Norms for Familiarity, Concreteness, Valence, Arousal, Wordlikeness, and Recall Accuracy for Swahili–Portuguese Word Pairs

Normative studies are common in cognitive psychology because they allow us to estimate with more precision the attributes of the stimuli used in empirical studies. The studies reported here had four aims. The first three aims were to obtain estimates for (a) familiarity, concreteness, valence, and arousal for a single set of words in Brazilian Portuguese; (b) wordlikeness (similarity to Portuguese) of a set of foreign words (Swahili); and (c) recall accuracy of Swahili–Portuguese word pairs in a multitrial learning task. The fourth aim was to investigate if any of the assessed measures predicts recall accuracy. One-hundred twenty-eight participants took part in one of the three studies. In Studies 1a and 1b, participants judged 80 Portuguese words for familiarity, concreteness, valence, and arousal and 80 corresponding Swahili words for wordlikeness; in Study 2, participants carried out three study–test cycles of a set of Swahili–Portuguese word pairs. Overall, word-attribute estimates were reliable (rs = .94–.98) and participants’ responses had high internal consistency (Cronbach’s α = .84–.98). Moreover, the relative difficulty of word pairs was retained across trials (rs = .65–.88). Although different variables correlated with recall accuracy at different time points, multiple regressions indicate that none of the word-attribute variables predicted recall accuracy across trials. These norms may prove fruitful not only for Brazilian human memory researchers but also for international research teams, as it will enable the development of more controlled cross-cultural studies in this field.

[1]  L. Buratto,et al.  Does Item Difficulty Affect the Magnitude of the Retrieval Practice Effect? An Evaluation of the Retrieval Effort Hypothesis , 2020, The Spanish Journal of Psychology.

[2]  M. E. Dikmans,et al.  Effects of repeated retrieval on keyword mediator use: shifting to direct retrieval predicts better learning outcomes , 2020, Memory.

[3]  R. Sternberg,et al.  The Cambridge Handbook of the Intellectual History of Psychology , 2019 .

[4]  Kit W. Cho,et al.  Normative data for Chinese-English paired associates , 2019, Behavior Research Methods.

[5]  D. G. MacKay,et al.  Relations between emotion, memory encoding, and time perception , 2019, Cognition & emotion.

[6]  Sarah K. Tauber,et al.  The concreteness effect on judgments of learning: Evaluating the contributions of fluency and beliefs , 2016, Memory & Cognition.

[7]  Ashley S. Bangert,et al.  Recall and response time norms for English–Swahili word pairs and facts about Kenya , 2016, Behavior Research Methods.

[8]  Yuchi Zhang,et al.  The Effect of Word Frequency on Judgments of Learning: Contributions of Beliefs and Processing Fluency , 2016, Front. Psychol..

[9]  Goiara Mendonça de Castilho,et al.  Normas de alerta e valência para 908 palavras da Língua Portuguesa , 2013 .

[10]  Ana Paula Couceiro Figueira,et al.  Normas de imaginabilidade, familiaridade e idade de aquisição para 252 nomes comuns , 2013 .

[11]  Katherine A Rawson,et al.  Why is test-restudy practice beneficial for memory? An evaluation of the mediator shift hypothesis. , 2012, Journal of experimental psychology. Learning, memory, and cognition.

[12]  Etienne P LeBel,et al.  Fearing the Future of Empirical Psychology: Bem's (2011) Evidence of Psi as a Case Study of Deficiencies in Modal Research Practice , 2011, Review of General Psychology.

[13]  Katherine A. Rawson,et al.  Why Testing Improves Memory: Mediator Effectiveness Hypothesis , 2010, Science.

[14]  Phillip J. Grimaldi,et al.  Normative multitrial recall performance, metacognitive judgments, and retrieval latencies for Lithuanian—English paired associates , 2010, Behavior research methods.

[15]  A. Norenzayan,et al.  The weirdest people in the world? , 2010, Behavioral and Brain Sciences.

[16]  D. Geeraerts,et al.  Measuring and parameterizing lexical convergence and divergence between European and Brazilian Portuguese , 2010 .

[17]  Katherine A. Rawson,et al.  Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory? , 2009 .

[18]  Jonathan W. Peirce,et al.  PsychoPy—Psychophysics software in Python , 2007, Journal of Neuroscience Methods.

[19]  Goiara Mendonça de Castilho,et al.  Normas de concretude para 909 palavras da língua portuguesa , 2007 .

[20]  Michael J Cortese,et al.  Subjective frequency estimates for 2,938 monosyllabic words , 2001, Memory & cognition.

[21]  J. Dunlosky,et al.  Norms of paired-associate recall during multitrial learning of Swahili-English translation equivalents. , 1994, Memory.

[22]  A. Baddeley,et al.  The influences of number of syllables and wordlikeness on children’s repetition of nonwords , 1991, Applied Psycholinguistics.

[23]  A. Baddeley,et al.  Phonological short-term memory and foreign-language vocabulary learning☆ , 1991 .

[24]  J. R. Landis,et al.  The measurement of observer agreement for categorical data. , 1977, Biometrics.

[25]  Allan Paivio,et al.  A factor-analytic study of word attributes and verbal learning. , 1968 .

[26]  L. Buratto,et al.  Institute of Psychology Department of Basic Psychological Processes Graduate Program in Behavioral Sciences Master’s Thesis The efficacy of retrieval practice in creating stress-resistant memories , 2019 .

[27]  J. Kroll,et al.  Desirable Difficulties in Vocabulary Learning. , 2015, The American journal of psychology.

[28]  Christian Haag Kristensen,et al.  [Brazilian norms for the Affective Norms for English Words]. , 2011, Trends in psychiatry and psychotherapy.

[29]  J. Cunha,et al.  Manual da versão em português das Escalas Beck , 2001 .

[30]  D C Rubin,et al.  Predicting which words get recalled: Measures of free recall, availability, goodness, emotionality, and pronunciability for 925 nouns , 1986, Memory & cognition.