Study-Phase Retrieval: Suppressing False Recognition in a Repetition Paradigm

2007 ◽  
Author(s):  
Peter M. Wessels ◽  
Jonathan Schnader ◽  
Allison Smith ◽  
Christopher Thomas ◽  
Haley Titus
Keyword(s):  
False Recognition ◽  
Phase Retrieval ◽  
Study Phase

Limitations to the Spacing Effect

2005 ◽  
Vol 52 (4) ◽  
pp. 257-263 ◽  
Author(s):  
Peter P. J. L. Verkoeijen ◽  
Remy M. J. P. Rikers ◽  
Henk G. Schmidt
Keyword(s):  
Free Recall ◽  
Phase Retrieval ◽  
Incidental Learning ◽  
Factor Model ◽  
Recall Performance ◽  
Spacing Effect ◽  
Word List ◽  
Intentional Learning ◽  
Study Phase ◽  
Learning Condition

Abstract. The spacing effect refers to the finding that memory for repeated items improves when the interrepetition interval increases. To explain the spacing effect in free-recall tasks, a two-factor model has been put forward that combines mechanisms of contextual variability and study-phase retrieval (e.g., Raaijmakers, 2003 ; Verkoeijen, Rikers, & Schmidt, 2004 ). An important, yet untested, implication of this model is that free recall of repetitions should follow an inverted u-shaped relationship with interrepetition spacing. To demonstrate the suggested relationship an experiment was conducted. Participants studied a word list, consisting of items repeated at different interrepetition intervals, either under incidental or under intentional learning instructions. Subsequently, participants received a free-recall test. The results revealed an inverted u-shaped relationship between free recall and interrepetition spacing in both the incidental-learning condition and the intentional-learning condition. Moreover, for intentionally learned repetitions, the maximum free-recall performance was located at a longer interrepetition interval than for incidentally learned repetitions. These findings are interpreted in terms of the two-factor model of spacing effects in free-recall tasks.

Distributed Practice or Spacing Effect

2020 ◽  
Author(s):  
Shana K. Carpenter
Keyword(s):  
Information Needs ◽  
Phase Retrieval ◽  
Spacing Effect ◽  
Learning Opportunities ◽  
Distributed Practice ◽  
Study Phase ◽  
Full Potential ◽  
Spaced Learning ◽  
Encoding Variability ◽  
Massed Learning

The spacing effect (also known as distributed practice) refers to the finding that two or more learning opportunities that are spaced apart, or distributed, in time produce better learning than the same opportunities that occur in close succession. A number of theories have been proposed to account for the spacing effect. These include deficient processing, encoding variability, study-phase retrieval, and consolidation. According to the deficient processing account, learning opportunities that are spaced apart in time, compared to non-spaced or “massed” learning opportunities, are more likely to receive a learner’s full attention, ultimately leading to better quality learning. The encoding variability account proposes that spaced learning opportunities, because they are separated in time, are more likely to be associated with a number of different contextual cues that can benefit later memory for the information learned. Study-phase retrieval is based on the premise that retrieval benefits learning, and spaced learning opportunities are more likely than massed learning opportunities to involve retrieval of the previous learning experience. More recent evidence suggests that spacing learning opportunities across different days may benefit memory due to sleep-dependent neural consolidation processes. Research in authentic educational contexts shows that spacing benefits learning of a wide variety of materials, from basic facts to complex scientific concepts and skills. Regarding the practical question of when spaced learning opportunities should occur, the ideal scheduling of these opportunities depends upon how long the information needs to be remembered in the future, such that retention over longer intervals of time benefits most by longer spacing between repeated learning opportunities. Despite its promise for enhancing student learning, spacing can be challenging to implement in authentic educational contexts due to the intuitive notion that immediate repetition is better for learning, and the difficulties involved in setting a spaced study schedule in advance and adhering to it. To realize the full potential of spacing to enhance educational practices, future studies are needed that can measure implementation of spacing by students and teachers in real educational environments.

Effects of repetition as a function of study-phase retrieval

1976 ◽  
Vol 15 (5) ◽  
pp. 529-536 ◽  
Author(s):  
Samuel J. Thios ◽  
Paul R. D'Agostino
Keyword(s):  
Phase Retrieval ◽  
Study Phase

scholarly journals Effects of Emotion and Emotional Valence on the Neural Correlates of Episodic Memory Search and Elaboration

2014 ◽  
Vol 26 (4) ◽  
pp. 825-839 ◽  
Author(s):  
Jaclyn Hennessey Ford ◽  
John A. Morris ◽  
Elizabeth A. Kensinger
Keyword(s):  
Episodic Memory ◽  
Phase Retrieval ◽  
Functional Neuroimaging ◽  
Recognition Task ◽  
Memory Search ◽  
Emotional Valence ◽  
Neural Correlates ◽  
Study Phase ◽  
Positive Events ◽  
Medial Pfc

Successful retrieval of an event includes an initial search phase in which the information is accessed and a subsequent elaboration phase in which an individual expands on event details. Traditionally, functional neuroimaging studies examining episodic memory retrieval either have not made a distinction between these two phases or have focused on the initial search process. The current study used an extended retrieval trial to compare the neural correlates of search and elaboration and to examine the effects of emotion on each phase. Before scanning, participants encoded positive, negative, and neutral images paired with neutral titles. After a 30-min delay, participants engaged in a scanned recognition task in which they viewed the neutral titles and indicated whether the title had been presented with an image during the study phase. Retrieval was divided into an initial memory search and a subsequent 5-sec elaboration phase. The current study identified neural differences between the search and elaboration phases, with search being associated with widespread bilateral activations across the entire cortex and elaboration primarily being associated with increased activity in the medial pFC. The emotionality of the retrieval target was more influential during search relative to elaboration. However, valence influenced when the effect of emotion was greatest, with search engaging many more regions for positive events than negative ones, but elaboration engaging the dorsomedial pFC more for negative events than positive events.

Spacing judgments as an index of study-phase retrieval.

1975 ◽  
Vol 1 (1) ◽  
pp. 31-40 ◽  
Author(s):  
Douglas L. Hintzman ◽  
Jeffrey J. Summers ◽  
Richard A. Block
Keyword(s):  
Phase Retrieval ◽  
Study Phase

Effects of Repetition as a Function of Study-Phase Retrieval

1975 ◽  
Author(s):  
Samuel J. Thios ◽  
Paul R. D'Agostino ◽  
Eugene A. Lovelace
Keyword(s):  
Phase Retrieval ◽  
Study Phase

scholarly journals The Role of Prefrontal Cortex in Verbal Episodic Memory: rTMS Evidence

2003 ◽  
Vol 15 (6) ◽  
pp. 855-861 ◽  
Author(s):  
Marco Sandrini ◽  
Stefano F. Cappa ◽  
Simone Rossi ◽  
Paolo M. Rossini ◽  
Carlo Miniussi
Keyword(s):  
Prefrontal Cortex ◽  
Episodic Memory ◽  
Phase Retrieval ◽  
Repetitive Transcranial Magnetic Stimulation ◽  
Unrelated Word ◽  
Study Phase ◽  
Memory Processing ◽  
Dorsolateral Prefrontal ◽  
The Right

Long-term, episodic memory processing is supposed to involve the prefrontal cortex asymmetrically. Here we investigate the role of the dorsolateral prefrontal cortex (DLPFC) in encoding and retrieval of semantically related or unrelated word pairs. Subjects were required to perform a task consisting of two parts: a study phase (encoding), in which word pairs were presented, and a test phase (retrieval), during which stimuli previously presented had to be recognized among other stimuli. Consistently with our previous findings using pictures, repetitive transcranial magnetic stimulation (rTMS) had a significant impact on episodic memory. The performance was significantly disrupted when rTMS was applied to the left or right DLPFC during encoding, and to the right DLPFC in retrieval, but only for unrelated word pairs. These results indicate that the nature of the material to be remembered interacts with the encoding–retrieval DLPFC asymmetry; moreover, the crucial role of DLPFC is evident only for novel stimuli.

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