Dissociating the effects of word frequency and age of acquisition in recognition and recall.

Psychology

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Dissociating the effects of word frequency and age of acquisition in recognition and recall. / Dewhurst, Stephen A.; Hitch, J. Graham; Barry, Christopher.
In: Journal of Experimental Psychology: Learning, Memory, and Cognition, Vol. 24, No. 2, 03.1998, p. 284-298.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Dewhurst, SA, Hitch, JG & Barry, C 1998, 'Dissociating the effects of word frequency and age of acquisition in recognition and recall.', Journal of Experimental Psychology: Learning, Memory, and Cognition, vol. 24, no. 2, pp. 284-298. <http://psycnet.apa.org/journals/xlm/24/2/284/>

APA

Dewhurst, S. A., Hitch, J. G., & Barry, C. (1998). Dissociating the effects of word frequency and age of acquisition in recognition and recall. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24(2), 284-298. http://psycnet.apa.org/journals/xlm/24/2/284/

Vancouver

Dewhurst SA, Hitch JG, Barry C. Dissociating the effects of word frequency and age of acquisition in recognition and recall. Journal of Experimental Psychology: Learning, Memory, and Cognition. 1998 Mar;24(2):284-298.

Author

Dewhurst, Stephen A. ; Hitch, J. Graham ; Barry, Christopher. / Dissociating the effects of word frequency and age of acquisition in recognition and recall. In: Journal of Experimental Psychology: Learning, Memory, and Cognition. 1998 ; Vol. 24, No. 2. pp. 284-298.

Bibtex

@article{daf5bb2945614962a2970427aa9fdb51,

title = "Dissociating the effects of word frequency and age of acquisition in recognition and recall.",

abstract = "Three experiments investigated word frequency and age of acquisition (AoA) effects in recognition and recall. Experiments 1 and 2 used the {"}remember-know{"} procedure developed by J. M. Gardiner (1988). In Experiment 1, recognition performance was higher for low-frequency words than for high-frequency words and higher for late-acquired words than for early-acquired words, but only in {"}remember{"} responses. Experiment 2 replicated the AoA effect by using a different set of early- and late-acquired words. Experiment 3 found advantages for low-frequency and late-acquired words in recall, but only when words were presented in mixed lists. The frequency effect was reversed, and the AoA effect was eliminated, when participants studied pure lists. Findings were attributed to the more distinctive encoding of low-frequency and late-acquired words.",

author = "Dewhurst, {Stephen A.} and Hitch, {J. Graham} and Christopher Barry",

year = "1998",

month = mar,

language = "English",

volume = "24",

pages = "284--298",

journal = "Journal of Experimental Psychology: Learning, Memory, and Cognition",

issn = "0278-7393",

publisher = "AMER PSYCHOLOGICAL ASSOC",

number = "2",

}

RIS

TY - JOUR

T1 - Dissociating the effects of word frequency and age of acquisition in recognition and recall.

AU - Dewhurst, Stephen A.

AU - Hitch, J. Graham

AU - Barry, Christopher

PY - 1998/3

Y1 - 1998/3

N2 - Three experiments investigated word frequency and age of acquisition (AoA) effects in recognition and recall. Experiments 1 and 2 used the "remember-know" procedure developed by J. M. Gardiner (1988). In Experiment 1, recognition performance was higher for low-frequency words than for high-frequency words and higher for late-acquired words than for early-acquired words, but only in "remember" responses. Experiment 2 replicated the AoA effect by using a different set of early- and late-acquired words. Experiment 3 found advantages for low-frequency and late-acquired words in recall, but only when words were presented in mixed lists. The frequency effect was reversed, and the AoA effect was eliminated, when participants studied pure lists. Findings were attributed to the more distinctive encoding of low-frequency and late-acquired words.

AB - Three experiments investigated word frequency and age of acquisition (AoA) effects in recognition and recall. Experiments 1 and 2 used the "remember-know" procedure developed by J. M. Gardiner (1988). In Experiment 1, recognition performance was higher for low-frequency words than for high-frequency words and higher for late-acquired words than for early-acquired words, but only in "remember" responses. Experiment 2 replicated the AoA effect by using a different set of early- and late-acquired words. Experiment 3 found advantages for low-frequency and late-acquired words in recall, but only when words were presented in mixed lists. The frequency effect was reversed, and the AoA effect was eliminated, when participants studied pure lists. Findings were attributed to the more distinctive encoding of low-frequency and late-acquired words.

M3 - Journal article

VL - 24

SP - 284

EP - 298

JO - Journal of Experimental Psychology: Learning, Memory, and Cognition

JF - Journal of Experimental Psychology: Learning, Memory, and Cognition

SN - 0278-7393

IS - 2

ER -

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