Retention as a Function of Successive Recall Trials following Original Learning

1969 ◽  
Vol 25 (2) ◽  
pp. 567-574 ◽  
Author(s):  
Gerald Lazar
Keyword(s):  
Retention Interval ◽  
Original Learning ◽  
Correct Recall ◽  
Warm Up ◽  
Retention Intervals ◽  
Successive Recall

2 experiments, using paired adjectives, examined the effect of successive recall trials (SRC) that occurred immediately after OL on retention. Retention was measured after 0-, 24-, and 48-hr. retention intervals. The first experiment varied SRC trials (0 vs 10) following OL, and retention interval (0 vs 24 hr.). Exp. II extended the first by increasing the amount of post-OL SRC (0, 10, and 20 trials) and by increasing the retention interval (24 vs 48 hr.). Both experiments measured retention over 10 SRC trials. Correct recall was facilitated by post-OL SRC and increased during SRC trials after 24- and 48-hr. retention intervals. The results suggest that both associative and warm-up processes operate during SRC.

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.

The Role of Constant Curvature in 2-D Contour Shape Representations

Perception ◽  
10.1068/p6970 ◽  
2011 ◽  
Vol 40 (11) ◽  
pp. 1290-1308 ◽  
Author(s):  
Patrick Garrigan ◽  
Philip J Kellman
Keyword(s):  
Retention Interval ◽  
Constant Curvature ◽  
Visual Information ◽  
Recognition Performance ◽  
Shape Representations ◽  
Contour Shape ◽  
Position And Orientation ◽  
Retention Intervals ◽  
Invariant Shape

In early cortex, visual information is encoded by retinotopic orientation-selective units. Higher-level representations of abstract properties, such as shape, require encodings that are invariant to changes in size, position, and orientation. Within the domain of open, 2-D contours, we consider how an economical representation that supports viewpoint-invariant shape comparisons can be derived from early encodings. We explore the idea that 2-D contour shapes are encoded as joined segments of constant curvature. We report three experiments in which participants compared sequentially presented 2-D contour shapes comprised of constant curvature (CC) or non-constant curvature (NCC) segments. We show that, when shapes are compared across viewpoint or for a retention interval of 1000 ms, performance is better for CC shapes. Similar recognition performance is observed for both shape types, however, if they are compared at the same viewpoint and the retention interval is reduced to 500 ms. These findings are consistent with a symbolic encoding of 2-D contour shapes into CC parts when the retention intervals over which shapes must be stored exceed the duration of initial, transient, visual representations.

Effect of Instruction on Recall of Movements

1975 ◽  
Vol 41 (1) ◽  
pp. 119-124
Author(s):  
Jack Leavitt ◽  
Terry Ball
Keyword(s):  
Retention Interval ◽  
Factorial Design ◽  
Repeated Measures ◽  
Significant Interaction ◽  
Reverse Order ◽  
Motor Memory ◽  
Short Term ◽  
Information Input ◽  
Retention Intervals ◽  
Prior Item

A 4 × 4 factorial design with repeated measures across retention intervals and instructions was employed to determine the effect of instruction on recall ability of movement information from short-term motor memory. Each of the 16 Ss received all 16 possible treatment combinations. While both retention interval and instruction showed significant effects, there was no significant interaction. The reverse-order instruction was affected by the length of the retention interval while the no-prior-item, last-distance, and drop instructions were uninfluenced. No evidence supported the trace-decay hypothesis of forgetting. Ss seem easily able to remove information from memory or ignore information input so it is not represented in memory.

Retention of an Avoidance Response Learned under Bilateral Spreading Depression

1965 ◽  
Vol 16 (3_suppl) ◽  
pp. 1153-1156
Author(s):  
Larry A. Hjelle ◽  
Richard W. Thompson
Keyword(s):  
Retention Interval ◽  
Avoidance Response ◽  
Negative Transfer ◽  
Spreading Depression ◽  
Original Learning ◽  
Training Session ◽  
Original Training ◽  
Group 4 ◽  
Group 3 ◽  
Group 1

An experiment investigated the effect of recovery or no recovery from bilateral spreading depression (BSD) during the retention interval on an avoidance response learned and tested for retention under BSD. One group experienced BSD throughout the retention interval, another had cortical recovery. A third group had a sham BSD treatment before each training session and between sessions. A fourth group was treated like Group 1 except it was given no original training. Only Group 3 showed significant retention between training sessions. Group 1 showed negative transfer and did not differ from Group 4 in Session 2. Group 4 was significantly inferior to Groups 1 and 2 in original learning. Prolonged BSD treatment appears to interfere with the learning and/or retention of an avoidance response.

Retention of Connected Discourse

1969 ◽  
Vol 24 (1) ◽  
pp. 31-34 ◽  
Author(s):  
John A. Mills ◽  
Gordon Winocur
Keyword(s):  
Retention Interval ◽  
Associative Strength ◽  
Significant Interaction ◽  
Interaction Terms ◽  
Connected Discourse ◽  
Main Effect ◽  
Interaction Term ◽  
Retention Intervals ◽  
Main Effects

6 24-word English sentences were made up, 2 representing each of 3 levels of meaningfulness. Meaningfulness was defined in terms of the Thorndike-Lorge frequency of the words making up the sentences. The sentences were mounted on memory drums and learned by serial anticipation to a criterion of 100% correct responses or to a lower criterion, equivalent across level of meaningfulness. The retention intervals were 20 min. and 24 hr., the former providing a control for post-criterial drop. The measure of retention was the number of items lost during the interval. The main effects for both retention interval and meaningfulness were significant as was the interaction term between level of learning and retention interval. Because there were no significant interaction terms involving meaningfulness, it was concluded that the main effect for meaningfulness was an artifact resulting from differing degrees of associative strength at the end of learning. This conclusion was reinforced by scrutiny of 24-hr. loss scores, corrected for post-criterial drop.

Courses of Misrecall over Long-Term Retention Intervals as Related to Strength of Pre-Experimental Habits of Word Association

1965 ◽  
Vol 16 (3_suppl) ◽  
pp. 1173-1192 ◽  
Author(s):  
Edward A. Bilodeau ◽  
Kenneth A. Blick
Keyword(s):  
Retention Interval ◽  
Motor Skills ◽  
Word Association ◽  
Item Analysis ◽  
Term Retention ◽  
Skills Retention ◽  
Long Term Retention ◽  
Retention Intervals ◽  
Experimental Word

Following a proaction paradigm, 670 Ss were trained with two lists containing five of the secondary associates (R2) to Russell-Jenkins stimulus words, and were tested 2 min., 20 mm., 2 days, or 28 days later for retention of the second list. During recall, half of the Ss were administered the five stimulus words corresponding to the five R2 words of the second list (stimulated condition), and half did not receive the stimulus words (not-stimulated condition). The stimulus words were divisible into three categories, in effect varying the cultural associative probabilities at each retention interval. Altogether, there were 24 groups completing a 4 × 2 × 3 factorial design. The retention of R2s decreased with time and the effect of stimulation was to raise their level of production above groups not so stimulated. As R2s decreased with time, intrusions of R1s (primaries) and Ra-nS (sum of Ra to R n) became more numerous where the cultural probabilities suggested this ought to happen. After 28 days, Ss still showed strong evidence of the training exposure but performance was more like that of free-associating Ss than that of shorter retention groups. In the not-stimulated condition, intrusions from unidentified sources (classified as Remainder) were more numerous the longer the retention interval. Collectively, these data support the conclusion that the amount of proactive interference via specific pre-experimental word-word habits increases as a function of time. An item analysis suggested a monotonic pattern of rs for forgetting under stimulated conditions, but not under conditions of free recall. This was interpreted to mean that forgetting when stimulated was more a process of complication than simplification and resembles a process sometimes found in motor-skills retention. Other correlational analyses proved useful tools for describing forgetting; questions pertaining to the behavior of items were quite as intriguing as those about Ss. Also, more variance could be accounted for after long than short retention intervals.

Effects of Retention Interval on Recall by Mentally Retarded Subjects

1969 ◽  
Vol 25 (1) ◽  
pp. 108-110
Author(s):  
Sue Seitz ◽  
Dan Morris
Keyword(s):  
Retention Interval ◽  
Mentally Retarded ◽  
Retention Intervals

The length of the interval between the stimulus and response (retention interval) was varied in an automated task involving recall of a threeletter word. The length of the retention interval was not as important a variable as the sequence of presentation of retention intervals of different lengths for 32 mentally retarded residencs of the Austin Stare School. Results suggest that their performance on the automated task might improve if practice is under retention intervals that are longer initially but then decrease during performance.

scholarly journals Prospective Memory Performance in Simulated Air Traffic Control

2019 ◽  
Vol 62 (8) ◽  
pp. 1249-1264
Author(s):  
Michael David Wilson ◽  
Luke Strickland ◽  
Simon Farrell ◽  
Troy A. W. Visser ◽  
Shayne Loft
Keyword(s):  
Retention Interval ◽  
Prospective Memory ◽  
Traffic Control ◽  
Air Traffic Control ◽  
Memory Performance ◽  
Air Traffic ◽  
Detection Accuracy ◽  
Memory Retention ◽  
Retention Intervals ◽  
Prospective Memory Performance

Objective To examine the effects of interruptions and retention interval on prospective memory for deferred tasks in simulated air traffic control. Background In many safety-critical environments, operators need to remember to perform a deferred task, which requires prospective memory. Laboratory experiments suggest that extended prospective memory retention intervals, and interruptions in those retention intervals, could impair prospective memory performance. Method Participants managed a simulated air traffic control sector. Participants were sometimes instructed to perform a deferred handoff task, requiring them to deviate from a routine procedure. We manipulated whether an interruption occurred during the prospective memory retention interval or not, the length of the retention interval (37–117 s), and the temporal proximity of the interruption to deferred task encoding and execution. We also measured performance on ongoing tasks. Results Increasing retention intervals (37–117 s) decreased the probability of remembering to perform the deferred task. Costs to ongoing conflict detection accuracy and routine handoff speed were observed when a prospective memory intention had to be maintained. Interruptions did not affect individuals’ speed or accuracy on the deferred task. Conclusion Longer retention intervals increase risk of prospective memory error and of ongoing task performance being impaired by cognitive load; however, prospective memory can be robust to effects of interruptions when the task environment provides cuing and offloading. Application To support operators in performing complex and dynamic tasks, prospective memory demands should be reduced, and the retention interval of deferred tasks should be kept as short as possible.

Proactive Interference in Short-Term Memory as a Function of Prior-Item Retention Interval

1970 ◽  
Vol 22 (2) ◽  
pp. 142-147 ◽  
Author(s):  
M. T. Turvey ◽  
P. Brick ◽  
J. Osborn
Keyword(s):  
Retention Interval ◽  
Proactive Interference ◽  
Short Term Memory ◽  
Inverse Function ◽  
Vowel Sound ◽  
Short Term ◽  
Direct Function ◽  
Term Memory ◽  
Retention Intervals ◽  
Prior Item

The experiment was conducted to examine the effect of prior-item retention interval on the retention of a given item in a short-term memory test series. There were five conditions. The retention interval for the fifth test of five successive tests was 15 sec. for all five conditions. The retention intervals for tests 1–4 were constant for a condition but varied across conditions. These retention intervals were 5, 10, 15, 20 and 25 sec. Five consonant trigrams constructed from the set of letters sharing the vowel sound “e” were used for all conditions. Recall on test 5 was a direct function of prior-item retention interval. The data indicate, therefore, that the availability of prior items for proactive interference is an inverse function of prior-item retention interval.

Memorability of Alphanumeric and Composite Scene Authentication (CSA) Passcodes Over Extended Retention Intervals

2007 ◽  
Vol 51 (5) ◽  
pp. 434-438 ◽  
Author(s):  
Korey Johnson ◽  
Steffen Werner
Keyword(s):  
Retention Interval ◽  
Inverse Relationship ◽  
User Authentication ◽  
Password Security ◽  
Modes Of Presentation ◽  
Mode Of Presentation ◽  
Retention Intervals

Current authentication strategies seek to increase security by requiring users to create more secure alphanumeric passwords. Unfortunately, the inverse relationship between alphanumeric password security and memorability prevents users from being able to create a password that is both secure and memorable. Graphical user authentication mechanisms have been explored as a means to maintain security while enhancing memorability of passcodes. Current approaches often use unrelated picture sets from which participants have to remember a subset, with mixed results. The study outlined in this paper seeks to further validate the Composite Scene Authentication (CSA) graphical passcode mechanism (Johnson & Werner, 2006). Extending retention intervals and increasing the variability of stimuli clearly demonstrated the superiority of CSA over alphanumerical passwords. In addition, we manipulated the mode of presentation (serial vs. composite) to assess the memorability of stimuli presented in different temporal formats. In the current study CSA passcodes consisting of nine categorical dimensions were compared to nine character alphanumeric passwords. Participants showed a strong advantage in passcode retention of graphical passcodes for both modes of presentation. This effect grew larger with increasing retention intervals. At the longest retention interval (6 weeks), only 10 (12%) participants were able to produce their alphanumerical password vs. 50 (60%) participants who were still able to produce the correct graphical passcode.

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