The relationship between memory organization skills and performance was investigated. The purpose was to investigate organization and training differences that might result in different performance under the recall TES effect. The recall test expectancy effect (TES) states that people who expect and receive a recall test perform significantly better than do people who expect a multiple choice test but receive a recall test (Balota & Neely, 1980). In Phase 1, half of the 96 female undergraduate participants were randomly assigned to a categorized word list while the other half were assigned to an unrelated word list (Tulving, 1962) condition. The subjects studied and recalled the same list of words over four study-test trials. The participants were divided into high and low organizer groups depending on their organization scores (Tulving & Sternberg, 1977) from Phase 1. Before Phase 2 the high and low organizer groups were randomly assigned to either a training or no training condition. The subjects in the no training condition went directly to Phase 2. The training period consisted of suggestions for organizing materials for better recall. In Phase 2 all of the subjects received three different word lists for each of three study-test trials. The first two tests were multiple choice (recognition) and the last was a surprise recall test. Thus, the subjects were led to expect a recognition test through practice. The results from all of the condition groups were in support of the traditional recall TES effect. This reflected qualitatively different processes used for recognition versus recall tests (Underwood, 1972). There was a significant relationship between organizational abilities from Phase 1 and performance on the surprise recall test in Phase 2 for the high organizers but not for the low organizers. Significant group differences were found when training was not provided; however, the training period eliminated organizational group differences in Phase 2. The results were interpreted within the theoretical frameworks of Anderson and Bower (1972, 1974) and Gillund and Shiffrin (1984). Future research should be aimed at identifying the practical organization strategies used by test-takers so that recall performance of students, especially low organizers, can be facilitated. / Graduate

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Bibliography: pages 333-356. / This investigation is concerned with what three children remembered or had forgotten of a second language after an interval of two years. An in-depth study, consisting of recognition and recall tests, was made of 13-year-old identical twin girls and their 9-year-old brother, who previously had been English/French bilinguals. A phenomenological approach was taken, which included the children's reaction to the tests, and their description of the personal framework within which the learning and forgetting had taken place. The findings, which are suggestive due to limited data, are: first, cognitive and maturational differences between the children caused the twins to retain more recognition and active recall of French than their brother; second, the twins showed a surprising difference in their recognition of French, pos9ibly caused by affective factors; third, all three children showed strongest recognition in the area of semantics, while in recall they retained phonology best; fourth, in the tests, habit memory and episodic memory were more durable than semantic memory. The investigation is a first step towards understanding how children forget a language in which they have been submersed.

The question posed in this investigation was: Which stimulus input mode, verbal, pantomime, or combined verbal and pantomime, is more effective in facilitating short term sequential recall of language material with aphasic adults?

Posthypnotic amnesia has been systematically investigated in the past and subsequently alluded to as either role enacted behavior or evidence for an altered state of consciousness. Recall and recognition have been tested during posthypnotic amnesia and as in normal memory functioning, recognition performance has been found to be usually superior to recall performance. In order to gain further understanding of the circumstances which facilitate amnesic behavior, an experiment was carried out which was designed to vary the usual manner in which recall and recognition memory are observed during posthypnotic amnesia.

The present study was an investigation of recall following presentation of diagnostic information. The setting was the Crippled Children's Division of the University of Oregon Medical School. The purpose of the study was to test the hypothesis that one session conferencing imparting diagnostic information to parents of handicapped children reduces recall. Additionally, it was hypothesized that multi-discipline conferencing is related to greater diagnostic recall than single discipline conferencing. The sample was made up of 20 parent units whose children were evaluated at the Crippled Children's Division for suspected Cerebral Palsy and/or Mental Retardation. There were ten families from the Cerebral Palsy Clinic and ten from the Mental Retardation Clinic. Three comparisons were made: (1) The amount of information presented at the staffing session was the baseline against which the amount of information imparted at the parent conference was compared. (2) The amount of information imparted at the parent conference was compared with the amount of information that was recalled six weeks later at the follow up interview. (3) The amount of information recalled at the time of the follow up interview was compared with the staffing information in order to determine the loss of diagnostic information. The results supported the hypotheses. Diagnostic congruence was by far, more the exception than the rule Implications suggest that additional follow up services are necessary.

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No description available.

This dissertation consists of five chapters on the informational contents of strategies and the role of the perfect recall condition for information partitions in extensive games. The first, introductory, chapter gives basic definitions of extensive games and some results known in the game theory literature. The questions that will be investigated in the remaining chapters and their significance in the literature are also described. In the second chapter it is shown that strategies defined as contingent plans may contain some information that is additional to what the information partition describes. Two types of additional information that strategies may contain when perfect recall is violated are considered. Both behavior and mixed strategies contain the first type of information, but only mixed strategies contain the second type. Addition of either type of information, however, leads to a refinement of the information partition that satisfies perfect recall. The perfect recall condition is found to be significant in demarcating the roles of strategies and information partitions in extensive games. In the third chapter the full informational contents of mixed strategy spaces is explored. The informational content of mixed strategy spaces is found to be invariant over a range of information partitions. A weakening of the perfect recall condition called A-loss is obtained and found to be necessary and sufficient for the information contained in mixed strategies to be equivalent to that of a game with perfect recall. An implication of this result is that a player whose information partition satisfies A-loss can play "as-if" he has perfect recall and a player without A-loss can't. In other words, if an information partition satisfies A-loss, every mixed strategy makes up for any lack of perfect recall described by the information partition. For behavior strategies, we never obtain informational equivalence between distinct information partitions. A-loss turns out to also be a necessary condition for a game without chance moves to have a Nash equilibrium in pure strategies for all payoff assignments. In the fourth chapter the role of the perfect recall condition in preserving some information in the transformation from an extensive game to its agent normal form is discussed. If we interpret a player as a team of agents (one at each information set) then the essential difference between an extensive game and the associated agent normal form game is that in the former the agents act cooperatively while in the latter they act independently. The perfect recall condition is shown to be necessary and sufficient for the perfect equilibria of an extensive game to coincide with those of the associated agent normal form game for all payoff assignments. The contribution of this result is necessity; sufficiency is already known. Since this is proved using pure strategies for the player with imperfect recall in question, one subtle implication is obtained: a perfect equilibrium of the agent normal form game where each agent effectively knows the actions taken and information acquired by his preceding agents, may not be a perfect equilibrium in the original extensive game. This means that perfect recall implies more than just effective knowledge of what happened previously. Chapter 5 concludes. / Ph. D.

The focus of the current study was to determine if there was an association between features of the social environment and both oral and silent reminiscence frequency. Fifty community-dwelling older adults (aged 58-84; 60% female) participated in the study, which utilized a questionnaire. Current opportunities to reminisce were significantly associated with both oral and silent reminiscence frequency; early life experience with reminiscing was significantly associated with total (oral plus silent) reminiscence frequency (p<.05, one-tailed). Perceived enjoyment, appropriateness, and usefulness of reminiscing were also measured. Silent reminiscence frequency was significantly higher than oral reminiscence frequency for the total sample (p<.001). Gender differences were also significant for oral reminiscence frequency (p<.02), combined reminiscence frequency (p<.05) and usefulness (p<.04) with males scoring higher than females in each case. Results suggest that researchers and practitioners should take into account features of social interaction as well as demographic characteristics before initiating reminiscence research and therapy. / Master of Science