Effect of Recall Order on Long-Term Recency

1989 ◽  
Vol 64 (3) ◽  
pp. 803-808
Author(s):  
Koichi Sato
Keyword(s):  
Short Term ◽  
Recency Effects ◽  
Recall Order ◽  
Immediate Recall ◽  
Recall Paradigm

The effect of recall order on long-term recency effects in the continuous-distractor paradigm was investigated. Each list contained a series of pairs, each of a word and a number. In a recall session, subjects were given the numbers as probes and recalled the words paired with the numbers. Long-term recency effects were largely reduced when subjects recalled words from the primacy portion prior to other words, as in the case of short-term recency effects observed in the immediate-recall paradigm. These results suggest that the same mechanisms underlie the short-term and the long-term recency effects.

Recency Effects and Distinctiveness of Position/Order Information

1990 ◽  
Vol 71 (1) ◽  
pp. 259-266 ◽  
Author(s):  
Koichi Sato
Keyword(s):  
Free Recall ◽  
Serial Position ◽  
Distractor Condition ◽  
Item Information ◽  
Order Information ◽  
Short Term ◽  
Recency Effects ◽  
Serial Position Curves ◽  
Recall Paradigm

Temporal retrieval theory argues that both short-term and long-term recency effects reflect the distinctiveness of position/order information of recent items. The present study tested this proposal in both the standard immediate free-recall paradigm and the continuous-distractor paradigm. Serial-position curves of item information learned intentionally were compared to those of position/order information learned incidentally. In the immediate condition, similar recency effects were observed for item and position/order information; the correlation of item recency with position/order recency was significant. In the continuous-distractor condition, although significant recency effects were observed for item and position/order information, the correlation between them was low. These results suggest that the distinctiveness of position/order information contributes to short-term recency effects but not to long-term recency effects.

Effect of Context on Transfer of Information from Short- to Long-Term Memory

1974 ◽  
Vol 38 (2) ◽  
pp. 495-501
Author(s):  
Gilbert B. Tunnell ◽  
Philippe R. Falkenberg
Keyword(s):  
Short Term Memory ◽  
Memory Model ◽  
Long Term Memory ◽  
Interference Theory ◽  
Short Term ◽  
Term Memory ◽  
Immediate Recall ◽  
Encoding Specificity ◽  
Transfer Of Information

Manipulation of the context in a short-term memory paradigm produces changes in the ability to recognize the same material from long-term memory 24 hr. later. If immediate recall is accurate, later recognition is improved if this recall is conducted with the same context as occurred at learning. If immediate recall is completely inaccurate, later recognition is improved if this recall is conducted with different context than was present at learning. Short-term recall did not need to be accurate to transfer the learned nonsense trigrams to long-term memory. Manipulation of context 24 hr. after learning had no effect on recognition. Results are discussed in terms of the Waugh and Norman memory model, Tulving's encoding specificity hypothesis, and interference theory.

scholarly journals Long-term memory of real-world episodes is independent of recency effects: magic tricks as ecological tasks

2020 ◽  
Author(s):  
David Bestue ◽  
Luis M. Martínez ◽  
Alex Gomez-Marin ◽  
Jordi Camí
Keyword(s):  
Serial Position ◽  
Short Term Memory ◽  
Long Term Memory ◽  
Short Term ◽  
Position Effects ◽  
Serial Position Effects ◽  
Term Memory ◽  
Recency Effects ◽  
Episodic Memories

How episodic memories decay is an unresolved question in cognitive neuroscience. The role of short-term mechanisms regarding the decay of episodic memories is circumscribed to set the maximum recall from which a monotonic decay occurs. However, this sequential view from the short to the long-term is not compulsory, as short-term dependent memory gains (like recency effects when memorizing a list of elements; serial-position effects) may not be translated into long-term memory differences. Moreover, producing memorable events in the laboratory faces important challenges, such as recreating realistic conditions with elevated recall, or avoiding spontaneous retrievals during memory retention (sociocultural hooks). Here we propose the use of magic to enhance the study of memory. We designed a sequence of magic tricks performed live on stage to evaluate the interaction between memory decay and serial-position effects of those tricks. The audience was asked to freely recall the tricks at four different timepoints: just after the show, 10 days, 1.5 months and 4.5 months. We discovered serial-position differences after the show that were no longer present later on, suggesting that short-term memory gains do not translate into the long-term. Illustrating the power of naturalistic stimuli to study long-term memory while interrogating the interaction between short-term and long-term mechanisms, this work is, to our knowledge, the first scientific study of the memorability of magic tricks.

scholarly journals Evidence against a short-term-store account of long-term recency effects

1993 ◽  
Vol 21 (3) ◽  
pp. 329-337 ◽  
Author(s):  
Anjali Thapar ◽  
Robert L. Greene
Keyword(s):  
Short Term ◽  
Recency Effects

Time-Sharing in the Continuous Distractor Paradigm: A Reexamination of the Long-Term Recency Effect

1993 ◽  
Vol 76 (3_suppl) ◽  
pp. 1107-1120 ◽  
Author(s):  
Koichi Sato
Keyword(s):  
Retention Interval ◽  
Word List ◽  
Recency Effect ◽  
Distractor Task ◽  
Time Sharing ◽  
Short Term ◽  
Recency Effects

Long-term recency effects observed in the continuous distractor paradigm are often taken as evidence against the short-term store account of recency effects. In the present study, three experiments examined the function of time-sharing process in the continuous distractor paradigm. In the first two experiments, the effect of distractor difficulty on long-term recency was investigated with easy and hard distractor tasks. Distractor difficulty was manipulated in the recency portion and in the retention interval of a nine-word list and a hard distractor task eliminated long-term recency effects. In Exp. 3, distractor difficulty was manipulated across the first and the second halves of the retention interval. Long-term recency effects were larger if the first half of the retention interval contained an easy distractor task and the second half a hard task than if the order was hard-easy. These results indicate that subjects maintain recent items in short-term store and then transfer them to a long-term store by the time-sharing process during a distraction period. Long-term recency effects to a large extent depend on this time-sharing process.

Five Teaching Methods: A Comparative Study in Nurse Education

1978 ◽  
Vol 22 (1) ◽  
pp. 91-92 ◽  
Author(s):  
George E. Tibbitts ◽  
John R. Nicholas ◽  
Ronald J. McKay
Keyword(s):  
Teaching Methods ◽  
Instructional Effectiveness ◽  
Renal Physiology ◽  
Programmed Instruction ◽  
Short Term ◽  
Traditional Lecture ◽  
Immediate Recall ◽  
Term Retention ◽  
Long Term Retention

The relative instructional effectiveness of five teaching methods, Reading, Lecture-traditional, Lecture-audiotape, Programmed Instruction and Multimedia, was studied. Comparisons were based on test scores obtained by trainee nurses on three different occasions following instruction on a topic in renal physiology. The Multimedia method appeared to be most immediately effective, and the two Lecture methods least effective, in terms of students' ability to recall information following an instruction session. On short term retention of information with no reinforcement of material presented during the instruction session, the situation apparent on immediate recall persisted but differences in effectiveness were less marked. On long term retention of information, with no reinforcement, the effect of the five teaching methods was virtually indistinguishable.

Free Recall among the Aged

1971 ◽  
Vol 29 (3_suppl) ◽  
pp. 1179-1182 ◽  
Author(s):  
Beth J. Raymond
Keyword(s):  
Free Recall ◽  
Short Term ◽  
Recent Information ◽  
Long Term Storage ◽  
Short Term Storage ◽  
Widespread Belief ◽  
Term Storage ◽  
Recall Paradigm

The present study was undertaken in order to examine output from short-term storage (STS) and long-term storage (LTS) in elderly Ss using a free-recall paradigm. Contrary to the widespread belief that aged Ss have difficulty recalling recent information, the data indicated no deterioration in recall from STS although recall from LTS was considerably less than is usually demonstrated in free-recall studies.

scholarly journals Long-Term Recency Effects and Phonological Short-Term Memory. A Neuropsychological Case Study

Cortex ◽  
1991 ◽  
Vol 27 (2) ◽  
pp. 323-326 ◽  
Author(s):  
Giuseppe Vallar ◽  
Costanza Papagno ◽  
Alan D. Baddeley
Keyword(s):  
Short Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Recency Effects

Effect of Word Familiarity on Long-Term Recency

1988 ◽  
Vol 63 (3) ◽  
pp. 955-959 ◽  
Author(s):  
Koichi Sato
Keyword(s):  
Free Recall ◽  
Recency Effect ◽  
Distractor Condition ◽  
Recall Condition ◽  
Recency Effects ◽  
Word Lists ◽  
Word Familiarity ◽  
Recall Paradigm

This experiment examined the effect of word familiarity on recency effects in two paradigms, the immediate recency effect in the immediate free-recall paradigm and the long-term recency effect in the continuous-distractor paradigm. Subjects studied word lists. In the immediate free-recall condition, words were presented continuously, and subjects were asked for free recall immediately after presentation of each list. In the continuous-distractor condition, each word was followed by a summation task of 30 sec. After the last summation task for each list, subjects were asked for free recall. Familiarity influenced immediate recency and long-term recency in the same way. This result suggests that the same mechanisms underlie immediate recency and long-term recency effect

scholarly journals Long-term memory of real-world episodes is independent of recency effects: magic tricks as ecological tasks.

2020 ◽  
Author(s):  
David Bestue ◽  
Luis M. Martinez ◽  
Alex Gomez-Marin ◽  
Miguel A. Gea ◽  
Jordi Camí
Keyword(s):  
Serial Position ◽  
Short Term Memory ◽  
Long Term Memory ◽  
Short Term ◽  
Position Effects ◽  
Serial Position Effects ◽  
Term Memory ◽  
Recency Effects ◽  
Episodic Memories

How episodic memories decay is an unresolved question in cognitive neuroscience. The role of short-term mechanisms regarding the decay of episodic memories is circumscribed to set the maximum recall from which a monotonic decay occurs. However, this sequential view from the short to the long-term is not compulsory, as short-term dependent memory gains (like recency effects when memorizing a list of elements; serial-position effects) may not be translated into long-term memory differences. Moreover, producing memorable events in the laboratory faces important challenges, such as recreating realistic conditions with elevated recall, or avoiding spontaneous retrievals during memory retention (sociocultural hooks). Here we propose the use of magic to enhance the study of memory. We designed a sequence of magic tricks performed live on stage to evaluate the interaction between memory decay and serial-position effects of those tricks. The audience was asked to freely recall the tricks at four different timepoints: just after the show, 10 days, 1.5 months and 4.5 months. We discovered serial-position differences after the show that were no longer present later on, suggesting that short-term memory gains do not translate into the long-term. Illustrating the power of naturalistic stimuli to study long-term memory while interrogating the interaction between short-term and long-term mechanisms, this work is, to our knowledge, the first scientific study of the memorability of magic tricks.

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