Transfer Appropriate Fluency: Encoding and Retrieval Interactions in Fluency-Based Memory Illusions

Autor/inn/en	Lanska, Meredith; Westerman, Deanne
Titel	Transfer Appropriate Fluency: Encoding and Retrieval Interactions in Fluency-Based Memory Illusions
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 44 (2018) 7, S.1001-1012 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000496
Schlagwörter	Memory; Decision Making; Correlation; Task Analysis; Phonology; Language Processing; Auditory Perception; Transfer of Training; Reading Processes; Rhyme; Alphabets; Statistical Analysis; Cognitive Processes; Language Tests; Recognition (Psychology); Undergraduate Students; Pronunciation; Reading Fluency; New York + Suchen Sie Ihr Suchwort? Gedächtnis; Decision-making; Entscheidungsfindung; Korrelation; Aufgabenanalyse; Fonologie; Sprachverarbeitung; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Training; Transfer; Ausbildung; Leseprozess; Reim; Buchstabenschrift; Statistische Analyse; Cognitive process; Kognitiver Prozess; Language test; Sprachtest; Recognition; Wiedererkennen; Aussprache
Abstract	Stimuli that are fluently processed are more likely to be called "old" on a recognition memory test compared with less fluently processed stimuli. The goal of the current study was to investigate how the perceived diagnostic value of fluency is affected by a match between encoding and test conditions. During the encoding phase, participants engaged in different tasks designed to reflect different phonological processing requirements. On a later recognition test, the phonological fluency of some of the items was enhanced. The results showed a relationship between the degree of phonological processing carried out during encoding and the degree to which phonological fluency affected recognition memory decisions. Moreover, when both encoding and fluency conditions were manipulated, there was an encoding by retrieval interaction. When the encoding phase involved attending to visual features, perceptual fluency had a larger effect on recognition responses than phonological fluency. Likewise, when encoding focused on phonological features, phonological fluency had a larger influence on recognition than perceptual fluency. Collectively, the results show that fluency-based illusions of recognition memory recognition biases are more likely when there is a match in the attributes emphasized during study and test. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01