. "The Effects of Word Frequency on the Recall of Information Associated with a Face." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539625849.

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Bush, Jerry J. "Individual differences in the recall of performance appraisal feedback." Thesis, Virginia Tech, 1993. http://hdl.handle.net/10919/45003.

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Tryon, Katherine T. "An examination of print and web graphics' effect on readers' recall." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/388.

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Valerio, Cassandra. "Effortful Control as a Mediator of Long-Term Declarative Recall in Toddlers." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/honors/70.

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This study investigated the relationship between effortful control and long-term memory (LTM) in toddlers. It was hypothesized that children high in effortful control would demonstrate better long-term recall. Participants were 43 children who visited the lab at 18 and 21 months. A word-learning task and an elicited imitation task were administered to assess children’s LTM. Effortful control was assessed using the Early Childhood Behavior Questionnaire (ECBQ). The results of this study showed that children high in effortful control did not demonstrate significantly better LTM than children low in effortful control on either the word-learning or the elicited imitation task.

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Kliegl, Reinhold, and Ulman Lindenberger. "Modeling intrusions and correct recall in episodic memory : adult age differences in encoding of list context." Universität Potsdam, 1993. http://opus.kobv.de/ubp/volltexte/2010/4039/.

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A model for correct recall and intrusions in cued recall of word lists is introduced. Intrusions are false responses that were correct in an earlier list. The model assumes 3 exclusive states for memory traces after encoding: with a list tag (i.e., with information about list origin), without list tags, and missing. Across lists, a trace can lose its list tag or its content. For retrieval, an optimal strategy of response selection was assumed. Younger and older laboratory-trained mnemonists participated in 2 experiments in which recall of permutations of a single word list across a single set of cues was held constant with individually adjusted presentation times. With correct recall equated to younger adults, older adults were more susceptible to intrusions. Age differences were restricted to model parameters estimating the probability of generation of list tags. Alternative accounts of age differences in context memory are discussed.

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Sweeney, William James. "The effects of repeated reading instruction on recall of text of elementary students academically at-risk /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779439845453.

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Mosser, Alexandra E. "Using the Cognitive Interview to Enhance Recall During Contact Tracing." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3176.

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To stem the spread of infectious diseases, epidemiologists use contact tracing interviews to identify individuals who may need treatment or, if indicated, quarantine or isolation. Given the high stakes, the most exhaustive list of potentially infected contacts must be reported. However, standard contact tracing procedures may fail to extract the most complete report possible from sick individuals. One of the most reliable methods for maximizing recall is the Cognitive Interview (CI). The CI uses several techniques grounded in psychological theory and was expected to increase the number of contacts listed during contact tracing interviewing compared to a standard contact tracing interview. In Study One, participants imagined they were infected with meningococcal meningitis, and reported every person with whom they had physical contact, shared saliva, or lived with over the previous three days (i.e., at a high risk for developing meningococcal meningitis). Participants were interviewed with either a CI or a standard interview. Results suggested that the CI generated 35% more total contacts listed, however, when examining only the contacts listed who would be at a high risk of meningococcal meningitis there was no significant difference between the CI and the standard interview. Study Two followed the same procedure as that in Study One, but added a manipulation of cognitive resources intended to model impairment experienced by individuals who are interviewed while suffering from acute illness. Participants completed (or did not complete) a working memory impairment task (pressed a spacebar on a keyboard every time 7 seconds passed) while reporting their physical contacts during either a CI or a standard interview. Results clearly demonstrated a superiority of the CI in generating both more total contacts and more contacts at a risk of meningococcal meningitis than the standard interview. However, when the working memory impairment task was completed, the CI generated no more contacts than the standard interview. Findings have serious implications for contact tracing interviewing for infectious diseases such as Ebola and Zika. In light of the findings, we recommend the CI be considered as an alternative to the typical contact tracing interview, particularly if the interviewee is not cognitively impaired.

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Williams, W. Huw. "Autobiographical memory in severe head injury : influence of neurological damage and mood disturbance on recall." Thesis, Bangor University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239877.

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Ginsborg, Jane. "Expert singers' memorisation and recall of songs : the interaction of words and music in memory." Thesis, Keele University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481534.

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DeSouza, Kara Dawn. "Inattentional blindness and the false memory effect for cued-recall words." abstract and full text PDF (free order & download UNR users only), 2006. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1436028.

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Kline, Jeffrey Jude. "Perfect recall and the informational contents of strategies in extensive games." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/38656.

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This dissertation consists of five chapters on the informational contents of strategies and the role of the perfect recall condition for information partitions in extensive games. The first, introductory, chapter gives basic definitions of extensive games and some results known in the game theory literature. The questions that will be investigated in the remaining chapters and their significance in the literature are also described. In the second chapter it is shown that strategies defined as contingent plans may contain some information that is additional to what the information partition describes. Two types of additional information that strategies may contain when perfect recall is violated are considered. Both behavior and mixed strategies contain the first type of information, but only mixed strategies contain the second type. Addition of either type of information, however, leads to a refinement of the information partition that satisfies perfect recall. The perfect recall condition is found to be significant in demarcating the roles of strategies and information partitions in extensive games. In the third chapter the full informational contents of mixed strategy spaces is explored. The informational content of mixed strategy spaces is found to be invariant over a range of information partitions. A weakening of the perfect recall condition called A-loss is obtained and found to be necessary and sufficient for the information contained in mixed strategies to be equivalent to that of a game with perfect recall. An implication of this result is that a player whose information partition satisfies A-loss can play "as-if" he has perfect recall and a player without A-loss can't. In other words, if an information partition satisfies A-loss, every mixed strategy makes up for any lack of perfect recall described by the information partition. For behavior strategies, we never obtain informational equivalence between distinct information partitions. A-loss turns out to also be a necessary condition for a game without chance moves to have a Nash equilibrium in pure strategies for all payoff assignments. In the fourth chapter the role of the perfect recall condition in preserving some information in the transformation from an extensive game to its agent normal form is discussed. If we interpret a player as a team of agents (one at each information set) then the essential difference between an extensive game and the associated agent normal form game is that in the former the agents act cooperatively while in the latter they act independently. The perfect recall condition is shown to be necessary and sufficient for the perfect equilibria of an extensive game to coincide with those of the associated agent normal form game for all payoff assignments. The contribution of this result is necessity; sufficiency is already known. Since this is proved using pure strategies for the player with imperfect recall in question, one subtle implication is obtained: a perfect equilibrium of the agent normal form game where each agent effectively knows the actions taken and information acquired by his preceding agents, may not be a perfect equilibrium in the original extensive game. This means that perfect recall implies more than just effective knowledge of what happened previously. Chapter 5 concludes.
Ph. D.

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Glynn, Laura M. "The effects of social support and affiliation during the anticipation and recall of stressful events /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 1998. http://wwwlib.umi.com/cr/ucsd/fullcit?p9913151.

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