Measurement of Trace Strength in Memory for Pictures

1978 ◽  
Vol 30 (2) ◽  
pp. 263-281 ◽  
Author(s):  
David Gaffan
Keyword(s):  
Retention Interval ◽  
Test Trial ◽  
Linear Function ◽  
Retention Test ◽  
Exposure Duration ◽  
Recognition Task ◽  
Trace Strength

Four experiments using a yes-no recognition task with snapshots examined (1) the effect of presenting not one but two items simultaneously, either both targets or both distractors, for a single judgment at a retention test trial; (2) the rate of forgetting; (3) the interaction between retention interval and the exposure duration at acquisition; (4) acquisition as a function of the number of times a picture was presented. In each case performance was assessed by calculating the discriminability index d′. The results supported the hypotheses that trace strength is lognormally distributed, that forgetting is exponential, and that in acquisition trace strength is a linear function of the number of presentations.

scholarly journals Is Pupil Activity Associated With the Strength of Memory Signal for Words in a Continuous Recognition Memory Paradigm?

2021 ◽  
Vol 12 ◽  
Author(s):  
Jorge Oliveira ◽  
Marta Fernandes ◽  
Pedro J. Rosa ◽  
Pedro Gamito
Keyword(s):  
Retention Interval ◽  
Recognition Memory ◽  
Pupil Size ◽  
Time Course ◽  
Recognition Performance ◽  
Recognition Task ◽  
Subjective Feeling ◽  
Consistent Finding ◽  
Pupillary Responses ◽  
Study Test

Research on pupillometry provides an increasing evidence for associations between pupil activity and memory processing. The most consistent finding is related to an increase in pupil size for old items compared with novel items, suggesting that pupil activity is associated with the strength of memory signal. However, the time course of these changes is not completely known, specifically, when items are presented in a running recognition task maximizing interference by requiring the recognition of the most recent items from a sequence of old/new items. The sample comprised 42 healthy participants who performed a visual word recognition task under varying conditions of retention interval. Recognition responses were evaluated using behavioral variables for discrimination accuracy, reaction time, and confidence in recognition decisions. Pupil activity was recorded continuously during the entire experiment. The results suggest a decrease in recognition performance with increasing study-test retention interval. Pupil size decreased across retention intervals, while pupil old/new effects were found only for words recognized at the shortest retention interval. Pupillary responses consisted of a pronounced early pupil constriction at retrieval under longer study-test lags corresponding to weaker memory signals. However, the pupil size was also sensitive to the subjective feeling of familiarity as shown by pupil dilation to false alarms (new items judged as old). These results suggest that the pupil size is related not only to the strength of memory signal but also to subjective familiarity decisions in a continuous recognition memory paradigm.

Short-Term Memory for Colors and Color Names

1983 ◽  
Vol 53 (2) ◽  
pp. 579-582 ◽  
Author(s):  
Charles K. Allen
Keyword(s):  
Retention Interval ◽  
Test Trial ◽  
Opposite Direction ◽  
Short Term Memory ◽  
Proactive Inhibition ◽  
Dual Coding ◽  
Control Groups ◽  
Short Term ◽  
Term Memory ◽  
The Way

The Brown-Peterson paradigm was used to study the way colors and color names are encoded in memory. Three colored strips or the names of the 3 colors were presented on each of 4 trials. The 30-sec. retention interval was filled with number counting. Two control groups received the same material, either colors or names of colors, on all 4 trials. Two experimental groups were shifted from color names to colors or from colors to color names on test trial 4. The results indicated that (1) proactive inhibition developed to both colors and color names, (2) recall of colors was superior to color names, and (3) release from proactive inhibition was found in the group shifted from color names to colors but not in the group shifted in the opposite direction. The results were discussed in terms of the dual-coding hypothesis developed by Paivio.

A decrease in conjunction error rates across lags on a continuous recognition task: A robust pattern

2008 ◽  
Vol 61 (11) ◽  
pp. 1726-1740 ◽  
Author(s):  
Todd C. Jones ◽  
Paul Atchley
Keyword(s):  
Retention Interval ◽  
Previous Experiment ◽  
Recognition Task ◽  
Error Rates ◽  
Constant Level ◽  
Conjunction Error ◽  
Basic Procedure

In four experiments, the lag retention interval from parent words (e.g., blackmail, jailbird) to a conjunction word ( blackbird) was manipulated in a continuous recognition task. Alterations to the basic procedure of Jones and Atchley (2002) were employed in Experiments 1 and 2 to bolster recollection to reject conjunction lures, yet conjunction error rates still decreased across lags of 1 to 20 words. Experiment 3 and a multiexperiment analysis examined the increments of forgetting in familiarity across lags of 1–20 words. Finally, in Experiment 4, participants attempted to identify conjunction probes as “old”, and the data were contrasted with those from a previous experiment (Jones & Atchley, 2002, Exp. 1), in which participants attempted not to identify conjunction probes as “old”. In support of earlier findings, the decrease in familiarity across lags of 1–20 words appears robust, with a constant level of weak recollection occurring for parent words.

scholarly journals Perceptual identification task points to continuity between implicit memory and recall

2019 ◽  
Author(s):  
Audrey Mazancieux ◽  
Tifany Pandiani ◽  
Chris Moulin
Keyword(s):  
Implicit Memory ◽  
Explicit Memory ◽  
Recognition Task ◽  
Perceptual Identification ◽  
Study Phase ◽  
Identification Task ◽  
Subjective Report ◽  
The Face ◽  
Trace Strength ◽  
Implicit And Explicit Memory

Adopting a continuous identification task (CID-R) with embedded questions about prior occurrence, recent research has proposed that implicit and explicit memory are underpinned by a single memory system, since there is a systematic relationship between implicit memory (measured by identification) and explicit memory (measured subjective report of recognition; for an example, see Berry et al., 2008). We were interested whether this pattern would extend to recall of information from a study phase (Experiment 1) or semantic memory (Experiment 2). We developed a degraded face identification version of the CID-R task using Gaussian blur. We reproduced previous results regarding the relationship between explicit responses on the recognition task (old/new) and stimuli identification, pointing to a continuity between explicit and implicit memory. Critically, we also found that the strength of the implicit effect (i.e., stimuli identification) was predicted by the accuracy in recall (retrieval of context in Experiment 1 and correct responses to general knowledge questions about the face in Experiment 2). Our results support the idea that memory is unidimentional and related to memory trace strength; both for recall and recognition, and interestingly, for semantic and episodic recall.

Typical and Atypical Information as Structural Categories in the Instructional Processes

1994 ◽  
Vol 79 (3) ◽  
pp. 1319-1324 ◽  
Author(s):  
Manuel Pelegrina ◽  
Josep Gallifa ◽  
Francesc S. Beltran
Keyword(s):  
Retention Interval ◽  
Recognition Memory ◽  
Subject Matter ◽  
A Priori ◽  
Recognition Task ◽  
False Alarms ◽  
Classroom Situation ◽  
Instructional Processes ◽  
Probability Of Response ◽  
A Priori Probability

Research into the acquisition of knowledge incorporated in schema showed that the recognition of typical and atypical events decreases differently over a retention interval. In addition, the models of a priori probability of response have proven useful when applied to recognition memory in the study of schema. The main aim of this research has been to extend the above findings to a classroom situation. The script “Going to school” was compiled by 8- or 9-yr.-old children and the events of the script were divided into typical and atypical. A recognition task was carried out over five retention periods. The recognition scores were calculated as ratios of hits to false alarms, and the probability effects were corrected using the memory score formula ( MS). Analysis confirmed that typical and atypical events are processed in a different manner over different retention periods and permitted suggesting some applications in both learning and instructional processes, especially in initial teaching of subject matter and in planning of activities.

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