Congruity of semantic and acoustic encoding in children's memory

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Linda Daniels Soderquist (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Mary Geis

Abstract: The present study was a replication and extension of the Hall and Geis (1976) study. Two experiments were conducted in which first and fifth graders were presented word lists in an incidental memory paradigm. Qualitatively different encoding operations were induced in the children by requiring them to answer questions about the -words. Semantic and acoustic encoding were constrained for different words by asking questions about either the meaning or the sound of the words. Each word was presented in either a congruous encoding context (i.e., yes was the correct answer) or an incongruous one (i.e., no was the correct answer). In Experiment 1, free recall for 24 words was tested after the words and questions were presented; and, after a five-minute delay, cued recall was also tested. The cue presented for each target word was a key word in the orienting question that had seen asked about the word. In Experiment 2, recognition memory for 36 words was tested after the words and questions were presented.

Additional Information

Language: English
Date: 1976
Word recognition
Memory in children

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