Yuh‐shiow Lee
Biographic Data
| ID | 5709229 |
|---|---|
| NAME | Yuh‐shiow Lee |
| GIVEN NAMES | Yuh‐shiow |
| FAMILY NAME | Lee |
| SIGNATURE | LEE Y S |
| AFFILIATIONS | National Chung Cheng University |
| ORCID | 0000-0002-5609-1437 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 24 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 1 |
The eye movement measure of memory and its relationship with explicit measures
Costs and Benefits in Item-Method Directed Forgetting
This study examined how encoding and retrieval factors affected directed forgetting costs and benefits in an item-method procedure. Experiment 1 used a typical item-method procedure and revealed a levels-of-processing effect in overall recall. However, the deep encoding condition showed a smaller directed forgetting effect than the shallow encoding conditions. More importantly, "remember" (R) words were selectively rehearsed as indicated by great…
Post‐event information presented in a question form eliminates the misinformation effect
This study investigated the influences of sentence surface forms on the misinformation effect. After viewing a film clip, participants received a post‐event narrative describing the events in the film. Critical sentences in the post‐event narrative, presented in either a statement or a question form, contained misinformation instead of questions with embedded false presuppositions; thus participants did not have to answer questions about the orig…
Divided attention facilitates intentional forgetting
Lexical Association and False Memory for Words in Two Cultures
Effects of post‐cue interval on intentional forgetting
This study examined the effect of post‐cue interval on directed forgetting and suppression. Experiments 1 and 2 used the item method of directed forgetting. The interval between the cue to remember/forget (R/F) and the presence of the next item was manipulated. As the post‐cue interval increased, the rates of hits and ‘remember’ responses on the recognition test also increased not only for R items but also for F items, suggesting that participant…
Levels of Processing and Phonological Priming in Chinese Character Completion Tests
Transfer and retention of implicit and explicit learning
Two parallel tasks involving rule learning were used to assess implicit and explicit learning. The complex task (occurring in the complex rule‐line condition) involves predominantly implicit learning, and the simple task (occurring in the simple rule‐number condition) requires primarily explicit learning. Implicit learning clearly showed negative transfer from previous implicit learning experience, whereas explicit learning showed strong positive…
Tone perception in Cantonese and Mandarin
Tone perception in Cantonese and Mandarin
Transfer and retention of implicit and explicit learning
Two parallel tasks involving rule learning were used to assess implicit and explicit learning. The complex task (occurring in the complex rule‐line condition) involves predominantly implicit learning, and the simple task (occurring in the simple rule‐number condition) requires primarily explicit learning. Implicit learning clearly showed negative transfer from previous implicit learning experience, whereas explicit learning showed strong positive…
Transfer and retention of implicit and explicit learning
Two parallel tasks involving rule learning were used to assess implicit and explicit learning. The complex task (occurring in the complex rule‐line condition) involves predominantly implicit learning, and the simple task (occurring in the simple rule‐number condition) requires primarily explicit learning. Implicit learning clearly showed negative transfer from previous implicit learning experience, whereas explicit learning showed strong positive…
Tone perception in Cantonese and Mandarin
Levels of Processing and Phonological Priming in Chinese Character Completion Tests
Effects of post‐cue interval on intentional forgetting
This study examined the effect of post‐cue interval on directed forgetting and suppression. Experiments 1 and 2 used the item method of directed forgetting. The interval between the cue to remember/forget (R/F) and the presence of the next item was manipulated. As the post‐cue interval increased, the rates of hits and ‘remember’ responses on the recognition test also increased not only for R items but also for F items, suggesting that participant…
Lexical Association and False Memory for Words in Two Cultures
Divided attention facilitates intentional forgetting
Costs and Benefits in Item-Method Directed Forgetting
This study examined how encoding and retrieval factors affected directed forgetting costs and benefits in an item-method procedure. Experiment 1 used a typical item-method procedure and revealed a levels-of-processing effect in overall recall. However, the deep encoding condition showed a smaller directed forgetting effect than the shallow encoding conditions. More importantly, "remember" (R) words were selectively rehearsed as indicated by great…
Post‐event information presented in a question form eliminates the misinformation effect
This study investigated the influences of sentence surface forms on the misinformation effect. After viewing a film clip, participants received a post‐event narrative describing the events in the film. Critical sentences in the post‐event narrative, presented in either a statement or a question form, contained misinformation instead of questions with embedded false presuppositions; thus participants did not have to answer questions about the orig…
The eye movement measure of memory and its relationship with explicit measures
Psychology (9 works) · Cognition (7 works) · Cognitive psychology (7 works) · Memory Processes and Influences (7 works) · Computer Science (5 works) · Linguistics (4 works) · Neuroscience (4 works) · Recall (4 works) · Artificial Intelligence (3 works) · Artificial Intelligence (3 works)