Recollection Is a Continuous Process: Implications for Dual-Process Theories of Recognition Memory

ABSTRACT— Dual-process theory, which holds that recognition decisions can be based on recollection or familiarity, has long seemed incompatible with signal detection theory, which holds that recognition decisions are based on a singular, continuous memory-strength variable. Formal dual-process models typically regard familiarity as a continuous process (i.e., familiarity comes in degrees), but they construe recollection as a categorical process (i.e., recollection either occurs or does not occur). A continuous process is characterized by a graded relationship between confidence and accuracy, whereas a categorical process is characterized by a binary relationship such that high confidence is associated with high accuracy but all lower degrees of confidence are associated with chance accuracy. Using a source-memory procedure, we found that the relationship between confidence and source-recollection accuracy was graded. Because recollection, like familiarity, is a continuous process, dual-process theory is more compatible with signal detection theory than previously thought.     

Variable-ratio schedules as variable-interval schedules with linear feedback loops.

The mathematical theory of linear systems has been used successfully to describe responding on variable-interval (VI) schedules. In the simplest extension of the theory to the variable-ratio (VR) case, VR schedules are treated as if they were VI schedules with linear feedback loops. The assumption entailed by this approach, namely, that VR and VI-plus-linear-feedback schedules are equivalent, was tested by comparing responding on the two types of schedule. Four human subjects' lever pressing produced monetary reinforcers on five VR schedules, and on five VI schedules with linear feedback loops that reproduced the feedback properties of the VR schedules. Pressing was initiated by instructions in 2 subjects, and was shaped by successive approximation in the other 2. The different methods of response initiation did not have differential effects on behavior. For each of the 4 subjects, the VR and the comparable VI-plus-linear-feedback schedules generated similar average response rates and similar response patterns. The subjects' behavior on both types of schedule was similar to that of avian and rodent species on VR schedules. These results indicate that the assumption entailed by the VI-plus-linear-feedback approach to the VR case is valid and, consequently, that the approach is worth pursuing. The results also confute interresponse-time theories of schedule performance, which require interval and ratio contingencies to produce different response rates.     

Separating The Effects Of Trial-specific And Average Sample-stimulus Duration In Delayed Matching To Sample In Pigeons

Pigeons were studied in two experiments employing delayed matching-to-sample (DMTS) tasks in which the reduction in delay to reinforcement signaled by the onset of the sample stimulus was manipulated by varying sample-stimulus duration. In Experiment 1, the duration of the sample stimulus was either 5 s or 10 s for one sample stimulus and 10 s or 20 s for the other. Subjects matched more frequently when the sample duration was 10 s following the sample associated with the shorter average duration. This finding is analogous to the memory distribution effect found by Honig (1987) in a successive DMTS task that varied retention interval. In Experiment 2, sample duration was either 5 s or 15 s. In Phases 1 and 3 each sample duration was correlated with a particular sample color, and in Phase 2 sample duration and color were uncorrelated. When sample duration was 5 s, subjects matched more frequently when sample duration and color were correlated than when they were uncorrelated. Overall, subjects matched more frequently when sample duration and color were correlated. The data from both experiments support Wixted's (1989) model, which states that one determinant of choice in a DMTS task is the delay-reduction value of the sample stimulus.     

Human observing: maintained by negative informative stimuli only if correlated with improvement in response efficiency.

Two experiments investigated the effect of observing responses that enabled college students to emit more efficient distributions of reinforced responses. In Experiment 1, the gains of response efficiency enabled by observing were minimized through use of identical low-effort response requirements in two alternating variable-interval schedules. These comprised a mixed schedule of reinforcement; they differed in the number of money-backed points per reinforcer. In each of three choices between two stimuli that varied in their correlation with the variable-interval schedules, the results showed that subjects preferred stimuli that were correlated with the larger average amount of reinforcement. This is consistent with a conditioned-reinforcement hypothesis. Negative informative stimuli--that is, stimuli correlated with the smaller of two rewards--did not maintain as much observing as stimuli that were uncorrelated with amount of reward. In Experiment 2, savings in effort made possible by producing S- were varied within subjects by alternately removing and reinstating the response-reinforcement contingency in a mixed variable-interval/extinction schedule of reinforcement. Preference for an uncorrelated stimulus compared to a negative informative stimulus (S-) decreased for each of six subjects, and usually reversed when observing permitted a more efficient temporal distribution of the responses required for reinforcement; in this case, the responses were pulls on a relatively high-effort plunger. When observing the S- could not improve response efficiency, subjects again chose the control stimulus. All of these results were inconsistent with the uncertainty-reduction hypothesis.     

Three tests and three corrections: comment on Koen and Yonelinas (2010)

The slope of the z-transformed receiver-operating characteristic (zROC) in recognition memory experiments is usually less than 1, which has long been interpreted to mean that the variance of the target distribution is greater than the variance of the lure distribution. The greater variance of the target distribution could arise because the different items on a list receive different increments in memory strength during study (the "encoding variability" hypothesis). In a test of that interpretation, Koen and Yonelinas (2010) attempted to further increase encoding variability to see whether it would further decrease the slope of the zROC. To do so, they presented items on a list for 2 different durations and then mixed the weak and strong targets together. After performing 3 tests on the mixed-strength data, Koen and Yonelinas concluded that encoding variability does not explain why the slope of the zROC is typically less than 1. However, we show that their tests have no bearing on the encoding variability account. Instead, they bear on the mixture-unequal-variance signal-detection (UVSD) model that corresponds to their experimental design. On the surface, the results reported by Koen and Yonelinas appear to be inconsistent with the predictions of the mixture-UVSD model (though they were taken to be inconsistent with the predictions of the encoding variability hypothesis). However, all 3 of the tests they performed contained errors. When those errors are corrected, the same 3 tests show that their data support, rather than contradict, the mixture-UVSD model (but they still have no bearing on the encoding variability hypothesis).     

The effect of overlearning on long‐term retention

Once material has been learned to a criterion of one perfect trial, further study within the same session constitutes overlearning. Although overlearning is a popular learning strategy, its effect on long‐term retention is unclear. In two experiments presented here, 218 college students learned geography facts (Experiment 1) or word definitions (Experiment 2). The degree of learning was manipulated and measured via multiple test‐with‐feedback trials, and participants returned for a final cued recall test between 1 and 9 weeks later. The overlearners recalled far more than the low learners at the 1‐week test, but this difference decreased dramatically thereafter. These data suggest that overlearning (and its concomitant demand for additional study time) is an inefficient strategy for learning material for meaningfully long periods of time. Copyright © 2004 John Wiley & Sons, Ltd.     

The medial temporal lobe and the attributes of memory

Neuroimaging and lesion studies have seemed to converge on the idea that the hippocampus selectively supports recollection. However, these studies usually involve a comparison between strong recollection-based memories and weak familiarity-based memories. Studies that avoid confounding memory strength with recollection and familiarity almost always find that the hippocampus supports both recollection and familiarity. We argue that the functional organization of the medial temporal lobe (MTL) is unlikely to be illuminated by the psychological distinction between recollection and familiarity and will be better informed by findings from neuroanatomy and neurophysiology. These findings indicate that the different structures of the MTL process different attributes of experience. By representing the widest array of attributes, the hippocampus supports recollection-based and familiarity-based memory of multiattribute stimuli.