The learning and recognition of random shapes : effects of number of response categories and retrieval cues

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Donald Madison Hall (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Herbert Wells

Abstract: Two types of learning task, as well as the presence or absence of retrieval cues, were examined for their effects on long-term recognition memory for random shapes. Twenty college student subjects learned to associate the number “1” with five of ten 24-point random shapes, as used by Vanderplas & Garvin (1959), and a "2" with the other five shapes (Group 2). Twenty other subjects learned to associate a unique number, from one to ten, with each of the same ten shapes (Group 10). One week after the subjects had learned the shapes (to a criterion of three successive correct trials) a recognition test for the shapes was given. The recognition test was given with two cards, each containing fifteen 24-point random shapes (five "old" shapes and ten distractors). On one set of cards all "old" shapes on each card had the same response number, while on another set of cards the shapes were randomly assigned to each card. Half of the subjects in Group 2 were given the former type of cards (categorized) while the other half of the subjects in Group 2 used the latter type of cards (uncategorized). Subjects receiving the categorized cards were informed of the categorization.

Additional Information

Language: English
Date: 1974
Form perception
Learning, Psychology of

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