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Williams, Carrick C.; Burkle, Kyle A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
To investigate the critical information in long-term visual memory representations of objects, we used occlusion to emphasize 1 type of information or another. By occluding 1 solid side of the object (e.g., top 50%) or by occluding 50% of the object with stripes (like a picket fence), we emphasized visible information about the object, processing…
Descriptors: Long Term Memory, Visual Perception, College Students, Pictorial Stimuli
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Kelly, Laura Jane; Heit, Evan – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
How does the concurrent use of language affect perception and memory for exemplars? Labels cue more general category information than a specific exemplar. Applying labels can affect the resulting memory for an exemplar. Here 3 alternative hypotheses are proposed for the role of labeling an exemplar at encoding: (a) labels distort memory toward the…
Descriptors: Language Usage, Memory, Cues, Hypothesis Testing
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Swanson, H. Lee – Developmental Psychology, 2017
This study investigates whether age-related changes in the structure of 5 complex working memory (WM) tasks (a) reflect a general or domain specific system, (b) follows a similar trajectory across different age spans, and (c) contribute domain general or domain specific resources to achievement measures. The study parsed the sample (N = 2,471)…
Descriptors: Visual Perception, Spatial Ability, Verbal Ability, Short Term Memory
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Oakes, Lisa M.; Kovack-Lesh, Kristine A. – Journal of Cognition and Development, 2013
Six-month-old infants' ("N" = 168) memory for individual items in a categorized list (e.g., images of dogs or cats) was examined to investigate the interactions between visual recognition memory, working memory, and categorization. In Experiments 1 and 2, infants were familiarized with six different cats or dogs, presented one at a time…
Descriptors: Infants, Memory, Visual Perception, Classification
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Swanson, H. Lee – Journal of Educational Psychology, 2008
This study explored the contribution of the phonological and executive working memory (WM) systems to 205 (102 girls, 103 boys, 6 to 9 years old) elementary school children's fluid and crystallized intelligence. The results show that (a) a 3-factor structure (phonological short-term memory [STM], visual-spatial WM, and verbal WM) was comparable…
Descriptors: Elementary School Students, Intelligence, Factor Structure, Short Term Memory
Bikson, T. K.; And Others – 1978
The report presents the results of an evaluation of the educational impact in two Los Angeles County, California, elementary schools, of Interactive Classroom Television Systems (ICTSs -- closed circuit systems that permit continuous two-way visual communication between teachers and partially sighted students and enable such students to make the…
Descriptors: Academic Achievement, Attitudes, Audiovisual Aids, Classroom Communication