scholarly journals Revisiting the role of recollection in item versus forced-choice recognition memory

2005 ◽  
Vol 12 (4) ◽  
pp. 720-725 ◽  
Author(s):  
Gabriel I. Cook ◽  
Richard L. Marsh ◽  
Jason L. Hicks
Keyword(s):  
Recognition Memory ◽  
Forced Choice

scholarly journals EEG Correlates of Old/New Discrimination Performance Involving Abstract Figures and Non-Words

2021 ◽  
Vol 11 (6) ◽  
pp. 719
Author(s):  
Monika Toth ◽  
Anke Sambeth ◽  
Arjan Blokland
Keyword(s):  
Recognition Memory ◽  
Current Knowledge ◽  
Discrimination Performance ◽  
Correct Identification ◽  
Memory Strength ◽  
Verbal Stimuli ◽  
Brain Responses ◽  
Three Phase ◽  
New Item

The processing of pre-experimentally unfamiliar stimuli such as abstract figures and non-words is poorly understood. Here, we considered the role of memory strength in the discrimination process of such stimuli using a three-phase old/new recognition memory paradigm. Memory strength was manipulated as a function of the levels of processing (deep vs. shallow) and repetition. Behavioral results were matched to brain responses using EEG. We found that correct identification of the new abstract figures and non-words was superior to old item recognition when they were merely studied without repetition, but not when they were semantically processed or drawn. EEG results indicated that successful new item identification was marked by a combination of the absence of familiarity (N400) and recollection (P600) for the studied figures. For both the abstract figures and the non-words, the parietal P600 was found to differentiate between the old and new items (late old/new effects). The present study extends current knowledge on the processing of pre-experimentally unfamiliar figurative and verbal stimuli by showing that their discrimination depends on experimentally induced memory strength and that the underlying brain processes differ. Nevertheless, the P600, similar to pre-experimentally familiar figures and words, likely reflects improved recognition memory of meaningless pictorial and verbal items.

scholarly journals Different Impact of Perceptual Fluency and Schema Congruency on Sustainable Learning

2021 ◽  
Vol 13 (13) ◽  
pp. 7040
Author(s):  
Beat Meier ◽  
Michèle C. Muhmenthaler
Keyword(s):  
Recognition Memory ◽  
Cognitive Conflict ◽  
Test Phase ◽  
Perceptual Fluency ◽  
Study Phase ◽  
Desirable Difficulties ◽  
Design Learning ◽  
Cognition And Learning ◽  
Incorrect Information

Perceptual fluency, that is, the ease with which people perceive information, has diverse effects on cognition and learning. For example, when judging the truth of plausible but incorrect information, easy-to-read statements are incorrectly judged as true while difficult to read statements are not. As we better remember information that is consistent with pre-existing schemata (i.e., schema congruency), statements judged as true should be remembered better, which would suggest that fluency boosts memory. Another line of research suggests that learning information from hard-to-read statements enhances subsequent memory compared to easy-to-read statements (i.e., desirable difficulties). In the present study, we tested these possibilities in two experiments with student participants. In the study phase, they read plausible statements that were either easy or difficult to read and judged their truth. To assess the sustainability of learning, the test phase in which we tested recognition memory for these statements was delayed for 24 h. In Experiment 1, we manipulated fluency by presenting the statements in colors that made them easy or difficult to read. In Experiment 2, we manipulated fluency by presenting the statements in font types that made them easy or difficult to read. Moreover, in Experiment 2, memory was tested either immediately or after a 24 h delay. In both experiments, the results showed a consistent effect of schema congruency, but perceptual fluency did not affect sustainable learning. However, in the immediate test of Experiment 2, perceptual fluency enhanced memory for schema-incongruent materials. Thus, perceptual fluency can boost initial memory for schema-incongruent memory most likely due to short-lived perceptual traces, which are cropped during consolidation, but does not boost sustainable learning. We discuss these results in relation to research on the role of desirable difficulties for student learning, to effects of cognitive conflict on subsequent memory, and more generally in how to design learning methods and environments in a sustainable way.

scholarly journals Direct brain recordings reveal prefrontal cortex dynamics of memory development

2018 ◽  
Vol 4 (12) ◽  
pp. eaat3702 ◽  
Author(s):  
E. L. Johnson ◽  
L. Tang ◽  
Q. Yin ◽  
E. Asano ◽  
N. Ofen
Keyword(s):  
Prefrontal Cortex ◽  
Recognition Memory ◽  
Scene Perception ◽  
Declarative Memory ◽  
Memory Formation ◽  
Developing Brain ◽  
Memory Development ◽  
Temporal Precision ◽  
Frontal Activity

Prevailing theories link prefrontal cortex (PFC) maturation to the development of declarative memory. However, the precise spatiotemporal correlates of memory formation in the developing brain are not known. We provide rare intracranial evidence that the spatiotemporal propagation of frontal activity supports memory formation in children. Seventeen subjects (6.2 to 19.4 years) studied visual scenes in preparation for a recognition memory test while undergoing direct cortical monitoring. Earlier PFC activity predicted greater accuracy, and subsecond deviations in activity flow between subregions predicted memory formation. Activity flow between inferior and precentral sites was refined during adolescence, partially explaining gains in memory. In contrast, middle frontal activity predicted memory independent of age. These findings show with subsecond temporal precision that the developing PFC links scene perception and memory formation and underscore the role of the PFC in supporting memory development.

Short-Term Recognition Memory

1966 ◽  
Vol 18 (2) ◽  
pp. 493-498 ◽  
Author(s):  
Fred Schwartz ◽  
Patricia M. Perkins
Keyword(s):  
Recognition Memory ◽  
Interference Theory ◽  
Short Term ◽  
Unit Structure

The role of unit structure was investigated in three experiments on short-term recognition memory. The findings indicate that unit structure is a determinant of short-term forgetting. The findings were discussed in terms of decay and interference theory.

Role of encoding unitization in cued recognition memory

1971 ◽  
Vol 10 (2) ◽  
pp. 199-206 ◽  
Author(s):  
Eugene Winograd ◽  
Michael A. Karchmer ◽  
I. Steele Russell
Keyword(s):  
Recognition Memory

Effects of Different Payoff Matrices on Arithmetical Estimation Tasks: An Attempt to Produce “Rationality”

1969 ◽  
Vol 29 (2) ◽  
pp. 467-473 ◽  
Author(s):  
Israel Lieblich ◽  
Amia Lieblich
Keyword(s):  
Payoff Matrix ◽  
Decision Time ◽  
Forced Choice ◽  
Estimation Task ◽  
Payoff Matrices

5 experiments were conducted in an attempt to produce a shift in the decision pattern in a forced-choice arithmetical estimation task. The expected shift was related to a change in the payoff matrix attached to the possible outcomes of the decision. The experiments varied in the amount of payoff, clarity of the explanation of the payoff matrix, difficulty of the task, feedback after decision and the length of decision time. None of these manipulations produced the expected rational shift. The role of payoff matrices in decisions in tasks involving skill is discussed.

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