Reactivation of infant memory

Science ◽  
1980 ◽  
Vol 208 (4448) ◽  
pp. 1159-1161 ◽  
Author(s):  
CK Rovee-Collier ◽  
MW Sullivan ◽  
M Enright ◽  
D Lucas ◽  
JW Fagen
Keyword(s):  
Recall Test ◽  
Memory Deficits ◽  
Cued Recall ◽  
Young Infants ◽  
Early Experiences ◽  
Retention Testing ◽  
Reactivation Treatment ◽  
Infant Memory ◽  
Retention Intervals ◽  
Influence Behavior

Three-month-old infants learned to activate a crib mobile by means of operant footkicks. Retention of the conditioned response was assessed during a cued recall test with the nonmoving mobile. Although forgetting is typically complete after an 8-day retention interval, infants who received a reactivation treatment--a brief exposure to the reinforcer 24 hours before retention testing--showed no forgetting after retention intervals of either 2 or 4 weeks. Further, the forgetting function after a reactivation treatment did not differ from the original forgetting function. These experiments demonstrate that (i) "reactivation" or "reinstatement" is an effective mechanism by which early experiences can continue to influence behavior over lengthy intervals and (ii) memory deficits in young infants are best viewed as retrieval deficits.

scholarly journals The effect of semantic relatedness on associative asymmetry in memory

2018 ◽  
Author(s):  
Vencislav Popov ◽  
Qiong Zhang ◽  
Griffin Koch ◽  
Regina Calloway ◽  
Marc N Coutanche
Keyword(s):  
Recall Test ◽  
Direct Evidence ◽  
Response Times ◽  
Semantic Relatedness ◽  
Cued Recall ◽  
Associative Symmetry ◽  
Single List ◽  
Symmetry Hypothesis ◽  
New Evidence ◽  
Holistic Representation

We provide new evidence concerning two opposing views of episodic associations: The independent associations hypothesis (IAH) posits that associations are unidirectional and separately modifiable links (A→B and A←B); the associative symmetry hypothesis (ASH), to the contrary, considers the association to be a holistic conjunction of A and B representations. While existing literature focuses on tests that compare the equality and correlation of forward and backward associations and favors ASH over IAH, we provide the first direct evidence of IAH by showing that forward and backward associations are separately modifiable for semantically related pairs. In two experiments, participants studied 30 semantically unrelated and 30 semantically related pairs intermixed in a single list, and then performed a series of up to eight cued-recall test cycles. All pairs were tested in each cycle, and the testing direction (A-? or B-?) alternated between cycles. Consistent with prior research, unrelated pairs exhibited associative symmetry – accuracy and response times improved gradually on each test, suggesting that testing in both directions strengthened the same association. In contrast, semantically related pairs exhibited a stair-like pattern, where performance did not change from odd to even tests when the test direction changed; it only improved between tests of the same direction. We conclude that episodic associations can have either a holistic representation (ASH) or separate directional representations (IAH), depending on the semantic relatedness of their constituent items.

Long Retention Intervals Impair the Confidence-Accuracy Relationship for Eyewitness Recall

2021 ◽  
Author(s):  
Emily Rebecca Spearing ◽  
Kimberley A. Wade
Keyword(s):  
Retention Interval ◽  
Cued Recall ◽  
Eyewitness Confidence ◽  
Eyewitness Accuracy ◽  
Memory Accuracy ◽  
Retrieval Fluency ◽  
Retention Intervals ◽  
Mock Crime ◽  
Very High ◽  
Accuracy Relationship

A growing body of research suggests that confidence judgements can provide a useful indicator of memory accuracy under some conditions. One factor known to affect eyewitness accuracy, yet rarely examined in the confidence-accuracy literature, is retention interval. Using calibration analyses, we investigated how retention interval affects the confidence-accuracy relationship for eyewitness recall. In total, 611 adults watched a mock crime video and completed a cued-recall test either immediately, after 1 week, or after 1 month. Long (1 month) delays led to lower memory accuracy, lower confidence judgements, and impaired the confidence-accuracy relationship compared to shorter (immediate and 1 week) delays. Long-delay participants who reported very high levels of confidence tended to be over-confident in the accuracy of their memories compared to other participants. Self-rated memory ability, however, did not predict eyewitness confidence or the confidence-accuracy relationship. We discuss the findings in relation to cue-utilization theory and a retrieval-fluency account.

Does Item Difficulty Affect the Magnitude of the Retrieval Practice Effect? An Evaluation of the Retrieval Effort Hypothesis

2020 ◽  
Vol 23 ◽  
Author(s):  
Marcos Felipe Rodrigues de Lima ◽  
Sebastião Venâncio ◽  
Júlia Feminella ◽  
Luciano Grüdtner Buratto
Keyword(s):  
Recall Test ◽  
Retrieval Practice ◽  
Item Difficulty ◽  
Practice Effect ◽  
Cued Recall ◽  
Study Phase ◽  
Nonsignificant Trend ◽  
Final Test ◽  
Practice Phase ◽  
Effort Hypothesis

Abstract Retrieving information by testing improves subsequent retention more than restudy, a phenomenon known as the retrieval practice effect. According to the retrieval effort hypothesis (REH), difficult items require more retrieval effort than easier items and, consequently, should benefit more from retrieval practice. In two experiments, we tested this prediction. Participants learned sets of easy and difficult Swahili–Portuguese word pairs (study phase) and repeatedly restudied half of these items and repeatedly retrieval practiced the other half (practice phase). Forty-eight hours later, they took a cued-recall test (final test phase). In both experiments, we replicated both the retrieval practice and the item difficulty effects. In Experiment 1 (N = 51), we found a greater retrieval practice effect for easy items, MDifference = .26, SD = .17, than for difficult items, MDifference = .19, SD = .19, t(50) = 2.01, p = .05, d = 0.28. In Experiment 2 (N = 28), we found a nonsignificant trend—F(1, 27) = 2.86, p = .10, $$ {\upeta}_{\mathrm{p}}^2 $$ = .10—toward a greater retrieval practice effect for difficult items, MDifference = .28, SD = .22, than for easy items, MDifference = .18, SD = .21. This was especially true for individuals who benefit from retrieval practice (difficult: MDifference = .32, SD = .18; easy: MDifference = .20, SD = .20), t(24) = –2.08, p = .05, d = –0.42. The results provide no clear evidence for the REH and are discussed in relation to current accounts of the retrieval practice effect.

O1-05-06: Free and Cued Recall Test in memory clinics: A good predictor of conversion to AD or a marker of prodromal AD ?

2006 ◽  
Vol 2 ◽  
pp. S19-S19 ◽  
Author(s):  
Claudine Berr ◽  
Marie Sarazin ◽  
Colette Fabrigoule ◽  
Bernard Michel ◽  
Jocelyne De Rotrou ◽  
...  
Keyword(s):  
Good Predictor ◽  
Recall Test ◽  
Cued Recall ◽  
Prodromal Ad ◽  
Memory Clinics

scholarly journals What types of learning are enhanced by a cued recall test?

2006 ◽  
Vol 13 (5) ◽  
pp. 826-830 ◽  
Author(s):  
Shana K. Carpenter ◽  
Harold Pashler ◽  
Edward Vul
Keyword(s):  
Recall Test ◽  
Cued Recall

scholarly journals Pan and Sana (2021) Pretesting vs. posttesting: Errorful generation, prequestions, and retrieval practice

2021 ◽  
Author(s):  
Steven C. Pan ◽  
Faria Sana
Keyword(s):  
Retrieval Practice ◽  
Expository Text ◽  
Cued Recall ◽  
Practice Test ◽  
Practice Tests ◽  
Text Passage ◽  
Test Enhanced Learning ◽  
Retention Intervals ◽  
Enhanced Learning ◽  
And Training

The use of practice tests to enhance learning, or test-enhanced learning, ranks among the most effective of all pedagogical techniques. We investigated the relative efficacy of pretesting (i.e., errorful generation) and posttesting (i.e., retrieval practice), two of the most prominent practice test types in the literature to date. Pretesting involves taking tests before to-be-learned information is studied, whereas posttesting involves taking tests after information is studied. In five experiments (combined n = 1,573), participants studied expository text passages, each paired with a pretest or a posttest. The tests involved multiple-choice (Experiments 1-5) or cued recall format (Experiments 2-4) and were administered with or without correct answer feedback (Experiments 3-4). On a criterial test administered 5 minutes or 48 hours later, both test types enhanced memory relative to a no-test control, but pretesting yielded higher overall scores. That advantage held across test formats, in the presence or absence of feedback, at different retention intervals, and appeared to stem from enhanced processing of text passage content (Experiment 5). Thus, although the benefits of posttesting are more well-established in the literature, pretesting is highly competitive with posttesting and can yield similar, if not greater, pedagogical benefits. These findings have important implications for the incorporation of practice tests in education and training contexts.

P1-494: The Reliability and validation of the short cued recall test

2011 ◽  
Vol 7 ◽  
pp. S271-S271
Author(s):  
Jong Chul Youn ◽  
Eun Hee Park ◽  
Chan Seung Jung ◽  
So Ae Lee
Keyword(s):  
Recall Test ◽  
Cued Recall
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