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Semantic satiation is a psychological phenomenon in which repetition causes a word or phrase to temporarily lose meaning for the listener, [1] who then perceives the speech as repeated meaningless sounds. Extended inspection or analysis (staring at the word or phrase for a long time) in place of repetition also produces the same effect.
This is a disorder in which the meaning of words becomes lost. In patients with semantic anomia, a naming deficit is accompanied by a recognition deficit. Thus, unlike patients with word selection anomia, patients with semantic anomia are unable to select the correct object from a group of objects, even when provided with the name of the target ...
The tip of the tongue phenomenon was first described as a psychological phenomenon in the text The Principles of Psychology by William James (1890), although he did not label it as such. [7] Sigmund Freud also discussed unconscious psychological factors, such as unconscious thoughts and impulses that might cause forgetting familiar words. [14]
Articulatory suppression is the process of inhibiting memory performance by speaking while being presented with an item to remember. Most research demonstrates articulatory suppression by requiring an individual to repeatedly say an irrelevant speech sound out loud while being presented with a list of words to recall shortly after.
Forgetting or disremembering is the apparent loss or modification of information already encoded and stored in an individual's short or long-term memory.It is a spontaneous or gradual process in which old memories are unable to be recalled from memory storage.
For example, experiments have shown that if a research participant is presented with the words: bed rest awake tired dream wake snooze snore nap yawn drowsy, there is a high likelihood that the participant will falsely recall that the word sleep was in the list of words. These results show a significant illusion in memory, in which people ...
[66] [67] In the classic intentional forgetting paradigm, participants are shown a list of words, but are instructed to remember certain words while forgetting others. Later, when tested on their memory for all of the words, recall and recognition is typically worse for the deliberately forgotten words. [ 68 ]
For instance, retrieval of one meaning for a word (e.g. the verb meaning of the word sock) will tend to inhibit the dominant meaning of that word (e.g. the noun meaning of sock). [15] In 1995, Anderson and Spellman conducted a three-phase study using their retrieval-induced forgetting model to demonstrate unlearning as inhibition. [16]