Showing papers in "Journal of Verbal Learning and Verbal Behavior in 1977"

TL;DR: Levels of processing were manipulated as a function of acquisition task and type of recognition test in three experiments to show that semantic acquisition was superior to rhyme acquisition given a standard recognition test, whereas rhyming acquisition was inferior to semantic acquisition givenA rhyming recognition test.

TL;DR: For both true and false statements, there was a significant increase in the validity judgments for the repeated statements and no change in the validates for the non-repeated statements as mentioned in this paper.

TL;DR: The authors analyzed spontaneous speech samples of 15 children for appropriate use and inappropriate use and nonuse of the past tense verbal inflection in English and found that the irregular past tense form is an earlier acquisition than the regular past tense forms.

TL;DR: This experiment tested the claim that on-line syntactic processing is autonomous and not affected by semantic context, and heard sentence fragments containing syntactically ambiguous phrases, and the first clause of each fragment biased the listener toward one of its readings.

TL;DR: A model is proposed for concept learning and subsequent recognition and classification of OLD and NEW exemplars, called the property-set model, which assumes that a learned exemplar is encoded in memory as a set of the component properties and combinations of properties of the exemplar.

TL;DR: The authors showed that repetition at the phonemic depth of processing does facilitate memory, regardless of whether the repetitions are massed or distributed and regardless of the dependent variable is uncued recall, cued recall or recognition.

TL;DR: This paper showed that implicit causality is an important factor in determining coreference of potentially ambiguous anaphoric pronouns in a timed comprehension task, and that ambiguities are normally resolved at clause boundaries.

TL;DR: A model of textual comprehension is proposed based on the semantic distance effect and it is shown that the effect can be abolished under conditions where the two items appear in unrelated phrases.

TL;DR: The authors found that statements with high and low interactional content showed better memory for surface form, as well as meaning, while statements low in interactional contents showed no memory for either surface form or content.

TL;DR: In this paper, a short-term recall task in which to-be-remembered letters were spaced out in different ways by distractor digits, and all were shadowed during input to preclude rehearsal, was used to separate aspects of primary and secondary memory processes and to permit examination of primary memory for position, order, and item independently.

TL;DR: In this paper, the effects of delaying an immediate test, a rehearsal opportunity, or a second presentation on long-term free recall were investigated in an experiment combining features of the Brown-Peterson and free-recall paradigms.

TL;DR: The authors found that second graders were as prepared to process frequency differences as adults and that practice at frequency counting does not improve the performance of young adults and neither does the provision of specific feedback regarding the accuracy of earlier performance.

TL;DR: An analysis of past research reveals coding similarities for sentences and word lists when memory demands are high, and a two-process additive model accounts well for the data and better than nine other models.

TL;DR: In this paper, a technique that can be used to study the effects of low-level, rote, repetitive (Type I) rehearsal is introduced and validated, and the technique is then used to investigate the relationship between the amount of Type I rehearsal and recognition memory performance.

TL;DR: This paper investigated whether abstract as well as concrete sentences can be processed in an integrated or holistic manner, and found that the processing of both concrete and abstract sentences involves the construction of particularized, holistic mental representations that contain both explicit information and inferences made on the basis of analysis of context and knowledge of language and the world.

TL;DR: This article used a simple model of associative chaining retrieval of passively stored surface structure units to obtain recall data from five passages learned by undergraduates in the course of growing up in America.

TL;DR: The authors showed that the semantic relatedness effect is greatly reduced when orthographically illegal, unpronounceable strings were used as negative items, which supports the conclusion that options may be exercised on which of the codes representing a letter string are used in making lexical decisions.

TL;DR: In this article, listeners shadowed a list of words, a sentence, or a few words followed by the remainder of a sentence and their shadowing latencies to the final word were recorded.

TL;DR: This paper tested the hypothesis that the memory representation of a text is a hierarchical structure in which information is ordered from most important to least important, and found that sentences that tested topic information were verified faster and more accurately than those that tested detail information.

TL;DR: This paper investigated the role of speech recoding, particularly its relationship to meaning analysis during reading, and found evidence for a simple divided attention explanation of this conflict effect, which is not evident in an analogous listening task.

TL;DR: In this article, a theoretical explanation of recognition failure is presented in terms of the dual access theory of recognition, which distinguishes between presentation codes and conceptual (retrieval) codes.

TL;DR: The authors found that presentation time affects the beginning and middle, but not the end, of serial-position curves of immediate free recall, and that the differences between nominal and functional curves are not an artifact produced by item selection.

TL;DR: Results showed that answers to questions retained the syntactic structure and the order of given and new information from previously presented sentences when the original sentences placed new information before given, and alternative syntactic form was used and theOrder of information was reversed in subjects' answers.

TL;DR: Part-set cue-overload effect was investigated in this article, showing that recall of a given item from a semantically categorized list is impaired by the presence of other items from the same category.

TL;DR: The types of codes generated in maintenance rehearsal and the effects of rehearsal time at various single levels of encoding were examined in a series of six experiments employing an incidental learning procedure, the Distractor Recall task as mentioned in this paper.

TL;DR: This paper showed that lexical information is present and persists in memory representations of meaning and suggested that the word-based theory of memory should be preferred over the available theoretical alternatives, and they showed that subjects reliably recognized studied sentences with greater confidence than synonymous distractors.

TL;DR: In this paper, the ACT model was used to measure subjects' memory for verbatim information about the sentence and it was shown that retention of the verbatime information displays the traditional short-term versus long-term discontinuity.

TL;DR: The results suggest that subjects relied on configuration information, especially for script words, as well as letter identity information, when categorizing both versions of each word on the basis of meaning.

TL;DR: This article explored the extent and accuracy of the subject's knowledge of his previous recall performance as a function of response mode and response-produced feedback and found that impaired feedback led to poorer knowledge of previous recall in each response mode.

TL;DR: This article found that the meaning of a sentence or a probe is not represented in a modality-specific format but in an abstract conceptual format, which is directly accessible from either verbal or pictorial stimuli.