Marianne E Lloyd

• PhD
• Professor (Associate) at Seton Hall University

We tested whether changes in attribution processes could account for the developmental differences observed in how children’s use fluency to guide their memory decisions. Children ranging in age from 4 to 9 years studied a list of familiar or unfamiliar cartoon characters. In Experiment 1 (n = 84), participants completed a recognition test during w...

Scientific advances across a range of disciplines hinge on the ability to make inferences about unobservable theoretical entities on the basis of empirical data patterns. Accurate inferences rely on both discovering valid, replicable data patterns and accurately interpreting those patterns in terms of their implications for theoretical constructs....

The story of Joyce’s birth describes a long, hard labor and the determined commitment and hard work of her mother to have a natural birth. This birth story presents a deeply moving, personal reflection on when cesarean surgery is the right choice even if not the preferred outcome.

There is a wealth of research on self-report and intervention based student study habits. There is also a well-established behavior checklist for master professors (Keeley, Smith, & Buskist, 2006). However, there is little work detailing the techniques used by faculty in assisting their students with exam preparation (Morehead, Rhodes, & DeLozier,...

The revelation effect is a robust phenomenon in episodic memory whereby stimuli that immediately follow a simple cognitive task are more likely to garner positive responses on a variety of memory tests, including autobiographical memory judgments. Six experiments investigated the revelation effect for judgments of past and future events as well as...

Remembering arbitrary associations, such as unrelated word pairs or object-background pairs, appears to depend on recollection (reviewed in Yonelinas, 2002). However, for cases in which the components of an association share pre-existing semantic relations, can familiarity support associative recognition? In two experiments with congruent object-ba...

Previous research has suggested that fluency does not influence memory decisions until ages 7-8. In two experiments (n = 96 and n = 64, respectively), children, aged 4, 6, and 8 years (Experiments 1 and 2), and adults (Experiment 2) studied a list of pictures. Participants completed a recognition test during which each study item was preceded by a...

The impact of a 3-min state mindfulness exercise was investigated in recognition memory performance in order to test if memorial benefits would be found without long-term training. Four experiments (total N = 369) compared the effect of the exercise before encoding versus retrieval. False alarms decreased after a 3-min mindfulness exercise prior to...

Five experiments were conducted to test whether encoding manipulations thought to encourage unitization would affect fluency attribution in associative recognition memory. Experiments 1a and 1b, which utilized a speeded recognition memory test, demonstrated that definitional encoding increased reliance on familiarity during the recognition memory t...

This chapter briefly reviews the body of evidence distinguishing implicit memory from explicit memory and describes the traditional measures associated with each type of memory. It also reviews the literature regarding the development of implicit memory. The chapter focuses on the literature on perceptual and conceptual priming, which comprise the...

Four experiments were conducted to test whether conjunction errors were reduced after pictorial encoding and whether the semantic overlap between study and conjunction items would impact error rates. Across 4 experiments, compound words studied with a single-picture had lower conjunction error rates during a recognition test than those words studie...

This chapter examines the development of one fundamental feature of episodic recollection, namely, the capacity to bind different features of an event into an integrated representation. It distinguishes this capacity from the operation of strategies and other forms of controlled mechanisms that promote and monitor binding operations. It examines th...

Four experiments were conducted to test the impact of having multiple heuristics (distinctiveness and fluency) available during a recognition test. Recent work by Gallo, Perlmutter, Moore, and Schacter (Memory & Cognition 36:461-466, 2008) suggested that fluency effects are reduced when the distinctiveness heuristic can be applied to a recognition...

Imagine the challenges that a 3-year-old child’s memory faces compared to that of an adult: The world is less predictable and the vocabulary is less familiar. Typically developing 3-year-olds are just beginning to harness the vast power of human language, and 3-year-old’s memory skills are only beginning to develop into their adult forms. For insta...

Previous research has suggested that performance for items requiring memory-binding processes improves between ages 4 and 6 (J. Sluzenski, N. Newcombe, & S. L. Kovacs, 2006). The present study suggests that much of this improvement is due to retrieval, as opposed to encoding, deficits for 4-year-olds. Four- and 6-year-old children (N = 48 per age)...

Previous research has shown that illusions of recognition memory based on enhanced perceptual fluency are sensitive to the perceptual match between the study and test phases of an experiment. The results of the current study strengthen that conclusion, as they show that participants will not interpret enhanced perceptual fluency as a sign of recogn...

Two experiments are presented that explore the role of the distinctiveness heuristic (e.g., Schacter, Israel, & Racine, 1999) on rates of conjunction errors as a function of encoding condition. The results of Experiment 1 demonstrate a reliable reduction of conjunction errors when participants study pictures relative to both reading words aloud and...

Two experiments were conducted to investigate the effect of letter location information in recognition memory judgments. The experiments used the recognition without identification paradigm (Peynircioglu, 1990), in which participants first attempt to identify the test item and then make a recognition decision as to whether or not the item was studi...

In five experiments, we investigated the primacy effect in memory for repetitions (DiGirolamo & Hintzman, 1997), the finding that when participants are shown a study list that contains two very similar versions of the same stimulus, memory is biased in the direction of the version that was presented first. In the experiments reported, the generalit...

Four experiments (total N=295) were conducted to determine whether within-modality changes in perceptual form between the study and the test phases of an experiment would moderate the role of the fluency heuristic in recognition memory. Experiment 1 showed that a change from pictures to words reduced the role of fluency in recognition memory. In Ex...

Five experiments investigate whether the attribution of processing fluency to recognition memory depends on the amount of fluency that is expected from targets based on the frequency with which they appeared during an earlier study phase. Subjects studied targets either one or five times and then were given a recognition test that included a primin...

Three experiments investigate whether the influence of perceptual fluency on recognition memory depends on a perceptual match between study and test. The perceptual fluency of recognition test items was enhanced by briefly presenting a prime that matched the subsequent test item. Enhanced perceptual fluency increased positive recognition responses...

Thesis (Ph. D.)--State University of New York at Binghamton, Psychology Department, 2005. Dissertation Abstracts International, Includes bibliographical references (p. 56-63). Reproduction (photocopy):