Limits on the role of retrieval cues in memory for actions : Enactment effects in the absence of object cues in the environment

Verb-object phrases (open the umbrella, knock on the table) are usually remembered better if they have been enacted during study (also called subject-performed tasks) than if they have merely been learned verbally (verbal tasks). This enactment effect is particularly pronounced for phrases for which...

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Bibliographic Details
Published in:Memory & cognition 2007-12, Vol.35 (8), p.1841-1853
Main Authors: STEFFENS, Melanie C, BUCHNER, Axel, WENDER, Karl F, DECKER, Claudia
Format: Article
Language:English
Subjects:
Association Learning
Attention
Biological and medical sciences
Cognition & reasoning
Cues
Experiments
Female
Floppy disks
Fundamental and applied biological sciences. Psychology
Human
Humans
Learning. Memory
Male
Memory
Memory, Short-Term
Mental Recall
Pattern Recognition, Visual
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychomotor Performance
Recall
Semantics
Verbal Learning
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Summary:Verb-object phrases (open the umbrella, knock on the table) are usually remembered better if they have been enacted during study (also called subject-performed tasks) than if they have merely been learned verbally (verbal tasks). This enactment effect is particularly pronounced for phrases for which the objects (table) are present as cues in the study and test contexts. In previous studies with retrieval cues for some phrases, the enactment effect in free recall for the other phrases has been surprisingly small or even nonexistent. The present study tested whether the often replicated enactment effect in free recall can be found if none of the phrases contains context cues. In Experiment 1, we tested, and corroborated, the suppression hypothesis: The enactment effect for a given type of phrase (marker phrases) is modified by the presence or absence of cues for the other phrases in the list (experimental phrases). Experiments 2 and 3 replicated the enactment effect for phrases without cues. Experiment 2 also showed that the presence of cues either at study or at test is sufficient for obtaining a suppression effect, and Experiment 3 showed that the enactment effect may disappear altogether if retrieval cues are very salient.
ISSN:0090-502X
1532-5946
DOI:10.3758/BF03192919