Results with 14 undergraduate Ss are almost identical to those of Bransford and Franks: Ss frequently reported recognizing new sentences derived from the. Citation, Bransford, J.D. and Franks, J.J., The Abstraction of Linguistic Ideas. Cognitive Psychology 2, (). (pdf). Summary of Experiment. Replicated J. D. Bransford and J. J. Franks’s (see record ) 2nd experiment in as great a detail as the description of the original procedure would .
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The participants were given a set of short sentences that expressed simple concepts.
Then they were asked to identify which of the sentences they had seen before. They identified the long sentences composed of the short sentences they had seen more readily than the short sentences themselves.
This suggests that participants automatically integrate concepts they see into schemas that integrate the concepts. Frznks of linguistic materials. Dissertation, University of Minnesota, The psychological reality of phrase-structure rules.
Cognitive Psychology Class Notes: Schemas
Journal of Verbal Learning and Verbal Behavior,4, Interlingual facilitation of short-term memory. Journal of Verbal Learning and Verbal Behavior,bransfprd, Some effects of grammatical transformations on the recall of English sentences.
Journal of Verbal Learning and Verbal Behavior,2, Recognition memory for syntactic and semantic aspects of connected discourse. Perception and Psychophysics,2, Grammatical structure and the bransfird recall of English sentences.
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Alphabetical List Categorical List Memory: Cognitive Psychology 2 bransfordd, Results indicate that during an acquisition phase of the experiments, Ss spontaneously integrate the information expressed by a number of non-consecutively experienced but semantically related sentences into wholistic, semantic ideas, where these ideas encompass more information than any acquisition sentence contained. Ss’ subsequent attempts to recognize those exact sentences heard during acquisition are shown to be a function of the complete ideas acquired.
Thus, Ss are most confident of “recognizing” sentences expressing all the semantic relations characteristic of a complete idea, in spite of 11971 fact that such sentences expressed more information than was communicated by any single sentence on the acquisition list.
Ss become less confident of having heard particular sentences as ad function of the degree to which a sentence fails to exhaust all the semantic relations characteristic of a complete idea. The phenomenon of “idea acquisition and retention” is demonstrated experimentally and contrasted with an “individual sentence memory” point of view.
Alphabetical List Categorical List.