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Bi Zhu Chuansheng Chen Elizabeth F. Loftus Qinghua He Chunhui Chen Xuemei Lei Chongde Lin Qi Dong 《Applied cognitive psychology》2012,26(2):301-307
Do false memories last? And do they last as long as true ones? This study investigated whether experimentally created false memories would persist for an extended period (one and a half years). A large number of subjects (N = 342) participated in a standard three‐stage misinformation procedure (saw the event slides, read the narrations with misinformation, and then took the memory tests). The initial tests showed that misinformation led to a significant amount of false memory. One and a half years later, the participants were tested again. About half of the misinformation false memory persisted, which was the same rate as for true memory. These results strongly suggest that brief exposure to misinformation can lead to long‐term false memory and that the strength of memory trace was similar for true and false memories. Copyright © 2011 John Wiley & Sons, Ltd. 相似文献
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依据专家记忆优势效应三个主要理论 (即模板理论、长时工作记忆理论和限制调节理论 )的不同特点选取变量 ,以中国象棋为实验材料 ,采用 2× 2× 2× 2混合设计 ,对三个理论进行检验比较。研究发现 :(1)被试在记忆棋局条件下的包含测验成绩 ,优于选择着法条件下的 ;(2 )棋局与棋手水平之间不存在显著的交互作用 ;(3)棋局与提取时的意识水平之间存在显著的交互作用 ,对局中的外显效应大于排局中的外显效应 ,而棋局的内隐效应则无显著差异。上述结果表明 ,相对而言 ,长时工作记忆理论能够对专家记忆优势效应作出合理的解释 相似文献
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Visual search behaviour is guided by mental representations of targets that direct attention toward relevant features in the environment. Electrophysiological data suggests these target templates are maintained by visual working memory during search for novel targets and rapidly transfer to long term memory with target repetition. If this account is correct, an individual’s working memory capacity should be more predictive of search performance for novel targets than repeated targets. Across six experiments, we tested this hypothesis using both single (Experiments 5 and 6) and multiple (Experiments 1–4) target search tasks with three different types of stimuli (real world objects, letters, and triple conjunction shapes). Each target set was repeated for six consecutive trials. In addition, we estimated visual working memory capacity using a change detection working memory task. Overall, working memory capacity did not predict response time or efficiency in the visual search task. However, working memory capacity was equally predictive of search accuracy for both novel and repeated targets. These results suggest that working memory requirements do not substantially differ between novel and repeated target search, and working memory capacity may continue to play an important role in the encoding or maintenance of target representations after they are presumed to be in long term memory. 相似文献
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Ricardo Basso Garcia Irene C. Mammarella Doriana Tripodi Cesare Cornoldi 《The British journal of developmental psychology》2014,32(1):17-33
This study examined forward and backward recall of locations and colours and the binding of locations and colours, comparing typically developing children – aged between 8 and 10 years – with two different groups of children of the same age with learning disabilities (dyslexia in one group, non‐verbal learning disability [NLD] in the other). Results showed that groups with learning disabilities had different visuospatial working memory problems and that children with NLD had particular difficulties in the backward recall of locations. The differences between the groups disappeared, however, when locations and colours were bound together. It was concluded that specific processes may be involved in children in the binding and backward recall of different types of information, as they are not simply the resultant of combining the single processes needed to recall single features. 相似文献
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Manda Fischer Morris Moscovitch Claude Alain 《Wiley Interdisciplinary Reviews: Cognitive Science》2021,12(1)
Prior knowledge and long‐term memory can guide our attention to facilitate search for and detection of subtle targets embedded in a complex scene. A number of neuropsychological and experimental studies have investigated this effect, yet results in the field remain mixed, as there is a lack of consensus regarding the neural correlates thought to support memory‐guided attention. The purpose of this systematic review and meta‐analysis was to identify a common set of brain structures involved in memory‐guided attention. Statistical analyses were computed on functional magnetic resonance imaging (fMRI) studies that presented participants with a task that required them to detect a target or a change embedded in repeated and novel complex visual displays. After a systematic search, 10 fMRI studies met the selection criteria and were included in the analysis. The results yielded four significant clusters. Activity in right inferior parietal (Brodmann area [BA] 9) and right superior parietal (BA 7) lobes suggests involvement of a fronto‐parietal attention network, while activity in left mid‐cingulate cortex (BA 23) and right middle frontal gyrus (BA 10) suggests involvement of a fronto‐parietal control network. These findings are consistent with the notion that fronto‐parietal circuits are important for interfacing retrieved memories with attentional systems to guide search. This article is categorized under:
- Psychology > Memory
- Psychology > Learning
- Psychology > Attention
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We present a focused review on the utility of transcranial magnetic stimulation (TMS) for modulating memory, with a particular focus on multimodal approaches in which TMS is paired with neuroimaging methods (electroencephalography and magnetic resonance imaging (MRI)) to manipulate and measure working memory processes. We contrast the utility of TMS for manipulating memory with other forms of noninvasive brain stimulation, as well as different forms of TMS including single‐pulse, paired‐pulse and repetitive TMS protocols. We discuss the potential for TMS to address fundamental cognitive neuroscience questions about the nature of memory processes and representations, while acknowledging the considerable variability of behavioral and neural outcomes in TMS studies. Also discussed are the limitations of this technology, current advancements that have helped to defray the impact of these limitations, and suggestions for future directions in research and methodology. This article is categorized under:
- Neuroscience > Clinical Neuroscience
- Neuroscience > Cognition
- Psychology > Memory
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Working memory training has been shown to improve performance on untrained working memory tasks in typically developing children, at least when compared to non‐adaptive training; however, there is little evidence that it improves academic outcomes. The lack of transfer to academic outcomes may be because children are only learning skills and strategies in a very narrow context, which they are unable to apply to other tasks. Metacognitive strategy interventions, which promote metacognitive awareness and teach children general strategies that can be used on a variety of tasks, may be a crucial missing link in this regard. In this double‐blind randomized controlled trial, 95 typically developing children aged 9–14 years were allocated to three cognitive training programmes that were conducted daily after‐school. One group received Cogmed working memory training, another group received concurrent Cogmed and metacognitive strategy training, and the control group received adaptive visual search training, which better controls for expectancy and motivation than non‐adaptive training. Children were assessed on four working memory tasks, reading comprehension, and mathematical reasoning before, immediately after, and 3 months after training. Working memory training improved working memory and mathematical reasoning relative to the control group. The improvements in working memory were maintained 3 months later, and these were significantly greater for the group that received metacognitive strategy training, compared to working memory training alone. Working memory training is a potentially effective educational intervention when provided in addition to school; however, future research will need to investigate ways to maintain academic improvements long term and to optimize metacognitive strategy training to promote far‐transfer. A video abstract of this article can be viewed at https://youtu.be/-7MML48ZFgw 相似文献
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Carola Wiklund‐Hörnqvist Bert Jonsson Lars Nyberg 《Scandinavian journal of psychology》2014,55(1):10-16
The aim of this study was to examine whether repeated testing with feedback benefits learning compared to rereading of introductory psychology key‐concepts in an educational context. The testing effect was examined immediately after practice, after 18 days, and at a five‐week delay in a sample of undergraduate students (n = 83). The results revealed that repeated testing with feedback significantly enhanced learning compared to rereading at all delays, demonstrating that repeated retrieval enhances retention compared to repeated encoding in the short‐ and the long‐term. In addition, the effect of repeated testing was beneficial for students irrespectively of working memory capacity. It is argued that teaching methods involving repeated retrieval are important to consider by the educational system. 相似文献
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Heinrich Ren Liesefeld Anna M. Liesefeld Hermann J. Müller 《British journal of psychology (London, England : 1953)》2019,110(2):328-356
Visual working memory (VWM) is a central bottleneck in human information processing. Its capacity is most often measured in terms of how many individual‐item representations VWM can hold (k). In the standard task employed to estimate k, an array of highly discriminable colour patches is maintained and, after a short retention interval, compared to a test display (change detection). Recent research has shown that with more complex, structured displays, change‐detection performance is, in addition to individual‐item representations, supported by ensemble representations formed as a result of spatial subgroupings. Here, by asking participants to additionally localize the change, we reveal indication for an influence of ensemble representations even in the very simple, unstructured displays of the colour‐patch change‐detection task. Critically, pure‐item models from which standard formulae of k are derived do not consider ensemble representations and, therefore, potentially overestimate k. To gauge this overestimation, we develop an item‐plus‐ensemble model of change detection and change localization. Estimates of k from this new model are about 1 item (~30%) lower than the estimates from traditional pure‐item models, even if derived from the same data sets. 相似文献
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记忆系统中图形不同特征的提取 总被引：2，自引：1，他引：2
在长时记忆中,图形的颜色、形状和质地等三个特征可以分开表征。那么,图形的不同特征以何种方式提取?在提取过程中,图形的这些特征被激活的程度是否存在着差异?本研究通过对不同提取线索再认成绩的比较,试图对上述问题进行了探讨。结果表明,长时记忆中,图形的形状、颜色和质地的相对痕迹问无差异,而绝对痕迹不同,形状最强,颜色最弱,质地居中。当然,当图形特征数量增加时,它们之问的相互作用是不可避免的,所以,进一步的研究还应考虑到不同特征组合的提取特点,图形的其他特征(如大小、位置等)的提取特点。 相似文献
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Kaisa Kanerva Ilkka Kiistala Virpi Kalakoski Riikka Hirvonen Timo Ahonen Noona Kiuru 《Applied cognitive psychology》2019,33(6):1224-1237
Cognitive assessment in natural group settings facilitates data collection but poses threats to the validity. In this study, tablet‐based working memory (WM) tasks, the counting span, and reading span were used in predicting 12‐year‐old children's (N = 837) scholastic skills and fluid intelligence in a classroom with environmental noise. WM tasks had excellent internal consistency, correlated with scholastic skills, and accounted for more of the variance in cognitive performance (grade point average, fluid intelligence, scholastic skills) compared with individually administered (n = 190) digit span task. Furthermore, the multilevel analysis revealed that compared with the classrooms with no noise, when naturally occurring speech or nonspeech types of environmental noises were present during assessment, WM scores or the reliability estimates were not lower. In contrast, when both types of noises were present, the relationships between some of the WM and achievement scores were even stronger. Thus, assessments in natural classroom contexts may promote revealing the individual differences in WM. 相似文献
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小学生字词识别与语言技能、工作记忆关系研究 总被引：2，自引：1，他引：2
本研究采用注音任务、语言任务、再认方法探讨了小学生字词识别与语言技能、工作记忆的关系和影响小学生字词识别的因素。发现：(1)字词识别与语言技能、工作记忆在2、4年级相关均显著;6年级学生字词识别与语言技能的形旁及工作记忆相关不显著,但与语言技能其它维度相关显著(2)预测小学生字词识别发展的主要因素随年级升高而变化。预测2年级学生字词识别的重要指标是语音的音节、字形的形旁与工作记忆;4年级是语音的音节、字形的声旁、句法与工作记忆;6年级是语音的声韵、字形的声旁与语义。 相似文献
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工作记忆、加工速度与流体智力的发展 总被引：7，自引：0，他引：7
近几年有关认知发展心理机制的研究成为一个认知发展领域一个颇引人注目的内容．这些研究探讨了年龄、工作记忆、加工速度与流体智力之间的关系。研究发现．在流体智力的发展过程中,工作记忆可能比加工速度发挥着更直接、更一般的作用,而加工速度则对工作记忆的发展起直接调节作用。 相似文献