Selective disruption of hypermnesia for pictures and words.
In this study, we investigated the effects of various interpolated tasks on hypermnesia (improved recall across repeated tests) for pictures and words. In five experiments, subjects studied either pictures or words and then completed two free-recall tests, with varying activities interpolated between the tests. The tasks performed between tests were varied to test several hypotheses concerning the possible factor(s) responsible for disruption of the hypermnesic effect. In each experiment, hypermnesia was obtained in a control condition in which there was no interpolated task between tests. The remaining conditions showed that the effect of the interpolated tasks was related to the overlap of the cognitive processes involved in encoding the target items and performing the interpolated tasks. When pictures were used as the target items, no hypermnesia was obtained when subjects engaged in imaginal processing interpolated tasks, even when these tasks involved materials that were very distinct from the target items. When words were used as the target items, no hypermnesia was obtained when the interpolated tasks required verbal/linguistic processing, even when the items used in these tasks were auditorily presented. The results are discussed in terms of a strength-based model of associative memory.
Department of Psychology, SUNY Binghamton 13902-6000.
D G
DG
Payne
J S
JS
Anastasi
J M
JM
Blackwell
M J
MJ
Wenger
D000328:Adult; D001288:Attention; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D010153:Paired-Associate Learning; D010364:Pattern Recognition, Visual; D011214:Practice, Psychological; D014706:Verbal Learning