2026-09-23T07:00:40Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/42244 2023-07-11 col_2142_5131 col_2142_11614 com_2142_5130 com_2142_11613 com_2142_8903

Ross, Brian H. Benjamin, Aaron S. Braverman, Michael 2013-02-03T19:29:03Z 2013-02-03T19:29:03Z 2012-12 2013-02-03T19:29:03Z 2012-12 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. Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2012-09-24T21:27:51Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 1 Braverman_Michael.pdf: 715014 bytes, checksum: d1e12d19cb730f93f1d62d2c4bcc5855 (MD5) Made available in DSpace on 2013-02-03T19:29:03Z (GMT). No. of bitstreams: 2 Michael_Braverman.pdf: 715014 bytes, checksum: d1e12d19cb730f93f1d62d2c4bcc5855 (MD5) license.txt: 4067 bytes, checksum: 2c2c646fe014b6d87601f44ac0a2cf9b (MD5) http://hdl.handle.net/2142/42244 en Copyright 2012 Michael Braverman reminding explicit memory spacing effect study-phase retrieval understanding Just a reminder: Reminding influences understanding text Psychology 1299 Psychology 0338 University of Illinois at Urbana-Champaign Thesis M.A. PHD:Psychology -UIUC 10KS0338PHD