scholarly journals Encoding of auditory stimuli in recognition memory tasks

1974 ◽  
Vol 3 (3) ◽  
pp. 177-178 ◽  
Author(s):  
Margaret Clark ◽  
Sharon Stamm ◽  
Richard Sussman ◽  
Steven Weitz
Keyword(s):  
Recognition Memory ◽  
Auditory Stimuli

scholarly journals Reduplication of Visual Stimuli

1994 ◽  
Vol 7 (3-4) ◽  
pp. 135-142 ◽  
Author(s):  
A. W. Young ◽  
D. J. Hellawell ◽  
S. Wright ◽  
H. D. Ellis
Keyword(s):  
Recognition Memory ◽  
Visual System ◽  
Facial Expressions ◽  
Visual Stimuli ◽  
Auditory Stimuli ◽  
Emotional Facial Expressions ◽  
Visual Problem

Investigation of P.T., a man who experienced reduplicative delusions, revealed significant impairments on tests of recognition memory for faces and understanding of emotional facial expressions. On formal tests of his recognition abilities, P.T. showed reduplication to familiar faces, buildings, and written names, but not to familiar voices. Reduplication may therefore have been a genuinely visual problem in P.T.'s case, since it was not found to auditory stimuli. This is consistent with hypotheses which propose that the basis of reduplication can lie in part in malfunction of the visual system.

scholarly journals Semantically Congruent Visual Information Can Improve Auditory Recognition Memory in Older Adults

2018 ◽  
Vol 31 (3-4) ◽  
pp. 213-225 ◽  
Author(s):  
Jenni Heikkilä ◽  
Petra Fagerlund ◽  
Kaisa Tiippana
Keyword(s):  
Older Adults ◽  
Recognition Memory ◽  
Visual Information ◽  
Memory Performance ◽  
Sensory Modality ◽  
Visual Stimuli ◽  
The Elderly ◽  
Auditory Stimuli ◽  
Auditory Recognition ◽  
Spoken Words

In the course of normal aging, memory functions show signs of impairment. Studies of memory in the elderly have previously focused on a single sensory modality, although multisensory encoding has been shown to improve memory performance in children and young adults. In this study, we investigated how audiovisual encoding affects auditory recognition memory in older (mean age 71 years) and younger (mean age 23 years) adults. Participants memorized auditory stimuli (sounds, spoken words) presented either alone or with semantically congruent visual stimuli (pictures, text) during encoding. Subsequent recognition memory performance of auditory stimuli was better for stimuli initially presented together with visual stimuli than for auditory stimuli presented alone during encoding. This facilitation was observed both in older and younger participants, while the overall memory performance was poorer in older participants. However, the pattern of facilitation was influenced by age. When encoding spoken words, the gain was greater for older adults. When encoding sounds, the gain was greater for younger adults. These findings show that semantically congruent audiovisual encoding improves memory performance in late adulthood, particularly for auditory verbal material.

Disruption of Short Term Recognition Memory for Tones: Streaming or Interference?

1997 ◽  
Vol 50 (2) ◽  
pp. 337-357 ◽  
Author(s):  
D.M. Jones ◽  
W.J. Macken ◽  
C. Harries
Keyword(s):  
Recognition Memory ◽  
Recognition Performance ◽  
Initial Presentation ◽  
Auditory Stimuli ◽  
Short Term ◽  
Comparison Tone

A sequence of auditory stimuli interpolated between the initial presentation of a tone and a comparison tone impairs recognition performance. Notably, the impairment is much less with interpolated speech than with tones. Six experiments converge on the conclusion that this pattern of impairment is due more to the organization of the interpolated sequence than to its similarity to the to-be-remembered standard. Factors that contribute to the coherence of the interpolated sequence into a stream distinct from the initial tone are primary determinants of the level of impairment. This is demonstrated by manipulating factors that contribute to the coherence of the interpolated sequence by the action of temporal, spatial, timbral, and tonal attributes. However, the relative immunity of recognition performance to the interpolation of unprocessed digit sequences is not explained wholly by such coherence.

How do memory modules differentially contribute to familiarity and recollection?

2019 ◽  
Vol 42 ◽  
Author(s):  
Olya Hakobyan ◽  
Sen Cheng
Keyword(s):  
Recognition Memory ◽  
Experimental Evidence ◽  
Subjective Experience ◽  
Target Article ◽  
Memory Modules ◽  
Familiarity And Recollection ◽  
Memory Contents

Abstract We fully support dissociating the subjective experience from the memory contents in recognition memory, as Bastin et al. posit in the target article. However, having two generic memory modules with qualitatively different functions is not mandatory and is in fact inconsistent with experimental evidence. We propose that quantitative differences in the properties of the memory modules can account for the apparent dissociation of recollection and familiarity along anatomical lines.

Reaction Time and Brain Waves in Omitted Stimulus Tasks

2010 ◽  
Vol 24 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Oscar H. Hernández ◽  
Muriel Vogel-Sprott
Keyword(s):  
Reaction Time ◽  
Cognitive Processes ◽  
Young Male ◽  
Event Related Potential ◽  
Auditory Stimuli ◽  
Motor Action ◽  
Cognitive Component ◽  
Sensory Modalities ◽  
Two Measures ◽  
Somatosensory Stimuli

A missing stimulus task requires an immediate response to the omission of a regular recurrent stimulus. The task evokes a subclass of event-related potential known as omitted stimulus potential (OSP), which reflects some cognitive processes such as expectancy. The behavioral response to a missing stimulus is referred to as omitted stimulus reaction time (RT). This total RT measure is known to include cognitive and motor components. The cognitive component (premotor RT) is measured by the time from the missing stimulus until the onset of motor action. The motor RT component is measured by the time from the onset of muscle action until the completion of the response. Previous research showed that RT is faster to auditory than to visual stimuli, and that the premotor of RT to a missing auditory stimulus is correlated with the duration of an OSP. Although this observation suggests that similar cognitive processes might underlie these two measures, no research has tested this possibility. If similar cognitive processes are involved in the premotor RT and OSP duration, these two measures should be correlated in visual and somatosensory modalities, and the premotor RT to missing auditory stimuli should be fastest. This hypothesis was tested in 17 young male volunteers who performed a missing stimulus task, who were presented with trains of auditory, visual, and somatosensory stimuli and the OSP and RT measures were recorded. The results showed that premotor RT and OSP duration were consistently related, and that both measures were shorter with respect to auditory stimuli than to visual or somatosensory stimuli. This provides the first evidence that the premotor RT is related to an attribute of the OSP in all three sensory modalities.

Learning From (Test) Experience

2020 ◽  
Vol 228 (4) ◽  
pp. 264-277 ◽  
Author(s):  
Evan E. Mitton ◽  
Chris M. Fiacconi
Keyword(s):  
Recognition Memory ◽  
Test Performance ◽  
Memory Performance ◽  
Judgments Of Learning ◽  
Visual Images ◽  
Memory Tests ◽  
Recognition Memory Performance ◽  
Study Test ◽  
Explicit Feedback

Abstract. To date there has been relatively little research within the domain of metamemory that examines how individuals monitor their performance during memory tests, and whether the outcome of such monitoring informs subsequent memory predictions for novel items. In the current study, we sought to determine whether spontaneous monitoring of test performance can in fact help individuals better appreciate their memory abilities, and in turn shape future judgments of learning (JOLs). Specifically, in two experiments we examined recognition memory for visual images across three study-test cycles, each of which contained novel images. We found that across cycles, participants’ JOLs did in fact increase, reflecting metacognitive sensitivity to near-perfect levels of recognition memory performance. This finding suggests that individuals can and do monitor their test performance in the absence of explicit feedback, and further underscores the important role that test experience can play in shaping metacognitive evaluations of learning and remembering.

Perceptual Effects and Recollective Experience in Face Recognition

2005 ◽  
Vol 52 (3) ◽  
pp. 224-231 ◽  
Author(s):  
Chrisanthi Nega
Keyword(s):  
Face Recognition ◽  
Recognition Memory ◽  
Congruency Effect ◽  
Facial Recognition ◽  
Memory Systems ◽  
Study Time ◽  
Perceptual Fluency ◽  
Recollective Experience ◽  
Trace Strength ◽  
Size Congruency

Abstract. Four experiments were conducted investigating the effect of size congruency on facial recognition memory, measured by remember, know and guess responses. Different study times were employed, that is extremely short (300 and 700 ms), short (1,000 ms), and long times (5,000 ms). With the short study time (1,000 ms) size congruency occurred in knowing. With the long study time the effect of size congruency occurred in remembering. These results support the distinctiveness/fluency account of remembering and knowing as well as the memory systems account, since the size congruency effect that occurred in knowing under conditions that facilitated perceptual fluency also occurred independently in remembering under conditions that facilitated elaborative encoding. They do not support the idea that remember and know responses reflect differences in trace strength.

Application of Information Introduced to Dynamic Message Processing and Enjoyment

2018 ◽  
Vol 30 (4) ◽  
pp. 196-206 ◽  
Author(s):  
Byungho Park ◽  
Rachel L. Bailey
Keyword(s):  
Resource Allocation ◽  
Recognition Memory ◽  
Emotional Processing ◽  
Orienting Response ◽  
Structural Features ◽  
Cognitive Resources ◽  
Coding System ◽  
Message Complexity ◽  
Cognitive Resource ◽  
Cognitive Overload

Abstract. In an effort to quantify message complexity in such a way that predictions regarding the moment-to-moment cognitive and emotional processing of viewers would be made, Lang and her colleagues devised the coding system information introduced (or ii). This coding system quantifies the number of structural features that are known to consume cognitive resources and considers it in combination with the number of camera changes (cc) in the video, which supply additional cognitive resources owing to their elicitation of an orienting response. This study further validates ii using psychophysiological responses that index cognitive resource allocation and recognition memory. We also pose two novel hypotheses regarding the confluence of controlled and automatic processing and the effect of cognitive overload on enjoyment of messages. Thirty television advertisements were selected from a pool of 172 (all 20 s in length) based on their ii/cc ratio and ratings for their arousing content. Heart rate change over time showed significant deceleration (indicative of increased cognitive resource allocation) for messages with greater ii/cc ratios. Further, recognition memory worsened as ii/cc increased. It was also found that message complexity increases both automatic and controlled allocations to processing, and that the most complex messages may have created a state of cognitive overload, which was received as enjoyable by the participants in this television context.

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