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Title:Just a reminder: Reminding influences understanding
Author(s):Braverman, Michael
Advisor(s):Ross, Brian H.
Contributor(s):Benjamin, Aaron S.
Department / Program:Psychology
Degree Granting Institution:University of Illinois at Urbana-Champaign
explicit memory
spacing effect
study-phase retrieval
Abstract:Remindings have been shown to play an important role in concept learning, problem solving by analogy, and basic memory phenomena such as the spacing effect. However, little research has addressed their role in interpretation and understanding. The current experiment explores that possibility by testing whether reminding caused by semantic and contextual cues can bias the interpretation of homographs. Subjects were shown a list of words that included homographs and cue words related to a non-dominant meaning of each homograph. For each word, they wrote a sentence that was scored to assess how they interpreted the ambiguous homograph. In the same condition, the cue appeared several trials prior to the homograph, and they shared a common background image. In the different condition, the cue appeared before the homograph, but the two words were presented on different background images. The reverse condition, in which the cue appeared after the homograph, served as a baseline. The biasing effect of cue words, as revealed by a non-dominant interpretation of homographs, was higher in the same condition than in the different or reverse conditions. Additionally, non-dominant interpretation in the same condition was significantly higher when the background image was correctly recognized as having been previously seen. These findings suggest that remindings caused by a combination of semantic and visual cues can influence word interpretation and understanding more generally.
Issue Date:2013-02-03
Rights Information:Copyright 2012 Michael Braverman
Date Available in IDEALS:2013-02-03
Date Deposited:2012-12

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