Investigating Strength and Frequency Effects in Recognition Memory Using Type-2 Signal Detection Theory

Autor/inn/en	Higham, Philip A.; Perfect, Timothy J.; Bruno, Davide
Titel	Investigating Strength and Frequency Effects in Recognition Memory Using Type-2 Signal Detection Theory
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 35 (2009) 1, S.57-80 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
Schlagwörter	Responses; Recognition (Psychology); Discriminant Analysis; Memory; Metacognition; Models + Suchen Sie Ihr Suchwort? Recognition; Wiedererkennen; Diskriminanzanalyse; Gedächtnis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Analogiemodell
Abstract	Criterion- versus distribution-shift accounts of frequency and strength effects in recognition memory were investigated with Type-2 signal detection receiver operating characteristic (ROC) analysis, which provides a measure of metacognitive monitoring. Experiment 1 demonstrated a frequency-based mirror effect, with a higher hit rate and lower false alarm rate, for low frequency words compared with high frequency words. In Experiment 2, the authors manipulated item strength with repetition, which showed an increased hit rate but no effect on the false alarm rate. Whereas Type-1 indices were ambiguous as to whether these effects were based on a criterion- or distribution-shift model, the two models predict opposite effects on Type-2 distractor monitoring under some assumptions. Hence, Type-2 ROC analysis discriminated between potential models of recognition that could not be discriminated using Type-1 indices alone. In Experiment 3, the authors manipulated Type-1 response bias by varying the number of old versus new response categories to confirm the assumptions made in Experiments 1 and 2. The authors conclude that Type-2 analyses are a useful tool for investigating recognition memory when used in conjunction with more traditional Type-1 analyses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10