scholarly journals Investigating the Interaction of Direct and Indirect Relation on Memory Judgments and Retrieval

2017 ◽  
Author(s):  
Nicholas P. Maxwell ◽  
Erin Michelle Buchanan
Keyword(s):  
Cognitive Processes ◽  
Recall Performance ◽  
Cued Recall ◽  
Distractor Task ◽  
Interactive Relationship ◽  
Two Measures ◽  
Indirect Association ◽  
Amazon's Mechanical Turk ◽  
Similarity Information ◽  
Primary Predictor

This study examined the interactive relationship between two measures of association (direct and indirect associations) when predicting relatedness judgments and cued-recall performance. Participants were recruited from Amazon's Mechanical Turk and were given word pairs of varying relatedness to judge for their semantic, thematic, and associative strength. After completing a distractor task, participants then completed a cued recall task. First, we sought to expand previous work on judgments of associative memory (JAM) to include semantic and thematic based judgments (judgments of relatedness, JOR), while also replicating bias and sensitivity findings. Next, we tested for an interaction between direct and indirect association when predicting participant judgments while also expanding upon previous work by examining that interaction when predicting recall. The interaction between direct and indirect association was significant for both judgments and recall. For low indirect association, direct association was the primary predictor of both judgment strength and recall proportions. However, this trend reversed for high indirect association, as higher levels of indirect relation decreased the effectiveness of direct relation as a predictor. Overall, our findings indicate the degree to which the processing of similarity information impacts cognitive processes such as retrieval and item judgments, while also parsing apart the underlying, interactive relationship that exists between the norms used to represent concept information.

scholarly journals Modeling Memory: Exploring the Relationship Between Word Overlap and Single Word Norms when Predicting Relatedness Judgments and Retrieval

2018 ◽  
Author(s):  
Nicholas Maxwell ◽  
Erin Michelle Buchanan
Keyword(s):  
Cognitive Processes ◽  
Recall Performance ◽  
Memory Systems ◽  
Original Study ◽  
Cued Recall ◽  
Single Word ◽  
Recall Accuracy ◽  
Word Norms ◽  
Interactive Relationship ◽  
The Relationship

This study examined the interactive relationship between semantic, thematic, and associative word pair strength in the prediction of item relatedness judgments and cued-recall performance. Previously, we found significant three-way interactions between associative, semantic, thematic word overlap when predicting participant judgment strength and recall performance (Maxwell & Buchanan, 2018), expanding upon previous work by Maki (2007). In this study, we first seek to replicate findings from the original study using a novel stimuli set. Second, this study will further explore the nature of the structure of memory, by investigating the effects of single concept information (i.e., word frequency, concreteness, etc.) on relatedness judgments and recall accuracy. We hypothesize that associative, semantic, and thematic memory networks are interactive in their relationship to judgments and recall, even after controlling for base rates of single concept information, implying a set of interdependent memory systems used for both cognitive processes.

Reaction Time and Brain Waves in Omitted Stimulus Tasks

2010 ◽  
Vol 24 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Oscar H. Hernández ◽  
Muriel Vogel-Sprott
Keyword(s):  
Reaction Time ◽  
Cognitive Processes ◽  
Young Male ◽  
Event Related Potential ◽  
Auditory Stimuli ◽  
Motor Action ◽  
Cognitive Component ◽  
Sensory Modalities ◽  
Two Measures ◽  
Somatosensory Stimuli

A missing stimulus task requires an immediate response to the omission of a regular recurrent stimulus. The task evokes a subclass of event-related potential known as omitted stimulus potential (OSP), which reflects some cognitive processes such as expectancy. The behavioral response to a missing stimulus is referred to as omitted stimulus reaction time (RT). This total RT measure is known to include cognitive and motor components. The cognitive component (premotor RT) is measured by the time from the missing stimulus until the onset of motor action. The motor RT component is measured by the time from the onset of muscle action until the completion of the response. Previous research showed that RT is faster to auditory than to visual stimuli, and that the premotor of RT to a missing auditory stimulus is correlated with the duration of an OSP. Although this observation suggests that similar cognitive processes might underlie these two measures, no research has tested this possibility. If similar cognitive processes are involved in the premotor RT and OSP duration, these two measures should be correlated in visual and somatosensory modalities, and the premotor RT to missing auditory stimuli should be fastest. This hypothesis was tested in 17 young male volunteers who performed a missing stimulus task, who were presented with trains of auditory, visual, and somatosensory stimuli and the OSP and RT measures were recorded. The results showed that premotor RT and OSP duration were consistently related, and that both measures were shorter with respect to auditory stimuli than to visual or somatosensory stimuli. This provides the first evidence that the premotor RT is related to an attribute of the OSP in all three sensory modalities.

Differential Effects of Executive Processes on Working Memory

2016 ◽  
Vol 37 (4) ◽  
pp. 239-249
Author(s):  
Xuezhu Ren ◽  
Tengfei Wang ◽  
Karl Schweizer ◽  
Jing Guo
Keyword(s):  
Working Memory ◽  
Cognitive Processes ◽  
Latent Variable ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Attention Control ◽  
Executive Processes ◽  
Differential Effects ◽  
Prepotent Response ◽  
Two Measures

Abstract. Although attention control accounts for a unique portion of the variance in working memory capacity (WMC), the way in which attention control contributes to WMC has not been thoroughly specified. The current work focused on fractionating attention control into distinctly different executive processes and examined to what extent key processes of attention control including updating, shifting, and prepotent response inhibition were related to WMC and whether these relations were different. A number of 216 university students completed experimental tasks of attention control and two measures of WMC. Latent variable analyses were employed for separating and modeling each process and their effects on WMC. The results showed that both the accuracy of updating and shifting were substantially related to WMC while the link from the accuracy of inhibition to WMC was insignificant; on the other hand, only the speed of shifting had a moderate effect on WMC while neither the speed of updating nor the speed of inhibition showed significant effect on WMC. The results suggest that these key processes of attention control exhibit differential effects on individual differences in WMC. The approach that combined experimental manipulations and statistical modeling constitutes a promising way of investigating cognitive processes.

Does Scopolamine Directly Impair Memory?

1989 ◽  
Vol 1 (4) ◽  
pp. 327-335 ◽  
Author(s):  
Ellen Grober ◽  
Rosanne M. Leipzig ◽  
Richard B. Lipton ◽  
Wendy Wisniewski ◽  
Mary Schroeder ◽  
...  
Keyword(s):  
Young Adults ◽  
Free Recall ◽  
Cognitive Processes ◽  
Semantic Processing ◽  
Cued Recall ◽  
Cognitively Normal ◽  
Cholinergic Blockade ◽  
Specific Memory ◽  
High Doses ◽  
Dose Dependent

Enhanced cued recall, a procedure which circumvents inattention and induces semantic processing, was used to determine if scopolamine produces direct impairment of specific memory mechanisms or indirect impairment of memory secondary to impairment of other cognitive processes. In two studies, cognitively normal young adults given moderate or high doses of scopolamine maintained maximum cued recall in spite of a dose-dependent decrement in free recall. This finding suggests that cholinergic blockade may impair memory indirectly through effects on other cognitive processes.

Note on Normative Data of Tests Measuring Flexibility in Cognitive Processes

1964 ◽  
Vol 14 (3) ◽  
pp. 741-742 ◽  
Author(s):  
Allen Jack Edwards ◽  
Paula Parks
Keyword(s):  
Sex Differences ◽  
Cognitive Processes ◽  
Normative Data ◽  
Correlation Coefficients ◽  
Object Naming ◽  
Thought Process ◽  
Total Group ◽  
Two Measures

Using 149 undergraduates, normative data were gathered on two measures of flexibility in the thought process, Guilford's Association IV and Object Naming. The distributions of scores were positively displaced, with differences between means being small and statistically non-significant. Product-moment correlation coefficients were statistically significant ( p = .01) for the total group, for men, and for women. No sex differences were found.

An Event-Related Potential (ERP) Analysis of Semantic Congruity and Repetition Effects in Sentences

1992 ◽  
Vol 4 (2) ◽  
pp. 132-149 ◽  
Author(s):  
Mireille Besson ◽  
Marta Kutas ◽  
Cyma Van Petten
Keyword(s):  
Word Frequency ◽  
Lexical Processing ◽  
Recall Performance ◽  
Distributed Processing ◽  
Low Frequency ◽  
Cued Recall ◽  
Event Related Potential ◽  
Repetition Effects ◽  
Semantic Congruity ◽  
Open Class

In two experiments, event-related brain potentials (ERPs) and cued-recall performance measures were used to examine the consequences of semantic congruity and repetition on the processing of words in sentences. A set of sentences, half of which ended with words that rendered them semantically incongruous, was repeated either once (eg, Experiment 1) or twice (e.g., Experiment 2). After each block of sentences, subjects were given all of the sentences and asked to recall the missing final words. Repetition benefited the recall of both congruous and incongruous endings and reduced the amplitude and shortened the duration of the N400 component of the ERP more for (1) incongruous than congruous words, (2) open class than closed class words, and (3) low-frequency than high-frequency open class words. For incongruous sentence terminations, repetition increased the amplitude of a broad positive component subsequent to the N400. Assuming additive factors logic and a traditional view of the lexicon, our N400 results indicate that in addition to their singular effects, semantic congruiry, repetition, and word frequency converge to influence a common stage of lexical processing. Within a parallel distributed processing framework, our results argue for substantial temporal and spatial overlap in the activation of codes subserving word recognition so as to yield the observed interactions of repetition with semantic congruity, lexical class, and word frequency effects.

Effects of Types of Elaboration on Children's Memories of a Story: Interaction with Academic Performance

2004 ◽  
Vol 94 (1) ◽  
pp. 291-304
Author(s):  
Hiroshi Toyota
Keyword(s):  
Academic Performance ◽  
Free Recall ◽  
Recall Performance ◽  
Second Graders ◽  
Cued Recall ◽  
The Self ◽  
The Other ◽  
Choice Condition ◽  
Incidental Memory ◽  
Academic Scores

Two experiments compared the effectiveness of three types of elaboration on incidental and intentional memory for a story: self-generated, self-choice, and experimenter-provided elaboration. In Exp. 1, using the incidental memory paradigm, second graders listened to a fantastic story and then, in the self-generated condition, answered a “why” question about a particular topic in the story. In the self-choice condition, they chose one of the alternative answers to the question and in the experimenter-provided condition, judged the appropriateness of each of two provided answers. This was followed by free-recall and cued-recall tests. Subjects were categorized into two groups, good and poor academic achievers in terms of academic scores in four subject matter areas. For good academic achievers, self-choice elaboration led to a better cued recall than the other two elaboration types. The cued-recall performance of poor achievers was not different with the three conditions. In Exp. 2, using the intentional memory paradigm, the subjects intended to learn a different story and then performed the same procedure as Exp. 1. For poor achievers, self-choice elaboration led to a worse free recall than the other elaboration types, but the free recall of good achievers was not significantly different for the three types of elaboration. The results were interpreted as showing that the effects of self-choice elaboration on incidental and intentional memory were correlated with subjects' academic performance.

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