{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/42244"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/42244","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Just a reminder: Reminding influences understanding","abstract":"Remindings have been shown to play an important role in concept learning, problem solving by analogy, and basic memory phenomena such as the spacing effect. However, little research has addressed their role in interpretation and understanding. The current experiment explores that possibility by testing whether reminding caused by semantic and contextual cues can bias the interpretation of homographs. Subjects were shown a list of words that included homographs and cue words related to a non-dominant meaning of each homograph. For each word, they wrote a sentence that was scored to assess how they interpreted the ambiguous homograph. In the same condition, the cue appeared several trials prior to the homograph, and they shared a common background image. In the different condition, the cue appeared before the homograph, but the two words were presented on different background images. The reverse condition, in which the cue appeared after the homograph, served as a baseline. The biasing effect of cue words, as revealed by a non-dominant interpretation of homographs, was higher in the same condition than in the different or reverse conditions. Additionally, non-dominant interpretation in the same condition was significantly higher when the background image was correctly recognized as having been previously seen. These findings suggest that remindings caused by a combination of semantic and visual cues can influence word interpretation and understanding more generally.","abstract_html":"Remindings have been shown to play an important role in concept learning, problem solving by analogy, and basic memory phenomena such as the spacing effect. However, little research has addressed their role in interpretation and understanding. The current experiment explores that possibility by testing whether reminding caused by semantic and contextual cues can bias the interpretation of homographs. Subjects were shown a list of words that included homographs and cue words related to a non-dominant meaning of each homograph. For each word, they wrote a sentence that was scored to assess how they interpreted the ambiguous homograph. In the same condition, the cue appeared several trials prior to the homograph, and they shared a common background image. In the different condition, the cue appeared before the homograph, but the two words were presented on different background images. The reverse condition, in which the cue appeared after the homograph, served as a baseline. The biasing effect of cue words, as revealed by a non-dominant interpretation of homographs, was higher in the same condition than in the different or reverse conditions. Additionally, non-dominant interpretation in the same condition was significantly higher when the background image was correctly recognized as having been previously seen. These findings suggest that remindings caused by a combination of semantic and visual cues can influence word interpretation and understanding more generally.","abstract_has_math":false,"creators":["Braverman, Michael"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Ross, Brian H.","Benjamin, Aaron S."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-02-03T19:29:03Z","date_published":"2013-02-03T19:29:03Z","updated_at":"2026-07-22T22:25:33Z","subjects":["reminding","explicit memory","spacing effect","study-phase retrieval","understanding"],"languages":["en"],"rights":["Copyright 2012 Michael Braverman"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/42244","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ross, Brian H.","Benjamin, Aaron S."]},{"key":"dc:creator","label":"Author","values":["Braverman, Michael"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2013-02-03T19:29:03Z","2012-12"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["reminding","explicit memory","spacing effect","study-phase retrieval","understanding"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2012 Michael Braverman"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/42244"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Remindings have been shown to play an important role in concept learning, problem solving by analogy, and basic memory phenomena such as the spacing effect. However, little research has addressed their role in interpretation and understanding. The current experiment explores that possibility by testing whether reminding caused by semantic and contextual cues can bias the interpretation of homographs. Subjects were shown a list of words that included homographs and cue words related to a non-dominant meaning of each homograph. For each word, they wrote a sentence that was scored to assess how they interpreted the ambiguous homograph. In the same condition, the cue appeared several trials prior to the homograph, and they shared a common background image. In the different condition, the cue appeared before the homograph, but the two words were presented on different background images. The reverse condition, in which the cue appeared after the homograph, served as a baseline. The biasing effect of cue words, as revealed by a non-dominant interpretation of homographs, was higher in the same condition than in the different or reverse conditions. Additionally, non-dominant interpretation in the same condition was significantly higher when the background image was correctly recognized as having been previously seen. These findings suggest that remindings caused by a combination of semantic and visual cues can influence word interpretation and understanding more generally.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2012-09-24T21:27:51Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 1 Braverman_Michael.pdf: 715014 bytes, checksum: d1e12d19cb730f93f1d62d2c4bcc5855 (MD5)","Made available in DSpace on 2013-02-03T19:29:03Z (GMT). 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For each word, they wrote a sentence that was scored to assess how they interpreted the ambiguous homograph. In the same condition, the cue appeared several trials prior to the homograph, and they shared a common background image. In the different condition, the cue appeared before the homograph, but the two words were presented on different background images. The reverse condition, in which the cue appeared after the homograph, served as a baseline. The biasing effect of cue words, as revealed by a non-dominant interpretation of homographs, was higher in the same condition than in the different or reverse conditions. Additionally, non-dominant interpretation in the same condition was significantly higher when the background image was correctly recognized as having been previously seen. 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