Dissertations / Theses: 'Recollection (psychology)'

1

Kurilla, Brian P. "Processing fluency affects subjective claims of recollection." Diss., Online access via UMI:, 2007.

APA, Harvard, Vancouver, ISO, and other styles

2

Parks, Colleen M. "Noncriterial recollection in young and older adults the errects of defining recollection specifically in the remember-know and dual process signal detection paradigms /." Diss., Available online, Georgia Institute of Technology, 2004:, 2003. http://etd.gatech.edu/theses/available/etd-06072004-131329/unrestricted/parks%5Fcolleen%5Fm%5F200405%5Fphd.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

King, Cynthia Marilyn. "Effects of headings on the written recall and organization of expository text in grades 5 through 10 with emphasis on grades 7 and 8." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25429.

Full text

Abstract:

This study investigated the effects of headings and text organization on grade 5 through 10 students' written recall of expository prose passages written in a classification/description mode. Emphasis was placed on the results from students in grades 7 and 8. This study was a component of a three part study. The other two parallel studies emphasized grades 5 and 6 (Stables, 1985) and 9 and 10 (Gibbs, 1985). Each subject read and recalled two passages: one written at his or her grade level and one written at a low readability level. Performance on the written recalls from passages with headings and without headings was examined on the basis of the number of superordinate and subordinate ideas recalled, the superordinate and subordinate organization, and the format. Developmental trends were investigated by including the data from the two parallel studies (Gibbs, 1985; Stables, 1985). There was some evidence that headings had a significant positive effect on the number of superordinate ideas recalled from a passage of low readability. Some significant differences indicated negative effects by headings. The majority of differences, however, were not significant. Developmental trends in grades 5 through 10 were noted in the number of ideas recalled on a low readability passage and the format used on the written recalls. Implications for instruction and suggestions for further research are discussed.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

APA, Harvard, Vancouver, ISO, and other styles

4

Linkenbach, Jeffrey Warren. "COMMON EARLY RECOLLECTION THEMES OF RECREATION SPECIALISTS (SKI INSTRUCTORS, MEMORY, LIFE STYLE, ADLERIAN PSYCHOLOGY)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275424.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Carlin, Richard Michael. "Exploratory study on the process of early recollection interpretation." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25361.

Full text

Abstract:

This study explored the reasoning process of interpreters during the process of early recollection (ER) interpretation, and in the identification of central life style theme using Mosak's typology system (1971). ERs from ten subjects were collected using a guestionnaire format and distributed to six interpreters. Three interpreters were experienced in ER interpretation and three received two hours of training in ER interpretation prior to the study. All interpreters were requested to record their impressions and thoughts during the interpretive process on audio tape for later analysis, and to assign a primary and secondary life style theme to each subject using Mosak's typologies. The results of this study provided information about the cues found in ERs that seem to guide interpreters, the effect of interpreter style on the final outcome, and the reliability of inter-judge agreement on life style theme from ER interpretation. The results showed that training in ER interpretation immediately provided the trainees with an ability to identify the perceptual schema of the subjects but it did not give them the same skill possessed by the experienced clinicians in metaphor analysis or an understanding of Mosak's typology system. Similarities and differences between the experienced clinicians and the trainees were analyzed.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

APA, Harvard, Vancouver, ISO, and other styles

6

Colby, M. Amanda Earl Weaver Charles A. "Do actors or observers make better eyewitnesses?" Waco, Tex. : Baylor University, 2005. http://hdl.handle.net/2104/2683.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Schooler, Jonathan Wolf. "Verbalizing non-verbal memories : some things are better left unsaid /." Thesis, Connect to this title online; UW restricted, 1987. http://hdl.handle.net/1773/9054.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Holmes, Amanda E. Weaver Charles A. "Assessing the phenomenology of eyewitness memory for product identification." Waco, Tex. : Baylor University, 2007. http://hdl.handle.net/2104/5027.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Doyle, Karen Elizabeth. "A test for the configural nature of episodic-like memory." Click here for download, 2008. http://proquest.umi.com/pqdweb?did=1564022521&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Wood, Noelle L. "Memory for recent words : a matter of short-term memory storage or long-term distinctiveness? /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737848.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Waack, Bridget M. "Post event misinformation effect, source strength, and eyewitness memory conformity." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1407496841&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Hay, Janine Frances. "Separating habit and recollection in young and elderly adults." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ30092.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Leverett, Kim Rebecca. "Narratives of Grace| Divine Recollection in the Aftermath of Childhood Sexual Abuse." Thesis, Pacifica Graduate Institute, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599433.

Full text

Abstract:

Childhood sexual assault impacts individuals in the most intimate of ways and is considered one of the most destructive forms of trauma an individual can endure. Clinicians and researchers alike have acknowledged a range of physical, psychobiological, and spiritual outcomes related to childhood sexual abuse. Spiritually, sexual abuse can be so annihilating it has been referred to as soul murder. Because the abuse assails the victim’s spirit, sense of self, and value, the healing process is essentially a spiritual one. This narrative, phenomenological study takes place where deeply painful experiences of childhood sexual abuse meet with profound spiritual experiences. Eight participants share their stories of this convergence in their lives and what it has come to mean for them. This research aspired to explore the phenomenon of affirmative religious/spiritual or grace-filled experiences through narratives of adults who suffered childhood sexual abuse. This research was guided by the following questions: How do moments of grace (spiritual/religious experiences) impact the healing of trauma for survivors of childhood sexual abuse? How is the impact of such trauma mediated or attenuated by these grace-filled experiences, both through human relational contact as horizontal grace, as well as that beyond the scope of humanity—vertical grace? Keywords: childhood sexual abuse, trauma, spirituality, grace, narrative, healing

APA, Harvard, Vancouver, ISO, and other styles

14

Fok, Dorcas. "To forget or not to forget intentional forgetting of unfamiliar faces /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36958049.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Fok, Dorcas, and 霍俞妙. "To forget or not to forget: intentional forgetting of unfamiliar faces." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36958049.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Chambrot, Krysten Wise Kevin Robert. "Choosing your own adventure hyperlinks and their effects on memory /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2008. http://hdl.handle.net/10355/5711.

Full text

Abstract:

The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on September 16, 2009). Thesis advisor: Dr. Kevin Wise. Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

17

Horry, Ruth. "Placing faces : recollection and familiarity in the own-race bias for face recognition." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/2344/.

Full text

Abstract:

The research presented in this thesis examined the roles of recollection and familiarity in the own-race bias (ORB) in recognition memory for faces. In Paper 1, Jacoby's (1991) process-dissociation procedure was used to estimate the relative contributions of recollection and familiarity in recognizing own- and other-race faces. Recollection estimates were higher for own-race faces than for other-race faces, although this effect disappeared when deep or shallow encoding strategies were encouraged. In Paper 2, participants were shown to be less accurate at ignoring previously seen other-race distractors than own-race distractors. Papers 3 and 4 examined how accurately participants were able to remember contextual information about correctly recognized faces. In the encoding phase of an old/new recognition test, each target face was paired with one of several different backgrounds. At testing, old judgments were followed by context judgments, in which the participant attempted to identify with which background the face had been paired. The context judgments were consistently more accurate for correctly recognized own-race faces than for correctly recognized other-race faces. This effect was robust to experimental manipulations such as context reinstatement and divided attention. The overall conclusion from this thesis is that recollection is inferior for other-race faces compared to own-race faces. This recollection deficit means that it is more difficult to retrieve specific information about the circumstances in which other-race faces were encountered. The implications of this recollection deficit for real world behaviour are discussed, with particular reference to eyewitness memory.

APA, Harvard, Vancouver, ISO, and other styles

18

Paterson, Helen M. Psychology Faculty of Science UNSW. "Co-Witnesses and the effects of discussion on eyewitness memory." Awarded by:University of New South Wales. School of Psychology, 2004. http://handle.unsw.edu.au/1959.4/20663.

Full text

Abstract:

The research presented in this thesis was designed to investigate the effects of co-witness information on the accuracy and completeness of eyewitness memory. Co-witness information is defined as information that one eyewitness conveys to another about an event that they both observed. Very little research has focused on co-witness discussion, so the first two studies surveyed real eyewitnesses and police officers to determine how often witnesses discuss the event with one another. The results from these surveys suggested that co-witnesses commonly talk about the event with each other and this outcome provided a clear justification for studying the effects of co-witness discussion on memory. Previous research on co-witness discussion has reached inconsistent conclusions, and the possibility exists that these discrepancies are due to methodological differences. Therefore, this research aimed to determine whether co-witness discussion helps or hinders individual recall, and to investigate this within a closely defined methodological set. In a series of five experiments, participants were shown a crime video and then asked to discuss the video in groups (some of which received experimentally induced misinformation from a cowitness). Following the discussion, participants were asked to give their individual accounts of what happened. These experiments showed that exposure to postevent information from a co-witness can cause people to incorporate this information into their individual testimonies, regardless of the accuracy of the information. This phenomenon has become known as 'memory conformity'. Relevant theories were tested in order to contribute to knowledge regarding the causes of memory conformity. Furthermore, the experiments also aimed to establish whether it is possible to mediate any negative effects of co-witness discussion by employing our theoretical understanding of the causes of memory conformity. Five approaches were utilized in an attempt to reduce the negative effects of co-witness discussion: warnings about possible misinformation, source monitoring, free recall, confidence ratings, and 'remember/know judgments' (Tulving, 1985). Some evidence was found to suggest that when using 'remember/know judgments' it may be possible to distinguish 'real' memories from information obtained from a co-witness. These results are discussed in terms of theoretical and practical implications.

APA, Harvard, Vancouver, ISO, and other styles

19

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

Find full text

Abstract:

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;

APA, Harvard, Vancouver, ISO, and other styles

20

Anderson, Christopher Fredric McGlynn F. Dudley. "Association between fear and visual memory for central and peripheral details." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/ANDERSON_CHRISTOPHER_15.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

McGregor, Penelope K. (Penelope Kathryn) Carleton University Dissertation Psychology. "Direct current potential activity of the brain in relation to success and failure to recall dreams." Ottawa, 1992.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

22

Leonesio, R. Jacob. "Memory and metamemory for personal experience /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/9144.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Rand, Kristina Marie. "Aging and prospective memory." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/rand/RandK0509.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Theiler, Stephen Samuel, and stheiler@swin edu au. "The efficacy of early childhood memories as indicators of current maladaptive schemas and psychological health." Swinburne University of Technology. School of Social and Behavioural Sciences, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20050805.162326.

Full text

Abstract:

This thesis investigates theoretical propositions of Beck (1996), Epstein (1987), and Young (1999) that suggest maladaptive schemas operating as deep unconscious cognitions are intrinsically linked to the psychological health and wellbeing of the individual. To date, research on psychological health has mainly used self-report measures that focus on conscious processes. The primary aim of this thesis was to explore particular maladaptive schemas that purportedly operate unconsciously and to examine their relationship with self-reported psychological dysfunction. Bruhn�s (1990a) Cognitive Perceptual Theory of early childhood memories was employed as a vehicle to access schemas deemed outside of conscious awareness. These unconscious schemas were investigated in conjunction with current self-reported maladaptive schemas in Study 1 and psychological symptoms in Study 2. The participants in Study 1 comprised 249 undergraduate first year psychology students. There were 198 women and 50 men with a mean age of 22 years who were asked to write down four early childhood memories. The first two memories were spontaneous in order to reveal the most pressing underlying schemas. The next two early memories requested were relating to mother and to father, to gain schema information about relationship dynamics. The participants then filled out the short-form of Young�s (1998) Schema Questionnaire (YSQ-S). Independent raters coded the memories for Young�s (1994) Early Maladaptive Schemas, and Last and Bruhn�s (1992) Object Relations categories of �Perceptions of Others�, �Perceptions of the Self�, �Perception of Environment�, and �Degree of Interpersonal Contact�, and �Individual Distinctiveness�. Polyserial correlations indicated that there were significant relationships between maladaptive schemas represented in early memories and self-reported maladaptive schemas. However, the lack of maladaptive schemas in memories being linked to the same maladaptive schemas that were being self-reported, suggested that the schemas represented in memories were tapping into a different source of information than conscious self-reports. A Discriminant Function Analysis (DFA) was performed with the sample divided into three groups (low, medium and high YSQ-S scorers). The results showed that maladaptive schemas identified in early memories that corresponded to Young�s (1990) �Disconnection and Rejection� domain and, Last and Bruhn�s (1992) Object Relations theme of �Perceiving the Environment as Unsafe�, were significant predictors of people in the group with high levels of self-reported maladaptive schemas. These variables also differentiated people in the high group from those in the low group at a greater rate than chance (33 percent). Fifty�six percent of people were correctly allocated to the high group on the basis of representations of these particular schemas in their memories. When only the low and high groups were analysed, using individual schemas rather than domains, �Mistrust/Abuse�, �Social Isolation�, �Emotional Deprivation� and �Subjugation� schemas in the first analysis and �Perceptions of the Environment as Unsafe� in the second analysis were found to be significant predictors. These predictors correctly classified 70 percent of cross-validated cases in the high groups in both analyses. For Study 2, the participants comprised 278 undergraduate first year psychology students. There were 65 men and 206 women with a mean age of 22 years who provided accounts of four early childhood memories as in Study 1. They also completed the Brief Symptom Inventory (BSI; Derogatis, 1993). As with Study 1, the accounts of the completed early childhood memories were coded by independent raters who examined the memories for Young�s (1994) Maladaptive Schemas and Last and Bruhn�s (1992) Object Relations categories. Additionally, following each memory, the participants rated their memories using Hermans and Hermans-Jansen�s (1995) list of Affect Terms. The sample was divided into three groups on the basis of the General Severity Index [GSI] scores (low, medium and high scorers) that were derived from the BSI (Derogatis, 1993). A Discriminant Function Analysis showed that maladaptive schemas identified in the memories that corresponded to Young�s (1990) �Disconnection and Rejection� domain were significant predictors of people in the group with high levels of self-reported psychological symptoms (Derogatis, 1993). Fifty percent of people (which is greater than the chance rate of 33 percent) were correctly predicted as belonging to the high group on the basis of representations of schemas from this domain. In another DFA analysis that used individual schemas instead of domains, �Abandonment� and �Insufficient Self-Control�, together with �Perceiving the Environment to be safe� and �Negative Affect�, were found to be significant predictors that correctly allocated 58 percent of people into the high GSI group. Further analysis using only the low and high groups resulted in 83 percent of people in the high group being correctly identified on the basis of representations of �Abandonment�, �Insufficient Self-Control� and �Perceiving the Environment to be safe�. These results endorse the relevance of the relationships among an underlying sense of abandonment and insufficient self-control with high levels of psychological symptoms of distress. Taken together, the findings from both studies support the theoretical proposition that schemas residing outside of conscious awareness can have a pervasive link with psychological health and wellbeing. A particularly important discovery was that a relatively small number of schemas centered around perceptions of �Disconnection and Rejection� from others, that were operating unconsciously, were significantly linked to people in both studies who reported a wide range of psychological difficulties. It was concluded that investigating object relations, affect, and Young�s (1990) maladaptive schemas in early memories, is an efficient and possibly essential method of gaining information that may otherwise not be obtained from self-report measures exclusively. Consequently, in therapy, maladaptive schemas associated with disconnection and rejection represented in clients� early childhood memories can be viewed as very important unconscious schemas to examine. This is especially necessary given that these schemas may not be consciously accessed or easily articulated by clients, and yet seem to be intrinsically linked to a range of conscious psychological difficulties.

APA, Harvard, Vancouver, ISO, and other styles

25

Yuen, Fung-chi Erica. "Written picture-naming performance of healthy Cantonese-speaking adults the effects of age and education /." Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279411.

Full text

Abstract:

Thesis (B.Sc)--University of Hong Kong, 2005.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

26

Olney, Cynthia Ann. "Development of recall from short-term and long-term memory: Effects of list length, word length, taxonomic relatedness, acoustic similarity, and modality." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185567.

Full text

Abstract:

An emerging theory of short-term memory, called fuzzy trace theory (FTT), postulates a link between memory and reasoning ability that might explain the relationship of performances on memory span tasks to other measures of intelligence. Two key assumptions regarding the encoding and retrieval of information in short-term memory (STM) are central to FTT. First, stored memory traces are assumed to vary along a continuum of verbatim detail to gist. Second, retrieval from STM is assumed to vary along a continuum of simple to reconstructive readout. The three experiments reported in this dissertation were designed to examine these two assumptions regarding encoding and retrieval by examining subjects' performances on memory span tasks. Memory span was the measure of choice for this series of experiments because span tasks have long been considered a pure measures of memory. Recall of items (item memory) and ordering of items for serial recall (order memory) were factored and treated as independent memory processes. The findings in the three experiments indicated that item memory relied more on simple readout of verbatim detail, while order memory relied on reconstruction from gist. More development was observed for order memory, indicating that age changes in memory span performance may be caused by development of gist extraction and reconstructive processes. It was suggested that children's ability to order items is the component of serial recall that explains the link between memory span performance and other measures of intelligence.

APA, Harvard, Vancouver, ISO, and other styles

27

Shapiro, David Steven. "Study of self appraisal and social orientation using questionnaire and early recollection data /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Biggs, Edward Eugene. "Social anxiety and memory deficit for information about others." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26039.

Full text

Abstract:

Cognitive factors have been identified as critical variables in the origin and maintenance of interpersonal dysfunction associated with high social anxiety. Although evidence of a memory deficit accompanying general anxiety states is abundant, studies of memory accompanying social anxiety have failed to demonstrate a deficit. Previous studies of memory deficit in social anxiety have measured only retention of evaluative feedback, the present study investigated memory more typical of interpersonal encounters, the recall of information about others. Forty-eight high socially anxious males and forty-eight low anxious males were asked to listen to a tape recording of self-disclosures either during an interaction with the self-discloser or in private. Following an interim task, each subject was then asked to recall the information from the tape either in the presence of the female self-discloser or in private. This design allowed for social anxiety provoking manipulation at encoding to be completely crossed with social anxiety manipulation at retrieval. Multiple measures of memory were taken and analyzed with a multivariate procedure. It was hypothesized that a situational deficit would occur for the high socially anxious subjects when they were encoding the other-referent information in a social context. Additionally, it was hypothesized that high socially anxious subjects would recall more affective as opposed to neutral information, and more negative items than positive or neutral. The results confirmed that memory is disturbed for high socially anxious subjects when in a social context, and specifically the disturbance occurs at the encoding phase. Results regarding the recall of affective material were contrary to prediction and suggest that high socially anxious subjects selectively process less affective material than do low socially anxious subjects. The results are supportive of a cognitive perspective arguing that dysfunctional interpersonal experiences may stem from impoverished, incomplete, and barren schema that guide the social behavior. The presence of a recall deficit along with intact recognition memory suggests that information about others is attended to but not processed 'deeply' or elaborately enough to be available on a free recall basis. The identification of memory deficit as a component of social anxiety provides a variety of new intervention possibilities including social memory enhancement programs, interventions aimed at unearthing poorly encoded memories, and strategies focused on attention to affective messages.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

APA, Harvard, Vancouver, ISO, and other styles

29

Anderson, Leigh Michelle, and n/a. ""Did I say that ?" using videotapes to aid young children�s event recall." University of Otago. Department of Psychology, 2005. http://adt.otago.ac.nz./public/adt-NZDU20060809.155338.

Full text

Abstract:

The introduction of the Evidence Amendment Act (1989) in New Zealand allowed for children�s evidence to be videotaped and to be presented in court at a later time as evidence-in-chief. Typically, children see these tapes for the first time in court when they are required to be present for cross-examination, frequently months, or even years, after the evidence was recorded. From a theoretical perspective, allowing children to view a pre-recorded interview may be potentially beneficial, serving to remind the child of what was said at an earlier interview, and reactivating or �refreshing� the child�s memory of the event. It is also possible that viewing the videotape will have detrimental effects on children�s reports. For example, errors may be compounded when children see themselves make an error or complying with a suggestion on videotape. In a series of five studies, the current thesis examined what effect, if any, viewing an earlier interview had on children�s subsequent reports about an event. In all studies presented, children took part in an event, and then were interviewed about that event 1-2 weeks later. That interview contained misinformation, which was introduced in questions. In Study 1, children watched their own videotaped interview 24 hours prior to being re-interviewed about an event in which they had participated seven months earlier. At Interview 2, the reports from these children were not very different from those of children who had no reminder, but they did report more information in free recall. In Study 2, children viewed their pre-recorded interview immediately prior to Interview 2, rather than 24 hours prior, as in the first study. In addition, the delay between the event and Interview 2 was extended to 12 months. These changes were made to maximize any possible effects of the videotape as a reminder. In this study, there were greater differences between the reports of children who had, and who had not, viewed the earlier interview. These relative gains in information were not at the expense of accuracy. Study 3 aimed to replicate the results of Study 2, using a larger sample. Due to circumstances beyond the Experimenter�s control, the participant number included in this study was reduced. The pattern of results in the present study was generally similar to the results observed in Study 2. One group of participants participated in an additional event shortly before the end of the delay period between the interviews. This provided a unique opportunity to assess whether viewing a pre-recorded interview would assist with source monitoring, as the additional event was very similar to the first event. Study 4 examined this data. Results of this study indicated that the intervening visit interfered with the effectiveness of the pre-recorded interview as a memory aid. In addition, viewing the videotaped interview did not assist the children with source monitoring. Study 5 examined whether the results from Studies 2 and 3 would generalise to a different event. The results suggested that a videotaped interview was much less effective with the different event. It is likely that this was because the event was less interactive, potentially less salient, and less familiar to the participants than the event used in the previous studies. Study 6 combined the data from the previous five studies, in order to increase the statistical power. By doing this, it was anticipated that the consistent aspects of the results would become clearer, and that the inconsistent findings would be eliminated. Indeed, this study summarized the strengths of the earlier studies, and demonstrated that children�s reports at Interview 2 were enhanced when they viewed their videotape of Interview 1. This enhancement did not lead to an increased number of errors for the reminder group. Taken together, these findings suggest that viewing a videotape of an earlier interview has some advantages and no detrimental effects on children�s subsequent reports. Errors spontaneously generated by the children tended to be minor, did not increase following exposure to the earlier interview, and were not repeated across the interviews. Watching a prior, videotaped interview had most benefit on increasing the information reported in free recall, and did not reduce accuracy. This is important, as free recall in interviews with children is typically accurate, but brief. Further, when asked direct questions, in some cases children who had seen a prior interview tended to be more likely to provide the correct answer. These findings are considered in the context of current legal reforms.

APA, Harvard, Vancouver, ISO, and other styles

30

Friesen, Ingrid Colleen. "Prospective memory functioning in older adults." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0017/NQ44792.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Mingay, D. J. "Memory for eyewitness materials : Improving and predicting performance." Thesis, University of Cambridge, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372894.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Williams, Karen L. "The beach house : a novel and, Exorcising Sarah's ghosts : (re)creating the self : an accompanying essay." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/327.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Frye, G. D. Jay. "Attitude change and source monitoring errors following imagined scenarios of attitude-relevant interactions." Fort Worth, Tex. : Texas Christian University, 2007. http://etd.tcu.edu/etdfiles/available/etd-08312007-152855/unrestricted/frye.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Dutton, Wendy Allison 1960. "THE SIMILARITY OF MANIFEST AND AFFECTIVE CONTENT BETWEEN EARLY RECOLLECTIONS AND SEXUAL FANTASIES OF ADOLESCENT SEX OFFENDERS." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275472.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Murray, Jamie G. "Associative recognition : exploring the contributions of recollection and familiarity." Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21663.

Full text

Abstract:

Episodic memory refers to the storage and retrieval of information about events in our past. According to dual process models, episodic memory is supported by familiarity which refers to the rapid and automatic sense of oldness about a previously encoded stimulus, and recollection which refers to the retrieval of contextual information, such as spatial, temporal or other contextual details that bring a specific item to mind. To be clear, familiarity is traditionally assumed to support recognition of item information, whereas recollection supports the recognition of associative information. Event Related Potential (ERP) studies provide support for dual process models, by demonstrating qualitatively distinct patterns of neural activity associated with familiarity (Mid-Frontal old/new effect) and recollection (Left-Parietal old/new effect). In the current thesis, ERPs were used to address two important questions regarding associative recognition – namely, the function of the neural signal supporting recollection and whether familiarity can contribute to the retrieval of novel associative information. The first series of experiments was aimed at addressing how recollection operates by employing a recently developed continuous source task designed to directly measure the accuracy of retrieval success. To date, the function of recollection has been fiercely debated, with some arguing that recollection reflects the operation of a continuous retrieval process, whereby test cues always elicit some information from memory. Alternatively, recollection may reflect the operation of a thresholded process that allows for retrieval failure, whereby test cues sometimes elicit no information from memory at all. In the current thesis, the Left Parietal effect was found to be sensitive to the precision of memory responses when recollection succeeded, but was entirely absent when recollection failed. The result clarifies the nature of the neural mechanism underlying successful retrieval whilst also providing novel evidence in support of threshold models of recollection. The second series of experiments addressed whether familiarity could contribute to the retrieval of novel associative information. Recent associative recognition studies have suggested that unitization (whereby multi-component stimuli are encoded as a single item rather than as a set of associated parts) can improve episodic memory by increasing the availability of familiarity during retrieval. To date, however, ERP studies have failed to provide any evidence of unitization for novel associations, whereas behavioural support for unitization is heavily reliant on model specific measures such as ROC analysis. Over three separate associative recognition studies employing unrelated word pairs, the magnitude of the Mid-Frontal old/new effect was found to be modulated by encoding instructions designed to manipulate the level of unitization. Importantly, the results also suggest that different encoding strategies designed to manipulate the level of unitization may be more successful than others. Finally, the results also revealed that differences in behavioural performance and modulation of the Mid-Frontal old/new effect between unitized and non-unitized instructions is greater for unrelated compared to related word pairs. In essence, the results suggest that unitization is better suited to learning completely novel associations as opposed to word pairs sharing a pre-existing conceptual relationship. Overall, the data presented in this thesis supports dual process accounts of episodic memory, suggesting that at a neural level of analysis, recollection is both thresholded and variable, whilst also supporting the assumption that familiarity can contribute to successful retrieval of novel associative information. The results have important implications for our current understanding of cognitive decline and the development of behavioural interventions aimed at alleviating associative deficits.

APA, Harvard, Vancouver, ISO, and other styles

37

MacKenzie, Graham. "Electrophysiological investigations of recognition memory : the role of pre-existing representations in recollection." Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/324.

Full text

Abstract:

Dual-process models of recognition memory propose that recognition memory can be supported by either a general sense of familiarity or the recollection of the encoding context. One source of evidence supporting dual-process models comes from event-related potential (ERP) studies of recognition memory, which have identified distinct patterns of neural activity associated with familiarity and recollection (the mid frontal and left parietal old/new effects, respectively). In this thesis, dual-process accounts of recognition memory were investigated in a series of ERP studies using three categories of stimulus: previously unknown faces, famous faces, and names. For previously unknown faces, familiarity was associated with activity over posterior scalp electrodes while recollection was associated with topographically dissociable activity over anterior electrodes. These dissociable patterns of activity support dual-process models. However, the typical pattern of old/new effects was only observed for stimuli associated with pre-existing representations (i.e., names and famous faces), suggesting that the presence/absence of pre-existing representations may determine the particular retrieval processes that support recognition memory. Furthermore, recollection was associated with two different patterns of activity (anterior and left parietal effects), suggesting that recollection is not a homogenous process. Dual-process theories may represent an important starting point for investigating recognition memory, but neither familiarity nor recollection appear to be functionally homogenous processes when theorizing is constrained by the analysis of scalp recorded electrophysiological activity.

APA, Harvard, Vancouver, ISO, and other styles

38

Williams, Daniel D. "The effect of age on the propensity for false memories." Full text available online (restricted access), 2002. http://images.lib.monash.edu.au/ts/theses/Williams.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

40

Manning, Charles G. "Imagination inflation with posttest delays : how long will it last? /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/9170.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Tiller, Susannah Jane. "Noticing plus search in event-based prospective memory /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18921.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Purnama, Herwina D. "Effects of cue-action association and importance on prospective memory." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19263.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Parkes, Jarred. "Event-based prospective memory : interaction between ongoing task processing and type of intention /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19750.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Terrell, Jonathan Trent Weaver Charles A. "Eyewitness testimony in civil litigation retention, suggestion, and misinformation in product identification /." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5162.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Jorgensen, Julie Ann. "EARLY RECOLLECTIONS OF UNWED, PREGNANT ADOLESCENTS WHO HAVE CHOSEN TO KEEP THEIR BABIES AFTER BIRTH." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/276354.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Kelly, Andrew John. "The influence of recollection and familiarity on age-related differences in primary and secondary distinctiveness." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/47617.

Full text

Abstract:

The distinctiveness effect refers to the empirical finding of superior memory for items that stand out from the environment relative to common stimuli. Two variants of distinctiveness paradigms (isolation effect and orthographic distinctiveness) were examined under intentional learning instructions. The isolation effect was also examined using incidental learning instructions. Both groups exhibited distinctiveness effects; further, these effects were accompanied by increases in recollection and familiarity with intentional learning only. This finding is surprising as older adults normatively show declines in recollection with advancing age. Under incidental instructions, none of the groups demonstrated distinctiveness effects, and estimates of recollection and familiarity were identical for distinct and non-distinct items. There was no evidence for heightened objective source memory for distinct items, across the three experiments. These results contribute to a growing literature that older adults can benefit from the presence of distinct information; however, not with incidental learning instructions. Furthermore, the current experiments suggest that in distinctiveness paradigms, older adults are able to display estimates of recollection that are commensurate with young adults. This outcome may arise because distinctiveness paradigms support relational processing, which in turn can improve item-specific processing and boost recollection judgments.

APA, Harvard, Vancouver, ISO, and other styles

48

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Pyc, Mary A. "LABOR AND GAIN, BUT THEN LABOR IN VAIN: DIMINISHING RETURNS OF REPEATED RETRIEVAL PRACTICE." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1196108430.

Full text

Abstract:

Thesis (M.A.)--Kent State University, 2008.
Title from PDF t.p. (viewed July 1, 2008). Advisor: Katherine A. Rawson. Keywords: retrieval practice, testing effects. Includes bibliographical references (p. 36-38).

APA, Harvard, Vancouver, ISO, and other styles

50

Incisa, della Rocchetta Antonio. "Encoding and retrieval : effects of unilateral frontal- or temporal-lobe excisions." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74584.

Full text

Abstract:

In Part I of this thesis, recognition of natural scenes was tested in 72 patients with unilateral frontal- or temporal-lobe excisions and 32 normal control subjects (NC). The occurrence of a novel scene in the midst of a series of other scenes normally induces forgetting of the scene that had preceded the novel one. This phenomenon was not observed following right frontal- and right temporal-lobe lesions, and was only partially present after left temporal-lobe excisions that included the hippocampus (LTH). These brain regions were thus seen as part of a circuit that codes novel stimuli. In Part 2, recall of lists of words was examined in 77 patients and 12 normal control subjects. Both the left frontal-lobe (LF) and LTH groups recalled fewer words overall than the other groups; their performance was normal, however, when the words were pre-organized into categories and when category labels were supplied during test. In another experiment it was demonstrated that the LF group was impaired when category exemplars were provided together with the category labels, the LTH group being unaffected in this condition. It was concluded that left frontal-lobe lesions may affect retrieval mechanisms.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Recollection (psychology)'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles