S1 (FriAM 1-65) - The Psychonomic Society

Posters 2069–2075 Friday Noon
trieval of the Indonesian–English pair and enhanced retrieval of only
the keyword subtask. However, higher imagery value keywords influenced
both the keyword and English retrieval subtasks while making
little or no difference in overall vocabulary retrieval performance.
This unexpected but interesting pattern of results is discussed and potentially
explained.
(2069)
Constrained Retrieval in Recognition Memory? JUSTIN KANTNER
& D. STEPHEN LINDSAY, University of Victoria (sponsored by
D. Stephen Lindsay)—Some prominent theories of recognition memory
hold that recognition judgments are based on the degree of match
between test probes and all previously encountered exemplars. Jacoby
and his colleagues, by contrast, have recently argued that recognition
judgments may be supported in part by a process of “constrained retrieval”
whereby individuals selectively search memory for items from
a particular contextual source. We critique Jacoby’s evidence for this
claim and report new experiments designed to detect constrained retrieval
in a recognition task. The results indicate that subjects can indeed
constrain retrieval in response to test probes under some conditions,
but not under others. We discuss the implications of this pattern
of significant and null effects for theories of recognition memory.
(2070)
Pattern Classification of fMRI Retrieval States During Recognition
Memory. JOEL R. QUAMME & KENNETH A. NORMAN, Princeton
University—Pattern classification algorithms have been used in fMRI
to examine distributed activity patterns in the brain associated with
different cognitive states. In this study, subjects studied singular and
plural words, and performed recognition memory tasks in the scanner.
We trained a simple neural network classifier to distinguish between
subjects’ fMRI brain patterns when paying attention to recollected details
about a previously studied item, and when paying attention to
general feelings of item familiarity. Then, in a second phase, subjects
made old–new judgments to studied, nonstudied, and switched-plural
versions of studied words (e.g., study fleas, test flea). After training
the classifier on the first phase, we tested it on brain activity from the
second phase to obtain the classifier’s “best guess” concerning the
subject’s retrieval state during old, new, and switched-plural trials. We
report on the relationship between the classifier’s output and subjects’
behavioral responses in this task.
(2071)
Neuroimaging and Electromyographic Evidence for Response
Conflict in Recognition Tasks. TRAVIS L. SEYMOUR, University
of California, Santa Cruz, & ERIC H. SCHUMACHER, Georgia Institute
of Technology—How do memory retrieval processes lead to
overt responses in strategic recognition tasks? The Jacoby model proposes
that the influences of both familiarity and recollection processes
combine to select appropriate recognition responses, but does not account
for response times (RTs). An extended model designed to account
for accuracy and RT (Seymour, 2001) suggests that parallel familiarity
and recollection-based task-sets can lead to response conflict
that must be resolved by control processes. We tested this prediction
by using brain activation and electromyographic measures during an
exclude recognition task. In Experiment 1, we measured brain activation
from cortical regions sensitive to response conflict and found
greater activity for conflict than for filler trials. Experiment 2 used
electromyographic evidence to replicate this finding with a measure
incontrovertibly related to motor execution. These results are consistent
with the parallel task-set model’s assumption that recognition,
motor, and conflict monitoring processes interact in strategic retrieval
tasks.
(2072)
Retrieval Process of Autobiographical Memory and Oldness of
Episode. TAKASHI HORIUCHI, Okayama University—The purpose
of this study was to examine how the difference of oldness of episode
79
affected the retrieval process of an autobiographical memory. Sixteen
university students participated in the experiment. In each trial, the
participant was assigned to either the university or the junior high
school period condition. In both conditions, the participant was asked
to retrieve an episode associated with each cue word, and reported
“remember,” “know,” or “no.” Estimates derived from an independent
remember–know procedure (Jacoby, 1998) showed that the university
period condition was higher in both the intentional and the automatic
process than was the junior high school period condition.
• METACOGNITION •
(2073)
Exploring Undetected Errors in Skilled Cognitive Activity.
LESLIE A. ADERHOLD & RICHARD A. CARLSON, Pennsylvania
State University—Increased skill typically leads to faster performance
and fewer errors. These improvements result in part from more concise
mental representations. However, more concise representations
may sometimes contribute to characteristic errors and failures of monitoring
at high levels of skill. For example, even skilled writers may
find it difficult to proofread their own work. Participants in several
studies practiced a rule-application task, checking for rule violations
and reporting confidence in their responses. Some error types persisted
at high levels of skill, even when speed–accuracy trade-offs
were ruled out. Furthermore, participants often reported very high
confidence in error responses, persisted in those errors, and continued
to report high confidence when provided the opportunity to recheck
their work. We consider possible explanations in terms of motivation,
implicit monitoring on the basis of fluency, and representational constraints
on metacognition. Understanding failures of error monitoring
in high-performance skills may have important practical implications.
(2074)
Metacomprehension of Statistical Concepts. RUTH H. MAKI,
CURTIS CRAIG, J. L. RUDINE, & ELIZABETH A. MURRAY, Texas
Tech University—We investigated transfer appropriate monitoring
(TAM) in metacomprehension of statistical concepts. During learning,
participants either calculated answers to problems or read the answers.
Learning was tested with multiple-choice and calculation tests.
TAM suggests that calculating during learning would lead to more accurate
judgments on the calculation test, and reading during learning
would lead to more accurate judgments on the multiple-choice tests.
The learning activity � test interaction was not significant with metacomprehension
accuracy, but it did occur with bias. Calculating during
learning produced overconfidence on the multiple-choice test, but
it had no effect on the calculation test. Overall, relative prediction accuracy
was higher for participants who had previously taken a statistics
course and for participants who did not calculate during learning.
These results suggest that calculation during learning interferes with
students’ abilities to judge how well they are learning, and it may lead
to overconfidence.
(2075)
Study Strategies—Do Deaf College Students Do It Differently?
MARY DIANE CLARK & LASHAUN A. WILLIAMS, Gallaudet
University—Looking at the literature on test-taking strategies, underachieving
groups tended to show less preparation when studying for
tests and developed fewer strategies for the behavior, and those strategies
tended to be ineffective (Bornhold, 2002; Ellis & Ryan, 2003).
In addition, Ellis and Ryan found that these students had lower levels
of test-taking self-efficacy. More specifically for deaf test-takers,
Chaliff and Toranzo (2000) found that the test construction also impacted
their students’ results on these kinds of tests. The English syntax
of the questions as well as the question format caused deaf testtakers
difficulty in demonstrating their knowledge. Chaliff and
Toranzo related these difficulties to poor reading strategies. The current
study elicited strategies from a group of deaf college students.
Content analysis shows more superficial strategies that appear to re-