S1 (FriAM 1-65) - The Psychonomic Society

Papers 55–61 Friday Morning
results suggest that response-signal experiments and Remember–Know
judgments measure different aspects of a recognition process, possibly
providing a coherent explanation for the two contradicting findings.
10:20–10:35 (55)
Perceptual Disfluency Effects in Recognition Memory. DAVID E.
HUBER, University of California, San Diego, TEDRA FAZENDEIRO,
University of Denver, PIOTR WINKIELMAN, University of California,
San Diego, & TIM CURRAN, University of Colorado—A series of 5
forced-choice recognition experiments demonstrated that immediate
repetition priming produces a gradual transition from positive to negative
priming as a function of the prime duration. Specifically, brief
supraliminal primes produced a recognition preference for primed
words (Experiments 1, 2, and 5) whereas long-duration primes produced
a recognition preference against primed words (Experiments
3–5). Experiment 2 demonstrated that priming shifts occur even
when participants accurately recognize brief primes. In Experiments
3–5, a cued recall task revealed that priming effects only occur
for recognition without recall, and in Experiment 4, independent manipulation
of the recollective and familiarity components of recognition
provided further evidence that priming affects familiarity. All experiments
included a variety of controls against strategic discounting,
supporting the claim that negative priming can arise naturally as a result
of the transition from perceptual fluency to perceptual disfluency.
10:40–10:55 (56)
Confidence and Accuracy in Recognition Memory for Faces. AN-
DREW J. HEATHCOTE & MELISSA PRINCE, University of Newcastle—Signal
detection analysis indicates that studied (old) items
have both a greater mean and SD for memory strength than do unstudied
(new) items. Supporting evidence comes from Receiver Operating
Curves (ROCs) based on new–old choice confidence, and so
it assumes that confidence and accuracy depend on the same underlying
memory-strength dimension. In contrast, Koriat’s (1997) accessibility
theory assumes that other factors may influence confidence.
Busey, Tunnicliff, Loftus, and Loftus (2000) examined this issue using
Bamber’s (1979) state-trace analysis, which supported a two-dimensional
model of the confidence–accuracy relationship. These results, and
ROC results for data averaged over participants, were interpreted as
supporting accessibility theory. However, subject average ROC results
can be misleading (Malmberg & Xu, 2006). We replicated Busey et al.
and a related experiment (Loftus, Oberg, & Dylan, 2004) and applied
ROC analysis to individual participant data to further test the nature
of the confidence–accuracy relation.
11:00–11:15 (57)
The “Testing Effect” in Recognition Memory. K. A. CHALMERS
& H. E. TURON, University of Newcastle—The “testing effect” refers
to the finding that completion of a memory test not only assesses what
one has learned, but also increases memory performance on a subsequent
test. The role of word frequency, study duration, and orthographic
distinctiveness on the magnitude of the testing effect was examined
in a series of recognition memory experiments. In each
experiment, undergraduate students studied a list of words prior to
completing two yes/no recognition memory tests. On Test 1, recognition
of studied (targets) and nonstudied items (distractors) was tested.
On Test 2, recognition of items from the Test 1 list, plus new distractor
items was tested. The testing effect was observed, with recognition
accuracy higher for Test 2 than for Test 1. The magnitude of the effect
varied over manipulations of word frequency, study duration, and orthographic
distinctiveness. Whether the results support explanations
based on retrieval effects or changes in decision criteria is discussed.
11:20–11:35 (58)
Repetition and Memory: A Multitask Approach. DOUGLAS L.
HINTZMAN, University of Oregon—Recently there has been a reemergence
of cumulative strength models of the effects of repetition
on episodic memory. Strength is a scalar construct, and these models
9
are generally tested against a scalar memory measure—typically,
recognition d′. But many memory tasks have been devised, and each
provides a different window onto the operation of the same memory
system. I will describe research using several different memoryjudgment
tasks, employing a method that looks at the degree of independence,
or dissociation, among memory measures. The results of
this research pose a serious challenge to the claim that repetition simply
strengthens a memory trace.
11:40–11:55 (59)
A Simplified Conjoint Recognition Paradigm for the Measurement
of Gist and Verbatim Memory. CHRISTOPH STAHL & CHRISTOPH
KLAUER, University of Freiburg (sponsored by Ute J. Bayen)—The
distinction between verbatim and gist memory traces postulated by
Fuzzy Trace theory has furthered our understanding of numerous phenomena
in various fields, such as false memory research, research on
reasoning and decision making, and cognitive development. To measure
verbatim and gist memory empirically, an experimental paradigm
and multinomial measurement model has been proposed, but rarely
applied. In the present article, a simplified Conjoint Recognition paradigm
and multinomial model is introduced and validated as a measurement
tool for the separate assessment of verbatim and gist memory
processes. A Bayesian metacognitive framework is applied to
validate guessing processes. Similarities and differences of the new
paradigm and the Source Monitoring paradigm are also highlighted.
Language Production
Shoreline, Friday Morning, 10:00–12:00
Chaired by Lise Abrams, University of Florida
10:00–10:15 (60)
Grammatical Class Influences How Nonwords Prime Tip-of-the-
Tongue Resolution. LISE ABRAMS, University of Florida,
KATHERINE K. WHITE, College of Charleston, LISA A. MER-
RILL, University of Florida, & LEE ANNE HAUSLER, College of
Charleston—Previous research shows that phonologically related
words help resolve tip-of-the-tongue (TOT) states, but only for words
in a different grammatical class from the TOT word. Two experiments
used phonologically related nonwords to examine whether existing
lexical representations were necessary for priming. Participants saw
questions and attempted to produce target answers. They categorized
unretrieved targets as TOTs or unknown words and heard a list containing
words and nonwords, one of which was a nonword prime or
unrelated nonword. Primes contained the target’s first syllable and had
a suffix consistent with the target’s grammatical class, different from
the target’s grammatical class, or unassociated with grammatical
class. When target retrieval was re-attempted, different part-of-speech
primes facilitated TOT resolution whereas same part-of-speech
primes did not, similar to studies using word primes. Primes without
grammatical suffixes also increased TOT resolution. The results
demonstrate that nonwords can activate grammatical class, influencing
subsequent production of phonology for resolving TOTs.
10:20–10:35 (61)
A Word-Order Constraint on Phonological Activation. NIELS
JANSSEN & F.-XAVIER ALARIO, CNRS and Université de Provence
(sponsored by Jonathan Grainger)—In many languages, word-order
rules impose major constraints on linguistic behavior. Despite their
importance, little is known about how these rules operate. We report
an influence of word-order on the activation of phonological representations
during language production. Participants were presented
with colored objects (e.g., blue rake), and named either the color (e.g.,
blue) or the object (e.g., rake). The phonological onset similarity between
color and object name was manipulated (e.g., red rake vs. blue
rake). In Experiment 1, French speakers showed a phonological congruency
effect in color but, surprisingly, not in object naming. In Experiment
2, English speakers yielded the opposite pattern: A phono-