scholarly journals Fewer Generation Constraints Increase the Generation Effect for Item and Source Memory through Enhanced Relational Processing

2020 ◽  
Author(s):  
Matthew P. McCurdy ◽  
Allison Sklenar ◽  
Andrea N. Frankenstein ◽  
Eric D. Leshikar
Keyword(s):  
Source Memory ◽  
Theoretical Work ◽  
Cued Recall ◽  
Generation Effect ◽  
Item Memory ◽  
Control Task ◽  
Relational Processing ◽  
Constraint Generation ◽  
Font Color ◽  
Context Memory

Memory is often better for information that is self-generated versus read (i.e., the generation effect). Theoretical work attributes the generation effect to two mechanisms: enhanced item-specific and relational processing (i.e., the two-factor theory). Recent work has demonstrated that the generation effect increases when generation tasks place lower, relative to higher, constraints on what participants can self-generate. This study examined whether the effects of generation constraint on memory might be attributable to either mechanism of the two-factor theory. Across three experiments, participants encoded word pairs in two generation conditions (lower- and higher-constraint) and a read control task, followed by a memory test for item memory and two context memory details (source and font color). The results of these experiments support the idea that lower-constraint generation increases the generation effect via enhanced relational processing, as measured through both recognition and cued recall tasks. Results further showed that lower-constraint generation improves context memory for conceptual context (source), but not perceptual context (color), suggesting that this enhanced relational processing may extend to conceptually related details of an item. Overall, these results provide more evidence that fewer generation constraints increase the generation effect and implicate enhanced relational processing as a mechanism for this improvement.

scholarly journals Fewer Constraints Enhance the Generation Effect for Source Memory in Younger, but not Older Adults

2019 ◽  
Vol 1 (1) ◽  
pp. 168-184 ◽  
Author(s):  
Matthew P. McCurdy ◽  
Ryan C. Leach ◽  
Eric D. Leshikar
Keyword(s):  
Older Adults ◽  
Associative Memory ◽  
Source Memory ◽  
Age Groups ◽  
Generation Effect ◽  
Relational Processing ◽  
Generation Task ◽  
Younger Adults ◽  
Constraint Generation ◽  
Context Memory

AbstractThe generation effect is the memory benefit for information that is self-generated compared to read. This effect is robust for both younger and older adults. Recent work with younger adults has shown that the generation effect for context memory (i.e., contextual details associated with an episode) can be increased when there are fewer rather than greater experimental constraints placed on what participants can generate. This increase in context memory is attributable to enhanced relational processing. Given older adults’ deficits in context memory the present study tested whether fewer generation constraints would similarly improve the generation effect for contextual details in older adults. In this study, we examined age differences in item and context (i.e., source and associative) memory across three different tasks comprising the encoding of cue-target pairs: a lower-constraint generation task (i.e., free response to cue, such as assist – ____), a higher-constraint generation task (i.e., solving an anagram, such as assist – hlpe), and a read task (i.e., simply reading the cue-target pair, such as assist – help). Both age groups showed improved item and context memory for materials studied during the generation tasks (both lower- and higher-constraint) compared to the read task. However, only younger adults showed increased source memory for lower-constraint compared to higher-constraint generation, whereas older adults showed equivalent source and associative memory for both lower- and higher-constraint generation tasks. These findings suggest both age groups benefit from self-generation, but older adults may benefit less from conditions that enhance relational processing (lower-constraint generation) in younger adults.

scholarly journals Fewer Constraints Enhance the Generation Effect for Source Memory in Younger, but not Older Adults

2019 ◽  
Author(s):  
Matthew P. McCurdy ◽  
Ryan Leach ◽  
Eric D. Leshikar
Keyword(s):  
Older Adults ◽  
Associative Memory ◽  
Source Memory ◽  
Age Groups ◽  
Generation Effect ◽  
Relational Processing ◽  
Generation Task ◽  
Younger Adults ◽  
Constraint Generation ◽  
Context Memory

The generation effect is the memory benefit for information that is self-generated compared to read. This effect is robust for both younger and older adults. Recent work with younger adults has shown that the generation effect for context memory (i.e., contextual details associated with an episode) can be increased when there are fewer rather than greater experimental constraints placed on what participants can generate. This increase in context memory is attributable to enhanced relational processing. Given older adults’ deficits in context memory the present study tested whether fewer generation constraints would similarly improve the generation effect for contextual details in older adults. In this study, we examined age differences in item and context (i.e., source and associative) memory across three different tasks comprising the encoding of cue-target pairs: a lower-constraint generation task (i.e., free response to cue, such as assist – ____), a higher-constraint generation task (i.e., solving an anagram, such as assist – hlpe), and a read task (i.e., simply reading the cue-target pair, such as assist – help). Both age groups showed improved item and context memory for materials studied during the generation tasks (both lower- and higher-constraint) compared to the read task. However, only younger adults showed increased source memory for lower-constraint compared to higher-constraint generation, whereas older adults showed equivalent source and associative memory for both lower- and higher-constraint generation tasks. These findings suggest both age groups benefit from self-generation, but older adults may benefit less from conditions that enhance relational processing (lower-constraint generation) in younger adults.

The Generation Effect Revisited: Fewer Generation Constraints Enhances Item and Context Memory

2018 ◽  
Author(s):  
Matthew P. McCurdy ◽  
Ryan Leach ◽  
Eric D. Leshikar
Keyword(s):  
Generation Effect ◽  
Word Fragment ◽  
Item Memory ◽  
Task Constraint ◽  
Free Response ◽  
Generation Task ◽  
Constraint Generation ◽  
Memory Representations ◽  
Context Memory

Self-generated information is often better remembered than non-self-generated information. This effect has been robust for item memory (i.e., the content of information) across many different experiments, but inconsistent for context memory (e.g., memory for the extraneous details of information, such as source). Previous studies examining the generation effect, however, have often applied constraints on the generation task possibly limiting the memory benefit from self-generation. In three experiments, we compared item and context memory for a lower-constraint generation task (i.e., free response to a cue word) relative to higher-constraint generation tasks (Exp. 1 & 2: scramble; Exp. 3: word fragment). Results showed that participants had better item and context memory in the lower-constraint compared to higher-constraint generation tasks. Overall, these experiments suggest that that the mnemonic benefits of self-generation depend on the level of task constraint. This study further advances the idea that self-generation is a powerful mnemonic that leads to enriched memory representations for both the item and context, especially when fewer generation constraints are imposed.

scholarly journals Fewer generation constraints increase the generation effect for item and source memory through enhanced relational processing

Memory ◽  
2020 ◽  
Vol 28 (5) ◽  
pp. 598-616 ◽  
Author(s):  
Matthew P. McCurdy ◽  
Allison M. Sklenar ◽  
Andrea N. Frankenstein ◽  
Eric D. Leshikar
Keyword(s):  
Source Memory ◽  
Generation Effect ◽  
Relational Processing

scholarly journals Theories of the Generation Effect and the Impact of Generation Constraint: A Meta-analytic Review

2020 ◽  
Author(s):  
Matthew P. McCurdy ◽  
Wolfgang Viechtbauer ◽  
Allison Sklenar ◽  
Andrea N. Frankenstein ◽  
Eric D. Leshikar
Keyword(s):  
Boundary Conditions ◽  
Meta Analysis ◽  
Generation Effect ◽  
Item Memory ◽  
Future Research ◽  
Memory Mechanism ◽  
Analytic Review ◽  
Future Work ◽  
The Impact ◽  
Context Memory

The generation effect is the memory benefit for self-generated compared to read or experimenter provided information. In recent decades, numerous theories have been proposed to explain the memory mechanism(s) and boundary conditions of the generation effect. In this meta-analysis and theoretical review, we analyzed 126 articles (310 experiments, 1653 estimates) to assess seven prominent theories to determine which theories are supported by the existing literature. Because some theories focus on item memory (memory for the generated target) and others focus on context memory (memory for details associated with the generated target), we examined memory effects for both types of details (item, context) in this meta-analysis. Further, we assessed the influence of generation constraint (how constrained participants are to a generate a certain response), which recent work has shown impacts the magnitude of the generation effect. Overall, the results of this meta-analysis support some theoretical accounts, but not others, as explanatory mechanisms of the generation effect. Results further showed that generation constraint significantly moderates the magnitude of the generation effect, suggesting that this factor should be rigorously investigated in future work. Overall, this meta-analysis provides a review and examination of generation effect theories, and reveals important areas of future research.

Positive Arousal Enhances the Consolidation of Item Memory

2015 ◽  
Vol 74 (2) ◽  
pp. 91-104 ◽  
Author(s):  
Bo Wang
Keyword(s):  
Episodic Memory ◽  
Memory Consolidation ◽  
Source Memory ◽  
Emotional Arousal ◽  
Theoretical Models ◽  
Memory Test ◽  
Learning Phase ◽  
Item Memory ◽  
Memory Tests ◽  
Immediate Memory

Emotional arousal induced after learning has been shown to modulate memory consolidation. However, it is unclear whether the effect of postlearning arousal can extend to different aspects of memory. This study examined the effect of postlearning positive arousal on both item memory and source memory. Participants learned a list of neutral words and took an immediate memory test. Then they watched a positive or a neutral videoclip and took delayed memory tests after either 25 minutes or 1 week had elapsed after the learning phase. In both delay conditions, positive arousal enhanced consolidation of item memory as measured by overall recognition. Furthermore, positive arousal enhanced consolidation of familiarity but not recollection. However, positive arousal appeared to have no effect on consolidation of source memory. These findings have implications for building theoretical models of the effect of emotional arousal on consolidation of episodic memory and for applying postlearning emotional arousal as a technique of memory intervention.

scholarly journals Item memory, context memory and the hippocampus: fMRI evidence

2012 ◽  
Vol 50 (13) ◽  
pp. 3070-3079 ◽  
Author(s):  
Michael D. Rugg ◽  
Kaia L. Vilberg ◽  
Julia T. Mattson ◽  
Sarah S. Yu ◽  
Jeffrey D. Johnson ◽  
...  
Keyword(s):  
Item Memory ◽  
Context Memory

scholarly journals Overlap between the Neural Correlates of Cued Recall and Source Memory: Evidence for a Generic Recollection Network?

2012 ◽  
Vol 24 (5) ◽  
pp. 1127-1137 ◽  
Author(s):  
Hiroki R. Hayama ◽  
Kaia L. Vilberg ◽  
Michael D. Rugg
Keyword(s):  
Source Memory ◽  
Cued Recall ◽  
Study Item ◽  
Subsequent Test ◽  
Parahippocampal Cortex ◽  
Form Part ◽  
To Come ◽  
Cortical Regions ◽  
Successful Recall ◽  
Source Retrieval

Recall of a studied item and retrieval of its encoding context (source memory) both depend on recollection of qualitative information about the study episode. This study investigated whether recall and source memory engage overlapping neural regions. Participants (n = 18) studied a series of words, which were presented either to the left or right of fixation. fMRI data were collected during a subsequent test phase in which three-letter word-stems were presented, two thirds of which could be completed by a study item. Instructions were to use each stem as a cue to recall a studied word and, when recall was successful, to indicate the word's study location. When recall failed, the stem was to be completed with the first word to come to mind. Relative to stems for which recall failed, word-stems eliciting successful recall were associated with enhanced activity in a variety of cortical regions, including bilateral parietal, posterior midline, and parahippocampal cortex. Activity in these regions was enhanced when recall was accompanied by successful rather than unsuccessful source retrieval. It is proposed that the regions form part of a “recollection network” in which activity is graded according to the amount of information retrieved about a study episode.

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