Citation

Boltz MG. J. Exp. Psychol. Learn. Mem. Cogn. 1992; 18(5): 938-956.

Affiliation

Department of Psychology, Haverford College, Pennsylvania 19041.

Copyright

(Copyright © 1992, American Psychological Association)

DOI

unavailable

PMID

1402718

Abstract

Three experiments examined the incidental remembering of event durations. In each study, Ss engaged in an initial learning phase in which they performed a set of perceptual ratings on events for a varying number of trials. These events consisted of tonal sequences or ecological sounds that varied in their internal structure and ending. Ss were then given a surprise memory task in which they were asked to recognize the duration of each event (Experiments 1 and 3) or extrapolate its completion (Experiment 2). Results showed that in contrast to irregularly timed events, those filled with regularly timed or continuous pitch information yielded high levels of accuracy that increased with greater learning experience. In addition, durations marked by a nonarbitrary ending were more accurately remembered than those marked by an arbitrary ending which, in fact, were misremembered as shorter than their actual duration. These findings are discussed in terms of an approach that emphasizes the role of event structure on perceiving and remembering activities.

Language: en