The study was concerned with the phenomenon of regressed memories within the context of the operative theory of memory (Piaget and Inhelder, 1973). Four pictures representing operative concepts of varying difficulty were presented to Grade Three children. Memory for these concepts was assessed through reproduction and recognition tasks. In addition, memory for the more arbitrary or figurative aspects of the stimuli was tested. Operative memory findings for three of the pictures coincided with results previously reported by Liben (1975). A different pattern of memory was found for the fourth stimulus representing the most operatively difficult concept. This latter finding appeared to fit predictions from the figurative memory hypothesis proposed by Furth, Ross, and Youniss (1974). Inconsistent relationships were evident between assessment and operative memory performance and the distinction between the figurative and operative aspects of the pictures was supported by the finding of different memory patterns for both types of information. Results were discussed in terms of possible variations in the role of memory (in the strict sense) across the four stimuli, problems with the assessments used to tap children's understanding of the Piagetian concepts, and the difficulty of predicting in advance the operative schemes to which children assimilate memory stimuli such as pictures. Finally, while Piaget and Inhelder's theory of memory can account for the findings of the present study, explanations derived from the theory suffer from a lack of clarity and a vagueness of terminology. / Arts, Faculty of / Psychology, Department of / Graduate

The present study involved a test of the reconstructive-schematic model of memory. This model is presented within the historical context in which it developed, with the emphasis being placed on Piaget's research. The reconstructive-schematic model is analyzed and its two key assumptions concerning the nature of memory and recall are isolated. Thus according to this model: (1) representation is closely linked and dependent upon the nature of perception. The active role of the individual during perception is of critical importance as representation and recall are determined by the individual's analysis of the stimuli, during perception. (2) Memory involves a conservation of "rules" in schematic form and recall is characterized by a reconstructive process in which these rules are used to reconstruct the original stimulus as adequately as possible. To test these two assumptions an incidental learning paradigm involving two different orienting tasks was used. Twelve series of pictures per series comprised the visual stimuli which were employed in this study. Six: groups of seventeen volunteer university students per group were tested. Three groups solved an analogy orienting task while three groups completed a ranking orienting task. In Piagetian terminology, the analogy orienting task was assumed to emphasize the "operative" aspect of cognition while the ranking task emphasized the "figurative" aspect. All six groups were tested for free recall one week after performing the orienting tasks. Two groups (AImm and RImm) were tested for free recall immediately after completing the orienting tasks. Four of the groups (AImm and RImm as well as AWk and RWK, two. groups not tested for immediate free recall) were tested for probed, recall immediately after completing the delayed free recall test. Finally, two groups (ARec and RRec) received a recognition test instead of the probed recall test. To test all predictions that followed from the two major assumptions of the reconstructive-schematic model, it was necessary to conduct two different phases of analysis. The first phase focused on the subjects' performance on the dependent variables: immediate, final free, and probed recall, "clustering", "component clustering", time spend solving orienting task, and recognition. In the second phase, the scores on each dependent variable were collapsed across subjects, resulting in a mean score for each of the seven positions in each of the series. This type of analysis was required to examine the "pattern" or organization of free recall, probed recall, and clustering scores. In both phases, one way analyses of variance were conducted for each dependent variable and each comparison under consideration. The first assumption was supported by the finding that the "pattern" of immediate, final free, and probed recall scores and recognition scores varied with the type of orienting task involved. The second assumption received support from the finding that the "analogy" groups were characterized by greater clustering and probed recall scores and fewer errors during final free recall. However, contrary to predictions, the analogy groups were not characterized by greater free recall. / Arts, Faculty of / Psychology, Department of / Graduate

No description available.

Recent work in the cognitive psychology of memory suggests that misleading information may permanently alter memory for an event. This work, which takes much of its impetus from the prospect of applying itself to the legal question of eyewitness evidence, has recently come under severe criticism. McCloskey & Zaragoza (1985a, 1985b) provide evidence to suggest that the experimental design used by almost all relevant studies is seriously flawed, and that results which appear to indicate the deleterious effect of misinformation on memory are artefactual. An analysis of the misinformation paradigm is presented here, with particular attention being paid to the claim of artifactuality. Two lines of approach are adopted in the analysis. In the first, the misinformation paradigm is assessed for its theoretical basis. The notion of 'application' that informs the paradigm is subjected to conceptual scrutiny, and the body of research that constitutes the paradigm is reviewed in terms of its applied orientation. In the second line of approach, the claim of artifactuality is investigated directly. Three methods are devised to test the claim of artifactuality. In two of these, post-hoc analyses are performed, one of which suggests that the claim of artifactuality is incorrect in at least some respects. The third method is constituted by an experiment which submits the claim of artifactuality to exhaustive empirical test. The results of the experiment support the claim that findings of memorial alteration are artefactual. The two lines of approach are united by showing how the experimental work developed out of the applied basis of the paradigm.· It is argued that the inadequacies in the experimental design reflect the impoverished theoretical basis of the research. It is further argued that the question regarding the effect that false information has on memory for an event is one that is still. eminently worth pursuing. A few preliminary remarks are made regarding applied considerations relevant to this pursuit.

Thesis (Ph. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 323-338).

Issued also as Thesis (Ph. D.)--Columbia University. / Bibliography: p. 64-65.

Thesis (M.A.)--Carleton University, 1992. / Also available in electronic format on the Internet.

Thesis--Univ. of Michigan. / Bibliography: page at end.

Thesis--Münster/Westfalen. / Vita. Bibliography: p. 85-90.

Thesis (M.S.)--Montana State University--Bozeman, 2007. / Typescript. Chairperson, Graduate Committee: Richard Block. Includes bibliographical references (leaves 33-35).