Skip to main content
Top
Gepubliceerd in: Psychological Research 1-2/2004

01-12-2004 | Original Article

Typography and color: Effects of salience and fluency on conscious recollective experience

Auteurs: Thomas Wehr, Werner Wippich

Gepubliceerd in: Psychological Research | Uitgave 1-2/2004

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Within one experiment the central assumptions of the distinctiveness/fluency account of recollective experience were tested and contrasted with predictions of processing theory. To manipulate perceptual salience, the typography of words was varied. Effects of conceptual salience were induced by a variation of word color. In the study phase participants generated different word or object images according to presented words. To manipulate perceptual and conceptual fluency one test group underwent a priming procedure in the test phase, consisting of a recognition test, whereby some primes were identical to the target words typographically or by color and others were not. Additionally, all participants were asked to make judgments of recollective experience (remember, know, guess) after the old/new decisions. The results of the data analyses confirm the distinctiveness/fluency account. Words written in an unusual typography or color were judged significantly more often as “remembered” than normal words. The priming procedure uncovered some effects of fluency on reaction times: Old/new decisions took less time if prime and target words were perceptually or conceptually identical.
Voetnoten
1
Rajaram (1993) pointed out this problem and tried to solve it by presenting the prime in lower case letters and the target word in upper case letters (table—TABLE). This operationalization must be criticized, however, because the change in letter form is a change in typography, thus introducing another (unregarded) source of variance in her experiment.
 
2
It may be feared that this difference indicates a difference in response bias that could affect the remember/know distribution. This was one reason for collecting guess responses. Guess responses were found to be distributed in the same direction as false alarms (2.12% vs. 5.25% for test groups priming and nonpriming respectively; F(1,79) = 77.8, MS e = 4.01, ω2 = .16). Within each test group, highly significant regression analyses (with guess responses predicting false alarms) indicate that the guess category served well for the correction of response bias (R 2 = .49, F(1,38) = 36.56, p < .001 for the test group priming; R 2 = .73, F(1,38) = 103.02, p < .001 for the test group nonpriming).
 
3
The same analysis was done for the typography manipulation, but no significant differences were observed, neither for remembered words (M TU-TU = 1,742.16 ms vs. M TN-TU = 2,040.57 ms; M TN-TN = 1,817.75 ms vs. M TU-TN = 1,617.78 ms), nor for known words (M TU-TU = 1,489.69 ms vs. M TN-TU = 1,516.23 ms; M TN-TN = 2,080.18 ms vs. M TU-TN = 1,982.74 ms)
 
Literatuur
go back to reference Conway, M. A., Gardiner, J. M., Perfect, T. J., Anderson, S. J., & Cohen, G. M. (1997). Changes in memory awareness during learning: The acquisition of knowledge by psychology undergraduates. Journal of Experimental Psychology: General, 126, 393–413. Conway, M. A., Gardiner, J. M., Perfect, T. J., Anderson, S. J., & Cohen, G. M. (1997). Changes in memory awareness during learning: The acquisition of knowledge by psychology undergraduates. Journal of Experimental Psychology: General, 126, 393–413.
go back to reference Düzel, E., Yonelinas, A. P., Mangun, G. R., Heinze, H. J., & Tulving, E. (1997). Event-related brain potential correlates of two states of conscious awareness in memory. Proceedings of the National Academy of Science, 94, 5973–5978.CrossRef Düzel, E., Yonelinas, A. P., Mangun, G. R., Heinze, H. J., & Tulving, E. (1997). Event-related brain potential correlates of two states of conscious awareness in memory. Proceedings of the National Academy of Science, 94, 5973–5978.CrossRef
go back to reference Gardiner, J. M. (1988). Functional aspects of recollective experience. Memory and Cognition, 16, 309–313. Gardiner, J. M. (1988). Functional aspects of recollective experience. Memory and Cognition, 16, 309–313.
go back to reference Gardiner, J. M., & Conway, M. A. (1999). Levels of awareness and varieties of experience. In H. C. Bradford, B. M. Velichkovsky (Eds.), Stratification in cognition and consciousness. Advances in consciousness research (pp. 237–254). Amsterdam: John Benjamins. Gardiner, J. M., & Conway, M. A. (1999). Levels of awareness and varieties of experience. In H. C. Bradford, B. M. Velichkovsky (Eds.), Stratification in cognition and consciousness. Advances in consciousness research (pp. 237–254). Amsterdam: John Benjamins.
go back to reference Gardiner, J. M., & Richardson-Klavehn, A. (2000). Remembering and knowing. In E. Tulving, F. I. M. Craik (Eds.), The Oxford handbook of memory (pp. 229–244). New York: Oxford University Press. Gardiner, J. M., & Richardson-Klavehn, A. (2000). Remembering and knowing. In E. Tulving, F. I. M. Craik (Eds.), The Oxford handbook of memory (pp. 229–244). New York: Oxford University Press.
go back to reference Gardiner, J. M., Java, R. I., & Richardson-Klavehn, A. (1996a). How level of processing really influences awareness in recognition memory. Canadian Journal of Experimental Psychology, 50, 114–122. Gardiner, J. M., Java, R. I., & Richardson-Klavehn, A. (1996a). How level of processing really influences awareness in recognition memory. Canadian Journal of Experimental Psychology, 50, 114–122.
go back to reference Gardiner, J. M., Kaminska, Z., Dixon, M., & Java, R. I. (1996b). Repetition of previously novel melodies sometimes increases both remember and know responses in recognition memory. Psychonomic Bulletin and Review, 3, 366–371. Gardiner, J. M., Kaminska, Z., Dixon, M., & Java, R. I. (1996b). Repetition of previously novel melodies sometimes increases both remember and know responses in recognition memory. Psychonomic Bulletin and Review, 3, 366–371.
go back to reference Hager, W., & Hasselhorn, M. (1994). Handbuch deutschsprachiger Wortnormen (Handbook of German Word Norms). Göttingen, Germany: Hogrefe. Hager, W., & Hasselhorn, M. (1994). Handbuch deutschsprachiger Wortnormen (Handbook of German Word Norms). Göttingen, Germany: Hogrefe.
go back to reference Hamilton, M., & Rajaram, S. (2003). States of awareness across multiple memory tasks: obtaining a “pure” measure of conscious recollection. Acta Psychologica, 112, 43–69.CrossRefPubMed Hamilton, M., & Rajaram, S. (2003). States of awareness across multiple memory tasks: obtaining a “pure” measure of conscious recollection. Acta Psychologica, 112, 43–69.CrossRefPubMed
go back to reference Jacoby, L. L., & Dallas, M. (1981). On the relationship between autobiographical memory and perceptual learning. Journal of Experimental Psychology: General, 110, 306–340. Jacoby, L. L., & Dallas, M. (1981). On the relationship between autobiographical memory and perceptual learning. Journal of Experimental Psychology: General, 110, 306–340.
go back to reference Joseph, J. E., & Proffitt, D. R. (1996). Semantic versus perceptual influences of color in object recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 407–429. Joseph, J. E., & Proffitt, D. R. (1996). Semantic versus perceptual influences of color in object recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 407–429.
go back to reference Mäntylä, T. (1997). Recollections of faces: Remembering differences and knowing similarities. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 1203–1216. Mäntylä, T. (1997). Recollections of faces: Remembering differences and knowing similarities. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 1203–1216.
go back to reference Mather, M., Henkel, L. A., & Johnson, M. K. (1997). Evaluating characteristics of false memories: Remember/know judgments and memory characteristics questionnaire compared. Memory & Cognition, 25, 826–837. Mather, M., Henkel, L. A., & Johnson, M. K. (1997). Evaluating characteristics of false memories: Remember/know judgments and memory characteristics questionnaire compared. Memory & Cognition, 25, 826–837.
go back to reference Mecklenbräuker, S., Hupbach, A., & Wippich, W. (2001). What color is the car? Implicit memory for color information in children. The Quarterly Journal of Experimental Psychology, 54A, 1069–1086. Mecklenbräuker, S., Hupbach, A., & Wippich, W. (2001). What color is the car? Implicit memory for color information in children. The Quarterly Journal of Experimental Psychology, 54A, 1069–1086.
go back to reference Rajaram, S. (1993). Remembering and knowing: Two means of access to the personal past. Memory and Cognition, 21, 89–102. Rajaram, S. (1993). Remembering and knowing: Two means of access to the personal past. Memory and Cognition, 21, 89–102.
go back to reference Rajaram, S. (1996). Perceptual effects on remembering: Recollective processes in picture recognition memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 365–377. Rajaram, S. (1996). Perceptual effects on remembering: Recollective processes in picture recognition memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 365–377.
go back to reference Rajaram, S. (1998). The effects of conceptual salience and perceptual distinctiveness on conscious recollection. Psychonomic Bulletin and Review, 5, 71–78. Rajaram, S. (1998). The effects of conceptual salience and perceptual distinctiveness on conscious recollection. Psychonomic Bulletin and Review, 5, 71–78.
go back to reference Rajaram, S. (1999). Assessing the nature of retrieval experience: Advances and challenges. In B. H. Challis, B. M. Velichkovsky (Eds.), Stratification in cognition and consciousness. Advances in consciousness research (pp. 255–275). Amsterdam: John Benjamins. Rajaram, S. (1999). Assessing the nature of retrieval experience: Advances and challenges. In B. H. Challis, B. M. Velichkovsky (Eds.), Stratification in cognition and consciousness. Advances in consciousness research (pp. 255–275). Amsterdam: John Benjamins.
go back to reference Rajaram, S., & Geraci, L. (2000). Conceptual fluency selectively influences knowing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 1070–1074. Rajaram, S., & Geraci, L. (2000). Conceptual fluency selectively influences knowing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 1070–1074.
go back to reference Rajaram, S., & Roediger, H. L. I. (1997). Remembering and knowing as states of consciousness during retrieval. In J. D. Cohen, J. W. Schooler (Eds.), Scientific approaches to consciousness (pp. 213–240). Mahwah, NJ: Lawrence Erlbaum. Rajaram, S., & Roediger, H. L. I. (1997). Remembering and knowing as states of consciousness during retrieval. In J. D. Cohen, J. W. Schooler (Eds.), Scientific approaches to consciousness (pp. 213–240). Mahwah, NJ: Lawrence Erlbaum.
go back to reference Roediger, H. L., & Blaxton, T. A. (1987). Effects of varying modality, surface features, and retention interval on priming in word-fragment completion. Memory and Cognition, 15, 379–388. Roediger, H. L., & Blaxton, T. A. (1987). Effects of varying modality, surface features, and retention interval on priming in word-fragment completion. Memory and Cognition, 15, 379–388.
go back to reference Tulving, E. (1985). Memory and consciousness. Canadian Psychology, 26, 1–12. Tulving, E. (1985). Memory and consciousness. Canadian Psychology, 26, 1–12.
Metagegevens
Titel
Typography and color: Effects of salience and fluency on conscious recollective experience
Auteurs
Thomas Wehr
Werner Wippich
Publicatiedatum
01-12-2004
Uitgeverij
Springer-Verlag
Gepubliceerd in
Psychological Research / Uitgave 1-2/2004
Print ISSN: 0340-0727
Elektronisch ISSN: 1430-2772
DOI
https://doi.org/10.1007/s00426-003-0162-5

Andere artikelen Uitgave 1-2/2004

Psychological Research 1-2/2004 Naar de uitgave