Instrumental inferences using an implicit memory test

HIDETSUGU TAJIKA; ATSUSHI TANIGUCHI

doi:10.4992/psycholres1954.37.21

HIDETSUGU TAJIKA, ATSUSHI TANIGUCHI

Author information

Keywords: instrumental inferences, word stem completion test, free recall test, cued recall test, priming effects

JOURNAL FREE ACCESS

1995 Volume 37 Issue 1 Pages 21-28

DOI https://doi.org/10.4992/psycholres1954.37.21

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Published: February 21, 1995 Received: September 20, 1993 Available on J-STAGE: February 24, 2009 Accepted: May 09, 1994 Advance online publication: - Revised: -
Correction information
Date of correction: February 24, 2009 Reason for correction: - Correction: ABSTRACT Details: Wrong : The purposes of this study were to confirm the occurrence of instrumental inferences using an implicit memory test and extend the results of Whitney and Williams-Whitney (1990). One hundred and two college students were assigned to each of six groups. According to each of three learning instruction groups, a subject read and memonied sentences. After studying, each subject ssas first given a word stem completion test and then a free recall test or a cued recall test. The word stem completion test consisted of related (targets) and unrelated words. Results showed that (a) a significant amount of priming was obtained in each group, (b) an interaction between learning instruction and relatedness of words was significant, that is, subjects who generated instruments produced related words more frequently but there was no difference in unrelated words, and (c) subjects performed better on the cued recall test. These results suggest that subjects draw instrumental inferences during reading.
Right : The purposes of this study were to confirm the occurrence of instrumental inferences using an implicit memory test and extend the results of Whitney and Williams-Whitney (1990). One hundred and two college students were assigned to each of six groups. According to each of three learning instruction groups, a subject read and memorized sentences. After studying, each subject was first given a word stern completion test and then a free recall test or a cued recall test. The word stem completion test consisted of related (targets) and unrelated words. Results showed that (a) a significant amount of priming was obtained in each group, (b) an interaction between learning instruction and relatedness of words was significant, that is, subjects who generated instruments produced related words more frequently but there was no difference in unrelated words, and (c) subjects performed better on the cued recall test. These results suggest that subjects draw instrumental inferences during reading.

Date of correction: February 24, 2009 Reason for correction: - Correction: AFFILIATION Details: Wrong :
1) Department of Psycholotogy, Aichi University of Education
2) Chubu Women's Junior College

Right :
1) Department of Psychology, Aichi University of Education
2) Chubu Women's Junior College

Date of correction: February 24, 2009 Reason for correction: - Correction: CITATION Details: Wrong : Corbett, A. T., & Dosher, B. A. 1978 Instrument inferences in sentence encoding. Journal of Verbal Learning and Verbal Behavior, 17, 479-491.
Dosher, B. A., & Corbett. A. T. 1982 Instrument inferences and verb schemata. Memory & Cognition. 10. 531-539.
Graf, P., & Schacter. D. L. 1985 Implicit and explicit memory for new associations in normal and amnesic subjects. Journal of Experimental Psychology: Learning. Memory, and Cognition, 11. 501-518.
Keenan, J. M., Golding. J. M., Potts, G. R., Jennings, T. M., & Aman. C. J. 1990a Methodological issues in evaluating the occurrence of inferences. In A. C. Graesser & G. H. Bower (Eds.), The psychology of learning and motivation. Vol. 25. San Diego: Academic Press. Pp. 295-312.
Keenan, J. M., Potts. G. R., Golding, J. M., & Jennings, T. M. 1990b Which elaborative inferences are drawn during reading?: A question of methodologies. In D. A. Balota & G. B. F. d'Arcais & K. Rayner (Eds.), Comprehension processes in reading. Hillsdale, NJ: Lawrence Erlbaum Associates. Pp. 377-402.
McKoon, G., & Ratcliff, R. 1981 The comprehension processes and memory structures involved in instrumental inferences. Journal of Verbal Learning and Verhal Behavior, 20, 271-286.
McKoon, G., & Ratcliff, R. 1989 Assessing the occurrence of elahorative inference with recognition: Compatibility checking vs, compound cue theory. Journal of Memory and Language, 28, 547-563.
McKoon, G., & Ratcliff, R. 1992 Inference during reading. Psychological Review, 99, 440-466.
Paris, S. G., & Lindauer, B. K. 1976 The role of inference in children's comprehension and memory for stories. Cognitive Psychology, 8, 217-227.
Richardson-Klavehn, A., & Bjork. R. A. 1988 Measures of memory. Annual Review of Psychology, 39, 475-543.
Roediger, H. L. 1990 Implicit memory: Retention without remembering. American Psychologist, 45, 1043-1056.
Schacter, D. L. 1987 Implicit memory: History and current status. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 501-518.
Whitney. P. 1986 Processing category terms in context. Instantiations as inferences. Memory & Cognition, 14, 39-48.
Whitney, P., & Williams-Whitney, D. 1990 Toward a contextualist view of eleborative inferences. In A. C. Graesser & G. H. Bower (Eds.), The psychology of learning and motivation. Vol. 25. San Diego: Academic Press. Pp. 279-293.

Right : Corbett, A. T., & Dosher, B. A. 1978 Instrument inferences in sentence encoding. Journal of Verbal Learning and Verbal Behavior, 17, 479-491.
Dasher, B. A. & Corbett. A. T. 1982 Instrument inferences and verb schemata. Memory & Cognition, 10, 531-539.
Graf, P., & Schacter. D. L. 1985 Implicit and explicit memory for new associations in nomsal and amnesic subjects. Journal of Experimental Psychologv: Learning, Memory, and Cognition, 11.501-518.
Keenan, J. M., Golding, J. M., Potts, G. R., Jennings, T. M., & Aman, C. J. 1990a Methodological issues in evaluating the occurrence of inferences. In A. C. Graesser & G. H. Bower (Eds.), The psychology of learning and motivation. Vol.25. San Diego: Academic Press. Pp.295-312.
Keenan, J. M., Potts, G. R., Golding, J. M., & Jennings, T. M. I990h Which elaborative inferences are drawn during reading?:.A question of methodologies. In D. A. Balota & G. B. F. d' Arcais & K. Rayner (Eds.), Comprehension processes in reading. Hillsdale, NJ: Lawrence Erlbaum Associates. Pp.377-402.
McKoon, G., & Ratcliff, R. 1981 The comprehension processes and memory structures involved in instrumental inferences. Journal of Verbal Learning and Verbal Behavior, 20, 271-286.
McKoon, G., & Ratcliff, R. 1989 Assessing the occurrence of elaborative inference with recognition: Compatibility checking vs. compound cue theory. Journal of Memory and Language, 28, 547-563.
McKoon, G. & Ratcliff, R. 1992 Inference during reading. Psychological Review, 99, 440-466.
Paris, S. G., & Lindauer, B. K. 1976 The role of inference in children's comprehension and memory for stories. Cognitive Psychology, 8, 217-227.
Richardson-Klavehn, A., & Bjork, R. A. 1988 Measures of memory. Annual Review of Psychology, 39, 475-543.
Roediger, H. L. 1990 Implicit memory: Retention without remembering. American Psychologist, 45, 1043-1056.
Schacter, D. L. 1987 Implicit memory: History and current status. Journal of Experimental P.sychologv: Learning, Memory, and Cognition, 13, 501-518.
Whitney, P. 1986 Processing category terms in context: Instantiations as inferences. Memory & Cognition, 14, 39-48.
Whitney, P., & Williams-Whitney, D. 1990 Toward a contextualist view of eleborative inferences. In A. C. Graesser & G. H. Bower (Eds.), The psychology of learning and motivation. Vol.25. San Diego: Academic Press. Pp.279-293.

Date of correction: February 24, 2009 Reason for correction: - Correction: PDF FILE Details: -

Date of correction: February 24, 2009 Reason for correction: - Correction: ABSTRACT Details: Wrong : The purposes of this study were to confirm the occurrence of instrumental inferences using an implicit memory test and extend the results of Whitney and Williams-Whitney (1990). One hundred and two college students were assigned to each of six groups. According to each of three learning instruction groups, a subject read and memorized sentences. After studying, each subject was first given a word stern completion test and then a free recall test or a cued recall test. The word stem completion test consisted of related (targets) and unrelated words. Results showed that (a) a significant amount of priming was obtained in each group, (b) an interaction between learning instruction and relatedness of words was significant, that is, subjects who generated instruments produced related words more frequently but there was no difference in unrelated words, and (c) subjects performed better on the cued recall test. These results suggest that subjects draw instrumental inferences during reading.
Right : The purposes of this study were to confirm the occurrence of instrumental inferences using an implicit memory test and extend the results of Whitney and Williams-Whitney (1990). One hundred and two college students were assigned to each of six groups. According to each of three learning instruction groups, a subject read and memorized sentences. After studying, each subject was first given a word stem completion test and then a free recall test or a cued recall test. The word stem completion test consisted of related (targets) and unrelated words. Results showed that (a) a significant amount of priming was obtained in each group, (b) an interaction between learning instruction and relatedness of words was significant, that is, subjects who generated instruments produced related words more frequently but there was no difference in unrelated words, and (c) subjects performed better on the cued recall test. These results suggest that subjects draw instrumental inferences during reading.

Date of correction: February 24, 2009 Reason for correction: - Correction: CITATION Details: Wrong : Corbett, A. T., & Dosher, B. A. 1978 Instrument inferences in sentence encoding. Journal of Verbal Learning and Verbal Behavior, 17, 479-491.
Dasher, B. A. & Corbett. A. T. 1982 Instrument inferences and verb schemata. Memory & Cognition, 10, 531-539.
Graf, P., & Schacter. D. L. 1985 Implicit and explicit memory for new associations in nomsal and amnesic subjects. Journal of Experimental Psychologv: Learning, Memory, and Cognition, 11.501-518.
Keenan, J. M., Golding, J. M., Potts, G. R., Jennings, T. M., & Aman, C. J. 1990a Methodological issues in evaluating the occurrence of inferences. In A. C. Graesser & G. H. Bower (Eds.), The psychology of learning and motivation. Vol.25. San Diego: Academic Press. Pp.295-312.
Keenan, J. M., Potts, G. R., Golding, J. M., & Jennings, T. M. I990h Which elaborative inferences are drawn during reading?:.A question of methodologies. In D. A. Balota & G. B. F. d' Arcais & K. Rayner (Eds.), Comprehension processes in reading. Hillsdale, NJ: Lawrence Erlbaum Associates. Pp.377-402.
McKoon, G., & Ratcliff, R. 1981 The comprehension processes and memory structures involved in instrumental inferences. Journal of Verbal Learning and Verbal Behavior, 20, 271-286.
McKoon, G., & Ratcliff, R. 1989 Assessing the occurrence of elaborative inference with recognition: Compatibility checking vs. compound cue theory. Journal of Memory and Language, 28, 547-563.
McKoon, G. & Ratcliff, R. 1992 Inference during reading. Psychological Review, 99, 440-466.
Paris, S. G., & Lindauer, B. K. 1976 The role of inference in children's comprehension and memory for stories. Cognitive Psychology, 8, 217-227.
Richardson-Klavehn, A., & Bjork, R. A. 1988 Measures of memory. Annual Review of Psychology, 39, 475-543.
Roediger, H. L. 1990 Implicit memory: Retention without remembering. American Psychologist, 45, 1043-1056.
Schacter, D. L. 1987 Implicit memory: History and current status. Journal of Experimental P.sychologv: Learning, Memory, and Cognition, 13, 501-518.
Whitney, P. 1986 Processing category terms in context: Instantiations as inferences. Memory & Cognition, 14, 39-48.
Whitney, P., & Williams-Whitney, D. 1990 Toward a contextualist view of eleborative inferences. In A. C. Graesser & G. H. Bower (Eds.), The psychology of learning and motivation. Vol.25. San Diego: Academic Press. Pp.279-293.

Right : Corbett, A. T., & Dosher, B. A. 1978 Instrument inferences in sentence encoding. Journal of Verbal Learning and Verbal Behavior, 17, 479-491.
Dosher, B. A.& Corbett. A. T. 1982 Instrument inferences and verb schemata. Memory & Cognition, 10, 531-539.
Graf, P., & Schacter. D. L. 1985 Implicit and explicit memory for new associations in normal and amnesic subjects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11.501-518.
Keenan, J. M., Golding, J. M., Potts, G. R., Jennings, T. M., & Aman, C. J. 1990a Methodological issues in evaluating the occurrence of inferences. In A. C. Graesser & G. H. Bower (Eds.), The psychology of learning and motivation. Vol.25. San Diego: Academic Press. Pp.295-312.
Keenan, J. M., Potts, G. R., Golding, J. M., & Jennings, T. M. 1990b Which elaborative inferences are drawn during reading?:.A question of methodologies. In D. A. Balota & G. B. F. d' Arcais & K. Rayner (Eds.), Comprehension processes in reading. Hillsdale, NJ: Lawrence Erlbaum Associates. Pp.377-402.
McKoon, G., & Ratcliff, R. 1981 The comprehension processes and memory structures involved in instrumental inferences. Journal of Verbal Learning and Verbal Behavior, 20, 271-286.
McKoon, G., & Ratcliff, R. 1989 Assessing the occurrence of elaborative inference with recognition: Compatibility checking vs. compound cue theory. Journal of Memory and Language, 28, 547-563.
McKoon, G.& Ratcliff, R. 1992 Inference during reading. Psychological Review, 99, 440-466.
Paris, S. G., & Lindauer, B. K. 1976 The role of inference in children's comprehension and memory for stories. Cognitive Psychology, 8, 217-227.
Richardson-Klavehn, A., & Bjork, R. A. 1988 Measures of memory. Annual Review of Psychology, 39, 475-543.
Roediger, H. L. 1990 Implicit memory: Retention without remembering. American Psychologist, 45, 1043-1056.
Schacter, D. L. 1987 Implicit memory: History and current status. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 501-518.
Whitney, P. 1986 Processing category terms in context: Instantiations as inferences. Memory & Cognition, 14, 39-48.
Whitney, P., & Williams-Whitney, D. 1990 Toward a contextualist view of eleborative inferences. In A. C. Graesser & G. H. Bower (Eds.), The psychology of learning and motivation. Vol.25. San Diego: Academic Press. Pp.279-293.

Abstract

The purposes of this study were to confirm the occurrence of instrumental inferences using an implicit memory test and extend the results of Whitney and Williams-Whitney (1990). One hundred and two college students were assigned to each of six groups. According to each of three learning instruction groups, a subject read and memorized sentences. After studying, each subject was first given a word stem completion test and then a free recall test or a cued recall test. The word stem completion test consisted of related (targets) and unrelated words. Results showed that (a) a significant amount of priming was obtained in each group, (b) an interaction between learning instruction and relatedness of words was significant, that is, subjects who generated instruments produced related words more frequently but there was no difference in unrelated words, and (c) subjects performed better on the cued recall test. These results suggest that subjects draw instrumental inferences during reading.

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