Literaturnachweis - Detailanzeige
| Autor/inn/en | McAdoo, Ryan M.; Key, Kylie N.; Gronlund, Scott D. |
|---|---|
| Titel | Stimulus Effects and the Mediation of Recognition Memory |
| Quelle | In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 44 (2018) 11, S.1814-1823 (10 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0278-7393 |
| DOI | 10.1037/xlm0000550 |
| Schlagwörter | Recognition (Psychology); Memory; Undergraduate Students; Accuracy; Mnemonics; Semantics; Models; Cognitive Processes; Task Analysis; Oklahoma |
| Abstract | Two broad approaches characterize the type of evidence that mediates recognition memory: discrete state and continuous. Discrete-state models posit a thresholded memory process that provides accurate information about an item (it is detected) or, failing that, no mnemonic information about the item. Continuous models, in contrast, posit the existence of graded mnemonic information about an item. Evidence favoring 1 approach over the other has been mixed, suggesting the possibility that the mediation of recognition memory may be adaptable and influenced by other factors. We tested this possibility with 2 experiments that varied the semantic similarity of word targets and fillers. Experiment 1, which used semantically similar fillers, displayed evidence of continuous mediation (contrary to Kellen & Klauer, 2015), whereas Experiment 2, which used semantically dissimilar fillers, displayed evidence of discrete mediation. The results have implications for basic theories of recognition memory, as well as for theories of applied domains like eyewitness identification. (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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