Chizuko Izawa
Biographic Data
| ID | 5840869 |
|---|---|
| NAME | Chizuko Izawa |
| GIVEN NAMES | Chizuko |
| FAMILY NAME | Izawa |
| SIGNATURE | IZAWA C |
| AFFILIATIONS | Tulane University |
| VERIFIED | No |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1965 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 2 |
Human Learning and Memory
This text celebrates the fourth Tsukuba International Conference on Memory (Tic4) held in January of 2003, by setting forth productive directions for memory researchers and human learning theorists around the world. It presents fascinating perspectives on progress, and future prospects for models, theories, and hypotheses authors developed, including several new, never published experimental results. Contributors include the winner of the 1997 U.…
The Identity Model and Factors Controlling the Superiority of the Study-Test Method Over the Anticipation Method
Short-term memory (STM) and long-term memory (LTM) components are assumed to overlap in such a way that the response reflects predominantly STM components in short retention intervals but LTM ones in long retention intervals. Based on the STM and LTM overlap hypothesis, the identity model postulates that basic processes per study, test, and intervening study and test events as well as intercycle intervals, respectively, are the same for both anti…
Auditory information processing and its method of presentation
The encoding or learning difficulty variable was found to differentiate two theories concerning the relative efficacy of auditory item information presentation methods, anticipation vs. study-test. Barch and Levine (1967) expect superiority of the anticipation method when stimulus encoding is difficult, but that of the study-test method when it is easy (the encoding position). The retention interval model (Izawa, 1981c), however, predicts that th…
The Generality of the Retention Interval Model
Elaborations and refinements were made for core constructs of the retention interval (RI) model that specified a major difference between anticipation and study-test methods to be short-term memory (STM) processes in differential retention intervals. Subsequent developments reinforce the model and suggest that basic processes per each type of event are, respectively, the same for both methods (except for quantitatively differential retention inte…
The retention interval model
The retention interval model was formulated to account for variable performance differences between anticipation and study-test item presentation methods on the basis of differential and equal individual retention intervals, consisting of the intercycle (rest) interval and intervening study and test events of other items (work intervals). An experiment was conducted under both methods with massed and spaced practice. The study-test method outperf…
Order Learning and Item Presentation Method
Experiment 1 (N = 60) and Experiment 2 (N = 60) examined the learning of item and order information in serial learning (SL) with constant total time, under the study-test, anticipation, and modified anticipation methods with study (S) and test (T) events of an anticipation exposure operationally separated. Both acquisition and serial position effects based only on item learning differed little among the methods. However, both effects based on the…
Quantitative Tests of the Retention Interval Model
The retention interval model (Izawa, 1981), formulated to explain quantitative performance differences between anticipation and study-test item-presentation methods, was examined through three experiments, each conducted with massed practice with no intercycle intervals and with two levels of spaced practice using 30- and 100-sec intercycle intervals, respectively. In spite of the fact that an extremely restricted parameter-estimation method was …
Congruency, Scoring Method, and Encoding Specificity in Cued Recall
With the use of the congruity dimension as defined by association values (semantic similarity), encoding specificity was examined in cued recall situations. One hundred twenty-eight undergraduates of both sexes learned 24 target words in an experiment run under a 2 × 2 × 2 factorial design, with two input and two output variations (congruous vs. incongruous, respectively) and two retention intervals (0- vs. 30-minute retention intervals). Congrui…
Empirical Examinations of the Retention Interval Hypothesis
A consequence of learning a difficult list is that the gain per study trial (learning rate) is small. In this case, then, critical items that enter short-term memory after a study event are expected to be few in number. In such a situation, the retention interval hypothesis formulated to account for both superior and equal performances under the study-test method vis-à-vis the anticipation method predicts little difference between the methods. Si…
Proactive versus Retroactive Interference in Recognition Memory
A recognition task situation was analyzed in terms of the individual items in an attempt to formulate a more comprehensive explanatory concept re the controlling effects of proactive vs. retroactive interferences, for which both evidence and interpretations have been inconsistent. By manipulating sublists, proactive and retroactive events were systematically varied, with three types of materials: CVC nonsense syllables, two-digit numbers, and wor…
A Test of the Retention Interval Hypothesis With a Constant Item Presentation Order
The retention interval hypothesis was examined under constant and random item presentation orders re performance differences between the study-test (reinforcement-test, RT) and anticipation methods. The retention interval hypothesis predicts either superior or equal performances under the study-test method vis-à-vis the anticipation method under a constant presentation order, in a manner similar to that under the random one, from short-term memor…
Discrete Normative Associations of Selected Words
Unlike word frequency counts—e.g., Thorndike and Lorge—or nonsense syllable norms, the total number of different words scaled in extant norms with free associations is limited, although some words were repeatedly scaled. In order to remedy this situation and broaden the word pool for future research, a new norm for 48 words was obtained by means of free associations in the present study (N = 58 men and women undergraduate students in psychology).…
Toward a Comprehensive Theory of Variable Performance Differences and Differential Spaced Practice Effects Between Anticipation and Study-Test Methods
Given the list design, two elusive puzzles persisted for decades: (a) negative spaced practice effects in verbal learning, and (b) inconsistent results in comparing anticipation and study-test methods. Both mysteries may be approached by investigating effects of the retention interval, consisting of two components: Types I (intercycle, rest) and II (work, intervening events) intervals. To this end, three paired-associate learning experiments usin…
Verbal Discrimination Learning
Given both similarities and differences between recognition memory in verbal discrimination learning (VDL) and recall memory in paired-associate learning (PAL), the applicability of the retention interval model (12) formulated in PAL to VDL was examined in three experiments using nonsense syllables, two-digit numbers, and words, under both anticipation and study-test methods, with massed practice, as well as with spaced practice. A total of 240 m…
Theoretical and Empirical Performance Differences Between Anticipation and Study-Test Methods
The retention interval has become a critical factor in explaining inconsistent results in relative differences between anticipation and study-test methods. The retention interval in paired-associate (and verbal discrimination) learning consists of two qualitatively different components: Types I (rest, intercycle) and II (work, intervening events) intervals. To determine relative effects of the two components, six sets of comparisons were made of …
Effects of Reinforcement, Neutral and Test Trials upon Paired-Associate Acquisition and Retention
3 experiments, with 185 college students, were conducted under three types of basic repetitive acquisition sequences: (1) massed condition with successive reinforcement (R) trials, (2) spaced conditions with neutral ( N) trials between the Rs, and (3) conditions with these Ns replaced by test (T) trials. Although no changes occurred in response probabilities over two and four successive Ts, over-all learning was greatly facilitated by the occurre…
Effects of Meaningfulness and Familiarization Upon Backward Associations in Paired-Associate Learning
Three paired-associate learning (PAL) experiments were conducted with Japanese learning materials and Japanese Ss. Backward associations were tested at various stages of a-b learning. With noun-pairs, backward associations were superior to forward early in learning, but in later stages they were 85%-92% as strong as forward associations. With nonsense syllable-and familiarized nonsense syllable-pairs, backward associations, always significantly i…
Mixed- versus Unmixed-List Designs in Paired-Associate Learning
Investigations of a new experimental variable from the arrangements of reinforcements (R) and tests (T) in paired-associate learning were furthered by a 2 × 2 × 2 factorial experimental design: 64 college students learned two lists of 12 pairs, one with unmixed list (Exp. I) and the other with mixed list (Exp. II). Four repetitive experimental sequences in each experiment were RTRT ..., RRTRRT. ... RTTRTT ..., and RRTTRRTT. ... No significant dif…
Reinforcement-Test Sequences in Paired-Associate Learning
To obtain evidence as to whether either learning or forgetting occurs on unreinforced trials and to adduce principles of optimal programming of reinforced (R) and test (T) trials, two experiments were planned each having four conditions with different repetitive R-T sequences: RTRT ..., RRTRRT ..., RTTRTT ..., and RRTTRRTT. ... 50 college students in each experiment learned 5 paired associates under each condition. Performance on successive Ts wi…
Backward Association in Paired-Associate Learning
The process of formation of backward association in PAL was investigated: the 50 experimental Ss were tested upon reaching one of the 5 stages of the a-b task. Upon reaching a criterion the first and second members of a pair were reversed and the b-a task followed to a criterion of one perfect trial. The 10 control Ss participated in the b-a task only. Common nouns with equal meaningfulness were used for both members of a pair. The results were: …
Verbal Discrimination Learning
Given both similarities and differences between recognition memory in verbal discrimination learning (VDL) and recall memory in paired-associate learning (PAL), the applicability of the retention interval model (12) formulated in PAL to VDL was examined in three experiments using nonsense syllables, two-digit numbers, and words, under both anticipation and study-test methods, with massed practice, as well as with spaced practice. A total of 240 m…
Proactive versus Retroactive Interference in Recognition Memory
A recognition task situation was analyzed in terms of the individual items in an attempt to formulate a more comprehensive explanatory concept re the controlling effects of proactive vs. retroactive interferences, for which both evidence and interpretations have been inconsistent. By manipulating sublists, proactive and retroactive events were systematically varied, with three types of materials: CVC nonsense syllables, two-digit numbers, and wor…
The Identity Model and Factors Controlling the Superiority of the Study-Test Method Over the Anticipation Method
Short-term memory (STM) and long-term memory (LTM) components are assumed to overlap in such a way that the response reflects predominantly STM components in short retention intervals but LTM ones in long retention intervals. Based on the STM and LTM overlap hypothesis, the identity model postulates that basic processes per study, test, and intervening study and test events as well as intercycle intervals, respectively, are the same for both anti…
Backward Association in Paired-Associate Learning
The process of formation of backward association in PAL was investigated: the 50 experimental Ss were tested upon reaching one of the 5 stages of the a-b task. Upon reaching a criterion the first and second members of a pair were reversed and the b-a task followed to a criterion of one perfect trial. The 10 control Ss participated in the b-a task only. Common nouns with equal meaningfulness were used for both members of a pair. The results were: …
Reinforcement-Test Sequences in Paired-Associate Learning
To obtain evidence as to whether either learning or forgetting occurs on unreinforced trials and to adduce principles of optimal programming of reinforced (R) and test (T) trials, two experiments were planned each having four conditions with different repetitive R-T sequences: RTRT ..., RRTRRT ..., RTTRTT ..., and RRTTRRTT. ... 50 college students in each experiment learned 5 paired associates under each condition. Performance on successive Ts wi…
Effects of Meaningfulness and Familiarization Upon Backward Associations in Paired-Associate Learning
Three paired-associate learning (PAL) experiments were conducted with Japanese learning materials and Japanese Ss. Backward associations were tested at various stages of a-b learning. With noun-pairs, backward associations were superior to forward early in learning, but in later stages they were 85%-92% as strong as forward associations. With nonsense syllable-and familiarized nonsense syllable-pairs, backward associations, always significantly i…
Mixed- versus Unmixed-List Designs in Paired-Associate Learning
Investigations of a new experimental variable from the arrangements of reinforcements (R) and tests (T) in paired-associate learning were furthered by a 2 × 2 × 2 factorial experimental design: 64 college students learned two lists of 12 pairs, one with unmixed list (Exp. I) and the other with mixed list (Exp. II). Four repetitive experimental sequences in each experiment were RTRT ..., RRTRRT. ... RTTRTT ..., and RRTTRRTT. ... No significant dif…
Effects of Reinforcement, Neutral and Test Trials upon Paired-Associate Acquisition and Retention
3 experiments, with 185 college students, were conducted under three types of basic repetitive acquisition sequences: (1) massed condition with successive reinforcement (R) trials, (2) spaced conditions with neutral ( N) trials between the Rs, and (3) conditions with these Ns replaced by test (T) trials. Although no changes occurred in response probabilities over two and four successive Ts, over-all learning was greatly facilitated by the occurre…
Theoretical and Empirical Performance Differences Between Anticipation and Study-Test Methods
The retention interval has become a critical factor in explaining inconsistent results in relative differences between anticipation and study-test methods. The retention interval in paired-associate (and verbal discrimination) learning consists of two qualitatively different components: Types I (rest, intercycle) and II (work, intervening events) intervals. To determine relative effects of the two components, six sets of comparisons were made of …
A Test of the Retention Interval Hypothesis With a Constant Item Presentation Order
The retention interval hypothesis was examined under constant and random item presentation orders re performance differences between the study-test (reinforcement-test, RT) and anticipation methods. The retention interval hypothesis predicts either superior or equal performances under the study-test method vis-à-vis the anticipation method under a constant presentation order, in a manner similar to that under the random one, from short-term memor…
Discrete Normative Associations of Selected Words
Unlike word frequency counts—e.g., Thorndike and Lorge—or nonsense syllable norms, the total number of different words scaled in extant norms with free associations is limited, although some words were repeatedly scaled. In order to remedy this situation and broaden the word pool for future research, a new norm for 48 words was obtained by means of free associations in the present study (N = 58 men and women undergraduate students in psychology).…
Toward a Comprehensive Theory of Variable Performance Differences and Differential Spaced Practice Effects Between Anticipation and Study-Test Methods
Given the list design, two elusive puzzles persisted for decades: (a) negative spaced practice effects in verbal learning, and (b) inconsistent results in comparing anticipation and study-test methods. Both mysteries may be approached by investigating effects of the retention interval, consisting of two components: Types I (intercycle, rest) and II (work, intervening events) intervals. To this end, three paired-associate learning experiments usin…
Verbal Discrimination Learning
Given both similarities and differences between recognition memory in verbal discrimination learning (VDL) and recall memory in paired-associate learning (PAL), the applicability of the retention interval model (12) formulated in PAL to VDL was examined in three experiments using nonsense syllables, two-digit numbers, and words, under both anticipation and study-test methods, with massed practice, as well as with spaced practice. A total of 240 m…
Congruency, Scoring Method, and Encoding Specificity in Cued Recall
With the use of the congruity dimension as defined by association values (semantic similarity), encoding specificity was examined in cued recall situations. One hundred twenty-eight undergraduates of both sexes learned 24 target words in an experiment run under a 2 × 2 × 2 factorial design, with two input and two output variations (congruous vs. incongruous, respectively) and two retention intervals (0- vs. 30-minute retention intervals). Congrui…
Empirical Examinations of the Retention Interval Hypothesis
A consequence of learning a difficult list is that the gain per study trial (learning rate) is small. In this case, then, critical items that enter short-term memory after a study event are expected to be few in number. In such a situation, the retention interval hypothesis formulated to account for both superior and equal performances under the study-test method vis-à-vis the anticipation method predicts little difference between the methods. Si…
Proactive versus Retroactive Interference in Recognition Memory
A recognition task situation was analyzed in terms of the individual items in an attempt to formulate a more comprehensive explanatory concept re the controlling effects of proactive vs. retroactive interferences, for which both evidence and interpretations have been inconsistent. By manipulating sublists, proactive and retroactive events were systematically varied, with three types of materials: CVC nonsense syllables, two-digit numbers, and wor…
The retention interval model
The retention interval model was formulated to account for variable performance differences between anticipation and study-test item presentation methods on the basis of differential and equal individual retention intervals, consisting of the intercycle (rest) interval and intervening study and test events of other items (work intervals). An experiment was conducted under both methods with massed and spaced practice. The study-test method outperf…
Order Learning and Item Presentation Method
Experiment 1 (N = 60) and Experiment 2 (N = 60) examined the learning of item and order information in serial learning (SL) with constant total time, under the study-test, anticipation, and modified anticipation methods with study (S) and test (T) events of an anticipation exposure operationally separated. Both acquisition and serial position effects based only on item learning differed little among the methods. However, both effects based on the…
Quantitative Tests of the Retention Interval Model
The retention interval model (Izawa, 1981), formulated to explain quantitative performance differences between anticipation and study-test item-presentation methods, was examined through three experiments, each conducted with massed practice with no intercycle intervals and with two levels of spaced practice using 30- and 100-sec intercycle intervals, respectively. In spite of the fact that an extremely restricted parameter-estimation method was …
The Generality of the Retention Interval Model
Elaborations and refinements were made for core constructs of the retention interval (RI) model that specified a major difference between anticipation and study-test methods to be short-term memory (STM) processes in differential retention intervals. Subsequent developments reinforce the model and suggest that basic processes per each type of event are, respectively, the same for both methods (except for quantitatively differential retention inte…
Auditory information processing and its method of presentation
The encoding or learning difficulty variable was found to differentiate two theories concerning the relative efficacy of auditory item information presentation methods, anticipation vs. study-test. Barch and Levine (1967) expect superiority of the anticipation method when stimulus encoding is difficult, but that of the study-test method when it is easy (the encoding position). The retention interval model (Izawa, 1981c), however, predicts that th…
The Identity Model and Factors Controlling the Superiority of the Study-Test Method Over the Anticipation Method
Short-term memory (STM) and long-term memory (LTM) components are assumed to overlap in such a way that the response reflects predominantly STM components in short retention intervals but LTM ones in long retention intervals. Based on the STM and LTM overlap hypothesis, the identity model postulates that basic processes per study, test, and intervening study and test events as well as intercycle intervals, respectively, are the same for both anti…
Human Learning and Memory
This text celebrates the fourth Tsukuba International Conference on Memory (Tic4) held in January of 2003, by setting forth productive directions for memory researchers and human learning theorists around the world. It presents fascinating perspectives on progress, and future prospects for models, theories, and hypotheses authors developed, including several new, never published experimental results. Contributors include the winner of the 1997 U.…
Psychology (20 works) · Cognitive psychology (15 works) · Mathematics (15 works) · Computer Science (13 works) · Artificial Intelligence (12 works) · Artificial Intelligence (12 works) · Developmental psychology (9 works) · Visual and Cognitive Learning Processes (9 works) · Social Psychology (8 works) · Statistics (8 works)