TIC3 Abstracts

(21) The Influence of Resemblance between Target and Distractors in Verbal Overshadowing

Shinji Kitagami, (Kyoto University, Japan)
Wataru Sato (Kyoto University, Japan)
Sakiko Yoshikawa (Kyoto University, Japan)

The purpose of this study is to investigate how the resemblance between a target and distractors influences the verbal overshadowing effect, that is, the phenomenon that describing a previously seen face impairs its recognition. As a result, the verbal overshadowing effect was not obtained when a target and seven distractors highly resembled one another, although the effect was obtained when the similarity was not so high. The results are discussed in terms of the relation between the difficulty in the recognition test and the quality of the representation about the target face.

(22) Time course of retrieval-induced forgetting

Katsuya Tandoh (Tokyo Metropolitan University, Japan)
Makiko Naka (Tokyo Metropolitan University, Japan)

The very act of recalling information often impairs the recall of related information. This phenomenon is known as retrieval-induced forgetting. Retrieval-induced forgetting is considered to be caused by inhibitory mechanism and produce a long-lasting effect. In order to investigate the time course of inhibitory effect, we manipulated retention intervals between the retrieval-practice and final recall tests (i.e., immediate，10 min., 1 hr., 1 weak). Results showed that retrieval-induced forgetting occurred at every retention interval, even after 1 weak and the magnitude of effect did not change across the retention intervals.

(23) Indirect cuing in free recall

Tomoyuki Watanabe (Sendai Shirayuri Women’s College)

Effects of indirect retrieval cues on free recall were examined. 45 female college students learned 36 mutually related cue-target word pairs. After a 90 s interpolated task, participants were engaged in a pseudo-LDT (lexical decision task), in which the learned cues, new words related to the pairs, or no related words were presented. Subsequent free recall for the targets was enhanced by the prior presentation of the cues. Note that there was no direct access to the cues during recall, and that explicit references to the cues were not made in advance of the LDT or free recall. Theoretical and methodological implications are presented.

(24) Two weeks hypermnesia

Mitsuko Hayashi (Doctoral Program in Psychology, University of Tsukuba, Japan)

Hypermnesia (improvements across tests without re-study) was examined in the immediate testing condition and 2 weeks later testing condition. With category or uncategory list, the items to generate or copy that participant remembered was tested three times. In the immediate condition, hypermnesia was all occurred. The 2 weeks later, just generation with uncategorically list produced hypermnesia. Is the relational item-specific hypothesis able to account for this phenomenon?

(25) Decreased Performance in Collaborative Remembering

Sachiko Kenmotsu (Nihon university, Japan)
Masahiro Sakamoto (Nihon university, Japan)

This study examined collaborative remembering using word stimuli. Two types of word lists were used ― with high- and low- association. Sixty participants were asked to recall the word lists twice: first, individually, and later either individually or collaboratively. In accordance with the results of Meudell, Hitch, & Boyle (1995), the number recalled during collaborative remembering did not reach the expected number of items recalled by both collaborators, if they had recalled the materials individually. It was attempted in this study to investigate the decrease in collaborative performance by analyzing the transcripts of the recollection phase.

(26) Effects of reminiscence on students’ mood

Michiyo Ando (Shujitus Junior College)

The purpose of this study was to examine the effects of reminiscence (life review) on mood (Tension arousal, Energetic arousal). Seventy seven college students reviewed their life for two hours in pairs and they filled out the Japanese UWIST Mood Adjective Check List (JUMACL) before and after reminiscence. Results showed that 1) arousal of before reminiscence was higher that that of before and 2) Energetic arousal after reminiscence was higher that that of before reminiscence although there was no difference in Tension arousal. These results suggest that reminiscence is useful to support humans' mood for good condition.

(27) Memory conjunction errors for words and faces: The role of awareness

Mark Tippens Reinitz (University of Puget Sound, USA)
Sharon L. Hannigan (Bard College, USA)

Memory conjunction errors occur when subjects falsely recognize new stimuli comprised entirely of parts of separately experienced “parent” stimuli. For faces these errors are especially likely when the parents were studied simultaneously. In two experiments we tested whether similar conjunction error patterns occur for compound words. The results show that when people are simultaneously aware of two parent words or faces, they are especially likely to later falsely recognize conjunction test items comprised of features of those parents. In a third experiment we show that people have a tendency to falsely recall conjunctions of simultaneously studied parent words.

(28) Think before you do: does this work for memory? Object permanence beliefs and memory failures in children and adults

Eugene Subbotsky (Lancaster University, United Kingdom)
Olga Chesnokova (Moscow University, Russia)

In four experiments, 6-, 8- and 10-year-old children and adults observed a mysterious transformation of a physical object in an apparently empty box and their recollections of the order of the events preceding the phenomenon were obtained. In order to conserve their strong beliefs in object permanence, adults (but not children) systematically distorted the temporal succession of events preceding the phenomenon. The frequency of the distortions depended on the salience of the nonpermanence phenomenon (‘disappearance’ versus ‘appearance’ of the physical object) and on the time interval between the events whose temporal order was reversed. The age differences are interpreted in terms of Vygotsky’s thesis of the increasing impact of logical thinking on memory with age.

(29) When were details of false memory created?

Yayoi Miyaji (Kobe College, Japan)
Hiroshi Yama (Kobe College, Japan)

This experiment was conducted to investigate when details of false memory were created. To set match and mis-match conditions between encoding and retrieval, lists of DRM paradigm were presented in blue or red within participants, and all items in recognition test were printed in blue or red between participants. Furthermore CNWs were printed at first or last between participants to see the influence of list items’ color at test. Neither the color matching nor the order of CNWs had effects on CNWs’ recognition and on color attribution. Hence we concluded the details of false memory were created at encoding.

(30) False Memories Produced on Implicit and Explicit Memory Tests: Effects of Imagery Instructions

Hidetsugu Tajika (Aichi University of Education)
Hideki Hamajima (Nagoya University)
Akihiko Iwahara (Nagoya University)

We investigated whether the Deese-Roediger-McDermott paradigm using implicit and explicit memory tests would produce critical nonpresented (CL) words. Participants studied lists of semantic associate (e.g., newspaper, book, write, ...) to induce memories for CL words (e.g., read). Half of the participants were instructed to image the interword relation on each list and to write down each word on a list while studying. After studying the lists, participants received implicit and explicit memory tests. The level of priming of the CL words was very high when participants were instructed to image the interword relation on lists. The participants explicitly recognized many CL words as having been presented on the lists. The results are discussed in light of activation of associative responses.

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