Tests of a cognitive-resource-allocation account of the bizarreness effect.
A study was conducted to examine the role of cognitive-resource allocation in obtaining the memory advantage for bizarre relative to common information. Data were drawn from four experiments that used the secondary-task method. It is noted that experiments one and two examined the relationship bet...
| Publicado en: | Journal of General Psychology Vol. 127; no. 2; pp. 117 - 145 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
April 2000
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | A study was conducted to examine the role of cognitive-resource allocation in obtaining the memory advantage for bizarre relative to common information. Data were drawn from four experiments that used the secondary-task method. It is noted that experiments one and two examined the relationship between differences in cognitive resource allocation during comprehension and in recall for common and bizarre information and that experiments three and four investigated the same relationship but measured cognitive-resource allocation during imaging rather than during comprehension. Although the findings reveal that bizarre items required more time to comprehend and to image than did common items, the differences were not reliable predictors of the recall differences between item types. It is concluded that more sensitive methods of data collection and scoring are needed in order to develop a comprehensive model of the influence of bizarreness on memory. |
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