Vernon H Gregg
Biographic Data
| ID | 2749974 |
|---|---|
| NAME | Vernon H Gregg |
| GIVEN NAMES | Vernon H |
| FAMILY NAME | Gregg |
| SIGNATURE | GREGG V H |
| AFFILIATIONS | Birkbeck, University of London |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1975 |
| LATEST PUBLICATION YEAR | 2009 |
| H-INDEX | 1 |
Factor Structure of Scores on the State Version of the Four Dimension Mood Scale
This study examines the factor structure of scores on the Four Dimension Mood Scale (4DMS) developed by Huelsman, Nemanick, and Munz in response to criticisms of the Positive and Negative Affect Schedule. The results showed that the factor structure of 4DMS scores obtained with a sample of U.K. residents assessed for state affect corresponded closely to that obtained by Huelsman et al. with hospital employees in the United States who were assesse…
Components of conscious awareness in a long‐term modality effect
The advantage in long‐term recognition memory of words vocalized at study over those read silently was investigated by requiring subjects to indicate when recognizing a word whether or not they could consciously recollect its prior occurrence. The advantage for vocalization occurred only for words which subjects indicated were accompanied by recollective experience, and the results were not affected by whether subjects vocalized the test words or…
Word frequency, articulatory suppression and memory span
Watkins (1977) found memory span was longer when first and second halves of lists contained high- and low-frequency words, respectively, than when low-frequency words preceded high. One of the four experiments reported here failed to replicate this finding and found that articulatory suppression had a greater detrimental effect on span for high- than for low-frequency words. Another experiment showed that high-frequency words similar to those use…
Influences of delayed distraction on the modality effect in free recall
The free recall of recency items is better following lists presented auditorily rather than visually. This modality effect was eliminated by a 30‐second, but not a three‐second, period of auditory distraction delayed by 15 seconds following list presentation. It is argued that these findings are entirely consistent with the notion that the modality effect in free recall arises from the direct use of persistent modality‐specific information, and n…
The Effects of Negative Relatedness Upon Word‐picture and Word‐word Comparisons and Subsequent Recall
In two experiments subjects were required to compare the meanings of either a word and a picture, or of two words. Different name levels, i.e. category versus superordinate names, had only a small effect on the time to compare a name with a picture. When incongruent stimulus pairs were semantically related, both positive and negative decision times were longer than when the incongruent pairs were unrelated; relatedness also affected subjects' rec…
Word frequency, articulatory suppression and memory span
Watkins (1977) found memory span was longer when first and second halves of lists contained high- and low-frequency words, respectively, than when low-frequency words preceded high. One of the four experiments reported here failed to replicate this finding and found that articulatory suppression had a greater detrimental effect on span for high- than for low-frequency words. Another experiment showed that high-frequency words similar to those use…
The Effects of Negative Relatedness Upon Word‐picture and Word‐word Comparisons and Subsequent Recall
In two experiments subjects were required to compare the meanings of either a word and a picture, or of two words. Different name levels, i.e. category versus superordinate names, had only a small effect on the time to compare a name with a picture. When incongruent stimulus pairs were semantically related, both positive and negative decision times were longer than when the incongruent pairs were unrelated; relatedness also affected subjects' rec…
Influences of delayed distraction on the modality effect in free recall
The free recall of recency items is better following lists presented auditorily rather than visually. This modality effect was eliminated by a 30‐second, but not a three‐second, period of auditory distraction delayed by 15 seconds following list presentation. It is argued that these findings are entirely consistent with the notion that the modality effect in free recall arises from the direct use of persistent modality‐specific information, and n…
Word frequency, articulatory suppression and memory span
Watkins (1977) found memory span was longer when first and second halves of lists contained high- and low-frequency words, respectively, than when low-frequency words preceded high. One of the four experiments reported here failed to replicate this finding and found that articulatory suppression had a greater detrimental effect on span for high- than for low-frequency words. Another experiment showed that high-frequency words similar to those use…
Components of conscious awareness in a long‐term modality effect
The advantage in long‐term recognition memory of words vocalized at study over those read silently was investigated by requiring subjects to indicate when recognizing a word whether or not they could consciously recollect its prior occurrence. The advantage for vocalization occurred only for words which subjects indicated were accompanied by recollective experience, and the results were not affected by whether subjects vocalized the test words or…
Factor Structure of Scores on the State Version of the Four Dimension Mood Scale
This study examines the factor structure of scores on the Four Dimension Mood Scale (4DMS) developed by Huelsman, Nemanick, and Munz in response to criticisms of the Positive and Negative Affect Schedule. The results showed that the factor structure of 4DMS scores obtained with a sample of U.K. residents assessed for state affect corresponded closely to that obtained by Huelsman et al. with hospital employees in the United States who were assesse…
Psychology (5 works) · Cognitive psychology (4 works) · Audiology (3 works) · Cognition (3 works) · Linguistics (3 works) · Neuroscience (3 works) · Recall (3 works) · Word (group theory) (3 works) · Communication (2 works) · Computer Science (2 works)