The assessment of discriminative encoding in memory for paired associates

A technique for providing for the measurement of encoding stability and intralist stimulus discrimination is presented and applied to the analysis of some paired-associate data. Essentially, the measure involves a recall test for all stimuli in the list except one, then presenting either a previously tested stimulus or the missing stimulus. Recognition of repeated stimuli reflects code stability, and recognition of the missing stimulus reflects stimulus discrimination.     

The generation effect and the modeling of associations in memory

The search of associative memory (SAM) model of Gillund and Shiffrin (1984) was applied to data of two experiments that examined the generation effect (Slamecka & Graf, 1978). Subjects studied a list of related word pairs, in which they either read both words in the pair or generated the righthand response term using the left-hand stimulus term plus the response word fragment as generation cues. Experiment 1 manipulated encoding condition within subjects and used an incidental learning procedure. Experiment 2 manipulated encoding condition between subjects and used an intentional learning procedure. Memory was tested with recognition, cued recall, and free recall. A higher order association model gave a better and more parsimonious fit to the results than did an item-level association model. The relationship between various versions of SAM and current accounts of the generation effect are discussed, particularly the two-factor theory of Hirshman and Bjork (1988).     

Levels of processing, encoding strategies, and memory development.

In three experiments, memory for intentionally encoded words was compared with memory for encodings induced by asking semantic, phonemic, or surface questions. Subjects were second-, fourth-, and sixth-grade, and junior and senior high school students. Semantic encodings were more often recalled and recognized than were phonemic and surface (which did not differ). Intentional encodings were as likely to be recalled as semantic but were no more likely than phonemic and surface to be recognized, and this was true whether intentional learning was in anticipation of a recall test or a recognition test. Age trends occurred for recall, for intentional learning, and for induced processing which required subjects to generate word attributes. Age trends were attenuated for recognition and for induced processing which required subjects to verify whether a give attribute applied to the target word.     

Transmitting false memories in social groups

In 2 experiments, subjects studied word lists drawn from Roediger and McDermott (1995) and then participated in perceived group recall (PGR) tests that were intended to lead each subject to believe that she or he was participating in collaborative recall in a 4-person group. Some of the lists were followed by PGR tests containing the nonpresented critical word, some lists were followed by PGR tests not containing the nonpresented critical word, and some lists were not followed by PGR tests. Subjects then completed individually administered recall tests and subsequent immediate or delayed recognition tests that required remember or know judgments. The major finding was that critical words contained within PGR tests were as likely to be falsely recalled, recognized, and consciously remembered as original list items. These findings show that false memories can be socially transmitted.     

Study effort versus distinctiveness in the recollection of veridical and illusory memories

In past research, stimulus distinctiveness and study effort have been claimed to promote the development of distinctive memories, which in turn have been considered critical for enhancing veridical recollection and reducing illusory memory experiences. In the present investigation, stimulus distinctiveness, obtained by displaying text-redundant pictorial information at study, was pitted against study effort to determine whether either factor would be more beneficial to veridical recall and more detrimental to illusory recall than the other. Subjects first completed word fragments with or without the aid of an image of each word’s referent and then performed a recall test. It was found that when images were useful to the encoding task (fragment completion), their presence at study enhanced veridical recall and reduced illusory memories more than any additional encoding effort.     

On the generality of some memory laws

Several memory laws have been established for the free recall of word lists. The generality of some of these laws were tested, using tasks which the subjects performed (SPTs) as to-be-recalled list items. SPT recall obeyed one law of word recall in showing a strong positive recency effect in immediate free recall, which appeared to be due to these events being in a temporary state of high accessibility. Differences between word and SPT recall were: 1) The reliable primacy effect associated with word recall did not appear in SPT recall; 2) Subjects reported using active memorisation strategies for word lists, but not for SPT lists; 3) Unlike word recall, diverting the subject's attention to so-called deep or shallow features of the SPTs during presentation did not affect the level of their recall. These results considered together with Cohen & Stewart's (1981) finding that SPT recall was not age-sensitive were taken to indicate that SPTs should be regarded as a different class of memory event than words, and that memory models dealing with SPT recall should de-emphasize the importance of encoding, stressing instead retention, and retrieval operations.     

Inhibition, Contextual Segregation, and Subject Strategies in List Method Directed Forgetting

This experiment tested alternative explanations of list method directed forgetting effects. Two word lists were studied by 135 subjects. Between lists, subjects were instructed to remember both lists (remember group), remember both lists as well as in which list words were studied (segregate group), or to forget the first list and remember the second (forget group). All subjects took both recall and recognition tests with test order varied between subjects. Among subjects who took the recall test first, the forget group showed a directed forgetting effect (poorer performance on List 1 than List 2) with both recall accuracy, recall typing time, and recognition reaction time measures. Contextual segregation of List 1 words by forget subjects was ruled out as a sufficient cause of the effect. Limited support was obtained for a differential rehearsal explanation of the effect. Within-group comparisons and findings of release from directed forgetting support inhibitory processes as the major cause of the directed forgetting effect.     

Unisensory and bisensory perceptual and memory processing in stuttering adults and normal speakers

The perceptual/memory process abilities of adult stutterers were compared with those of normal adult speakers. Unisensory tasks were used as standards for comparison of the simultaneous, bisensory processes. Subjects were tested individually on sensory oral form, manual form, and word recall tasks followed by combinations of word recall and oral form discrimination, and word recall and manual form discrimination. Four bisensory combinations were tested, and in each test subjects were asked for the discrimination of the forms or recall of the words. Results showed that on both bisensory tasks in which the subjects were asked for the words rather than the form discrimination the stutterers were significantly poorer than the normals. On the bisensory tasks in which the forms were called for, the stutterers' performances were equal to the normals. No differences were found between the groups on the three unisensory tasks. These findings are related to some processing theories and to EEG studies of word recall in adult stutterers.     

Negative Cueing Effects with Weak and Strong Intralist Cues

In three experiments, we studied cueing effects of relational and itemspecific information after enacted and non-enacted encoding of short sentences (e.g. lift the pen, fold the paper). In Experiment 1, all subjects were instructed at encoding to remember only the nouns of these sentences; half of the subjects were informed about the categorical nature of the nouns, whereas the other half were not. At retrieval, all subjects were given a free recall test and a cued recall test with the verb of each sentence as the cue. In Experiment 2, all subjects were instructed at encoding to remember the whole sentence; as in Experiment 1, half of the subjects were informed about the categorical nature of the nouns and half were not. At test, all subjects were given two cued recall tests, one categorical cue for each noun in the first test and one verb cue and one categorical cue for each noun in the second test. In Experiment 3, at encoding, all subjects were informed about the categorical nature of nouns and were instructed to remember the whole sentence. In this experiment, the actions were performed with imaginary objects; free recall and cued recall tests were given to different subjects. In all three experiments, there was a negative effect of intralist cueing with verbs. This finding is at odds with the Encoding Specificity Principle, which assumes facilitation of cueing at retrieval if the cues were encoded together with the to-be-remembered information at encoding. Also, the effect of intralist cueing was different after encoding with enactment than after encoding without enactment; this difference holds true for enactment with real objects but not for enactment with imaginary objects. Enactment increased both the relational and the item-specific cueing efficiency. The results are discussed in terms of encoding interference between cues and targets and between item-specific processing and relational processing. Enacted encoding is conceived as integrating episodic information both with respect to item specificity and relational aspects of the information.     

Recognition vs recall of visually vs acoustically confusable letter matrices

In an attempt to separate auditory and visual components in short-term memory, five subjects were exposed to letter matrices composed of six visually confusable letters, six acoustically confusable letters, or a mixture of the two, under two response conditions: recognition and recall. A 50-msec stimulus presentation was followed by a variable dark interval of 1, 250, 1,000, or 3,000 msec. In the recall condition, the interval was followed by a buzzer which signaled the subject to recall, in any order, as many letters as possible. In the recognition condition, the variable interval was followed by a second letter matrix which was either identical to the first matrix or differed from is by one letter. Subjects responded either "same" or "different." The results support the notion that the auditory component plays a major role in recall, whereas the visual component dominates in recognition.     

The accuracy of beliefs about retrieval cues

We investigated the accuracy of predictions about semantic, environmental, and phonological cues for remembering. Subjects rated the pleasantness of 10 words in each of four rooms, predicted the number of words that they would recall with and without one of the three types of cues, and then were tested for free or cued recall. Consistent with their predictions, subjects who received semantic cues recalled more words than did subjects in the free-recall group. The subjects in the other cuing conditions did not benefit from the cues; furthermore, they overestimated the value of phonological cues, and they believed that environmental cues were ineffective. Finally, confidence ratings for cued-recall predictions did not reflect the pattern of cued-recall performance. Subjects were least confident about their predictions for semantic cuing and most confident about their predictions for recall to be cued phonologically.     

Does test-induced priming play a role in the creation of false memories?

We investigated the role of test-induced priming in creating false memories in the Deese/Roediger-McDermott (DRM) paradigm, in which subjects study lists of related words (bed, rest, awake) and then falsely recall or recognise a related word (sleep) on a later test. However, in experiments using three different procedures, we found that the number of related words tested prior to the critical word had surprisingly little impact on false recall and recognition. We manipulated the location of the critical item in tests of yes/no recognition, word-stem cued recall, and part-set cued recall. We consistently obtained high probabilities of false recall and recognition, but the probability was unaffected by the number of related items presented prior to the test of the critical item. Surprisingly, test-induced priming of the critical item does not seem to play a large role in this memory illusion.     

Contingent dissociation between recognition and fragment completion: the method of triangulation

Two experiments conforming to the logic of the method of triangulation were conducted. Following the study of a list of words, the first of two successive tests (recognition) was identical for two groups of subjects, but the second one, in which the same word-fragment cues were presented to both groups, differed with respect to retrieval instructions. Subjects in one group engaged in cued recall of study-list words, whereas those in the second group completed the fragments with the first word that came to mind. Both experiments yielded the same result: The dependency between the first and second tests, indexed by Yule's Q statistic, was greater for recognition and cued recall than it was for recognition and fragment completion. These results speak to the controversial issue of the usefulness of contingency analyses of data from successive memory tests. The results are interpreted in a theoretical framework consisting of an integration of the idea of a hypothetical quasi-memory system with the transfer-appropriate procedural approach.     

Hypermnesia occurs in recall but not in recognition

Two experiments investigated the effect of encoding conditions and type of test (recall vs. recognition) on the phenomenon of hypermnesia (improved performance across repeated tests). Subjects in Experiment 1 studied a list of words using either imaginal or semantic elaboration strategies and then received three successive tests. Different groups of subjects received either free recall, four-alternative forced-choice recognition, or yes/no recognition tests. Reliable hypermnesia was found only in the recall conditions, with the recognition conditions showing either no change in performance levels across tests (forced-choice tests) or significant forgetting (yes/no tests). In Experiment 2, subjects studied a list of words, and encoding was manipulated using three orienting tasks. Once again, hypermnesia was found with the recall tests but not with the forced choice recognition tests. Finding hypermnesia in recall but not in recognition indicates that retrieval processes in recall play a major role in producing hypermnesia. Also, the finding that the magnitude of the recall hypermnesias increased with an increase in total cumulative recall levels across study conditions suggests that cumulative recall levels are an important factor in determining the presence or absence of recall hypermnesia.     

Test–retest reliability and task order effects of emotional cognitive tests in healthy subjects

Little is known of the retest reliability of emotional cognitive tasks or the impact of using different tasks employing similar emotional stimuli within a battery. We investigated this in healthy subjects. We found improved overall performance in an emotional attentional blink task (EABT) with repeat testing at one hour and one week compared to baseline, but the impact of an emotional stimulus on performance was unchanged. Similarly, performance on a facial expression recognition task (FERT) was better one week after a baseline test, though the relative effect of specific emotions was unaltered. There was no effect of repeat testing on an emotional word categorising, recall and recognition task. We found no difference in performance in the FERT and EABT irrespective of task order. We concluded that it is possible to use emotional cognitive tasks in longitudinal studies and combine tasks using emotional facial stimuli in a single battery.     

Interaction of emotion and cognition in word recall

Summary Previous research has demonstrated that the emotional properties of words and their imaginability affect their recallability and that verbal material is recalled better when it is related to subjects' current concerns. This study investigates the extent to which this effect of emotion on recall varies as a function of cognitively controllable inference processes and examines the relation of the effects of emotion to those of imaginability and concern-relatedness. Forty different words were presented visually under one of six orienting conditions that varied according to what the subject was asked to rate: their length, pronounceability, concreteness, defineability, the strength of emotion elicited by the word, and the relation of the word to personal concerns. Subjects were then asked to write as many words as they could recall. Words that aroused stronger emotion and were easier to represent in imagery were recalled better than emotionally less arousing and imaginally less evocative words, regardless of the nature of the orienting task. The evidence suggests that the emotional properties of words are evaluated automatically in an early processing stage, without requiring subjects to reflect on word content. Emotional arousal appears to mediate the effects of current concerns on recall. It is correlated with but appears to function independently of word imaginability.     

Does test‐induced priming play a role in the creation of false memories?

We investigated the role of test‐induced priming in creating false memories in the Deese/Roediger‐McDermott (DRM) paradigm, in which subjects study lists of related words (bed, rest, awake) and then falsely recall or recognise a related word (sleep) on a later test. However, in experiments using three different procedures, we found that the number of related words tested prior to the critical word had surprisingly little impact on false recall and recognition. We manipulated the location of the critical item in tests of yes/no recognition, word‐stem cued recall, and part‐set cued recall. We consistently obtained high probabilities of false recall and recognition, but the probability was unaffected by the number of related items presented prior to the test of the critical item. Surprisingly, test‐induced priming of the critical item does not seem to play a large role in this memory illusion.     

Reversing presentation order of semantically related words reverses memory

In the Deese-Roediger-McDermott paradigm, words (e.g., sour, candy, sugar,…) related to one critical word (e.g., sweet) typically are encoded in descending order of their association with the critical word. When recognition is tested, memory is greater for related words than for critical words, as predicted by extant memory models. Surprisingly, however, memory is not greater for unrelated words (presented in other encoding lists) than for related words, in contrast with predictions from these same models. In two experiments, we tested whether intralist presentation order is responsible for the unexplained results. Word lists were studied in standard or reversed order (ascending order of association to critical words). Subsequent recognition for related words was high when lists were presented in the standard order but very low when lists were presented in reverse. Results indicate that presentation order affects related-word false alarms, providing important new constraints for memory models.     

Schema anticipation in recall: memory process or report strategy?

Summary This article reports an experimental investigation testing the hypothesis that recall reports are systematically biased by the recaller's knowledge about who is to receive the recall report, while that bias is absent from a recognition test. Subjects listened to one of two versions of a story recounting John's visit to the doctor. After the story was read, subjects were asked to recall the story either with standard-recall instructions or with instructions to recall for peers, for Martians, or for a contest. In a fifth condition, subjects performed a filler activity, viz., the recall of a personal experience. After the recall test subjects were administered a recognition test. Between the groups no systematic differences in memory performance were observed in the recognition test. Recall for peers appeared to be poorer than recall in the other conditions. Subjects in the recall for a contest condition scored higher than the subjects in the other groups. Not only did groups differ with respect to bias, but there were also systematic differences in the memory or discrimination scores. The findings are discussed within the framework of schema theory.     

Testing the associative-link hypothesis in immediate serial recall: Evidence from word frequency and word imageability effects

Two immediate serial recall experiments were conducted to test the associative-link hypothesis (Stuart & Hulme, 2000). We manipulated interitem association by varying the intralist latent semantic analysis (LSA) cosines in our 7-item study word lists, each of which consists of high- or low-frequency words in Experiment 1 and high- or low-imageability words in Experiment 2. Whether item recall performance was scored by a serial-recall or free-recall criterion, we found main effects of interitem association, word imageability, and word frequency. The effect of interitem association also interacted with the word frequency effect, but not with the word imageability effect. The LSA-cosinexword frequency interaction occurred in the recency, but not primacy, portion of the serial position curve. The present findings set explanatory boundaries for the associative-link hypothesis and we argue that both item- and associative-based mechanisms are necessary to account for the word frequency effect in immediate serial recall.