Olfactory cuing of autobiographical memory

In Experiment 1, subjects were presented with either the odors or the names of 15 common objects. In Experiment 2, subjects were presented with either the odors, photographs, or names of 16 common objects. All subjects were asked to describe an autobiographical memory evoked by each cue, to date each memory, and to rate each memory on vividness, pleasantness, and the number of times that the memory had been thought of and talked about prior to the experiment. Compared with memories evoked by photographs or names, memories evoked by odors were reported to be thought of and talked about less often prior to the experiment and were more likely to be reported as never having been thought of or talked about prior to the experiment. No other effects were consistently found, though there was a suggestion that odors might evoke more pleasant and emotional memories than other types of cues. The relation of these results to the folklore concerning olfactory cuing is discussed.     

Recollection rejection: Gist cuing of verbatim memory

Recollection rejection allows people to avoid accepting related lures presented on recognition tests by recollecting their instantiating study items. Two predictions made by fuzzy trace theoristswere tested. First, recollection rejection should likely occur when verbatim traces are available for retrieval. Second, related lures that closely approximate the gist of their instantiating study items should be more likely to evoke recollection rejection than related lures that do not provide such a match. In support of the first condition, estimates of recollection rejection were lower when participants studied items under divided as opposed to full attention. In support of the second prediction, estimates of recollection rejection were greater when participants were presented with antonyms as related lures, as opposed to rhymes. The present results contribute to the cued recall and recognition literatures by demonstrating that recollection rejection is moderated by similar factors as is cued recall.     

Repetition,cuing, and state-dependent memory

Two experiments examined the effects of several types of repetition on state-dependent memory for conceptually categorized words. In both experiments, compatibility between pharmacological states at encoding and at retrieval facilitated the uncued recall of nonrepeated categories but had no appreciable effect on the recall of words within recalled categories. In both experiments, compatibility between encoding/retrieval states failed to facilitate the uncued recall of repeated categories li.e., categories whose names and/or exemplars were presented at least twice, in a constant or variable order, and with substantial spacing between successive presentations). And again, in both experiments, the level of uncued recall was higher for repeated than for nonrepeated categories, irrespective of the compatibility or incompatibility of encoding/retrieval states. These findings, together with other relevant observations reported in the literature, suggest that repetition in general, and repetition of category names in particular, influences recall in much the same ways as does explicit cuing with category names: It enhances the accessibility of higher order units, as reflected in uncued category recall, and it diminishes to the extent to which access to these units is state dependent.     

Encoding and incidental memory in children

First, third, and fifth graders (7.1, 8.8, 11.1 years old) performed semantic, acoustic, and orthographic orienting activities to different words in a list. Without forewarning, their free recall of the words was tested after the orienting activity. The semantic task yielded better recall than the acoustic or orthographic tasks, but the latter two did not differ. Age differences in recall were absent, and the effect of the three orienting tasks did not vary as a function of the child's age. The results support a direct extension of levels of processing theory (Craik, F. I. M., & Lockhart, R. S. Journal of Verbal Learning and Verbal Behavior, 1972, 11, 671–684) to children's memory. An obligatory-optional encoding distinction was suggested as a developmentally relevant addition to the levels of processing framework.     

The role of cuing and organization in children's memory for events

Children's memory for a standardized, hierarchically organized event, making clay, was tested in two experiments. Immediately after participating in this event and again 2 weeks later, children described how they had made the clay. In Experiment 1, action and object cues were presented but only action cues greatly facilitated recall. Children who remade the clay reported more information and also reported more of the actions most central to the goal of the event during delayed recall. In Experiment 2, verbal cues representing two levels in the event hierarchy were presented, but neither aided recall. These and other patterns in the data indicated that, at most, the rudiments of a hierarchical structure had emerged after a single experience. These results were discussed in terms of their implications for the development and organization of event memories.     

Retrieval inhibition from part-set cuing: A persisting enigma in memory research

When people are asked to recall words from a list they have just studied or to produce as many items as possible from a well-known category (e.g., states of the United States), having available a subset of the items as cues often does not facilitate retrieval of the remaining items and sometimes inhibits it. The finding has been obtained many times with a variety of experimental tasks including recall from categorized and noncategorized lists and retrieval from very long-term memory. This paper reviews the studies that have yielded the effect, and considers several explanations of it that have been proposed. None of these explanations is viewed to be entirely adequate and compelling.     

Contextual cuing and memory performance in brain-damaged amnesics and old people

In Experiment 1, groups of Korsakoff amnesics and alcoholic controls learned a list of paired-associate words in a standard testing room or in a room with distinctive contextual features. Recall was tested 48 hr later in the same or other context. This procedure was repeated in Experiment 2 with old people living in institutions or in the community, but matched for age, health, education, and socioeconomic background. The amnesic patients and institutionalized old people, relative to their comparison groups, were more impaired in recalling the lists under standard conditions and were more responsive to contextual cuing, especially when the distinctive cues were provided during original learning. The results highlight the susceptibility to interference of Korsakoff amnesics and institutionalized old people and offer further evidence that both groups are more responsive to salient contextual cues than either young people or old people living in the community.     

Effects on incidental memory of affective tone in associated past and future episodes: influence of emotional intelligence

The present study examined the effects of emotion elicited by episodes (past events or expected future events) and the relationship between individual differences in emotional intelligence and memory. Participants' emotional intelligence was assessed on the Japanese version of Emotional Skills and Competence Questionnaire. They rated the pleasantness of episodes they associated with targets, and then performed unexpected free recall tests. When the targets were associated with episodes that were past events, all participants recalled more of the targets associated with pleasant and unpleasant episodes than those associated with neutral episodes. However, when the targets were associated with episodes expected to occur in the future, only participants with higher emotional intelligence scores recalled more of the targets associated with pleasant and unpleasant episodes. The participants with lower emotional intelligence scores recalled the three target types with similar accuracy. These results were interpreted as showing that emotional intelligence is associated with the processing of targets associated with future episodes as retrieval cues.     

Self-corrected elaboration and spacing effects in incidental memory

The present study investigated the effect of self-corrected elaboration on incidental memory as a function of types of presentation (massed vs spaced) and sentence frames (image vs nonimage). The subjects were presented a target word and an incongruous sentence frame and asked to correct the target to make a common sentence in the self-corrected elaboration condition, whereas in the experimenter-corrected elaboration condition they were asked to rate the appropriateness of the congruous word presented, followed by free recall test. The superiority of the self-corrected elaboration to the experimenter-corrected elaboration was observed only in some situations of combinations by the types of presentation and sentence frames. These results were discussed in terms of the effectiveness of the self-corrected elaboration.     

Attention modulates incidental memory encoding of human movements

Cognitive Processing - Attention has been shown to enhance the processing of task-relevant information while suppressing the processing of task-irrelevant information. However, it is less clear...     

Gender-linked differences in the incidental memory of children and adults

The hunter-gatherer theory (M. Eals & I. Silverman, 1994, Ethology and Sociobiology, 15, 95-105) predicts that females should have better incidental memory for objects and locations than males. We tested this prediction with 3- to 6-year-old children (Study 1) and adults (Study 2). In Study 1, 80 children were asked to recognize 18 gender-stereotyped toys which they had previously seen in a playroom for 2 min. In Study 2, 40 adults were asked to recall the identity and location of 30 gender-stereotyped objects which they had previously seen in an office for 2 min. Analyses in both studies indicated that females and males remembered more toys or objects congruent with their own sex but that there was no overall advantage for females. Implications for the hunter-gatherer theory, gender-schema theory, and our understanding of the development of incidental memory are discussed.     

Changes across age groups in self-choice elaboration and incidental memory

This study investigated differences in the self-choice elaboration and an experimenter-provided elaboration on incidental memory of 7- to 12-yr.-olds. In a self-choice elaboration condition 34 second and 25 sixth graders were asked to choose one of the two sentence frames into which each target could fit more congruously, whereas in an experimenter-provided elaboration they were asked to judge the congruity of each target to each frame. In free recall, sixth graders recalled targets in bizarre sentence frames better than second graders for self-choice elaboration condition. An age difference was not found for the experimenter-provided elaboration. In cued recall self-choice elaboration led to better performance of sixth graders for recalling targets than an experimenter-provided elaboration in both bizarre and common sentence frames. However, the different types of elaboration did not alter the recall of second graders. These results were interpreted as showing that the effectiveness of a self-choice elaboration depends on the subjects' age and the type of sentence.     

Prospective/intentional and incidental everyday memory: effects of age and passage of time

The effects of age and passage of time on incidental and prospective/intentional everyday memory were examined in this study. Seventy-nine volunteers, men and women between the ages of 23 and 93 years, were tested twice, and 33 of these volunteers were tested three times over an 18-month period. They were asked to recognize or to recall, either in writing or orally, experiences from a 3-day period in which they served as research subjects. Results demonstrated that incidental, but not prospective/intentional, memory appeared to be influenced by age and passage of time. Results imply that salience and context are important factors in aging memory performance, and that certain types of everyday retrospective reports may be reliable.     

Offline consolidation of memory varies with time in slow wave sleep and can be accelerated by cuing memory reactivations

Memory representations are reactivated during slow-wave sleep (SWS) after learning, and these reactivations cause a beneficial effect of sleep for memory consolidation. Memory reactivations can also be externally triggered during sleep by associated cues which enhance the sleep-dependent memory consolidation process. Here, we compared in humans the influence of sleep periods (i) of 40min and (ii) of 90min without externally triggered reactivations and (iii) of externally triggered reactivations by an associated odor cue during a 40-min sleep period on the consolidation of previously learned hippocampus-dependent visuo-spatial memories. We show that external reactivation by an odor cue during the 40-min sleep period enhanced memory stability to the same extent as 90min of sleep without odor reactivation. In contrast, 40min of sleep without external reactivations were not sufficient to benefit memory. In the 90-min sleep condition, memory enhancements were associated with time spent in SWS and were independent of the presence or absence of REM sleep. These results suggest that the efficacy of hippocampus-dependent memory consolidation depends on the duration of sleep and particularly SWS. External reactivation cues can accelerate the consolidation process even during shorter sleep episodes.     

Encoding richness of self-generated elaboration and spacing effects on incidental memory

The present study investigated encoding variability in self-generated elaboration on incidental memory as a function of the type of presentation which was either massed or spaced. The subjects generated different answers to a "why" question for the first and the second presentations of a target sentence in a self-generated elaboration condition. In an experimenter-provided elaboration condition they then rated the appropriateness of the different answers provided by the experimenter for the first and second presentations. This procedure was followed by two free recall tests, one of which was immediate and the other delayed. A self-generated elaboration effect was observed in both the spaced and the massed presentations. These results indicated that the self-generated elaboration effect was facilitated, even in the massed presentation because the different answers to the first and the second presentations led to a richer encoding of each target.