Cued recall from image and sentence memory: A shift from episodic to identical elements representation

Journal of Experimental Psychology: Learning Memory and Cognition

Volumn 32, Issue 4, 2006, Pages 734-748

  Rickard, Timothy C ^a   Bajic, Daniel ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

Cued recall; Episode; Identical elements; Practice; Shift; Transfer

Indexed keywords

ASSOCIATION; HUMAN; IMAGINATION; LEARNING; PAIRED ASSOCIATE LEARNING; PSYCHOLOGICAL ASPECT; REACTION TIME; READING; RECALL; REVIEW; SEMANTICS; SHORT TERM MEMORY; STUDENT; VERBAL BEHAVIOR;

CUES; HUMANS; IMAGINATION; MEMORY, SHORT-TERM; MENTAL RECALL; PAIRED-ASSOCIATE LEARNING; PRACTICE (PSYCHOLOGY); REACTION TIME; READING; SEMANTICS; STUDENTS; TRANSFER (PSYCHOLOGY); VERBAL BEHAVIOR;

EID: 33746655896     PISSN: 02787393     EISSN: None     Source Type: Journal    
DOI: 10.1037/0278-7393.32.4.734     Document Type: Review

References (35)

1. Anderson, J. R. (1976). Language, memory and thought. Hillsdale, NJ: Erlbaum.
2. Anderson, J. R., & Fincham, J. M. (1994). Acquisition of procedural skills from examples. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1322-1340.
3. Anderson, J. R., Fincham, J. M., & Douglass, S. (1997). I he role of examples and rules in the acquisition of a cognitive skill. Journal of Experimental Psychology; Learning, Memory, and Cognition, 23, 923-945.
4. Atkinson, R. C., & Raugh, M. R. (1975). An application of the mnemonic keyword method to the acquisition of a Russian vocabulary. Journal of Experimental Psychology: Human Learning & Memory, 104, 126-133.
5. Campbell, J. I. D. (1997). On the relation between skilled performance of simple multiplication and division. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 1140-1159.
6. Campbell, J. I. D. (1999). Division by multiplication. Memory & Cognition, 18, 245-275.
7. Campbell, J. I. D., Fuchs-Lacelle, S., & Phenix, T. I., (in press). Identical elements model of arithmetic memory: Extension to addition and subtraction. Memory & Cognition.
8. Carlson, R. A., & Stevenson, L. M. (2003). Information acquisition and the cognitive structure of arithmetic. Memory & Cognition, 31, 1249-1259.
9. Crutcher. R. J., & Ericsson, K. A. (2000). The role of mediators in memory retrieval as a function of practice: Controlled mediation to direct access. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 1297-1317.
10. Crutcher, R. J., & Ericsson, K. A. (2003). The effects of practice on mnemonic encodings involving prior knowledge and semantic memory: Reply to Rickard and Bajic (2003). Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, 1387-1389.
11. Delaney, P. F., Reder, L. M., Staszewski, J. J., & Ritter, F. E. (1998). The strategy-specific nature of improvement: The power law applies by strategy within task. Psychological Science, 9, 1-7.
12. Diller, D., Nobel, P. A., & Shiffrin. R. M. (2001). An ARC-REM model of accuracy and response time in recognition and recall. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 414-435.
13. Eichenbaum, H. (2003). Memory systems. In M. Gallagher & R. J. Nelson (Eds.), Handbook of psychology: Biological psychology (Vol. 3, pp. 543-559). New York: Wiley.
14. Fitts, P. M., & Posner, M. I. (1967). Human performance. Oxford, England: Brooks/Cole.
15. Heathcote, A., Brown, S., & Mewhort, D. J. K. (2000). The power law repealed: The case for an exponential law of practice. Psychonomic Bulletin and Review, 7, 185-207.
16. Hittmair-Delazar, M., Semenza, C., & Denes, G. (1994). Concepts and facts in calculation. Brain, 117, 715-728.
17. Klahr, D., Chase, W. G., & Lovelace, E. A. (1983). Structure and process in alphabetic retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, 462-477.
18. LeFevre, J., & Morris, J. (1999). More on the relation between division and multiplication in simple arithmetic: Evidence for mediation of division solutions via multiplication. Memory & Cognition, 27, 803-812.
19. Logan, G. D. (1988). Toward an instance theory of automatization. Psychological Review, 95, 492-527.
20. McClelland, J. L., McHaughton, B. L., & O'Reilly, R. C. (1995). Why there are complementary learning systems in the hippocampus and neocortex: Insights from the successes and failures of connectionist models of learning and memory. Psychological Review, 102, 419-457.
21. McCloskey, M., Aliminosa, D., & Sokol, S. M. (1991). Facts, rules, and procedures in normal calculation: Evidence from multiple single-case studies of impaired arithmetic fact retrieval. Brain and Cognition, 17, 154-203.
22. Myers, C. E., Shohamy, D., Gluck, M. A., Grossman, S., Kluger, A., Ferris, S., et al. (2003). Dissociating hippocampal versus basal ganglia contributions to learning and transfer. Journal, of Cognitive Neuroscience, 15, 185-193.
23. Newell, A., & Rosenbloom, P. S. (1981). Mechanisms of skill acquisition and the law of practice. In J. R. Anderson (Ed.), Cognitive skills and their acquisition (pp. 1-55). Hillsdale, NJ: Erlbaum.
24. Palmen, T. J. (1997). Exemplar similarity and the development of auto-maticity. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 324-354.
25. Pirolli, L. P., & Anderson. J. R. (1985). The role of practice in fact retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11, 136-153.
26. Rabinowitz, M., & Goldberg, N. (1995). Evaluating the structure-process hypothesis. In F. Weinert & W. Schneider (Eds.), Memory performance and competencies: Issues in growth and development (pp. 225-242). Hillsdale, NJ: Erlbaum
27. Rickard, T. C. (1997). Bending the power law: A CMPL theory of strategy shifts and the automatization of cognitive skills. Journal of Experimental Psychology: General, 126, 288-311.
28. Rickard, T. C. (1999). A CMPL alternative account of practice effects in numerosity judgment tasks. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 532-542.
29. Rickard, T. C. (2004). Strategy execution in cognitive skill learning: An item-level test of candidate models. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 65-82.
30. Rickard, T. C. (2005). A revised identical elements model of arithmetic fact representation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 250-257.
31. Rickard, T. C., & Bajic, D. (2003). Automatic mediation or absence of mediation? Commentary on Crutcher and Ericsson (2000). Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, 1381-1386.
32. Rickard, T. C., & Bourne, L. E., Jr. (1995). An identical elements model of basic mental arithmetic skill. In A. F. Healy & L. E. Bourne, Jr. (Eds.), Learning and memory of knowledge and skills (pp. 255-281). Newbury Park, CA: Sage.
33. Rickard, T., & Bourne, L. E., Jr. (1996). Some tests of an identical elements model of basic arithmetic skills. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 1281-1295.
34. Rickard, T. C., Healy, A. F., & Bourne, L. E., Jr. (1994). On the cognitive structure of basic arithmetic skills: Operation, order, & symbol transfer effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1139-1153.
35. Siegler. R. S. (1988). Strategy choice procedures and the development of multiplication skills. Journal of Experimental Psychology: General, 117, 258-275.