Results 1 -
7 of
7
Does expanded retrieval produce benefits over equal interval spacing? Explorations of spacing effects in healthy aging and early stage Alzheimer’s disease
- Psychology and Aging
, 2006
"... Three experiments explored different schedules of retrieval practice in young adults, older adults, and individuals with dementia of the Alzheimer type. In each experiment, an initial acquisition phase was presented in which participants studied or attempted to retrieve response words to cues, follo ..."
Abstract
-
Cited by 13 (2 self)
- Add to MetaCart
(Show Context)
Three experiments explored different schedules of retrieval practice in young adults, older adults, and individuals with dementia of the Alzheimer type. In each experiment, an initial acquisition phase was presented in which participants studied or attempted to retrieve response words to cues, followed by a later cued-recall test. Experiment 1 produced a benefit of expanded retrieval over equal-interval retrieval during acquisition, but this benefit was lost in final cued recall. In Experiments 2 and 3, participants received corrective feedback during acquisition and modified spacing schedules. There was again no evidence of a difference between expanded and equal-interval conditions in final cued recall. Discussion focuses on the potential benefits and costs of expanded retrieval on a theoretical and applied level.
Limitations to the spacing effect: Demonstration of an inverted u-shaped relationship between interrepetition spacing and free recall
- Experimental Psychology
, 2005
"... Limitations to the spacing effect: demonstration of an inverted u-shaped relationship between interrepetition spacing and free recall ..."
Abstract
-
Cited by 2 (0 self)
- Add to MetaCart
(Show Context)
Limitations to the spacing effect: demonstration of an inverted u-shaped relationship between interrepetition spacing and free recall
unknown title
"... Rote rehearsal and spacing effects in the free recall of pure and mixed lists ..."
Abstract
- Add to MetaCart
Rote rehearsal and spacing effects in the free recall of pure and mixed lists
Reprints and permission:
"... The widespread prevalence and persistence of misinformation in contemporary societies, such as the false belief that there is a link between childhood vaccinations and autism, is a matter of public concern. For example, the myths surrounding vaccinations, which prompted some parents to withhold immu ..."
Abstract
- Add to MetaCart
(Show Context)
The widespread prevalence and persistence of misinformation in contemporary societies, such as the false belief that there is a link between childhood vaccinations and autism, is a matter of public concern. For example, the myths surrounding vaccinations, which prompted some parents to withhold immunization from their children, have led to a marked increase in vaccine-preventable disease, as well as unnecessary public expenditure on research and public-information campaigns aimed at rectifying the situation. We first examine the mechanisms by which such misinformation is disseminated in society, both inadvertently and purposely. Misinformation can originate from rumors but also from works of fiction, governments and politicians, and vested interests. Moreover, changes in the media landscape, including the arrival of the Internet, have fundamentally influenced the ways in which information is communicated and misinformation is spread. We next move to misinformation at the level of the individual, and review the cognitive factors that often render misinformation resistant to correction. We consider how people assess the truth of statements and what makes people believe certain things but not others. We look at people’s memory for misinformation and answer the questions of why retractions of misinformation are so ineffective in memory updating and why efforts to retract misinformation can even backfire and, ironically, increase misbelief. Though ideology and personal worldviews can be major obstacles for debiasing, there nonetheless are a number of effective techniques for reducing the impact of misinformation, and we pay special attention to these factors
in early word learning
, 2009
"... This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues. Other uses, including reproduction and distribution, or sel ..."
Abstract
- Add to MetaCart
(Show Context)
This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier’s archiving and manuscript policies are encouraged to visit:
Research Article Contextual Diversity, Not Word Frequency, Determines Word-Naming and Lexical Decision Times
"... ABSTRACT—Word frequency is an important predictor of word-naming and lexical decision times. It is, however, confounded with contextual diversity, the number of con-texts in which a word has been seen. In a study using a normative, corpus-based measure of contextual diversity, word-frequency effects ..."
Abstract
- Add to MetaCart
(Show Context)
ABSTRACT—Word frequency is an important predictor of word-naming and lexical decision times. It is, however, confounded with contextual diversity, the number of con-texts in which a word has been seen. In a study using a normative, corpus-based measure of contextual diversity, word-frequency effects were eliminated when effects of contextual diversity were taken into account (but not vice versa) across three naming and three lexical decision data sets; the same pattern of results was obtained regardless of which of three corpora was used to derive the frequency and contextual-diversity values. The results are incom-patible with existing models of visual word recognition, which attribute frequency effects directly to frequency, and are particularly problematic for accounts in which fre-quency effects reflect learning. We argue that the results reflect the importance of likely need in memory processes, and that the continuity between reading and memory suggests using principles from memory research to inform theories of reading. What determines how quickly a word can be read? Empirically, in both word-naming and lexical decision tasks, frequency of occurrence is among the strongest known influences: Frequent words are read more quickly than infrequent words (Balota,
