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Sharon A. Mutter

Bio: Sharon A. Mutter is an academic researcher from Western Kentucky University. The author has contributed to research in topics: Recall & Lexical decision task. The author has an hindex of 17, co-authored 30 publications receiving 1122 citations. Previous affiliations of Sharon A. Mutter include The Catholic University of America & George Washington University.

Papers
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Book
01 Jan 1988
TL;DR: This book discusses the development of Intelligent Tutoring Systems for Electronic Troubleshooting, the design of Instructional Design environments, and other topics related to knowledge acquisition and representation.
Abstract: Contents: Maj. K.R. Rose, Foreword: What the Army Expects from Intelligent Training Systems. J. Psotka, L.D. Massey, S.A. Mutter, Introduction. Section I:Knowledge Acquisition. W.B. Johnson, Developing Expert System Knowledge Bases in Technical Training Environments. B. Means, S.P. Gott, Cognitive Task Analysis as a Basis for Tutor Development: Articulating Abstract Knowledge Representations. Y.J. Tenney, L.C. Kurland, The Development of Troubleshooting Expertise in Radar Mechanics. D. Kieras, What Mental Model Should be Taught: Choosing Instructional Content for Complex Engineered Systems. Section II:Intelligent Instructional Design. L.C. Kurland, Y.J. Tenney, Issues in Developing an Intelligent Tutor for a Real-World Domain: Training Radar Mechanics. P.L. Pirolli, J.G. Greeno, The Problem Space of Instructional Design. D.M. Russell, T.P. Moran, D.S. Jordan, The Instructional-Design Environment. S.A. MacMillan, D. Emme, M. Berkowitz, Instructional Planners: Lessons Learned. D.C. Wilkins, W.J. Clancey, B.G. Buchanan, Using and Evaluating Differential Modeling in Intelligent Tutoring and Apprentice Learning Systems. Section III:Knowledge Representation. F. Ritter, W. Feurzeig, Teaching Real-Time Tactical Thinking. T. Govindaraj, Intelligent Computer Aids for Fault Diagnosis Training of Expert Operators of Large Dynamic Systems. D.M. Russell, IDE: The Interpreter. J.R. Frederiksen, B.Y. White, A. Collins, G. Eggan, Intelligent Tutoring Systems for Electronic Troubleshooting. L.D. Massey, J. de Bruin, B. Roberts, A Training System for Radar Maintenance. Section IV:Intelligent Tutoring Architectures. J.G. Bonar, R. Cunningham, Bridge: Tutoring the Programming Process. W. Feurzeig, F. Ritter, Understanding Reflective Problem Solving. D. Frye, D.C. Littman, E. Soloway, The Next Wave of Problems in ITS: Confronting the "User Issues" of Interface Design and System Evaluation. D.M. Towne, A. Munro, The Intelligent Maintenance Training System.

314 citations

Journal ArticleDOI
TL;DR: Findings indicate that knowledge of serial order can develop through simple perceptual experience, and this is more available to deliberate recall than is knowledge acquired while responding.
Abstract: Serial pattern learning was investigated in a variation of the task introduced by Nissen and Bullemer (1987). We presented an asterisk at 1 of 4 spatial locations on each trial, and Ss either responded with a keypress or observed the event. The first 4 blocks contained 10 repetitions of a 10- or 16-element pattern, and the 5th block contained a random sequence. The difference in response time on the 5th random block and the previous patterned block served as an indirect measure of pattern learning. A direct measure was obtained in a final test block in which Ss predicted the next asterisk position. Equivalent learning occurred for responding and observing with indirect measures, but observation was superior with direct measures. These findings indicate that knowledge of serial order can develop through simple perceptual experience, and this is more available to deliberate recall than is knowledge acquired while responding.

181 citations

Journal ArticleDOI
TL;DR: It is suggested that, during the first month after mild CHI, vigilance performance is unimpaired under normal task conditions, but may fall short under task conditions that require sustained effortful processing.
Abstract: The sustained-attention performance of patients with mild closed-head injury (CHI) was examined within one month of injury using a high-event rate, digit-discrimination vigilance task with two levels of stimulus degradation (undegraded, highly degraded). Under undegraded stimulus conditions, vigilance performance for mild CHI subjects, uninjured case-matched control subjects, and college students was highly accurate and remained so across the entire task period. When stimuli were presented in degraded fashion, however, all three groups showed a similar decline over time (i.e., vigilance decrement) in hit rates and d' scores. Although mild CHI did not lead to a greater rate of deterioration in vigilance performance in the degraded stimulus condition, it did produce lower overall levels of sensitivity (d') in target detection. These results suggest that, during the first month after mild CHI, vigilance performance is unimpaired under normal task conditions, but may fall short under task conditions that require sustained effortful processing. These findings join a growing body of evidence showing that mild CHI can lead to measurable deficits in cognitive functioning.

91 citations

Journal ArticleDOI
TL;DR: The results of the free-recall and identification tasks are similar to findings with chronic amnesic patients and suggest that perceptual fluency is not affected by alcohol, whereas elaborative processes supporting recall are particularly sensitive to disruption during intoxication.
Abstract: National Institute on Alcohol Abuse andAlcoholism Bethesda, MarylandLynn E. DeLisi and Richard J. WyattNational Institute of Mental Health, Washington, DCSharon A. MutterGeorge Washington UniversityResearch on alcohol amnesia has focused on memory processes that are disruptedduring intoxication. The present experiment examined the possibility that certainmemory processes might be resistant to the amnesic effects of alcohol. Intoxicatedand sober subjects studied a list of 29 words. They were then given one of ithreedifferent retention tests: free recall, identification of degraded words based on theprocedure used by Warringtpn and Weiskrantz (1970), and yes/no recognition. Asexpected, free recall was significantly impaired by alcohol intoxication. In contrast,in the identification test, intoxicated subjects benefited to the same degree as sobersubjects from prior exposure to the items. The two groups did not differ in immediaterecognition memory. The results of the free-recall and identification tasks are similarto findings with chronic amnesic patients and suggest that perceptual fluency isnot affected by alcohol, whereas elaborative processes supporting recall are par-ticularly sensitive to disruption during intoxication. The failure to find recognitionimpairment at the level of intoxication used in this study distinguishes temporaryalcohol amnesia from chronic amnesia.A major goal of research on alcohol andmemory has been to identify the memory pro-cesses that are disrupted during intoxication(Birnbaum & Parker, 1977; Parker, Alkana,Birnbaum, Hartley, & Noble, 1974). There iscompelling evidence that failure to engage inelaborative processing is a critical source ofalcohol-related memory impairment (Birn-baum, Johnson, Hartley, & Taylor, 1980;Hashtroudi, Parker, DeLisi, & Wyatt, 1983).Recent studies, however, suggest that certain

84 citations

Journal ArticleDOI
TL;DR: Investigation of age differences in accuracy indicates that older subjects were more accurate than younger subjects in predicting the correctness of their responses; however, making mental strategy judgments did not result in increased accuracy for either age group.
Abstract: Age differences in accuracy were investigated by having older (M = 68.6 years) and younger (M = 21.5 years) adults make confidence judgments about the correctness of their responses to two sets of general knowledge items. For one set, prior to making their confidence judgments, subjects made mental strategy judgments indicating how they had selected their answers (i.e., they guessed, used intuition, made an inference, or immediately recognized the response as correct). Results indicate that older subjects were more accurate than younger subjects in predicting the correctness of their responses; however, making mental strategy judgments did not result in increased accuracy for either age group. Additional analyses explored the relationship between accuracy and other individual difference variables. The results of this investigation are consistent with recent theories of postformal cognitive development that suggest older adults have greater insight into the limitations of their knowledge.

51 citations


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Journal ArticleDOI
TL;DR: A survey of implicit memory and its relation to explicit memory can be found in this paper, where the authors present an historical survey of observations concerning implicit memory, reviews the findings of contemporary experimental research, and delineates the strengths and weaknesses of alternative theoretical accounts of implicit memories.
Abstract: Memory for a recent event can be expressed explicitly, as conscious recollection, or implicitly, as a facilitation of test performance without conscious recollection. A growing number of recent studies have been concerned with implicit memory and its relation to explicit memory. This article presents an historical survey of observations concerning implicit memory, reviews the findings of contemporary experimental research, and delineates the strengths and weaknesses of alternative theoretical accounts of implicit memory. It is argued that dissociations between implicit and explicit memory have been documented across numerous tasks and subject populations, represent an important challenge for research and theory, and should be viewed in the context of other dissociations between implicit and explicit expressions of knowledge that have been documented in recent cognitive and neuropsychological research. Psychological studies of memory have traditionally relied on tests such as free recall, cued recall, and recognition. A prominent feature of these tests is that they make explicit reference to, and require conscious recollection of, a specific learning episode. During the past several years, however, increasing attention has been paid to experimental situations in which information that was encoded during a particular episode is subsequently expressed without conscious or deliberate recollection. Instead of being asked to try to remember recently presented information, subjects are simply required to perform a task, such as completing a graphemic fragment of a word, indicating

2,822 citations

Journal ArticleDOI
19 Jan 1990-Science
TL;DR: Evidence is converging for the proposition that priming is an expression of a perceptual representation system that operates at a pre-semantic level; it emerges early in development, and access to it lacks the kind of flexibility characteristic of other cognitive memory systems.
Abstract: Priming is a nonconscious form of human memory, which is concerned with perceptual identification of words and objects and which has only recently been recognized as separate from other forms of memory or memory systems. It is currently under intense experimental scrutiny. Evidence is converging for the proposition that priming is an expression of a perceptual representation system that operates at a pre-semantic level; it emerges early in development, and access to it lacks the kind of flexibility characteristic of other cognitive memory systems. Conceptual priming, however, seems to be based on the operations of semantic memory.

2,214 citations

Journal ArticleDOI
TL;DR: It is shown that errors on the SART can be predicted by a significant shortening of reaction times in the immediately preceding responses, supporting the view that these errors are a result of 'drift' of controlled processing into automatic responding consequent on impaired sustained attention to task.

1,748 citations

Journal ArticleDOI
TL;DR: In this paper, a classification scheme for evaluating learning outcomes is proposed, where learning constructs are derived from a variety of research domains, such as cognitive, social, and instructional psychology and human factors.
Abstract: Although training evaluation is recognized as an important component of the instructional design model, there are no theoretically based models of training evaluation. This article attempts to move toward such a model by developing a classification scheme for evaluating learning outcomes. Learning constructs are derived from a variety of research domains, such as cognitive, social, and instructional psychology and human factors. Drawing from this research, we propose cognitive, skill-based, and affective learning outcomes (relevant to training) and recommend potential evaluation measures. The learning outcomes and associated evaluation measures are organized into a classification scheme. Requirements for providing construct-oriented evidence of validity for the scheme are also discussed

1,700 citations

Journal ArticleDOI
TL;DR: The article reviews research on the relation between explicit and implicit memory and argues that many dissociations can be understood by appealing to general principles that apply to both implicit and explicit tests.
Abstract: Explicit measures of human memory, such as recall or recognition, reflect conscious recollection of the past. Implicit tests of retention measure transfer (or priming) from past experience on tasks that do not require conscious recollection of recent experiences for their performance. The article reviews research on the relation between explicit and implicit memory. The evidence points to substantial differences between standard explicit and implicit tests, because many variables create dissociations between these tests. For example, although pictures are remembered better than words on explicit tests, words produce more priming than do pictures on several implicit tests. These dissociations may implicate different memory systems that subserve distinct memorial functions, but the present argument is that many dissociations can be understood by appealing to general principles that apply to both explicit and implicit tests. Phenomena studied under the rubric of implicit memory may have important implications in many other fields, including social cognition, problem solving, and cognitive development.

1,278 citations