Separate effects of word frequency and age-of-acquisition in recognition and recall.

Psychology

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

Published

Standard

Separate effects of word frequency and age-of-acquisition in recognition and recall. / Dewhurst, S. A.; Hitch, J. G.; Barry, C.
In: Journal of Experimental Psychology: Learning, Memory, and Cognition, Vol. 24, No. 2, 1997, p. 284-289.

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

Harvard

Dewhurst, SA, Hitch, JG & Barry, C 1997, 'Separate 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. 284-289. <http://psycnet.apa.org/journals/xlm/24/2/284/>

APA

Dewhurst, S. A., Hitch, J. G., & Barry, C. (1997). Separate effects of word frequency and age-of-acquisition in recognition and recall. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24(2), 284-289. http://psycnet.apa.org/journals/xlm/24/2/284/

Vancouver

Dewhurst SA, Hitch JG, Barry C. Separate effects of word frequency and age-of-acquisition in recognition and recall. Journal of Experimental Psychology: Learning, Memory, and Cognition. 1997;24(2):284-289.

Author

Dewhurst, S. A. ; Hitch, J. G. ; Barry, C. / Separate effects of word frequency and age-of-acquisition in recognition and recall. In: Journal of Experimental Psychology: Learning, Memory, and Cognition. 1997 ; Vol. 24, No. 2. pp. 284-289.

Bibtex

@article{de6e13f435ec4475810c0a0be2d099ea,

title = "Separate 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. (PsycINFO Database Record (c) 2008 APA, all rights reserved)",

author = "Dewhurst, {S. A.} and Hitch, {J. G.} and C. Barry",

year = "1997",

language = "English",

volume = "24",

pages = "284--289",

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

issn = "0278-7393",

publisher = "AMER PSYCHOLOGICAL ASSOC",

number = "2",

}

RIS

TY - JOUR

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

AU - Dewhurst, S. A.

AU - Hitch, J. G.

AU - Barry, C.

PY - 1997

Y1 - 1997

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. (PsycINFO Database Record (c) 2008 APA, all rights reserved)

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. (PsycINFO Database Record (c) 2008 APA, all rights reserved)

M3 - Journal article

VL - 24

SP - 284

EP - 289

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

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

SN - 0278-7393

IS - 2

ER -

Research

Links