Reminders can enhance or impair episodic memory updating: a memory-for-change perspective

ABSTRACT

The Memory-for-Change framework proposes that retrieving episodic memories can facilitate new learning when changes between existing memories and new information are integrated during encoding and later recollected. Four experiments examined whether reminders could improve memory updating and enhance new learning. Participants studied two study lists of word pairs and were given a cued recall test on responses from both lists. Reminders of List 1 words pairs (A-B) appeared immediately before List 2 words pairs that included repeated cues and changed responses (A-D). Across experiments, we varied the types of reminders to determine whether differences in their effectiveness as retrieval cues would influence memory for the list membership of responses. We found that presenting intact reminders (cue-response) enhanced the memory benefits associated with recollection-based retrieval of changes relative to when no reminders appeared and when partial reminders (cue-only) appeared with and without feedback. Importantly, cue-response reminders benefitted memory when they were recognised in List 2 and when changes were later recollected. This suggests that integrative encoding can be facilitated when substantial environmental support is available to cue retrieval of existing memories. These findings have practical implications for understanding which reminders best aid the correction of memories for inaccurate information.     

Change detection inflates confidence on a subsequent recognition task

A face viewed under good encoding conditions is more likely to be remembered than a face viewed under poor encoding conditions. In four experiments we investigated how encoding conditions affected confidence in recognising faces from line-ups. Participants performed a change detection task followed by a recognition task and then rated how confident they were in their recognition accuracy. In the first two experiments the same faces were repeated across trials. In the final two experiments novel faces were used on each trial. Target-present and target-absent line-ups were utilised. In each experiment participants had greater recognition confidence after change detection than after change blindness. The finding that change detection inflates confidence, even for inaccurate recognitions, indicates recognition certainty can be a product of perceived encoding conditions rather than authentic memory strength.     

Using real-world scenes as contextual cues for search

Research on contextual cueing has demonstrated that with simple arrays of letters and shapes, search for a target increases in efficiency as associations between a search target and its surrounding visual context are learned. We investigated whether the visual context afforded by repeated exposure to real-world scenes can also guide attention when the relationship between the scene and a target position is arbitrary. Observers searched for and identified a target letter embedded in photographs of real-world scenes. Although search time within novel scenes was consistent across trials, search time within repeated scenes decreased across repetitions. Unlike previous demonstrations of contextual cueing, however, memory for scene-target covariation was explicit. In subsequent memory tests, observers recognized repeated contexts more often than those that were presented once and displayed superior recall of target position within the repeated scenes. In addition, repetition of inverted scenes, which made the scene more difficult to identify, produced a markedly reduced rate of learning, suggesting semantic information concerning object and scene identity are used to guide attention.     

Correspondence problems cause repositioning costs in visual working memory

Visual working memory performance often declines when objects are tested in new positions from those they were observed. We report an asymmetry in repositioning costs for orientation compared to colour memory (Experiment 1). Follow-up experiments demonstrated a similar asymmetry for line length memory compared to shape memory (Experiment 2). When different shades of the same colour category were used, however, repositioning costs emerged for colour as well (Experiment 3). Finally, a direct comparison experiment demonstrated an asymmetry for orientation compared to categorical colours, but in a task with no explicit memory demands (Experiment 4). These results challenge previous accounts of repositioning costs, suggesting that they emerge not due to the contents of visual working memory, but naturally because of correspondence procedures that must be executed in order to use a memory to judge the present.     

The effect of cueing on change blindness and same blindness

We used the change blindness paradigm of Landman, Spekreijse, and Lamme (2003) to measure the effect of cues on the ability to detect changes between two presentations of an array of eight rectangles separated by an interstimulus interval (ISI). Next, we measured the ability to detect sameness as the target rectangle remained the same when all of the others changed orientation. We were surprised to find no difference between change-detection and same-detection performance. These results (1) are consistent with the notion that some kind of internal representation was cued during the ISI, (2) mitigate against the recruitment of grouping strategies and/or forming a Gestalt, and (3) imply that under conditions facilitated by cues same-detection performance can be as good as change-detection performance.     

Emotions,narrative and change

There is a wide agreement that emotions are central to the evaluation and understanding of change processes in psychotherapy. Unfortunately, most of the debate on the role of emotions has been influenced by the reductionist view of ‘psychophysiological symbolism’ (Averill 1996). We defend the position that, in order to understand their role in psychotherapy fully, we need to move in the direction of a more complex view of emotions. This paper presents a view of emotionsas social constructed phenomena operating via language and narrative. We present research suggesting that these narratives may be an essential process for understanding psychological disorders, how these disorders are developed and, finally, how they can be changed.     

Contingency learning and stereotype formation: Illusory and spurious correlations revisited

The ability of implicit measures to predict behaviour varies greatly across studies, emphasising the need for accounts of this variability. In order to organise and review the literature on moderators that influence individuals' information processing, we suggest a classification system of moderators with two dimensions. One dimension distinguishes moderators according to their influence on the opportunity to control, the motivation to control, or the reliance on either automatic or controlled processes without changes in opportunity or motivation. The second dimension classifies moderators according to whether they pertain to a disposition of the acting person, the situation in which the behaviour occurs, or the behaviour itself. Increased predictive validity of implicit measures is associated with conditions that foster the impact of automatic processes on behaviour determination. In the discussion we derive several additional moderators from the classification system, delineate emerging research questions, and discuss implications of the reviewed studies for research on self-regulation.     

Emerging perspectives on the structure and function of attitude strength

For more than 20 years, scholars have used the term “attitude strength” to refer to the durability and impactfulness of attitudes, and a large literature attests to the important leverage that this concept offers for understanding and predicting behaviour. Despite its prominence, however, a number of fundamental questions remain regarding the structure and function of attitude strength. In this chapter we draw on a wide range of evidence to clarify the nature of attitude strength. Rather than conceiving of attitude strength as a meaningful psychological construct, we argue that it is better conceptualised as an umbrella term that refers in only the most general way to multiple, separable classes of attitude outcomes, instigated by different antecedents and produced by distinct psychological processes. Although strong attitudes share a set of general qualities—resistance to change, persistence over time, impact on thought and behaviour—there are many distinct routes by which attitudes come to possess these qualities, and many diverse ways in which these qualities manifest themselves. Our analysis shifts the focus away from the structural properties of attitude strength and towards a fuller appreciation of the distinct sources from which attitudes derive their strength. We argue in particular for the value of attending more closely to the social bases of attitude strength, and we illustrate the value of this approach by reviewing several lines of research.     

Effects of age and ability on components of cognitive change

Prior experience with a cognitive task is often associated with higher performance on a second assessment, and these experience effects can complicate the interpretation of cognitive change. The current study was designed to investigate experience effects by obtaining measures of cognitive performance separated by days and by years. The analyses were based on data from 2017 adults with two longitudinal occasions, of whom 948 had also completed a third occasion, with each occasion consisting of three parallel versions of the tests on separate sessions. Change across short intervals was typically positive, and greater among older adults and adults with low levels of cognitive ability, whereas change over intervals of approximately three years was often negative, particularly at older ages. In contrast to the expectation that change over short intervals might be informative about change over longer intervals, relations between short-term change and long-term change were negative, as the individuals who gained the most with assessments separated by days tended to experience the greatest losses across assessments separated by years.