A-186 An Enhanced Delayed Recognition Measure for the WMS-IV Logical Memory Subtest

Abstract Objective We introduce a supplemental measure based on the Logical Memory (LM) subtest of the Wechsler Memory Scale – IV (Wechsler, 2008) to assist in distinguishing deficient memory storage from compromised retrieval operations. A 20-item five-option multiple choice delayed recognition test for the LM stories is described, followed by descriptive data based on a normative sample of 168 female and 105 male neurologically normal outpatient referrals to a neuropsychology clinic. Method Ten 5-option items were developed for each of the three LM stories (A, B, and C) reflecting the stories’ narrative content, yielding 20 items for administration to examinees under 70 (Stories B and C) and older than 69 (Stories A and B). Four distractor options for each item were designed to be “plausible” alternatives for the examinee who had little or no recollection of the narrative material. Examinees (N=360), screened for performance validity (effort), completed the LM Recognition test immediately after delayed LM free recall. Results Internal consistency (Cronbach alpha) was acceptable for both 20-item LM Recognition tests. Individuals’ scaled scores on LM-Recognition were compared with LM-II (free recall). Recognition was superior (> one SD) to free recall performance in 43% (age 18 to 69) and 48.2% (age 70+). Conclusion Delayed free recall scores often underestimate a person’s ability to encode and store new information. For clinical application, separate LM Recognition norms were derived for older (Stories A and B) and younger examinees (stories B and C). This 20-item measure assists clinicians in differentiating between storage and retrieval deficits on the Logical Memory subtest.

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Effects of Modality of Presentation on Delayed Recognition

Perceptual and Motor Skills ◽

10.2466/pms.1977.45.3f.1203 ◽

1977 ◽

Vol 45 (3_suppl) ◽

pp. 1203-1210 ◽

Cited By ~ 6

Author(s):

Randall W. Engle ◽

Elizabeth D. Durban

Keyword(s):

Free Recall ◽

Recognition Test ◽

Recall Test ◽

Visual Presentation ◽

Auditory Presentation ◽

Free Recall Test ◽

Modality Effects ◽

Delayed Recognition

Auditorily and visually presented lists were either tested or not tested immediately after input and were later tested on a delayed recognition test. For those lists given the immediate free-recall test, auditory presentation was superior on this immediate test. On the delayed recognition test the tested lists led to higher performance than non-tested lists. For tested lists auditory presentation led to superior recognition for the terminal serial positions, while for non-tested lists visual presentation led to higher performance on the last few positions. The fact that modality of presentation had opposite effects on delayed recognition of the lists was discussed in terms of current models of modality effects.

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Distinct Effects of Acute Aerobic Exercise on Declarative Memory and Procedural Memory Formation

Brain Sciences ◽

10.3390/brainsci10100691 ◽

2020 ◽

Vol 10 (10) ◽

pp. 691 ◽

Cited By ~ 1

Author(s):

Xuru Wang ◽

Rui Zhu ◽

Chenglin Zhou ◽

Yifan Chen

Keyword(s):

Free Recall ◽

Aerobic Exercise ◽

Recognition Test ◽

Word Learning ◽

Declarative Memory ◽

Recall Performance ◽

Recognition Rate ◽

Procedural Memory ◽

Moderate Intensity

Objective: To investigate the different effects of acute aerobic exercise on the formation of long-term declarative memory (DM) and procedural memory (PM). Methods: Twenty-two young men completed DM and PM tasks under three experimental conditions: pre-acquisition exercise, post-acquisition exercise, and no exercise (control). The DM task encompassed word learning, free recall tests both immediately and 1 h later, and a recognition test conducted 24 h after word learning. A serial reaction time task (SRTT) was utilized to assess exercise effects on PM. The SRTT included a sequence learning phase followed by sequence tests 1 h and 24 h later. The exercise program consisted of 30 min of moderate-intensity aerobic exercise. Results: In the DM task, compared to the control condition, pre-acquisition exercise, but not post-acquisition exercise, enhanced free recall performance significantly 1 h and 24 h later. The target word recognition rate and discriminative index (d′) of the recognition test were significantly enhanced in both exercise conditions compared to the control condition. In the PM task, we observed significantly reduced (improved) reaction times at the 24-h test in the post-acquisition exercise condition compared to in the control condition. Conclusion: Acute aerobic exercise may enhance long-term DM and PM via effects on different processing periods. For DM, exercise had a pronounced effect during the encoding period, whereas for PM, exercise was found to have an enhancing effect during the consolidation period.

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Limitations to the Spacing Effect

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169.52.4.257 ◽

2005 ◽

Vol 52 (4) ◽

pp. 257-263 ◽

Cited By ~ 22

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.

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Articulatory Rehearsal Is More Than Refreshing Memory Traces

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169/a000179 ◽

2013 ◽

Vol 60 (2) ◽

pp. 131-139 ◽

Cited By ~ 1

Author(s):

Ryoji Nishiyama ◽

Jun Ukita

Keyword(s):

Free Recall ◽

Recall Performance ◽

Verbal Working Memory ◽

Verbal Information ◽

Free Recall Task ◽

Study Item ◽

Phonological Representations ◽

Memory Traces ◽

Short Period ◽

Serial Position Curves

This study examined whether additional articulatory rehearsal induced temporary durability of phonological representations, using a 10-s delayed nonword free recall task. Three experiments demonstrated that cumulative rehearsal between the offset of the last study item and the start of the filled delay (Experiments 1 and 3) and a fixed rehearsal of the immediate item during the subsequent interstimulus interval (Experiments 2 and 3) improved free recall performance. These results suggest that an additional rehearsal helps to stabilize phonological representations for a short period. Furthermore, the analyses of serial position curves suggested that the frequency of the articulation affected the durability of the phonological representation. The significance of these findings as clues of the mechanism maintaining verbal information (i.e., verbal working memory) is discussed.

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