Gerrit Van Dam
Biographic Data
| ID | 5853774 |
|---|---|
| NAME | Gerrit Van Dam |
| GIVEN NAMES | Gerrit |
| FAMILY NAME | Van Dam |
| SIGNATURE | VAN DAM G |
| AFFILIATIONS | Utrecht University |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1979 |
| LATEST PUBLICATION YEAR | 1991 |
| H-INDEX | 2 |
Effect of Reutilization of Retrieval Cues on Free Recall of a Text
Effect of Reutilization of Retrieval Cues on Free Recall of a Text
Undergraduates, 20 women and 25 men, studied an expository text containing only isolated paragraphs. Each paragraph was accompanied by a potential retrieval cue. During the retention interval experimental subjects received a sentence-completion task or a new learning task in which half of these cues were used again. Processing of interpolated textual materials appeared generally to hamper access to the original text. Moreover, reutilization of cu…
The Influence of Experimenter-Provided Elaborations on Recall of Plot-Irrelevant Paragraphs from a Text
Subjects studied a mixed text (20 paragraphs) of which the odd paragraphs constituted a coherent story and the even (isolated) paragraphs contained plot-irrelevant information. Although plot-irrelevant information tends to be omitted under ordinary conditions of free recall, the results of Experiment 1 showed that recall of this kind of information can be facilitated if the story paragraphs are extended by elaborations that allow the plot-irrelev…
The Influence of Self-Cuing on Recall of a Text Containing Both Plot-Relevant and Plot-Irrelevant Materials
The effect on text recall of explicit self-generation of retrieval cues was investigated in three experiments. In Experiment 1, generation of cues for plotrelevant and plot-irrelevant paragraphs (during learning or at the onset of recall) facilitated recall of irrelevant paragraphs only. In Experiments 2 and 3, generation of cues during learning was carried out with respect to either plot-relevant or plotirrelevant paragraphs. The imposed serial …
The Influence of Self-Generation of Retrieval Cues during Learning or Recall of a Text
When subjects studying a coordinately structured expository text were induced to formulate retrieval cues regarding the distinct paragraphs, access to those paragraphs during later recall appeared to be facilitated. Furthermore, explicit reproduction of the formulated cues at the onset of recall additionally enhanced access to the paragraphs (Experiment 1). Reproduction of retrieval cues at the onset of recall facilitated access to the paragraphs…
Influence of Verbal Embellishment of Paragraphs of a Text on Free Recall and Recognition of Their Gist
Verbal embellishment of half of the paragraphs of an expository text was shown to facilitate free recall of the gist of the embellished ones ( n = 12). However, no significant influence was observed on recognition of statements referring to the gist of the embellished paragraphs ( n = 26). This suggests that embellishment may facilitate access to paragraphs during free recall although the level of processing during learning is not necessarily aff…
The Effects of Self-generated Cues on Recall of the Paragraphs of a Text
A self-generated list of short indications of the paragraphs of a text was shown to subjects to facilitate the retrieval of the text's contents during recall. The results of Experiment 1 indicated that a substantial number of potentially accessible paragraphs failed to be retrieved under ordinary conditions of free recall. Access to some paragraphs appears to have been inhibited progressively by previous, more or less complete, retrieval of the c…
The Influence of Embellishment and Prequestions on Free Recall of a Text
The influence on free recall of the addition of embellishing details to the constituent scenes of a text was studied as a function of the salience of the embellished scenes within the overall content. The relative salience of the scenes that occupied odd- or even-numbered serial positions was varied by introduction of prequestions. In Experiment 1 (n = 52), the effectiveness of the prequestions was tested, in Experiment 2 (n = 48), the presentati…
Influence of Serial Structure of a Facts-Enumerating Text on Free Recall
20 female and 13 male psychology students studied a series of self-contained complexes of information on Egyptian pyramids. Each of three versions was studied by 11 subjects. In Version A the information complexes were presented in random serial order, in Version B this series was structured by insertion of four subtitles, in Version C the serial order was altered to facilitate learning. Serial structures of B- and C-reproductions agreed better w…
The Influence of Selective Extension of Text Length on Free Recall of the Constituent Elements of Information
Two experiments investigated the influence on free recall of the addition of embellishing details to half of the constituent scenes of a text. In experiment 1 (N = 52) Ss studied a narrative text for future free recall. The length of half or all 20 scenes was doubled by addition of embellishing details. Extension of the length of relatively frequently reproduced scenes increased their frequency of recall, while extension of relatively less freque…
The Influence of Extension of Text Size on Free Recall
The influence of the extension of the size of a text on free recall was studied with 52 college students as Ss. When the time available for studying the text was fixed, increasing the number of constituent scenes or increasing the size of the constituent scenes appeared not to influence the total amount of reproduced information. However, these two methods of extension of the learning material had a different effect on the composition of the resu…
The Influence of the Labeling of Pictures of “Borderline Meaningfulness” on Recall and Recognition
An attempt was made to enhance (by means of instruction) the verbal labeling and recall of schematic pictures which uninformed Ss tended to perceive as senseless. Sixty-nine male and female undergraduate students in psychology, about 19 years of age, took part in the experiment. Ss were confronted with 16 schematic pictures half of which referred to a predefined semantical category. In Condition I Ss were informed in advance that some of the pict…
Effects of Incidental Cues on Free Recall of Pictures in Mixed and Unmixed Lists
Free recall of 24 drawings differing in incidental cues, was measured in a mixed- and unmixed-list presentation to male and female undergraduates. In unmixed-list presentation (N = 66) no differences were found. In mixed-list presentation (N = 22) drawings provided with contextual cues were better retained than drawings without these cues, or drawings of objects embellished with extra details. The findings were interpreted as providing evidence f…
The Influence of Extension of Text Size on Free Recall
The influence of the extension of the size of a text on free recall was studied with 52 college students as Ss. When the time available for studying the text was fixed, increasing the number of constituent scenes or increasing the size of the constituent scenes appeared not to influence the total amount of reproduced information. However, these two methods of extension of the learning material had a different effect on the composition of the resu…
The Effects of Self-generated Cues on Recall of the Paragraphs of a Text
A self-generated list of short indications of the paragraphs of a text was shown to subjects to facilitate the retrieval of the text's contents during recall. The results of Experiment 1 indicated that a substantial number of potentially accessible paragraphs failed to be retrieved under ordinary conditions of free recall. Access to some paragraphs appears to have been inhibited progressively by previous, more or less complete, retrieval of the c…
The Influence of Self-Generation of Retrieval Cues during Learning or Recall of a Text
When subjects studying a coordinately structured expository text were induced to formulate retrieval cues regarding the distinct paragraphs, access to those paragraphs during later recall appeared to be facilitated. Furthermore, explicit reproduction of the formulated cues at the onset of recall additionally enhanced access to the paragraphs (Experiment 1). Reproduction of retrieval cues at the onset of recall facilitated access to the paragraphs…
The Influence of Selective Extension of Text Length on Free Recall of the Constituent Elements of Information
Two experiments investigated the influence on free recall of the addition of embellishing details to half of the constituent scenes of a text. In experiment 1 (N = 52) Ss studied a narrative text for future free recall. The length of half or all 20 scenes was doubled by addition of embellishing details. Extension of the length of relatively frequently reproduced scenes increased their frequency of recall, while extension of relatively less freque…
The Influence of the Labeling of Pictures of “Borderline Meaningfulness” on Recall and Recognition
An attempt was made to enhance (by means of instruction) the verbal labeling and recall of schematic pictures which uninformed Ss tended to perceive as senseless. Sixty-nine male and female undergraduate students in psychology, about 19 years of age, took part in the experiment. Ss were confronted with 16 schematic pictures half of which referred to a predefined semantical category. In Condition I Ss were informed in advance that some of the pict…
Effects of Incidental Cues on Free Recall of Pictures in Mixed and Unmixed Lists
Free recall of 24 drawings differing in incidental cues, was measured in a mixed- and unmixed-list presentation to male and female undergraduates. In unmixed-list presentation (N = 66) no differences were found. In mixed-list presentation (N = 22) drawings provided with contextual cues were better retained than drawings without these cues, or drawings of objects embellished with extra details. The findings were interpreted as providing evidence f…
The Influence of Extension of Text Size on Free Recall
The influence of the extension of the size of a text on free recall was studied with 52 college students as Ss. When the time available for studying the text was fixed, increasing the number of constituent scenes or increasing the size of the constituent scenes appeared not to influence the total amount of reproduced information. However, these two methods of extension of the learning material had a different effect on the composition of the resu…
Influence of Serial Structure of a Facts-Enumerating Text on Free Recall
20 female and 13 male psychology students studied a series of self-contained complexes of information on Egyptian pyramids. Each of three versions was studied by 11 subjects. In Version A the information complexes were presented in random serial order, in Version B this series was structured by insertion of four subtitles, in Version C the serial order was altered to facilitate learning. Serial structures of B- and C-reproductions agreed better w…
The Influence of Selective Extension of Text Length on Free Recall of the Constituent Elements of Information
Two experiments investigated the influence on free recall of the addition of embellishing details to half of the constituent scenes of a text. In experiment 1 (N = 52) Ss studied a narrative text for future free recall. The length of half or all 20 scenes was doubled by addition of embellishing details. Extension of the length of relatively frequently reproduced scenes increased their frequency of recall, while extension of relatively less freque…
The Influence of Embellishment and Prequestions on Free Recall of a Text
The influence on free recall of the addition of embellishing details to the constituent scenes of a text was studied as a function of the salience of the embellished scenes within the overall content. The relative salience of the scenes that occupied odd- or even-numbered serial positions was varied by introduction of prequestions. In Experiment 1 (n = 52), the effectiveness of the prequestions was tested, in Experiment 2 (n = 48), the presentati…
Influence of Verbal Embellishment of Paragraphs of a Text on Free Recall and Recognition of Their Gist
Verbal embellishment of half of the paragraphs of an expository text was shown to facilitate free recall of the gist of the embellished ones ( n = 12). However, no significant influence was observed on recognition of statements referring to the gist of the embellished paragraphs ( n = 26). This suggests that embellishment may facilitate access to paragraphs during free recall although the level of processing during learning is not necessarily aff…
The Effects of Self-generated Cues on Recall of the Paragraphs of a Text
A self-generated list of short indications of the paragraphs of a text was shown to subjects to facilitate the retrieval of the text's contents during recall. The results of Experiment 1 indicated that a substantial number of potentially accessible paragraphs failed to be retrieved under ordinary conditions of free recall. Access to some paragraphs appears to have been inhibited progressively by previous, more or less complete, retrieval of the c…
The Influence of Self-Generation of Retrieval Cues during Learning or Recall of a Text
When subjects studying a coordinately structured expository text were induced to formulate retrieval cues regarding the distinct paragraphs, access to those paragraphs during later recall appeared to be facilitated. Furthermore, explicit reproduction of the formulated cues at the onset of recall additionally enhanced access to the paragraphs (Experiment 1). Reproduction of retrieval cues at the onset of recall facilitated access to the paragraphs…
The Influence of Self-Cuing on Recall of a Text Containing Both Plot-Relevant and Plot-Irrelevant Materials
The effect on text recall of explicit self-generation of retrieval cues was investigated in three experiments. In Experiment 1, generation of cues for plotrelevant and plot-irrelevant paragraphs (during learning or at the onset of recall) facilitated recall of irrelevant paragraphs only. In Experiments 2 and 3, generation of cues during learning was carried out with respect to either plot-relevant or plotirrelevant paragraphs. The imposed serial …
The Influence of Experimenter-Provided Elaborations on Recall of Plot-Irrelevant Paragraphs from a Text
Subjects studied a mixed text (20 paragraphs) of which the odd paragraphs constituted a coherent story and the even (isolated) paragraphs contained plot-irrelevant information. Although plot-irrelevant information tends to be omitted under ordinary conditions of free recall, the results of Experiment 1 showed that recall of this kind of information can be facilitated if the story paragraphs are extended by elaborations that allow the plot-irrelev…
Effect of Reutilization of Retrieval Cues on Free Recall of a Text
Effect of Reutilization of Retrieval Cues on Free Recall of a Text
Undergraduates, 20 women and 25 men, studied an expository text containing only isolated paragraphs. Each paragraph was accompanied by a potential retrieval cue. During the retention interval experimental subjects received a sentence-completion task or a new learning task in which half of these cues were used again. Processing of interpolated textual materials appeared generally to hamper access to the original text. Moreover, reutilization of cu…
Cognitive psychology (13 works) · Psychology (13 works) · Recall (13 works) · Free recall (12 works) · Visual and Cognitive Learning Processes (11 works) · Computer Science (9 works) · Reading and Literacy Development (8 works) · Memory Processes and Influences (6 works) · Communication (5 works) · Communication (5 works)