Results with 14 undergraduate Ss are almost identical to those of Bransford and Franks: Ss frequently reported recognizing new sentences derived from the. Citation, Bransford, J.D. and Franks, J.J., The Abstraction of Linguistic Ideas. Cognitive Psychology 2, (). (pdf). Summary of Experiment. Replicated J. D. Bransford and J. J. Franks’s (see record ) 2nd experiment in as great a detail as the description of the original procedure would .

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In addition to rating the sentence as new or old, they also assigned confidence values which stated how sure the subject was of their response. Interlingual facilitation of short-term memory.

Subjects are asked to identify the briefly presented word. Dissertation, University of Minnesota, The psychological reality of phrase-structure rules. Perception and Psychophysics,2, The Annd Memory Tendency: Recognition memory for syntactic and semantic aspects of connected discourse.

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This franka that participants automatically integrate concepts they see into schemas that integrate the concepts. Neurological Evidence supporting multiple long term memory systems.

Found evidence for depth of processing effects with Implicit memory tests. Journal of Verbal Learning and Verbal Behavior,4, Second, PET scan results show 1917 patterns of activation dependent upon whether subject is accessing a semantic or an episodic memory. They identified the long sentences composed of the short sentences they had seen more readily than the short sentences themselves.


Since the complete integration of the related sentences resulted in a four proposition structure, they falsely believed the 4 proposition 1791 presented during the testing phase had indeed come from the original list, because that combined proposition is consistent with their internal mental representation of those related, but unconnected sentences. Grammatical structure and the immediate recall of English sentences.

STEP: Scripts: Memory: Bransford and Franks

Look Specifically at items 1,4,6,12, Thus, Ss are most confident of “recognizing” sentences expressing all the semantic relations characteristic of a complete idea, in spite of the fact that such sentences expressed more information than was communicated by any single sentence on the acquisition list.

Propositional complexity in the first list varied from 1 to 3. They constructed a clever experiment which showed how we link together related ideas into an integrated whole.

Journal of Verbal Learning and Verbal Behavior,5, Journal of Verbal Learning and Verbal Behavior,2, A second piece of evidence for semantic integration is that subjects were very good at responding “NEW” to sentences 19771 combined ideas across groupings from the first list. Alphabetical List Categorical List Memory: These our ONE proposition statements.

Ss’ subsequent attempts to recognize those exact sentences heard during acquisition are shown to be a function of the complete ideas acquired. Subjects were much more likely to “false alarm” or false positive to 3 and 4 propositional sentences. Results indicate that during an acquisition phase of the experiments, Ss spontaneously integrate the information expressed by a number of non-consecutively experienced but semantically related sentences into wholistic, semantic ideas, where these ideas encompass more information than any acquisition sentence contained.

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Ss become less confident of having heard particular sentences as a function of the degree to which a sentence fails to exhaust all the semantic relations characteristic of a complete idea. Semantic Memory seems to be unaffected, while episodic memory is considerably disrupted, or not available for access.

The phenomenon of “idea acquisition and retention” is demonstrated experimentally and contrasted with an “individual sentence memory” point of view. This is a little bizarre that a consciously chosen encoding strategy can affect the unconscious process of Implicit memory tests.

Cognitive Psychology Class Notes: Schemas

Shows evidence that learning takes place when the subject is not aware their memory is going to be tested. What was your average CR confidence rating given to these items?

Then they were asked to identify which of the sentences they had seen before. Integration of linguistic materials.

What was your average CR given for these items? Cognitive Psychology 2 Again, this is on more instance where we see “memory for meaning”, rather than verbatim recall of what was fraks presented. Some effects of grammatical transformations on the recall of English sentences.