2016 - 19th Annual Steven Galovich Memorial Student Symposium

Presentation Title

Exploring the Generation Effect and Part-Set Cuing Inhibition

Student Presenter(s) and Advisor

Alexa Hemmer, Lake Forest CollegeFollow

Location

Meyer Auditorium

Abstract

When people are actively involved in generating to-be-remembered information (e.g., solving the fragment fr_g), they tend to remember that information better than material they simply read (e.g., frog). Given that the strategies involved in generation tasks are distinct from those used in standard memory tasks, little is known about how providing cues (i.e., part of the set of to-be-remembered information) might influence memory for generated material. Two experiments explored the joint influence of part-set cuing and generation on memory performance. Preliminary evidence indicated that part-set cuing inhibition might be stronger for generated than read items.

Presentation Type

Individual Presentation

Start Date

4-5-2016 2:30 PM

End Date

4-5-2016 3:45 PM

Panel

Mind your Eyes and Cues

Panel Moderator

Linda Horwitz

Field of Study for Presentation

Neuroscience, Psychology

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Apr 5th, 2:30 PM Apr 5th, 3:45 PM

Exploring the Generation Effect and Part-Set Cuing Inhibition

Meyer Auditorium

When people are actively involved in generating to-be-remembered information (e.g., solving the fragment fr_g), they tend to remember that information better than material they simply read (e.g., frog). Given that the strategies involved in generation tasks are distinct from those used in standard memory tasks, little is known about how providing cues (i.e., part of the set of to-be-remembered information) might influence memory for generated material. Two experiments explored the joint influence of part-set cuing and generation on memory performance. Preliminary evidence indicated that part-set cuing inhibition might be stronger for generated than read items.