Remember-know and source memory instructions can qualitatively change old-new recognition accuracy: The modality-match effect

Remember-Know and source memory instructions can qualitatively change old-new recognition accuracy: The modality-match effect in recognition memory.

Journal of Experimental Psychology Learning Memory and Cognition ◽

10.1037/a0018408 ◽

2010 ◽

Vol 36 (2) ◽

pp. 558-566 ◽

Cited By ~ 9

Author(s):

Neil W. Mulligan ◽

Miri Besken ◽

Daniel Peterson

Keyword(s):

Recognition Memory ◽

Source Memory ◽

Recognition Accuracy ◽

Match Effect

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Prior knowledge facilitates recollection and the formation of durable memories

10.31234/osf.io/wqa5y ◽

2019 ◽

Cited By ~ 1

Author(s):

Buddhika Bellana ◽

Rania Mansour ◽

Natalia Ladyka-Wojcik ◽

Cheryl Grady ◽

Morris Moscovitch

Keyword(s):

Recognition Memory ◽

Prior Knowledge ◽

Recognition Test ◽

Source Memory ◽

Recognition Accuracy ◽

Persistent Effect ◽

Delayed Recognition ◽

Fourth Experiment

Prior knowledge often improves recognition accuracy, but does it facilitate the formation of more detailed and durable memories? We sought to further characterize the effects of prior knowledge on learning by examining 1) whether the degree of prior knowledge associated with a stimulus affects the likelihood of episodic recollection, and 2) whether prior knowledge facilitates the formation of durable memories that persist beyond immediate test. In three experiments, participants studied images that were either associated with prior knowledge, or not, for either 1 or 4s, followed by a Remember-Know procedure. Though both prior knowledge and longer encoding duration were associated with better memory, prior knowledge was associated more reliable benefit on measures of recollection (e.g., Remember accuracy and objective source memory). Self-reported degree of prior knowledge associated with a given image was also predictive of its likelihood of being recollected. Furthermore, prior knowledge improved recognition memory for a surprise delayed recognition test, while the effects of encoding duration did not persist. These findings were extended in a fourth experiment, which demonstrated that prior knowledge supported accurate discrimination between studied targets and highly perceptually similar lures. Overall, our results provide evidence for a robust and persistent effect of prior knowledge on recollecting idiosyncratic details from a study episode.

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Influence of the Acoustic Reflex on Vowel Recognition

Journal of Speech Language and Hearing Research ◽

10.1044/jshr.2903.420 ◽

1986 ◽

Vol 29 (3) ◽

pp. 420-424 ◽

Cited By ~ 4

Author(s):

Michael Dorman ◽

Ingrid Cedar ◽

Maureen Hannley ◽

Marjorie Leek ◽

Julie Mapes Lindholm

Keyword(s):

Auditory System ◽

Sound Pressure ◽

Dynamic Range ◽

Recognition Accuracy ◽

Pressure Level ◽

Acoustic Reflex ◽

The Poor ◽

Stapedial Reflex ◽

Vowel Recognition ◽

High Sound

Computer synthesized vowels of 50- and 300-ms duration were presented to normal-hearing listeners at a moderate and high sound pressure level (SPL). Presentation at the high SPL resulted in poor recognition accuracy for vowels of a duration (50 ms) shorter than the latency of the acoustic stapedial reflex. Presentation level had no effect on recognition accuracy for vowels of sufficient duration (300 ms) to elicit the reflex. The poor recognition accuracy for the brief, high intensity vowels was significantly improved when the reflex was preactivated. These results demonstrate the importance of the acoustic reflex in extending the dynamic range of the auditory system for speech recognition.

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Positive Arousal Enhances the Consolidation of Item Memory

Swiss Journal of Psychology ◽

10.1024/1421-0185/a000151 ◽

2015 ◽

Vol 74 (2) ◽

pp. 91-104 ◽

Cited By ~ 1

Author(s):

Bo Wang

Keyword(s):

Episodic Memory ◽

Memory Consolidation ◽

Source Memory ◽

Emotional Arousal ◽

Theoretical Models ◽

Memory Test ◽

Learning Phase ◽

Item Memory ◽

Memory Tests ◽

Immediate Memory

Emotional arousal induced after learning has been shown to modulate memory consolidation. However, it is unclear whether the effect of postlearning arousal can extend to different aspects of memory. This study examined the effect of postlearning positive arousal on both item memory and source memory. Participants learned a list of neutral words and took an immediate memory test. Then they watched a positive or a neutral videoclip and took delayed memory tests after either 25 minutes or 1 week had elapsed after the learning phase. In both delay conditions, positive arousal enhanced consolidation of item memory as measured by overall recognition. Furthermore, positive arousal enhanced consolidation of familiarity but not recollection. However, positive arousal appeared to have no effect on consolidation of source memory. These findings have implications for building theoretical models of the effect of emotional arousal on consolidation of episodic memory and for applying postlearning emotional arousal as a technique of memory intervention.

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