The Effect of Mood-Context on Visual Recognition and Recall Memory

Although it is widely known that memory is enhanced when encoding and retrieval occur in the same state, the impact of elevated stress/arousal is less understood. This study explores mood-dependent memory's effects on visual recognition and recall of material memorized either in a neutral mood or under higher stress/arousal levels. Participants’ (N = 60) recognition and recall were assessed while they experienced either the same or a mismatched mood at retrieval. The results suggested that both visual recognition and recall memory were higher when participants experienced the same mood at encoding and retrieval compared with those who experienced a mismatch in mood context between encoding and retrieval. These findings offer support for a mood dependency effect on both the recognition and recall of visual information

Worrying Leads to Reduced Concreteness of Problem Elaborations: Evidence for the Avoidance Theory of Worry

Both lay concept and scientific theory have embraced the view that nonpathological worry may be helpful for defining and analyzing problems. To evaluate the quality of problem elaborations, concreteness is a key variable. Two studies with nonclinical student samples are presented in which participants elaborated topics associated with different degrees of worry. In Study 1, participants' elaborations were assessed using problem elaboration charts; in Study 2, they were assessed using catastrophizing interviews. When participants' problem elaborations were rated for concreteness, both studies showed an inverse relationship between degree of worry and concreteness: The more participants worried about a given topic the less concrete was the content of their elaboration. The results challenge the view that worry may promote better problem analyses. Instead they conform to the view that worry is a cognitive avoidance response

Retrieval Contexts and the Concreteness Effect: Dissociations in Memory of Concrete and Abstract Words

Decades of research on the concreteness effect, namely better memory for concrete as compared with abstract words, suggest it is a fairly robust phenomenon. Nevertheless, little attention has been given to limiting retrieval contexts. Two experiments evaluated intentional memory for concrete and abstract word lists in three retrieval contexts: free recall, explicit word-stem completion, and implicit word-stem completion. Concreteness effects were observed in free recall and in explicit word-stem completion, but not in implicit word-stem completion. These findings are consistent with both a bidirectional version of the relational-distinctiveness processing framework (Ruiz-Vargas, Cuevas, & Marschark, 1996) and a second framework combining insights from dual coding theory (Paivio, 1971, 1986) and the transfer appropriate processing framework (Roediger, Weldon, & Challis, 1989). Also, consistent with the relational-distinctiveness framework, the second experiment suggested that concreteness effects might depend on relational processing at encoding: Concreteness effects were observed in explicit memory for related word lists but not for unrelated word lists. © 2005 Psychology Press Ltd

Imagery or meaning? Evidence for a semantic origin of category-specific brain activity in metabolic imaging

Category-specific brain activation distinguishing between semantic word types has imposed challenges on theories of semantic representations and processes. However, existing metabolic imaging data are still ambiguous about whether these category-specific activations reflect processes involved in accessing the semantic representation of the stimuli, or secondary processes such as deliberate mental imagery. Further information about the response characteristics of category-specific activation is still required. Our study for the first time investigated the differential impact of word frequency on functional magnetic resonance imaging (fMRI) responses to action-related words and visually related words, respectively. First, we corroborated previous results showing that action-relatedness modulates neural responses in action-related areas, while word imageability modulates activation in object processing areas. Second, we provide novel results showing that activation negatively correlated with word frequency in the left fusiform gyrus was specific for visually related words, while in the left middle temporal gyrus word frequency effects emerged only for action-related words. Following the dominant view in the literature that effects of word frequency mainly reflect access to lexico-semantic information, we suggest that category-specific brain activation reflects distributed neuronal ensembles, which ground language and concepts in perception-action systems of the human brain. Our approach can be applied to any event-related data using single-stimulus presentation, and allows a detailed characterization of the functional role of category-specific activation patterns

Show, Not Tell: The Contingency Role of Infographics Versus Text in the Differential Effects of Message Strategies on Optimistic Bias

© The Author(s) 2019. Using an online between-subject experiment, this study tested the effects of message framing (gain vs. loss), reference point (self vs. other), and modality (text vs. infographics) in the scenario of recycling promotion. The findings identified that modality determines under what circumstances message strategies make a difference in risk perception and optimistic bias. In particular, only when paired with infographics and other-referencing point are loss-framed messages more effective than gain-framed messages in increasing risk perception and reducing the self-other gap in perceived benefits. Moreover, risk perception variables and the self-other risk perceptual gap were significant predictors of promoted behavioral intentions

The effectiveness of different explicit vocabulary-teaching strategies on learners’ retention of technical and academic words

The effectiveness of explicit instruction, within the context of strategy development in learners, has been widely accepted for several years. However, the methods used within explicit vocabulary instruction are varied and comparatively few studies have directly compared methods. This study investigates the type of instruction (in a visual or written context) as well as the timing of the activity (before or after the main activity). Seventy Arabic learners of English were tested in a 2*2 design. Results showed a positive effect for pre-teaching vocabulary in a visual condition. We conclude that this pre-emptive multimodal approach heightens the learners’ ability to notice vocabulary items thus providing an effective strategy to increase vocabulary intake

Regulating Access to Adult Content (with Privacy Preservation)

In the physical world we have well-established mechanisms for keeping children out of adult-only areas. In the virtual world this is generally replaced by self declaration. Some service providers resort to using heavy-weight identification mechanisms, judging adulthood as a side effect thereof. Collection of identification data arguably constitutes an unwarranted privacy invasion in this context, if carried out merely to perform adulthood estimation. This paper presents a mechanism that exploits the adult's more extensive exposure to public media, relying on the likelihood that they will be able to recall details if cued by a carefully chosen picture. We conducted an online study to gauge the viability of this scheme. With our prototype we were able to predict that the user was a child 99% of the time. Unfortunately the scheme also misclassified too many adults. We discuss our results and suggest directions for future research

Moving beyond the distinction between concrete and abstract concepts

From the perspective of the situated conceptualization framework, the primary purpose of concepts is for categorizing and integrating elements of situations to support goal-directed action (including communication and social interaction). To the extent that important situational elements are categorized and integrated properly, effective goal-directed action follows. Over time, frequent patterns of co-occurring concepts within situations become established in memory as situated conceptualizations, conditioning the conceptual system and producing habitual patterns of conceptual processing. As a consequence, individual concepts are most basically represented within patterns of concepts that become entrained with specific kinds of physical situations. In this framework, the concrete versus abstract distinction between concepts is no longer useful, with two other distinctions becoming important instead: (i) external versus internal situational elements, (ii) situational elements versus situational integrations. Whereas concepts for situational elements originate in distributed neural networks that provide continual feeds about components of situations, concepts for situational integrations originate in association areas that establish temporal co-occurrence relations between situational elements, both external and internal. We propose that studying concepts in the context of situated action is necessary for establishing complete accounts of them, and that continuing to study concepts in isolation is likely to provide relatively incomplete and distorted accounts. This article is part of the theme issue ‘Varieties of abstract concepts: development, use and representation in the brain’