When Do Words Hurt? A Multiprocess View of the Effects of Verbalization on Visual Memory

Autor/inn/en	Brown, Charity; Brandimonte, Maria A.; Wickham, Lee H. V.; Bosco, Andrea; Schooler, Jonathan W.
Titel	When Do Words Hurt? A Multiprocess View of the Effects of Verbalization on Visual Memory
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 40 (2014) 5, S.1244-1256 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0037222
Schlagwörter	Experimental Psychology; Memory; Verbal Communication; Stimuli; Cognitive Processes; Recognition (Psychology); Imagery; Performance; Naming; Interference (Learning); Visual Stimuli; Recall (Psychology); College Students; Foreign Countries; Memorization; Experimental Groups; Control Groups; Comparative Analysis; Adults; Italy + Suchen Sie Ihr Suchwort? Experimentelle Psychologie; Gedächtnis; Anreizsystem; Cognitive process; Kognitiver Prozess; Recognition; Wiedererkennen; Metaphorik; Achievement; Leistung; Abberufung; Collegestudent; Ausland; Gedächtnistraining; Italien
Abstract	Verbal overshadowing reflects the impairment in memory performance following verbalization of nonverbal stimuli. However, it is not clear whether the same mechanisms are responsible for verbal overshadowing effects observed with different stimuli and task demands. In the present article, we propose a multiprocess view that reconciles the main theoretical explanations of verbal overshadowing deriving from the use of different paradigms. Within a single paradigm, we manipulated both the nature of verbalization at encoding (nameability of the stimuli) and postencoding (verbal descriptions), as well as the nature (image transformation or recognition) and, by implication, the demands of the final memory task (global or featural). Results from 3 experiments replicated the negative effects of encoding and postencoding verbalization in imagery and recognition tasks, respectively. However, they also showed that the demands of the final memory task can modulate or even reverse verbal overshadowing effects due to both postencoding verbalization and naming during encoding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01