Threshold Priming in Cued Recall Performance

2011 ◽  
Author(s):  
Geoffrey B. Maddox ◽  
David A. Balota
Keyword(s):  
Recall Performance ◽  
Cued Recall

An Event-Related Potential (ERP) Analysis of Semantic Congruity and Repetition Effects in Sentences

1992 ◽  
Vol 4 (2) ◽  
pp. 132-149 ◽  
Author(s):  
Mireille Besson ◽  
Marta Kutas ◽  
Cyma Van Petten
Keyword(s):  
Word Frequency ◽  
Lexical Processing ◽  
Recall Performance ◽  
Distributed Processing ◽  
Low Frequency ◽  
Cued Recall ◽  
Event Related Potential ◽  
Repetition Effects ◽  
Semantic Congruity ◽  
Open Class

In two experiments, event-related brain potentials (ERPs) and cued-recall performance measures were used to examine the consequences of semantic congruity and repetition on the processing of words in sentences. A set of sentences, half of which ended with words that rendered them semantically incongruous, was repeated either once (eg, Experiment 1) or twice (e.g., Experiment 2). After each block of sentences, subjects were given all of the sentences and asked to recall the missing final words. Repetition benefited the recall of both congruous and incongruous endings and reduced the amplitude and shortened the duration of the N400 component of the ERP more for (1) incongruous than congruous words, (2) open class than closed class words, and (3) low-frequency than high-frequency open class words. For incongruous sentence terminations, repetition increased the amplitude of a broad positive component subsequent to the N400. Assuming additive factors logic and a traditional view of the lexicon, our N400 results indicate that in addition to their singular effects, semantic congruiry, repetition, and word frequency converge to influence a common stage of lexical processing. Within a parallel distributed processing framework, our results argue for substantial temporal and spatial overlap in the activation of codes subserving word recognition so as to yield the observed interactions of repetition with semantic congruity, lexical class, and word frequency effects.

Effects of Types of Elaboration on Children's Memories of a Story: Interaction with Academic Performance

2004 ◽  
Vol 94 (1) ◽  
pp. 291-304
Author(s):  
Hiroshi Toyota
Keyword(s):  
Academic Performance ◽  
Free Recall ◽  
Recall Performance ◽  
Second Graders ◽  
Cued Recall ◽  
The Self ◽  
The Other ◽  
Choice Condition ◽  
Incidental Memory ◽  
Academic Scores

Two experiments compared the effectiveness of three types of elaboration on incidental and intentional memory for a story: self-generated, self-choice, and experimenter-provided elaboration. In Exp. 1, using the incidental memory paradigm, second graders listened to a fantastic story and then, in the self-generated condition, answered a “why” question about a particular topic in the story. In the self-choice condition, they chose one of the alternative answers to the question and in the experimenter-provided condition, judged the appropriateness of each of two provided answers. This was followed by free-recall and cued-recall tests. Subjects were categorized into two groups, good and poor academic achievers in terms of academic scores in four subject matter areas. For good academic achievers, self-choice elaboration led to a better cued recall than the other two elaboration types. The cued-recall performance of poor achievers was not different with the three conditions. In Exp. 2, using the intentional memory paradigm, the subjects intended to learn a different story and then performed the same procedure as Exp. 1. For poor achievers, self-choice elaboration led to a worse free recall than the other elaboration types, but the free recall of good achievers was not significantly different for the three types of elaboration. The results were interpreted as showing that the effects of self-choice elaboration on incidental and intentional memory were correlated with subjects' academic performance.

scholarly journals On the relationship between the rate of learning and retrieval-induced forgetting

2018 ◽  
Author(s):  
Ádám Markója ◽  
Ágnes Szőllősi ◽  
Mihály Racsmány
Keyword(s):  
Memory Effect ◽  
Bayes Factor ◽  
Retrieval Practice ◽  
Recall Performance ◽  
Cued Recall ◽  
Final Recall ◽  
Semantic Categories ◽  
Rate Of Learning ◽  
Induced Forgetting ◽  
Retrieval Session

AbstractA plethora of studies demonstrated that repeated selective retrieval of target items from semantic categories has an adverse memory effect on semantically-related memories, a phenomenon called retrieval-induced forgetting (RIF). However, there is a range of boundary conditions for RIF. For instance, forming interconnections between target and competitors, long-term delay without sleep between practice and final recall, and the form of learning all attenuate the effect of selective practice on the accessibility of semantically-related competitors. The aim of the present research was to investigate the latent general preconditions behind the reductions of RIF. In Experiment 1 participants learned category-exemplar pairs with repeated study or combined study-full test sessions followed by a selective retrieval practice and a full cued-recall test. We found lower difference between performance on the non-practiced items from practiced categories (Rp-) and their baseline from unpracticed categories (Nrp-) suggesting a reduction in retrieval-induced forgetting. However, regression analysis revealed that this was possibly caused by the increased recall performance independently from the presence of an initial full retrieval session. Therefore, in Experiment 2 participants learned the same pairs through a study followed by two study, two test or combined study-test cycles. As the consequence of increased rate of learning we confirmed the complete absence of retrieval-induced forgetting with Bayes factor analysis. Our results suggest that the adverse memory effect of selective retrieval practice shows a non monotonic dependency on the strength of the mnemonic representations.

Study Time Allocation, Retrospective Confidence, Gender, and Recall Performance: Does MemorySelf-Efficacy Matter?

2014 ◽  
Vol 13 (3) ◽  
pp. 392-410 ◽  
Author(s):  
Lacy E. Krueger ◽  
Cristina M. Sifuentes
Keyword(s):  
Time Allocation ◽  
Recall Performance ◽  
Verbal Learning ◽  
Learning Task ◽  
Study Time ◽  
Cued Recall ◽  
Gender Effects ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Study Time Allocation

We examined factors associated with self-regulated learning in a multitrial verbal learning task. Eighty males and 80 females (ages 18–25 years) completed a memory self-efficacy (MSE) questionnaire before being administered a Swahili-English memory task, in which participants received an unlimited amount of time to study each translation and complete cued recall tests across three study-test trials. We hypothesized that MSE, gender, and subsequent study time allocation (STA) based on prior recall performance and retrospective confidence judgments (RCJs) would be related to memory performance. There were gender differences in recall rates on subsequent trials, but no other gender effects were observed. Our results suggested that general beliefs about memory capabilities (MSE), control processes (STA), and monitoring processes (RCJs) are related to recall performance in a multitrial self-regulated learning task, and that the influence of these variables differs by recall trial and whether individuals are in more extreme MSE groups.

scholarly journals Investigating the Interaction of Direct and Indirect Relation on Memory Judgments and Retrieval

2017 ◽  
Author(s):  
Nicholas P. Maxwell ◽  
Erin Michelle Buchanan
Keyword(s):  
Cognitive Processes ◽  
Recall Performance ◽  
Cued Recall ◽  
Distractor Task ◽  
Interactive Relationship ◽  
Two Measures ◽  
Indirect Association ◽  
Amazon's Mechanical Turk ◽  
Similarity Information ◽  
Primary Predictor

This study examined the interactive relationship between two measures of association (direct and indirect associations) when predicting relatedness judgments and cued-recall performance. Participants were recruited from Amazon's Mechanical Turk and were given word pairs of varying relatedness to judge for their semantic, thematic, and associative strength. After completing a distractor task, participants then completed a cued recall task. First, we sought to expand previous work on judgments of associative memory (JAM) to include semantic and thematic based judgments (judgments of relatedness, JOR), while also replicating bias and sensitivity findings. Next, we tested for an interaction between direct and indirect association when predicting participant judgments while also expanding upon previous work by examining that interaction when predicting recall. The interaction between direct and indirect association was significant for both judgments and recall. For low indirect association, direct association was the primary predictor of both judgment strength and recall proportions. However, this trend reversed for high indirect association, as higher levels of indirect relation decreased the effectiveness of direct relation as a predictor. Overall, our findings indicate the degree to which the processing of similarity information impacts cognitive processes such as retrieval and item judgments, while also parsing apart the underlying, interactive relationship that exists between the norms used to represent concept information.

scholarly journals Positive emotion enhances association-memory

2018 ◽  
Author(s):  
Christopher R Madan ◽  
Sarah Scott ◽  
Elizabeth Kensinger
Keyword(s):  
Mathematical Modeling ◽  
Positive Emotion ◽  
Negative Emotion ◽  
Recall Performance ◽  
Memory Effects ◽  
Cued Recall ◽  
Positive Information ◽  
Distinct Effect ◽  
Modeling Approach ◽  
Association Memory

The influence of emotion on association-memory is often attributed to arousal, but negative stimuli are typically used to test for these effects. While prior studies of negative emotion on association-memory have found impairments, theories suggest that positive emotion may have a distinct effect on memory, and may lead to enhanced association-memory. Here we tested participants’ memory for pairs of positive and neutral words using cued recall, supplemented with a mathematical modeling approach designed to disentangle item- versus association-memory effects that may otherwise confound cued-recall performance. We consistently found enhanced association-memory due to positive emotion. These results provide further evidence that positive information is processed differently than negative and that, when examining association formation, valence as well as arousal must be considered.

scholarly journals Modeling Memory: Exploring the Relationship Between Word Overlap and Single Word Norms when Predicting Relatedness Judgments and Retrieval

2018 ◽  
Author(s):  
Nicholas Maxwell ◽  
Erin Michelle Buchanan
Keyword(s):  
Cognitive Processes ◽  
Recall Performance ◽  
Memory Systems ◽  
Original Study ◽  
Cued Recall ◽  
Single Word ◽  
Recall Accuracy ◽  
Word Norms ◽  
Interactive Relationship ◽  
The Relationship

This study examined the interactive relationship between semantic, thematic, and associative word pair strength in the prediction of item relatedness judgments and cued-recall performance. Previously, we found significant three-way interactions between associative, semantic, thematic word overlap when predicting participant judgment strength and recall performance (Maxwell & Buchanan, 2018), expanding upon previous work by Maki (2007). In this study, we first seek to replicate findings from the original study using a novel stimuli set. Second, this study will further explore the nature of the structure of memory, by investigating the effects of single concept information (i.e., word frequency, concreteness, etc.) on relatedness judgments and recall accuracy. We hypothesize that associative, semantic, and thematic memory networks are interactive in their relationship to judgments and recall, even after controlling for base rates of single concept information, implying a set of interdependent memory systems used for both cognitive processes.

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