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Biomedical subjects

B H Basden

Publications and source records attributed to B H Basden.

7 recordsLinked to original sources
PubMed1997

A comparison of group and individual remembering: does collaboration disrupt retrieval strategies?

M. S. Weldon and K. D. Bellinger (1997) showed that people who collaborate on a recall test (collaborative group) perform much more poorly than the same number of people tested individually (nominal group). Four experiments tested the hypothesis that retrieval-strategy disruption underlies this collaborative inhibition when categorized lists are studied. Collaborative groups performed worse than nominal groups when categories were large (Experiment 1) and when category names were provided at recall (Experiment 2). However, collaborative- and nominal-group recall were equivalent when participants retrieved nonoverlapping parts of the list (Experiment 3) and when participants were forced to organize their recall by category (Experiment 4). Clearly, disorganized retrieval can account for collaborative inhibition with the materials and procedures used here.

Adolescent↗
PubMed1996

Directed forgetting: further comparisons of the item and list methods.

Three experiments contrasted the effects of directed forgetting instructions when given by item and given by list. In Experiment 1, which involved free recall of a single-category list, directed forgetting was greater with the item method than with the list method when the study format was pictures or words whose referents were imaged (these encouraged item-specific processing), but not when the study format was words not imaged (this encouraged relational processing). In Experiment 2, directed forgetting was observed with the item method but not with the list method in an indirect test of general knowledge. In Experiment 3, "Recollect" judgements showed directed forgetting with the item method but not with the list method. "Know" judgements did not show directed forgetting with either method. These experiments show that the mechanisms underlying directed forgetting differ for the item and list methods.

Analysis of Variance↗
PubMed1994

Retrieval inhibition in directed forgetting and posthypnotic amnesia.

In Experiment 1, subjects received either by word or by list directed forgetting or posthypnotic amnesia instructions. Recall and recognition performance of subjects who received directed forgetting instructions was consistent with previous findings reported by Basden, Basden, and Gargano (1993), with subjects who received by word instructions showing both recall and recognition deficits for to-be-forgotten items. By contrast, subjects who were given by list instructions showed recall but no recognition deficits, which suggests that although differential encoding underlies word method directed forgetting, retrieval inhibition underlies list method directed forgetting. Subjects who received posthypnotic amnesia instructions (irrespective of method of delivery used) showed recall deficits but no recognition deficits, which suggests that retrieval inhibition underlies posthypnotic amnesia. In Experiment 2, recognition scores were lower with public (oral) tests than with private (written) tests, and recovery was equivalent for to-be-forgotten and to-be-remembered items. The results are interpreted as inconsistent with the differential tagging mechanisms proposed by Huesmann, Gruder, and Dorst (1987).

Adult↗
PubMed1991

A developmental comparison of the effectiveness of encoding tasks.

In Experiment 1, the free-recall performance of young children, college students, and older adults was examined. Subjects encoded words by simply learning them, by studying them in either base or elaborate sentence frames, or by constructing sentences. Overall recall was better for the college students than for the children or for the older adults, and the college students recalled best in the simple learning condition. The young children recalled best in the sentence construction condition; recall by older adults did not vary as a function of the encoding tasks. In Experiment 2, college students and older adults recalled a categorized list, encoding the words by simply learning them, by studying them in elaborate sentence frames, or by completing word fragments. For both age groups, simple learning produced the highest level of recall. These results suggest that organization provides the most effective encoding system and that older adults may need a more obvious basis for organization than do younger adults. Younger and older adults recalled equally well only when organization was discouraged by conceptual processing.

Adult↗
PubMed1989

Directed forgetting and posthypnotic amnesia: information processing and social contexts.

In three experiments we compared posthypnotic amnesia (PHA) with directed forgetting (DF), evaluating subjects' hypnotic susceptibility, hypnotized or not. Experiment 1 suggested that the memory processes in PHA and DF were not the same. Low and high susceptibility subjects responded differently in the two contexts. Experiment 2 demonstrated a context effect for highly susceptible subjects: They showed the usual DF response outside hypnosis but not during hypnosis. Experiment 3 showed that high and low susceptibility subjects responded similarly to DF instructions outside hypnosis, eliminating the susceptibility as an important variable in the DF response. We concluded: (a) The interaction of context and susceptibility was the important determinant of unusual DF responses for high susceptibles, and (b) information processing concepts are too limited to explain PHA and perhaps DF. Theories that include interactions appear necessary for an accurate understanding of hypnotic phenomena and perhaps some phenomena usually focused on by cognitive psychology.

Amnesia↗
PubMedDate not supplied

Memory and organization in elderly subjects.

Older adults (ages 67-91) and younger adults (ages 16-30) sorted 100 unrelated words into as many categories as they chose, provided labels for those categories, and were given a surprise recall test with or without the labels as retrieval cues. The older adults recalled fewer words, fewer categories, and fewer items per category than the younger adults. Though generally facilitory, cuing did not reduce the age-related differences in recall performance. Clustering was equivalent for the two age groups. The correlation between number of categories used in sorting and number of words recalled was significant for the young adults only, replicating and extending the results reported by Worden and Meggison (1984). The results were discussed in terms of Hunt and Einstein's (1981) distinction between item-specific and relationship processing, and an alternative interpretation was offered.

Adolescent↗