Perceptual match effects in direct tests of memory: The role of contextual fan

被引:65
作者
Reder, LM [1 ]
Donavos, DK [1 ]
Erickson, MA [1 ]
机构
[1] Carnegie Mellon Univ, Dept Psychol, Pittsburgh, PA 15213 USA
关键词
D O I
10.3758/BF03195292
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
The aim of the present study was to determine whether physical attributes of a memory representation would affect explicit memory performance and, if so, what type of factors would affect the size of a perceptual match effect. Subjects studied words in different, uncommon fonts and were later asked whether the word had been studied earlier. Words could be re-presented in the original font, a font studied with another word, or a font not seen earlier. In two additional experiments, we varied the numbers of words studied in the same unusual font (I vs. 12 words per font). Recognition memory for the words was better if the test and study fonts matched, and this effect was larger for fonts not shared with other words. Moreover, old judgments were most likely to be classified as remember responses when words were re-presented in the same font when it had not been studied with other words. Although we found a significant effect of levels of processing, this factor did not interact with whether the font matched between study and test. These results are consistent with the predictions of the source of activation confusion model of memory and suggest that perceptual information operates according to the same memory principles as conceptual information.
引用
收藏
页码:312 / 323
页数:12
相关论文
共 61 条
[1]   RETRIEVAL OF PROPOSITIONAL INFORMATION FROM LONG-TERM MEMORY [J].
ANDERSON, JR .
COGNITIVE PSYCHOLOGY, 1974, 6 (04) :451-474
[2]  
ARNDT J, 2001, UNPUB ROLE CONTEXTUA
[3]   INVESTIGATING DISSOCIATIONS AMONG MEMORY MEASURES - SUPPORT FOR A TRANSFER-APPROPRIATE PROCESSING FRAMEWORK [J].
BLAXTON, TA .
JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION, 1989, 15 (04) :657-668
[4]   WORKING-MEMORY CAPACITY AS LONG-TERM-MEMORY ACTIVATION - AN INDIVIDUAL-DIFFERENCES APPROACH [J].
CANTOR, J ;
ENGLE, RW .
JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION, 1993, 19 (05) :1101-1114
[5]   REPETITION AND READING - PERCEPTUAL ENCODING MECHANISMS ARE VERY ABSTRACT BUT NOT VERY INTERACTIVE [J].
CARR, TH ;
BROWN, JS ;
CHARALAMBOUS, A .
JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION, 1989, 15 (05) :763-778
[6]  
CARY M, 2000, 41 ANN M PSYCH SOC N
[7]   Effects of color and pattern on implicit and explicit picture memory [J].
Cave, CB ;
Bost, PR ;
Cobb, RE .
JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION, 1996, 22 (03) :639-653
[8]   CROSS MODALITY FACILITATION IN TACHISTOSCOPIC WORD RECOGNITION [J].
CLARKE, R ;
MORTON, J .
QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY SECTION A-HUMAN EXPERIMENTAL PSYCHOLOGY, 1983, 35 (FEB) :79-96
[9]   LEVELS OF PROCESSING - FRAMEWORK FOR MEMORY RESEARCH [J].
CRAIK, FIM ;
LOCKHART, RS .
JOURNAL OF VERBAL LEARNING AND VERBAL BEHAVIOR, 1972, 11 (06) :671-684
[10]   CONTRIBUTIONS OF SURFACE AND CONCEPTUAL INFORMATION TO PERFORMANCE ON IMPLICIT AND EXPLICIT MEMORY TASKS [J].
CRAIK, FIM ;
MOSCOVITCH, M ;
MCDOWD, JM .
JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION, 1994, 20 (04) :864-875