The role of familiarity in item recognition, associative recognition, and plurality recognition on self-paced and speeded tests

Four experiments compare the effect of familiarity on item, associative, and plurality recognition on self-paced and speeded tests. The familiarity of test items was enhanced by presenting a prime that matched the subsequent test item. On item and plurality recognition tests, participants were more likely to respond "old" to primed than to unprimed test items. In associative recognition, priming increased the proportion of old responses on a speeded test, but not on a self-paced test. This suggests that familiarity plays a larger role in item and plurality recognition than in associative recognition on self-paced tests. On speeded tests, priming has a similar effect on item, associative, and plurality recognition. Results suggest that item and associative recognition rely differentially on familiarity and recollection. They are also consistent with recent evidence suggesting that different processes underlie plurality and associative recognition.     

The effect of question order on evaluations of test performance: Can the bias dissolve?

Question difficulty order has been shown to affect students’ global postdictions of test performance. We attempted to eliminate the bias by letting participants experience the question order manipulation multiple times. In all three experiments, participants answered general knowledge questions and self-evaluated their performance. In Experiment 1, participants studied questions and answers in easy–hard or hard–easy question order prior to taking a test in the same order. In Experiment 2, participants took the same test twice in the opposite question order (easy–hard then hard–easy, or hard–easy then easy–hard). In Experiment 3, participants took two different tests in the opposite question order (easy–hard then hard–easy, or hard–easy then easy–hard). In all three experiments, we were unable to eliminate the bias, which suggests that repeated exposure is insufficient to overcome a strong initial anchor.     

The learning ability paradox in adult metamemory research: Where are the metamemory differences between good and poor learners?

College students’ ability to judge whether a studied item had been learned well enough to be recalled on a later test was examined in three experiments with self-paced learning procedures. Generally, these learners compensated for item difficulty when allocating study time, studying hard items longer than easy items, but they still recalled more easy items than hard items and tended to drop items out too soon. When provided with test opportunities during study or a delay between study and judgment, learners compensated significantly more for item difficulty and recalled substantially more. Paradoxically, good and poor learners compensated similarly for item difficulty and benefited similarly from testing during study and from delayed decision making. Thus, although the ability to make metamemory decisions was shown to be important for effective learning, these decisions were made equally well by good and poor associative learners. An analysis of tasks used to investigate metamemory-memory relationships in adult learning may provide an account for this apparent learning ability paradox.     

Repeated retrieval practice and item difficulty: Does criterion learning eliminate item difficulty effects?

A wealth of previous research has established that retrieval practice promotes memory, particularly when retrieval is successful. Although successful retrieval promotes memory, it remains unclear whether successful retrieval promotes memory equally well for items of varying difficulty. Will easy items still outperform difficult items on a final test if all items have been correctly recalled equal numbers of times during practice? In two experiments, normatively difficult and easy Lithuanian–English word pairs were learned via test–restudy practice until each item had been correctly recalled a preassigned number of times (from 1 to 11 correct recalls). Despite equating the numbers of successful recalls during practice, performance on a delayed final cued-recall test was lower for difficult than for easy items. Experiment 2 was designed to diagnose whether the disadvantage for difficult items was due to deficits in cue memory, target memory, and/or associative memory. The results revealed a disadvantage for the difficult versus the easy items only on the associative recognition test, with no differences on cue recognition, and even an advantage on target recognition. Although successful retrieval enhanced memory for both difficult and easy items, equating retrieval success during practice did not eliminate normative item difficulty differences.     

从整合的角度看联结记忆中的项目再认

联结记忆由三种成分构成：项目1, 项目2以及项目1-项目2之间的联结, 其中, 对项目1和项目2的再认称之为项目再认, 而对项目1-项目2之间联结的再认称之为联结再认。双加工理论认为项目再认可以由熟悉性和回想加工来完成, 而联结再认只能由回想加工来完成。但近期有大量的研究发现：当要学习的项目对被整合为一个新的整体表征时, 熟悉性也能够支持联结再认。而关于整合对联结记忆中项目再认的研究较少, 总结已有研究提出两种观点：一种是“只有受益”观点(benefits-only)认为整合在增加联结再认的同时不影响项目再认; 另一种是“收支平衡”观点(costs and benefits)认为整合增加联结再认是以牺牲项目再认为代价的。未来研究应该关注整合对联结记忆中项目再认的影响及其神经机制, 了解整合对联结再认和项目再认的具体作用, 有助于针对具体记忆任务选择合适的编码方式来提高记忆表现。     

Age-related associative deficits are absent with nonwords

Words and nonwords were used as stimuli to assess item and associative recognition memory performance in young and older adults. Participants were presented with pairs of items and then tested on both item memory (old/new items) and associative memory (intact/recombined pairs). For words, older participants performed worse than young participants on item and associative tests but to a greater extent on the latter. In contrast, for nonwords, older participants performed equally worse than young participants on item and associative tests. This is the first study to demonstrate that a manipulation of stimulus novelty can alter age-related associative deficits.     

Recognition memory for faces: When familiarity supports associative recognition judgments

Recognition memory for single items can be dissociated from recognition memory for the associations between items. For example, recognition tests for single words produce curvilinear receiver operating characteristics (ROCs), but associative recognition tests for word pairs produce linear ROCs. These dissociations are consistent with dual-process theories of recognition and suggest that associative recognition relies on recollection but that item recognition relies on a combination of recollection and assessments of familiarity. In the present study, we examined associative recognition ROCs for facial stimuli by manipulating the central and external features, in order to determine whether linear ROCs would be observed for stimuli other than arbitrary word pairs. When the faces were presented upright, familiarity estimates were significantly above zero, and the associative ROCs were curvilinear, suggesting that familiarity contributed to associative judgments. However, presenting the faces upside down effectively eliminated the contribution of familiarity to associative recognition, and the ROCs were linear. The results suggest that familiarity can support associative recognition judgments, if the associated components are encoded as a coherent gestalt, as in upright faces.     

The revelation effect for item and associative recognition: Familiarity versus recollection

The revelation effect occurs when items on a recognition test are more likely to be judged as being old if they are preceded by a cognitive task that involves the processing of similar types of stimuli. This effect was examined for item (single-word) and associative (word-pair) recognition. We found, in Experiments 1 and 2, a revelation effect for item, but not for associative recognition under normal study conditions. A revelation effect for both item and associative recognition was observed in Experiments 3 and 4 when study time was extremely brief, thus limiting the encoding of information that would support recall or recollection. In Experiment 5, we demonstrated that the revelation effect for item recognition is eliminated when item recognition decisions are made in the context of a study item. The results show that the revelation task influenced recognition decisions based on familiarity, but not decisions that involved recall or recollection.     

Developing TODAM: Three models for serial-order information

TODAM2, a theory of distributed associative memory, shows how item and associative information can be considered special cases of serial-order information. Consequently, it is important to get the right model for serial-order information. Here, we analyze and compare three distributed-memory models for serial-order information that use TODAM’s convolution-correlation formalism. These models are the chaining model, the chunking model, and a new model, the power-set model. The chaining model associates each item with its predecessor; the chunking model uses multiple convolutions andn-grams to form chunks; and the power-set model interassociates all items in a set in a particular way to form a chunk. The models are compared in terms of their performance on seven basic tests of serial-order information—namely, serial recall, backward recall, recall of missing items, sequential probe tests, positional probe tests, serial-to-paired-associate transfer, and item recognition. The strengths and weaknesses of each model are discussed.     

When does a different environmental context make a difference in recognition? A global activation model

The effects on recognition of changes in environmental context between learning and test are examined. A context effect occurs when memory tests that take place in an environmental context that is different from the learning context produce consistent differences in performance. A formal model of context-dependent recognition within a global activation framework is presented. The model generates the predictions that (1) context effects will be present when items are tested in a new context that was not seen during learning and (2) context effects will be absent or very small when items are tested in a context that was experienced during learning but that differs from the context in which the test item was learned. Both predictions were verified in an experiment that varied the nature of the different-context test within subjects. Implications for research concerned with context-dependent recognition are discussed.     

Item Difficulty,Discrimination, and the Confidence-Frequency Effect in a Categorical Judgment Task

Three experiments are presented to examine the role of discrimination abilities in the relationship between confidence and performance across items that vary in difficulty. The studies also test the confidence-frequency effect, predicted in the theory of probabilistic mental models (Gigerenzer, Hoffrage, & Kleinbolting, 1991), by investigating the relationship between performance estimates provided as confidence judgments and as estimates of the frequency of correct responding. The categorical judgment task involved predicting whether a handwriting sample, generated using naturalistic sampling, had been written by a female or male. The results suggest that, when outcome variability is taken into account, discrimination ability differs drastically between easy, medium, and hard items. Discriminability is greatest for easy items and decreases until it disappears for hard items. There was also evidence of a confidence-frequency effect, with mean confidence judgments showing a slight tendency toward overconfidence and frequency estimates showing a slight tendency to underestimate performance.     

List discrimination in associative recognition and implications for representation

Four experiments tested the predictions made by the model outlined in A. H. Criss and R. M. Shiffrin (2004b). Participants studied 2 successive lists of pairs followed by a recognition memory test for the most recent list. Some items and some pairs were repeated across the 2 lists. Critically, a given item could be repeated in the same or different type of pair. For associative recognition, performance was only affected by repetitions in the same pair type. However, in single-item recognition confusions occurred for both types of repetitions. The results are as predicted and confirm the assumption that different associative representations were stored even when the same token repeated in different pair types, whereas similar item representations were used regardless of pair type.     

高中英语阅读测验中题组模型的选择与应用

本研究通过高中英语阅读测验实测数据,对比分析双参数逻辑斯蒂克模型 (2PL-IRT)和加入不同数量题组的双参数逻辑斯蒂克模型 (2PL-TRT), 探究题组数量对参数估计及模型拟合的影响。结果表明：(1) 2PL-IRT模型对能力介于-1.50到0.50的被试,能力参数估计偏差较大;(2)将题组效应大于0.50的题组作为局部独立题目纳入模型,会导致部分题目区分度参数的低估和大部分题目难度参数的高估;(3)题组效应越大,将其当作局部独立题目纳入模型估计项目参数的偏差越大。     

Differential effects of age on item and associative measures of memory: a meta-analysis

In this meta-analysis, the authors evaluated recent suggestions that older adults' episodic memory impairments are partially due to a reduced ability to encode and retrieve associated/bound units of information. Results of 90 studies of episodic memory for both item and associative information in 3,197 young and 3,192 older adults provided support for the age-related associative/binding deficit suggestion, indicating a larger effect of age on memory for associative information than for item information. Moderators assessed included the type of associations, encoding instructions, materials, and test format. Results indicated an age-related associative deficit in memory for source, context, temporal order, spatial location, and item pairings, in both verbal and nonverbal material. An age-related associative deficit was quite pronounced under intentional learning instructions but was not clearly evident under incidental learning instructions. Finally, test format was also found to moderate the associative deficit, with older adults showing an associative/binding deficit when item memory was evaluated via recognition tests but not when item memory was evaluated via recall tests, in which case the age-related deficits were similar for item and associative information.     

感知觉加工与概念加工对联结记忆中图片优势效应的影响

本研究采用联结再认范式考察联结记忆中感知觉水平和概念加工程度对图片优势效应的影响。实验1通过呈现清晰或模糊的词语或图片对操纵了感知觉水平,结果发现只有在清晰条件下图片优势效应才会出现;实验2则在模糊条件下通过要求被试想象两个项目之间的关系操纵了概念加工程度,结果发现在有概念加工条件下,出现了图片优势效应。研究结果表明：（1）降低的感知觉水平会导致联结记忆中的图片优势效应消失;（2）对模糊项目对进行概念加工会使联结记忆中出现图片优势效应。     

Time course of item and associative information: implications for global memory models

The time course of availability of associative and item information was examined by using a response signal procedure. Associative information discriminates between a studied pair of words and a pair with words from two different studied pairs. Item information is sufficient to discriminate between a studied pair and a pair not studied. In two experiments, discriminations that require associative information are delayed relative to those based on item information. Two additional experiments discount alternative explanations in terms of the time to encode the test items or task strategies. Examination of the global memory models of Gillund and Shiffrin (1984), Hintzman (1988), and Murdock (1982) shows that the models treat item and associative information inseparably. Modifications to these models which can produce separate contributions for item and associative information do not predict any difference in their availability. Two possible mechanisms for the delayed availability of associative information are considered: the involvement of recall in recognition and the time required to form a compound cue.     

The effects of presentation rate and retention interval on memory for items and associations in younger adults: A simulation of older adults’ associative memory deficit

Older adults show an associative deficit in episodic memory compared to younger adults. Previous research suggests both strategic and automatic binding deficits contribute to older adults’ poorer memory performance. Using behavioral manipulations designed to affect strategic and automatic binding of associations, three experiments attempted to simulate an associative deficit in younger adults. In these experiments participants learned face-scene pairs and then were given item and associative recognition memory tests. We manipulated the time allotted at encoding and retrieval to simulate strategic deficits, and the length of the retention interval to simulate automatic deficits. Results indicate that both manipulations separately contribute to a differential decline in associative memory, similar to the one shown by older adults, especially as reflected in the differential increase in false alarm rate in the associative memory test more than in the item memory test. Considerations of possible underlying brain mechanisms are discussed.     

Anchoring and Adjusting in Questionnaire Responses

Do survey designers bias respondents' answers on attitude/opinion questionnaires through the organization of their survey items? We hypothesize that respondents often employ an anchoring and adjusting strategy in which their response to an initial survey item provides a cognitive anchor from which they insufficiently adjust in answering the subsequent item. Three experiments indicate that respondents often anchor and insufficiently adjust in certain situations. Ultimately, this tendency can affect reliability estimates of scales and the resultant correlations with other measures. In organizing their surveys, researchers may wish to combat this bias by intermixing items designed for different but related constructs.     

What's Context Got to Do with It? Comparative Difficulty of Test Questions Influences Metacognition and Corrected Scores for Formula‐scored Exams

Summary: On formula‐scored exams students receive points and penalties for correct and incorrect answers, respectively, but they can avoid the penalty by withholding incorrect answers. However, test‐takers have difficulty strategically regulating their accuracy and often set an overly conservative metacognitive response bias (e.g., Higham, 2007). The current experiments extended these findings by exploring whether the comparative difficulty of surrounding test questions (i.e., easy vs. hard)—a factor unrelated to the knowledge being tested—impacts metacognitive response bias for medium‐difficulty test questions. Comparative difficulty had no significant influence on participants' ability to choose correct answers for medium questions, but it did affect willingness to report answers and confidence ratings. This difference carried over to corrected scores (scores after penalties are applied) when comparative difficulty was manipulated within‐subjects: Scores were higher in the hard condition. Results are discussed in terms of implications for interpreting formula‐scored tests and underlying mechanisms of performance.Copyright © 2017 John Wiley & Sons, Ltd.     

Strength-based mirror effects in item and associative recognition: Evidence for within-list criterion changes

Strength-based mirror effects occur when the hit rate is higher and the false alarm rate is lower following strongly encoded study lists than when following more weakly encoded study lists. In Experiments 1A and 1B, strength-based mirror effects were observed in separate tests of single item and associative recognition for random word pairs. In Experiment 2, strength-based mirror effects were again seen when item and associative recognition were tested together. Finally, in Experiments 3 and 4, opposing strength-based mirror effects were observed for item and associative recognition when individual words and word pairs were presented at different rates in the same study lists. Strength-based mirror effects could result from participants' adopting a more conservative decision criterion following strong lists than following weak ones. If this is the case for both item and associative recognition, the present results demonstrate that subjects can adopt different response criteria for different recognition tasks and can alternate between them on a trial-by-trial basis.