Abstract
Describing memory for a nonverbal perceptual stimulus can impair recognition. Thisverbal overshadowing effect may occur when perceptual expertise exceeds verbal expertise, but previous evidence for this hypothesis has been strictly correlational. We conducted two experiments, exploring the relation between expertise and verbal overshadowing by manipulating perceptual and conceptual knowledge. Participants received perceptual training (categorizing mushrooms), conceptual training (lecture), or no training, then viewed a mushroom and described it or not. A recognition test followed. In Experiment 1, perceptual training increased susceptibility to verbalization relative to the no training condition. However, conceptual training did not insulate individuals from the verbal overshadowing effect. Experiment 2 was modified to enhance both forms of training. It replicated the finding that perceptual training increases vulnerability to verbal overshadowing, and indicated that, when sufficiently emphasized, verbalization may be useful following conceptual training. The results demonstrate the role that different forms of learning and expertise may play in mediating language influences on recognition memory.
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This work was based on a dissertation conducted by J.M.M. under the supervision of J.W.S. J.M.M. gratefully acknowledges dissertation support from the University of Pittsburgh Office of Graduate Studies and awards from the American Psychological Foundation and the American Psychological Society Student Caucus Student Research Competition. Hank Mashburn provided expert guidance in developing the mushroom training materials. John Kulas, Michael Anderson, Kathy Pezdek, and an anonymous reviewer offered insightful critiques and suggestions. Portions of this paper have been presented in poster and talk formats at the annual conventions of the American Psychological Society (1999) and the Midwestern Psychological Association (2001).
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Melcher, J.M., Schooler, J.W. Perceptual and conceptual training mediate the verbal overshadowing effect in an unfamiliar domain. Memory & Cognition 32, 618–631 (2004). https://doi.org/10.3758/BF03195853
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DOI: https://doi.org/10.3758/BF03195853