Structure of Enhanced Cued Recall Task in the 7 Minute Screen Test

2016 ◽  
Vol 24 (2) ◽  
pp. 152-159 ◽  
Author(s):  
Sara Mora-Simon ◽  
Valentina Ladera-Fernandez ◽  
Ricardo Garcia-Garcia ◽  
María C. Patino-Alonso ◽  
M. Victoria Perea-Bartolome ◽  
...  
Keyword(s):  
Screen Test ◽  
Recall Task ◽  
Cued Recall

Processing of Words Related to the Demands of a Previously Solved Problem

2014 ◽  
Vol 45 (2) ◽  
pp. 179-191 ◽  
Author(s):  
Marek Kowalczyk
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Affective Responses ◽  
Recall Task ◽  
Cued Recall ◽  
Classification Task ◽  
Control Group ◽  
Response Latencies ◽  
Impaired Memory ◽  
Experimental Group

Abstract Earlier research by the author brought about findings suggesting that people in a special way process words related to demands of a problem they previously solved, even when they do not consciously notice this relationship. The findings concerned interference in the task in which the words appeared, a shift in affective responses to them that depended on sex of the participants, and impaired memory of the words. The aim of this study was to replicate these effects and to find out whether they are related to working memory (WM) span of the participants, taken as a measure of the individual’s ability to control attention. Participants in the experimental group solved a divergent problem, then performed an ostensibly unrelated speeded affective classification task concerning each of a series of nouns, and then performed an unexpected cued recall task for the nouns. Afterwards, a task measuring WM span was administered. In the control group there was no problem-solving phase. Response latencies for words immediately following problem-related words in the classification task were longer in the experimental than in the control group, but there was no relationship between this effect and WM span. Solving the problem, in interaction with sex of the participants and, independently, with their WM span, influenced affective responses to problem-related words. Recall of these words, however, was not impaired in the experimental group.

scholarly journals Misremembrance of things past: Depression is associated with difficulties in the recollection of both specific and categoric autobiographical memories

2018 ◽  
Author(s):  
Caitlin Hitchcock ◽  
Catrin Rees ◽  
Evangeline Rodrigues ◽  
Siobhan Gormley ◽  
Barbara Dritschel ◽  
...  
Keyword(s):  
Mental Health ◽  
Major Depressive Disorder ◽  
Depressive Disorder ◽  
Autobiographical Memory ◽  
Recall Task ◽  
Cued Recall ◽  
Autobiographical Memories ◽  
Major Depressive ◽  
Negative Beliefs ◽  
Further Development

Impaired retrieval of specific, autobiographical memories of personally experienced events is a key characteristic of major depressive disorder (MDD). However, there are findings in subclinical samples which suggest that the reduced specificity phenomenon may be a reflection of a broader impairment in the deliberate retrieval of all autobiographical memory types. This experiment explored this possibility by requiring individuals with MDD (N=68) to complete a cued-recall task which required retrieval of specific memories to a block of cues, retrieval of categoric, general memories to a block of cues, and to alternate between retrieval of specific and general memories for a block of cues. Results demonstrated that relative to never-depressed controls, individuals with MDD experience reduced recall of both specific, single incident memories (d=0.48) and general memories (d=1.00), along with reduced flexibility in alternating between specific and general memories (d=0.90), a skill vital to restraining negative beliefs. Findings indicate that the flexibility of autobiographical retrieval is important for mental health and support further development of autobiographical memory-based interventions which target a range of retrieval deficits.

Encoding Tasks Dissociate the Effects of Divided Attention on Category-Cued Recall and Category-Exemplar Generation

2012 ◽  
Vol 59 (3) ◽  
pp. 124-131 ◽  
Author(s):  
Andrew Parker ◽  
Neil Dagnall ◽  
Gary Munley
Keyword(s):  
Implicit Memory ◽  
Divided Attention ◽  
Judgment Task ◽  
Recall Task ◽  
Cued Recall ◽  
Category Judgment ◽  
Combined Effects ◽  
Category Exemplar ◽  
Generation Task

The combined effects of encoding tasks and divided attention upon category-exemplar generation and category-cued recall were examined. Participants were presented with pairs of words each comprising a category name and potential example of that category. They were then asked to indicate either (i) their liking for both of the words or (ii) if the exemplar was a member of the category. It was found that divided attention reduced performance on the category-cued recall task under both encoding conditions. However, performance on the category-exemplar generation task remained invariant across the attention manipulation following the category judgment task. This provides further evidence that the processes underlying performance on conceptual explicit and implicit memory tasks can be dissociated, and that the intentional formation of category-exemplar associations attenuates the effects of divided attention on category-exemplar generation.

Word-Pair Encoding Using Similarity and Contrastive Processing

1979 ◽  
Vol 44 (3_suppl) ◽  
pp. 1267-1275
Author(s):  
W. Daniel Phillips ◽  
Michael L. Epstein
Keyword(s):  
Word Pair ◽  
Response Latency ◽  
Memory Performance ◽  
Recall Task ◽  
Cued Recall ◽  
Recall Accuracy ◽  
Abstract Nouns ◽  
Concrete Nouns ◽  
Processing Effects ◽  
Semantic Encoding

Two experiments examined the effects of several kinds of incidental semantic encoding on cued recall through instructions to find similarities or to find differences between pairs of nouns, with and without imagery instructions. Exp. 1 employed concrete and abstract nouns which were related or unrelated in meaning. Processing effects on a subsequent cued recall task occurred only for unrelated concrete items, with finding similarities leading to higher recall. In Exp. 2, two groups of subjects processed unrelated concrete nouns with the same encoding instructions as in Exp. 1. Two additional groups carried out the similarity or contrastive task by forming images containing both items. Again, recall was higher when similarity processing was employed. The addition of imagery instructions affected encoding time but not recall accuracy or response latency. Results suggested that forming a meaningful associative relationship between pair members was the crucial encoding step for successful memory performance.

Making Retrospective Confidence Judgments Improves Learners’ Ability to Decide What Not to Study

2017 ◽  
Vol 28 (11) ◽  
pp. 1683-1693 ◽  
Author(s):  
Alison M. Robey ◽  
Michael R. Dougherty ◽  
Daniel R. Buttaccio
Keyword(s):  
Judgments Of Learning ◽  
Recall Task ◽  
Cued Recall ◽  
Effective Control ◽  
Metacognitive Judgment ◽  
Confidence Judgments ◽  
Affect Control ◽  
Initial Recall ◽  
Valid Information

Predictions about future retrieval success, known as judgments of learning (JOLs), are often viewed as important for effective control over learning. However, much less is known about how retrospective confidence judgments (RCJs), evaluations of past retrieval success, may affect control over learning. We compared participants’ ability to identify items that would benefit from additional study after making either a JOL or an RCJ. Participants completed a cued-recall task in which they made a metacognitive judgment after an initial recall attempt and before making a restudy decision. Participants who made RCJs prior to their restudy decisions were more accurate at identifying items in need of being restudied, relative to participants who made JOLs. The results indicate that having participants assess their confidence in past retrieval success can nudge them toward better utilizing of valid information when deciding which items are in need of further study.

The Use of Rhyme and Orthography in a Cued Recall Task: A Comparison of Different Age and Ability Groups

1989 ◽  
Vol 10 (4) ◽  
pp. 593-600 ◽  
Author(s):  
Sarah Wright ◽  
Heather Fields ◽  
Fergus Keating ◽  
Stanton Newman
Keyword(s):  
Recall Task ◽  
Cued Recall ◽  
Ability Groups

Relative efficacy of different encoding structures and judgment topics in a cued-recall task

1985 ◽  
Vol 19 (3) ◽  
pp. 261-270 ◽  
Author(s):  
Mark D. Alicke ◽  
M.L. Klotz ◽  
John Schopler
Keyword(s):  
Recall Task ◽  
Cued Recall ◽  
Relative Efficacy

scholarly journals Comparing objective cognitive impairments in patients with peripheral neuropathic pain or fibromyalgia

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Henrik Børsting Jacobsen ◽  
Tore C. Stiles ◽  
Audun Stubhaug ◽  
Nils Inge Landrø ◽  
Per Hansson
Keyword(s):  
Neuropathic Pain ◽  
Executive Functioning ◽  
Regression Models ◽  
Cognitive Impairments ◽  
Poor Performance ◽  
Recall Task ◽  
Cued Recall ◽  
Healthy Controls ◽  
Peripheral Neuropathic Pain ◽  
Fast Pace

AbstractExisting studies on cognitive impairments in chronic pain do not investigate peripheral neuropathic pain (PNP) or compare pain conditions in a satisfactory manner. Here we aimed to compare executive dysfunctions in PNP patients with fibromyalgia (FM) and healthy controls (HC). Patients who self-reported cognitive impairments were assessed according to criteria for PNP or FM. Seventy-three patients met criteria and completed testing on executive functioning and IQ measures. We also included twenty matched healthy controls. Regression models controlling for age, sex and IQ, tested associations between group category (PNP, FM or HC) and outcomes. If a substantial association was detected, we followed up with head-to-head comparisons between PNP and FM. Multivariate regression models then tested associations between executive functioning and pain type, controlling for significant confounders. Results from head-to-head comparison between pain conditions showed significant differences on years lived with pain (FM > PNP), the use of anticonvulsants (PNP > FM) and use of analgesics (PNP > FM). When controlled for all significant differences, PNP patients had significantly lower scores on an attention-demanding cued-recall task compared to FM. Poor performance on attention-demanding cued-recall task was associated with PNP, which translate into problems with retaining fast-pace or advanced information.

Emotion matters

Gesture ◽  
2021 ◽  
Vol 19 (1) ◽  
pp. 41-71
Author(s):  
Rachel S. Levy ◽  
Spencer D. Kelly
Keyword(s):  
Language Comprehension ◽  
Emotional Valence ◽  
Recall Task ◽  
Cued Recall ◽  
Verbal Information ◽  
Neural Models ◽  
Emotional Function

Abstract Recent theories and neural models of co-speech gesture have extensively considered its cognitive role in language comprehension but have ignored the emotional function. We investigated the integration of speech and co-speech gestures in memory for verbal information with different emotional connotations (either positive, negative, or neutral). In a surprise cued-recall task, gesture boosted memory for speech with all three emotional valences. Interestingly, gesture was more likely to become integrated into memory of neutrally and positively valenced speech than negatively valenced speech. The results suggest that gesture-speech integration is modulated by emotional valence of speech, which has implications for the emotional function of gesture in language comprehension.

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