Hypermnesia occurs in both free recall and cued recall tests

1991 ◽  
Author(s):  
David G. Payne ◽  
Jeffrey S. Anastasi
Keyword(s):  
Free Recall ◽  
Cued Recall

scholarly journals Cognitive Factors Affecting Free Recall, Cued Recall, and Recognition Tasks in Alzheimer’s Disease

2012 ◽  
Vol 2 (1) ◽  
pp. 278-285
Author(s):  
Takashi Yamagishi ◽  
Takuya Sato ◽  
Atsushi Sato ◽  
Toru Imamura
Keyword(s):  
Free Recall ◽  
Cued Recall ◽  
Cognitive Factors ◽  
Factors Affecting

Reporting What You Have Seen: Effects Associated with Age and Mode of Questioning on Eyewitness Reports

1992 ◽  
Vol 75 (3) ◽  
pp. 799-818 ◽  
Author(s):  
Lisa A. Laumann ◽  
Rogers Elliott
Keyword(s):  
Free Recall ◽  
Age Groups ◽  
Cued Recall ◽  
Central Theme ◽  
Short Answer ◽  
Developmental Trends ◽  
Age Related ◽  
Eyewitness Reports

This study examined age-related differences in the reporting of a filmed domestic scene, in which a mother was either ambiguously caring or ambiguously abusive toward her daughter. Three age groups were used (3- to 4-yr.-old, 6- to 7-yr.-old, and adult), and three modes of questioning were used (free recall, short-answer cued-recall, and leading questions either consistent or inconsistent with what was observed). There were 119 subjects in all: 39 3- to 4-yr.-olds, 39 6- to 7-yr.-olds, and 41 adults. Developmental trends were found in the subjects' ability to answer free-recall questions and cued-recall questions. Although 6- to 7-yr.-olds were significantly lower than adults in their accuracy scores on the cued-recall questions, they were still highly accurate. There were also significant age-related differences in the subjects' suggestibility, with the 3- to 4-yr.-olds being relatively suggestible, the 6- to 7-yr.-olds less so, and the adults virtually unsuggestible. When the leading questions that concerned the central theme of the film (i.e., Was the mother abusive or not?) were isolated, however, no significant age-related differences in suggestibility were found.

The Influence of the Nature of Material and of Mental Operations on the Occurrence of the Bizarreness Effect

1988 ◽  
Vol 40 (1) ◽  
pp. 73-85 ◽  
Author(s):  
Cesare Cornoldi ◽  
Adele Cavedon ◽  
Rossana De Beni ◽  
Alvaro Pra Baldi
Keyword(s):  
Free Recall ◽  
Ad Hoc ◽  
Cued Recall ◽  
Bizarreness Effect ◽  
Memory Advantage ◽  
The Subject ◽  
Common Items ◽  
Generation Procedure

In the literature, a memory advantage for bizarre items over common ones has been found only in a few studies, especially with materials prepared ad hoc by the experimenter and with free recall rather than cued recall tests. These results contrast with the widespread conviction that bizarreness helps recall. The present paper explores the role of some variables involved in the “bizarreness” effect: (1) It examines the typical self-generation procedure in which the subject is asked to create an interaction between a pair of nouns, as well as the case in which only one noun is given. Higher freedom in generating sentences appears to correspond to higher free recall of bizarre items. (2) It is shown that bizarre items must be distinguished from “unusual” ones, which have different effects on memory. (3) By contrasting groups instructed to use either imagery or verbal elaboration, it is shown that the bizarreness effect is linked to the use of imagery. Instructions to use imagery without the possibility of creating bizarre representations do not improve the recall of common items. (4) The classification of parts of sentences generated reveals that, under common instructions, one subject's choice of verb and noun is more likely to be shared by other subjects. This fact may explain the different effects found by previous research in cued and free recall. (5) The overestimation of the recallability of bizarre items appears less evident than in previous research, probably because subjects had direct experience of the difficulties met in generating bizarre images.

Does Scopolamine Directly Impair Memory?

1989 ◽  
Vol 1 (4) ◽  
pp. 327-335 ◽  
Author(s):  
Ellen Grober ◽  
Rosanne M. Leipzig ◽  
Richard B. Lipton ◽  
Wendy Wisniewski ◽  
Mary Schroeder ◽  
...  
Keyword(s):  
Young Adults ◽  
Free Recall ◽  
Cognitive Processes ◽  
Semantic Processing ◽  
Cued Recall ◽  
Cognitively Normal ◽  
Cholinergic Blockade ◽  
Specific Memory ◽  
High Doses ◽  
Dose Dependent

Enhanced cued recall, a procedure which circumvents inattention and induces semantic processing, was used to determine if scopolamine produces direct impairment of specific memory mechanisms or indirect impairment of memory secondary to impairment of other cognitive processes. In two studies, cognitively normal young adults given moderate or high doses of scopolamine maintained maximum cued recall in spite of a dose-dependent decrement in free recall. This finding suggests that cholinergic blockade may impair memory indirectly through effects on other cognitive processes.

Normative data for a battery of free recall, cued recall and recognition tests in the elderly Italian population

2011 ◽  
Vol 32 (6) ◽  
pp. 1103-1114 ◽  
Author(s):  
Emanuele Coluccia ◽  
Nadia Gamboz ◽  
Maria A. Brandimonte
Keyword(s):  
Free Recall ◽  
Normative Data ◽  
The Elderly ◽  
Cued Recall ◽  
Italian Population

The Effects of Amount of Processing on Recall and Recognition

1987 ◽  
Vol 39 (3) ◽  
pp. 431-449 ◽  
Author(s):  
J. Richard Hanley ◽  
Peter Morris
Keyword(s):  
Free Recall ◽  
Good Predictor ◽  
Memory Performance ◽  
Cued Recall ◽  
Per Se ◽  
Incidental Memory ◽  
Context Cues

Johnson-Laird, Gibbs and de Mowbray (1978) and Ross (1981) have argued that amount of processing, as indexed by the overall number of decisions a subject makes, provides a good predictor of incidental memory performance. Conversely, McClelland, Rawles and Sinclair (1981) have provided evidence that it is normally the number of positive decisions rather than the overall number of decisions per se that determines level of recall. The present study replicated and extended the findings of McClelland and his colleagues. In free recall (Experiment 1 and 3), cued recall (Experiment 3) and recognition in the presence or absence of context cues (Experiments 2 and 3), an account based on number of positive decisions provided by far the better explanation. Experiment 3 also revealed that the experimental manipulations had a somewhat greater effect on recall than recognition. This is explained in terms of Tulving and Pearlstone's (1966) distinction between availability and accessibility. It is suggested that words associated with negative decisions are not only less accessible in memory, there are also fewer of them available for recall and recognition.

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 Recall of electronic gaming machine signs: A static versus a dynamic mode of presentation

2007 ◽  
pp. 253 ◽  
Author(s):  
Sally Monaghan ◽  
Alex Blaszczynski
Keyword(s):  
Free Recall ◽  
Cued Recall ◽  
Dynamic Mode ◽  
Laboratory Setting ◽  
Electronic Gaming Machines ◽  
Harm Minimization ◽  
Static Mode ◽  
Electronic Gaming Machine ◽  
Gaming Machine ◽  
Gaming Machines

This study compared differences in rates of free and cued recall for messages displayed on electronic gaming machines (EGMs) delivered in one of two display modes: static or dynamic. Rates of recall were investigated in a laboratory setting using 92 university students (75.0% female) with a mean age of 19.3 years (SD = 2.4 years). The static mode consisted of a fixed government-mandated message placed on the frame of an EGM directly next to the gaming buttons. In the dynamic mode, an identical message was presented in the form of a translucent display scrolling across the screen during play. Results showed that significantly more of the information presented in dynamic mode was recalled, and with greater accuracy, in both free recall and cued recall conditions compared with static government-mandated messages. It was concluded that the method of displaying signs influences awareness and recall of harm minimization messages.

scholarly journals Associative memory and in vivo brain pathology in asymptomatic presenilin-1 E280A carriers

Neurology ◽  
2020 ◽  
Vol 95 (10) ◽  
pp. e1312-e1321
Author(s):  
Edmarie Guzmán-Vélez ◽  
Jairo Martínez ◽  
Kate Papp ◽  
Ana Baena ◽  
Clara Vila-Castelar ◽  
...  
Keyword(s):  
Free Recall ◽  
Cued Recall ◽  
Cognitive Testing ◽  
Presenilin 1 ◽  
Brain Pathology ◽  
Total Recall ◽  
Disease Trajectory ◽  
Selective Reminding ◽  
Selective Reminding Test

ObjectiveTo determine whether performance on the Free and Cued Selective Reminding Test (FCSRT) is associated with PET in vivo markers of brain pathology and whether it can distinguish those who will develop dementia later in life due to autosomal-dominant Alzheimer disease (AD) from age-matched controls.MethodsTwenty-four cognitively unimpaired Presenilin-1 E280A carriers (mean age 36 years) and 28 noncarriers (mean age 37 years) underwent Pittsburg compound B-PET (amyloid), flortaucipir-PET (tau), and cognitive testing, including the FCSRT (immediate and delayed free and cued recall scores). Linear regressions were used to examine the relationships among FCSRT scores, age, mean cortical amyloid, and regional tau burden.ResultsFree and total recall scores did not differ between cognitively unimpaired mutation carriers and noncarriers. Greater age predicted lower free recall and delayed free and total recall scores in carriers. In cognitively impaired carriers, delayed free recall predicted greater amyloid burden and entorhinal tau, while worse immediate free recall scores predicted greater tau in the inferior temporal and entorhinal cortices. In turn, in all carriers, lower free and total recall scores predicted greater amyloid and regional tau pathology.ConclusionsFCSRT scores were associated with in vivo markers of AD–related pathology in cognitively unimpaired individuals genetically determined to develop dementia. Difficulties on free recall, particularly delayed recall, were evident earlier in the disease trajectory, while difficulties on cued recall were seen only as carriers neared the onset of dementia, consistent with the pathologic progression of the disease. Findings suggest that the FCSRT can be a useful measure to track disease progression in AD.

Schema of Coins and Memory for Features of Coins

1993 ◽  
Vol 77 (3_suppl) ◽  
pp. 1235-1238 ◽  
Author(s):  
Haruo Kikuno
Keyword(s):  
College Students ◽  
Free Recall ◽  
Junior College ◽  
Cued Recall ◽  
Distinctive Features ◽  
Recall Group ◽  
Junior College Students

This study was conducted to examine the memory for coins of 7-yr.-old children and junior college students. Subjects in the free-recall group were asked to draw a coin from memory. Those in the cued-recall group used another coin as a retrieval cue to draw a coin. Analysis showed that students recalled significantly more distinctive features than children, but there were no significant differences on common and covariant features recalled by students and children. These results suggest that adults have elaborated schemata with more distinctive features for coins than do children.

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