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81.
To examine the relationship between visual imagery and autobiographical memory, eye position and pupil size were recorded while participants first searched for memories and then reconstructed the retrieved memories (Experiment 1), or only searched for memories (Experiment 2). In Experiment 1, we observed that, although recollective experience was not associated with the number of fixations per minute, memories that took longer to retrieve were linked to increased pupil size. In Experiment 2, we observed that directly retrieved memories were recalled more quickly and were accompanied by smaller pupils than generatively retrieved memories. After correcting for response time, retrieval mode also produced an effect, showing that decreased pupil size is not simply due to directly retrieved memories being recalled more quickly. These findings provide compelling evidence that objective measures, such as pupil size, can be used alongside subjective measures, such as self-reports, to distinguish between directly retrieved and generatively retrieved memories. 相似文献
82.
The literature on autobiographical memory retrieval has directed much attention to the concepts of direct retrieval (fast, automatic retrieval) and generative retrieval (slower, deliberative/strategic retrieval). Among the many findings reported on these phenomena, their relative prevalence has stood out as a central feature in many studies, with most studies reporting the frequency of direct retrieval as equal to or exceeding generative retrieval. In this study, we used the retrieve-aloud procedure (a method where participants verbalize their thoughts while retrieving) to delve more deeply into the nature of reports of ubiquitous direct retrieval. We hypothesized that much of the direct retrieval reported in literature is not bona fide direct retrieval (i.e., seemingly automatic retrieval), but is a combination of other retrieval processes, including generative-like retrieval processes. Our results supported this view, showing that less than one-half of all of the observed direct retrievals were bona fide direct retrieval, while the rest were a form of generative retrieval, or fell somewhere in between direct and generative retrieval. We argue that the results suggest that the prevalence of direct retrieval may be overestimated in the literature, and we further propose an alternative classification schema for direct retrievals. 相似文献
83.
Curiosity – broadly defined as the desire to acquire new information – enhances learning and memory in adults. In addition, interest in the information (i.e., when the information is processed) can also facilitate later memory. To date, it is not known how states of pre‐information curiosity and post‐information interest enhance memory in childhood and adolescence. We used a trivia paradigm in which children and adolescents (N = 60, 10–14 years) encoded trivia questions and answers associated with high or low curiosity. States of high pre‐answer curiosity enhanced later memory for trivia answers in both children and adolescents. However, higher positive post‐answer interest enhanced memory for trivia answers beyond the effects of curiosity more strongly in adolescents than in children. These results suggest that curiosity and interest have positive effects on learning and memory in childhood and adolescence, but might need to be harnessed in differential ways across child development to optimize learning. 相似文献
84.
Anna J. Cunningham Adrian P. Burgess Caroline Witton Joel B. Talcott Laura R. Shapiro 《Developmental science》2021,24(1)
We reconcile competing theories of the role of phonological memory in reading development, by uncovering their dynamic relationship during the first 5 years of school. Phonological memory, reading and phoneme awareness were assessed in 780 phonics‐educated children at age 4, 5, 6 and 9. Confirmatory factor analyses demonstrated that phonological memory loaded onto two factors: verbal short‐term memory (verbal STM; phonological tasks that loaded primarily on serial order memory) and nonword repetition. Using longitudinal structural equation models, we found that verbal STM directly predicted early word‐level reading from age 4 to 6, reflecting the importance of serial‐order memory for letter‐by‐letter decoding. In contrast, reading had no reciprocal influence on the development of verbal STM. The relationship between nonword repetition and reading was bidirectional across the 5 years of study: nonword repetition and reading predicted each other both directly and indirectly (via phoneme awareness). Indirect effects from nonword repetition (and verbal STM) to reading support the view that phonological memory stimulates phonemically detailed representations through repeated encoding of complex verbal stimuli. Similarly, the indirect influence of reading on nonword repetition suggests that improved reading ability promotes the phoneme‐level specificity of phonological representations. Finally, the direct influence from reading to nonword repetition suggests that better readers use orthographic cues to help them remember and repeat new words accurately. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=70LZfTR0BjE . 相似文献
85.
Driving while carrying out another (secondary) task interferes with performance, though the degree of interference may vary between tasks and individual drivers. In this study, we focused on two potentially interrelated individual difference variables that may play a role in determining dual-task interference: working memory capacity and the driver’s experience with the relevant secondary task. We used a driving simulator to measure interference, comparing single-task performance (driving alone) with driving performance during three secondary tasks: conversing on a handsfree cellphone, texting, and selecting a song on a touchscreen Mp3 player. Drivers also rated the difficulty of driving while carrying out each secondary task. For the individual difference variables, working memory was measured using the Operation Span test (OSPAN), and experience was assessed in terms of self-reported daily driving exposure and exposure to the relevant secondary tasks (frequency, duration). Overall, we found evidence of dual-task interference, though interference varied between tasks; the texting and Mp3 tasks produced significantly more interference than handsfree cellphone conversation. For the texting and Mp3 song selection tasks, interference was apparent in terms of increased steering variability, but for the Mp3 task there was also compensatory slowing, with drivers slowing down while carrying out the task. OSPAN performance and daily driving exposure were both covariates in predicting the amount of dual-task interference. However, our results suggest that in all but two cases, both involving the texting task, the effects of the OSPAN and the driving and secondary task exposure variables were independent rather than interrelated. 相似文献
86.
Memory is considered one of the most important functions since it allows us to code, store and retrieve knowledge. These qualities make it an indispensable function for a virtual creature. In general, memory can be classified based on the durability of the stored data in working memory and long-term memory. Working memory refers to the capacity to maintain temporarily a limited amount of information in mind, which can then be used to support various abilities, including learning, reasoning, planning and decision-making. Unlike short-term memory, working memory is not only a storage site, but it is also a framework of interacting processes that involve the temporary storage and manipulation of information in the service of performing complex cognitive activities. Declarative memory is a type of long-term memory related with the storage of facts and events. This research focuses on the development of a cognitive architecture for the type of working memory that maintains and manipulates declarative information. The construction of the model was grounded in theoretical evidence taken from cognitive sciences such as neuroscience and psychology, which gave us the components and their processes. The model was evaluated through a case study that covers the encoding, storing, and retrieval stages. Our hypothesis is that a virtual creature endowed with our working memory model will provide faster access to the information needed for the ongoing task. Therefore, it improves the planning and decision-making processes. 相似文献
87.
基于拓展思维的社会互动主义视角, 采用流行病学研究思路, 记忆的形成与维护构成了集体记忆心理学研究的核心问题。相关研究一方面以“对话”为研究语境, 系统阐释了集体记忆形成中的社会传染、检索诱发遗忘、共享现实和网络聚合等心理机制; 另一方面, 聚焦于既存的记忆, 阐释了集体记忆有效性的心理原则, 同时, 记忆的身份关联性得到了确证。集体记忆心理学研究仍需拓展视野, 加强对文化记忆的有效性研究, 密切关注媒介技术变革引发的记忆变化, 积极推进本土化研究。 相似文献
88.
采用与食物图片相关的点探测任务和学习—再认范式考察超重女性对不同热量食物信息的注意偏向和记忆偏向。结果发现:(1) 超重女性对高热量食物信息存在注意警觉—注意脱离困难模式,对低热量食物信息仅表现为注意回避模式。(2) 超重组女性对高热量食物信息的再认正确率显著高于正常体重组,而对低热量食物信息的再认成绩组间差异不显著。研究结果证实了超重女性对高热量食物信息投入更多的认知资源,存在注意偏向和记忆偏向。 相似文献
89.
90.