Catherine O Fritz
Biographic Data
| ID | 2749738 |
|---|---|
| NAME | Catherine O Fritz |
| GIVEN NAMES | Catherine |
| FAMILY NAME | O Fritz |
| SIGNATURE | FRITZ C O |
| AFFILIATIONS | University of Greater Manchester |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 1 |
Part‐set cuing of texts, scenes, and matrices
In four experiments, we extended the study of part‐set cuing to expository texts and pictorial scenes. In Experiment 1, recall of expository text was tested with and without part‐set cues in the same order as the original text; cues strongly impaired recall. Experiment 2 repeated Experiment 1 but used cues in random order and found significant but reduced impairment with cuing. Experiments 3 and 4 examined the part‐set cuing of objects presented …
Failure of further learning
Previous research has shown that little benefit is achieved through spaced study and recall of text passages after the first recall attempt, an effect that we term the failure‐of‐further‐learning. We hypothesized that the effect occurs because a situation model of the text's gist is formed when the text is first comprehended and is consolidated when recalled; it dominates later recall after verbatim memories of more recent study episodes have bee…
Effect size estimates
The Publication Manual of the American Psychological Association (American Psychological Association, 2001, American Psychological Association, 2010) calls for the reporting of effect sizes and their confidence intervals. Estimates of effect size are useful for determining the practical or theoretical importance of an effect, the relative contributions of factors, and the power of an analysis. We surveyed articles published in 2009 and 2010 in th…
When further learning fails
Kay (1955) presented a text passage to participants on a weekly basis and found that most errors and omissions in recall persisted despite repeated re-presentation of the text. Experiment 1 replicated and extended Kay s original research, demonstrating that after a first recall attempt there was very little evidence of further learning, whether measured in terms of further acquisition or error correction, over three more presentations of the text…
Facial distinctiveness
It is conventionally assumed that many faces are relatively typical and few are distinctive (e.g. Valentine, 1991), producing a highly skewed distribution. However, Burton and Vokey (1998) argue that the distribution will be normal, and our review of previous research suggested this is true. In three studies we explored the distributions using different techniques to estimate distinctiveness. Both traditional ratings and pairwise selection produc…
When further learning fails
Kay (1955) presented a text passage to participants on a weekly basis and found that most errors and omissions in recall persisted despite repeated re-presentation of the text. Experiment 1 replicated and extended Kay s original research, demonstrating that after a first recall attempt there was very little evidence of further learning, whether measured in terms of further acquisition or error correction, over three more presentations of the text…
Facial distinctiveness
It is conventionally assumed that many faces are relatively typical and few are distinctive (e.g. Valentine, 1991), producing a highly skewed distribution. However, Burton and Vokey (1998) argue that the distribution will be normal, and our review of previous research suggested this is true. In three studies we explored the distributions using different techniques to estimate distinctiveness. Both traditional ratings and pairwise selection produc…
When further learning fails
Kay (1955) presented a text passage to participants on a weekly basis and found that most errors and omissions in recall persisted despite repeated re-presentation of the text. Experiment 1 replicated and extended Kay s original research, demonstrating that after a first recall attempt there was very little evidence of further learning, whether measured in terms of further acquisition or error correction, over three more presentations of the text…
Facial distinctiveness
It is conventionally assumed that many faces are relatively typical and few are distinctive (e.g. Valentine, 1991), producing a highly skewed distribution. However, Burton and Vokey (1998) argue that the distribution will be normal, and our review of previous research suggested this is true. In three studies we explored the distributions using different techniques to estimate distinctiveness. Both traditional ratings and pairwise selection produc…
Effect size estimates
The Publication Manual of the American Psychological Association (American Psychological Association, 2001, American Psychological Association, 2010) calls for the reporting of effect sizes and their confidence intervals. Estimates of effect size are useful for determining the practical or theoretical importance of an effect, the relative contributions of factors, and the power of an analysis. We surveyed articles published in 2009 and 2010 in th…
Part‐set cuing of texts, scenes, and matrices
In four experiments, we extended the study of part‐set cuing to expository texts and pictorial scenes. In Experiment 1, recall of expository text was tested with and without part‐set cues in the same order as the original text; cues strongly impaired recall. Experiment 2 repeated Experiment 1 but used cues in random order and found significant but reduced impairment with cuing. Experiments 3 and 4 examined the part‐set cuing of objects presented …
Failure of further learning
Previous research has shown that little benefit is achieved through spaced study and recall of text passages after the first recall attempt, an effect that we term the failure‐of‐further‐learning. We hypothesized that the effect occurs because a situation model of the text's gist is formed when the text is first comprehended and is consolidated when recalled; it dominates later recall after verbatim memories of more recent study episodes have bee…
Psychology (5 works) · Cognitive psychology (4 works) · Computer Science (4 works) · Free recall (3 works) · Memory Processes and Influences (3 works) · Recall (3 works) · Recall test (3 works) · Visual and Cognitive Learning Processes (3 works) · Medicine (2 works) · Social Psychology (2 works)