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Expertise and recollective experience: recognition memory for familiar and unfamiliar academic subjects.

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Expertise and recollective experience: recognition memory for familiar and unfamiliar academic subjects. / Brandt, Karen R.; Cooper, Lauren M.; Dewhurst, Steve A.
In: Applied Cognitive Psychology, Vol. 19, No. 9, 12.2005, p. 1113-1125.

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

Harvard

Brandt, KR, Cooper, LM & Dewhurst, SA 2005, 'Expertise and recollective experience: recognition memory for familiar and unfamiliar academic subjects.', Applied Cognitive Psychology, vol. 19, no. 9, pp. 1113-1125. https://doi.org/10.1002/acp.1163

APA

Brandt, K. R., Cooper, L. M., & Dewhurst, S. A. (2005). Expertise and recollective experience: recognition memory for familiar and unfamiliar academic subjects. Applied Cognitive Psychology, 19(9), 1113-1125. https://doi.org/10.1002/acp.1163

Vancouver

Brandt KR, Cooper LM, Dewhurst SA. Expertise and recollective experience: recognition memory for familiar and unfamiliar academic subjects. Applied Cognitive Psychology. 2005 Dec;19(9):1113-1125. doi: 10.1002/acp.1163

Author

Brandt, Karen R. ; Cooper, Lauren M. ; Dewhurst, Steve A. / Expertise and recollective experience: recognition memory for familiar and unfamiliar academic subjects. In: Applied Cognitive Psychology. 2005 ; Vol. 19, No. 9. pp. 1113-1125.

Bibtex

@article{d53262da3f58460c9b06ae0dacc12a58,
title = "Expertise and recollective experience: recognition memory for familiar and unfamiliar academic subjects.",
abstract = "Two experiments investigated whether expertise effects in recognition memory could be found for different academic subjects. The roles of subjective experience and repetition on such effects were also explored. Experiment 1 showed that overall recognition memory was greater for familiar than for unfamiliar academic words (the expertise effect). Additionally, this effect was attributable to the subjective experience of remembering rather than knowing. Experiment 2 showed that repetition of stimulus items at study eliminated these expertise effects. Previous research has generally failed to find expertise effects in overall recognition memory. The present findings show that expertise effects do occur in overall recognition memory and are associated with the richer memorial experience of remembering rather than knowing.",
author = "Brandt, {Karen R.} and Cooper, {Lauren M.} and Dewhurst, {Steve A.}",
year = "2005",
month = dec,
doi = "10.1002/acp.1163",
language = "English",
volume = "19",
pages = "1113--1125",
journal = "Applied Cognitive Psychology",
issn = "0888-4080",
publisher = "John Wiley and Sons Ltd",
number = "9",

}

RIS

TY - JOUR

T1 - Expertise and recollective experience: recognition memory for familiar and unfamiliar academic subjects.

AU - Brandt, Karen R.

AU - Cooper, Lauren M.

AU - Dewhurst, Steve A.

PY - 2005/12

Y1 - 2005/12

N2 - Two experiments investigated whether expertise effects in recognition memory could be found for different academic subjects. The roles of subjective experience and repetition on such effects were also explored. Experiment 1 showed that overall recognition memory was greater for familiar than for unfamiliar academic words (the expertise effect). Additionally, this effect was attributable to the subjective experience of remembering rather than knowing. Experiment 2 showed that repetition of stimulus items at study eliminated these expertise effects. Previous research has generally failed to find expertise effects in overall recognition memory. The present findings show that expertise effects do occur in overall recognition memory and are associated with the richer memorial experience of remembering rather than knowing.

AB - Two experiments investigated whether expertise effects in recognition memory could be found for different academic subjects. The roles of subjective experience and repetition on such effects were also explored. Experiment 1 showed that overall recognition memory was greater for familiar than for unfamiliar academic words (the expertise effect). Additionally, this effect was attributable to the subjective experience of remembering rather than knowing. Experiment 2 showed that repetition of stimulus items at study eliminated these expertise effects. Previous research has generally failed to find expertise effects in overall recognition memory. The present findings show that expertise effects do occur in overall recognition memory and are associated with the richer memorial experience of remembering rather than knowing.

U2 - 10.1002/acp.1163

DO - 10.1002/acp.1163

M3 - Journal article

VL - 19

SP - 1113

EP - 1125

JO - Applied Cognitive Psychology

JF - Applied Cognitive Psychology

SN - 0888-4080

IS - 9

ER -