Type of Document	Dissertation
Author	Kirk, Elizabeth P.
URN	etd-08192004-105202
Title	How Learning a Mnemonic Structure Influences Attention Demand at Retrieval
Degree	Doctor of Philosophy
Department	Psychology, Department of
Advisory Committee	Advisor Name Title Colleen Kelley Committee Chair Frank Johnson Committee Member Marcy Driscoll Committee Member Neil Charness Committee Member Richard Wagner Committee Member
Keywords	Mnemonic Recall Retrieval Memory Devices
Date of Defense	2003-12-01
Availability	unrestricted
Abstract The studies reported here suggest that elaborative encoding of a well-learned mnemonic structure facilitates effective retrieval by reducing demand for controlled attention. The literature provides conflicting support for how elaborative encoding will influence controlled attention demand at retrieval. Some research indicates that attention demand increases with elaboration level; other studies suggest that elaborative encodings can be retrieved with minimal demand for controlled resources. To investigate this issue, one group was trained to use mnemonic structures and a control group to make anagram solutions and pleasantness ratings. The mnemonic group recalled significantly more words than controls under both full and divided attention when the mnemonic structure was practiced. The mnemonic group also recognized more words when attention was divided, and was generally faster, although the RT difference was significant only for correct rejections. Dividing attention still significantly reduced RT and accuracy on the continuous reaction time secondary task.
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