Verbal Memory Interference
Verbal Memory Interference - Related Videos
06:44
Measuring Verbal Working Memory Span
0 Views •
2023
Source: Laboratory of Jonathan Flombaum—Johns Hopkins University Why is it relatively hard to remember everything on a shopping list if it includes more than just a handful of items? Why is it possible to remember a phone number that one just heard, but not two or three phone numbers at once? Why is it difficult to remember names when several new people are introduced at the same time? The answer has to do with the fact that over short-durations people rely on a specialized memory system...
06:16
Verbal Priming
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2023
Source: Laboratory of Jonathan Flombaum—Johns Hopkins University Human memory seems to work in two broad ways. Like modern computers, the human mind has explicit, or declarative, memory: ask a question, and a person gives the best answer they can. Input a query, and a computer program returns the contents of the relevant parts of its stored memory. Humans also have a second kind of memory system, one not really typical of computers, one that experimental psychologists call implicit. Implicit...
09:13
A Real-world What-Where-When Memory Test
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Cited by 3 •
2017
The Real-World What-Where-When memory test is a novel episodic memory test, in which participants need to recall which objects have been hidden in which locations on which of two distinct occasions. It is easy to run and is sensitive to normal cognitive aging.
10:38
A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions
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Cited by 5 •
2015
A novel cognitive paradigm is developed to elucidate behavioral and neural correlates of interference by to-be-ignored distractors versus interference by to-be-attended interruptors during a working memory task. In this manuscript, several variants of this paradigm are detailed, and data obtained with this paradigm in younger/older adult participants is reviewed.
09:05
Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
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Cited by 26 •
2017
Working memory predicts a significant amount of variance for a variety of cognitive tasks, including speaking, reading, and writing. However, few tools are available to assess working memory in children. We present an innovative, computer-based battery that comprehensively assesses different components of working memory in school-age children.
FAQs
Its effects may emerge during encoding, storage, or retrieval, so interference is not limited to the moment information is first learned. Competing verbal material can make new information harder to take in, disrupt its retention, or interfere when a person tries to recover it. Separating these stages helps psychologists describe where memory performance becomes vulnerable.
Overlapping words and phrases create competition because they share verbal content with the material a person is trying to remember. Prior knowledge can also introduce competing information during remembering. This competition may produce intrusions, in which other material appears in the response, or omissions, in which parts of the intended information are not recalled.
Competing verbal material can influence what a person reports remembering, rather than producing only a complete failure to recall. When other words or phrases intrude, the response may include information that was not part of the intended target. Studying these errors helps psychologists examine how interference contributes to false memories alongside ordinary forgetting.
A typical task exposes participants to word lists that contain similar or conflicting verbal material and then compares their recall performance. Researchers examine what information participants report, including errors and omissions, and may also record response time. Comparing performance across list conditions provides a structured way to evaluate how competing language affects remembering.
These measures capture different aspects of memory performance. Errors can show that competing material has entered a response, whereas omissions indicate that intended information was not produced. Response time adds information about how quickly participants respond. Together, the measures allow researchers to characterize interference more fully than recall accuracy alone.
Findings have applications in education, cognitive assessment, and research on memory disorders. In educational settings, they help frame questions about difficulties learning new information when verbal material competes. In assessment and clinical research, patterns of recall errors, omissions, and response time provide measures for studying memory performance and possible impairment.