Examination of distributed learning on recent and remote memory using in-person and online experimental paradigms

Learning is crucial in everyday life. However, how much information we retain depends on the type and schedule of training. It has been widely acknowledged that spaced learning holds a distinct advantage over massed learning for cognitively healthy adults and should be considered an educational standard, particularly when consolidating long-term memory. Given that many experiments have been required to be conducted online as a result of social distancing regulations during the Covid-19 pandemic, we examined whether the spacing advantage could be replicated in an online setup. Two experiments were conducted to examine the effects of spacing across recent (24 hours) and remote (one-month) retention intervals using the Face-Name Pairs task either in-person (Experiment 1) or online (Experiment 2). The results of Experiment 1 suggest that the beneficial memory effects of spaced training are particularly observed with remote memory. The results of Experiment 2 suggest that although participants learn and recall better in an online setup compared to in-person, the spacing effects were not as robust and did not confer any real advantage. These results are discussed in terms of advantages and disadvantages of the two procedures and the implications for online studies.

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

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.

Observational Spatial Memory in North Island Robins (Petroica Longpies)

<p>Observational spatial memory is employed by members of food-hoarding species to pilfer caches created by other individuals more effectively. North Island robins (Petroica australis) experience high levels of reciprocal cache pilferage within mate pairs. These circumstances were hypothesised to produce conditions under which advanced pilferage strategies such as observational spatial memory may evolve. Here I tested the ability of North Island robins to use observational spatial memory to discriminate between varying prey rewards. Three experiments were conducted which differed in the maximum number of prey items offered as a reward. Additional variables of retention interval, number of cache sites and a variable reward were included to assess how the birds’ memory was affected by small-scale factors. Results showed that North Island robins performed above chance expectations in most treatment combinations, indicating that they were able to utilize observational spatial memory. They were equally able to discriminate between different combinations of prey numbers that were hidden in 2, 3 and 4 caches sites from between 0, 10 and 60 seconds. Overall results indicate that North Island robins can solve complex numerical problems involving more than two parameters and up to one minute long retention intervals without training.</p>

Observational Spatial Memory in North Island Robins (Petroica Longpies)

<p>Observational spatial memory is employed by members of food-hoarding species to pilfer caches created by other individuals more effectively. North Island robins (Petroica australis) experience high levels of reciprocal cache pilferage within mate pairs. These circumstances were hypothesised to produce conditions under which advanced pilferage strategies such as observational spatial memory may evolve. Here I tested the ability of North Island robins to use observational spatial memory to discriminate between varying prey rewards. Three experiments were conducted which differed in the maximum number of prey items offered as a reward. Additional variables of retention interval, number of cache sites and a variable reward were included to assess how the birds’ memory was affected by small-scale factors. Results showed that North Island robins performed above chance expectations in most treatment combinations, indicating that they were able to utilize observational spatial memory. They were equally able to discriminate between different combinations of prey numbers that were hidden in 2, 3 and 4 caches sites from between 0, 10 and 60 seconds. Overall results indicate that North Island robins can solve complex numerical problems involving more than two parameters and up to one minute long retention intervals without training.</p>

Sans Forgetica is Not the “Font” of Knowledge: Disfluent Fonts are Not Always Desirable Difficulties

Subsequent recall is improved if students try to recall target material during study (self-testing) versus simply re-reading it. This effect is consistent with the notion of “desirable difficulties.” If the learning experience involves difficulties that induce extra effort, then retention may be improved. Not all difficulties are desirable, however. Difficult-to-read ( disfluent) typefaces yield inconsistent results. A new disfluent font, Sans Forgetica, was developed and alleged to promote deeper processing and improve learning. Although it would be invaluable if changing the font could enhance learning, the few studies on Sans Forgetica have been inconsistent, and focused on short retention intervals (0–5 minutes). We investigated a 1-week interval to increase practical relevance and because some benefits only manifest after a delay. A testing-effect manipulation was also included. Students ( N = 120) learned two passages via different methods (study then re-study vs. study then self-test). Half the students saw the passages in Times New Roman and half in Sans Forgetica. Recall test scores were higher for passages learned via self-testing than restudying, but the effect of font and the interaction were nonsignificant. We suggest that disfluency increases the local (orthographic) processing effort on each word but slowed reading might impair relational processing across words. In contrast, testing and generation effect manipulations often engage relational processing (question: answer; cue: target)—yielding subsequent benefits on cued-recall tests. We elaborate this suggestion to reconcile conflicting results across studies.

List-method directed forgetting: Do critical findings generalize from short to long retention intervals?

People can purposefully forget information that has become irrelevant, as is demonstrated in list-method directed forgetting (LMDF). In this task, participants are cued to intentionally forget an already studied list (list 1) before encoding a second list (list 2); this induces forgetting of the first-list items. Most research on LMDF has been conducted with short retention intervals, but very recent studies indicate that such directed forgetting can be lasting. We examined in two experiments whether core findings in the LMDF literature generalize from short to long retention intervals. The focus of Experiment 1 was on the previous finding that, with short retention interval, list-2 encoding is necessary for list-1 forgetting to arise. Experiment 1 replicated the finding after a short delay of 3 min between study and test and extended it to a longer delay of 20 min. The focus of Experiment 1 was on the absence of list-1 forgetting in item recognition, previously observed after short retention interval. Experiment 1 replicated the finding after a short delay of 3 min between study and test and extended it to longer delays of 20 min and 24 h. Implications of the results for theoretical explanations of LMDF are discussed.

Alpha oscillatory activity causally linked to working memory retention: insights from online phase-locking closed-loop transcranial alternating current stimulation (tACS)

Although previous studies have reported correlations between alpha oscillations and the "retention" sub-process of working memory (WM), no direct causal evidence has been established in human neuroscience. Here, we developed an online phase-locking closed-loop transcranial alternating current stimulation (tACS) system capable of precisely controlling the phase difference between tACS and concurrent endogenous oscillations. This system permits both up- and down-regulation of brain oscillations at the target stimulation frequency, and is here applied to empirically demonstrate that parietal alpha oscillations causally relate to WM retention. Our experimental design included both in-phase and anti-phase alpha-tACS applied to 39 participants during the retention intervals of a modified Sternberg paradigm. Compared to in-phase alpha-tACS, anti-phase alpha-tACS decreased both WM performance and alpha activity. Moreover, the in-phase tACS-induced changes in WM performance were positively correlated with alpha oscillatory activity. These findings strongly support a causal link between alpha oscillations and WM retention, and illustrate the broad application prospects of phase-locking tACS.

They forgot their “baby”?!: Factors that lead students to forget their cell phone

Prospective memory (PM) is critical for daily life, yet errors happen often, even when there are dire consequences. What factors make errors more or less likely to occur? While most researchers explicitly instruct subjects to perform abstract tasks with little personal relevance, we argue that PM in daily life often involves personally relevant intentions that are more “autonomically” encoded. When 192 students came to the lab to participate in an unrelated experiment, we took their cell phone and attached an activity tracker to their clothes. We examined how often students forgot to retrieve their cell phone (personally relevant task) compared to returning the tracker (experimenter relevant task) before leaving the lab, and whether it mattered if the instructions were explicitly or more autonomically encoded. Students only forgot the tracker 8-14% more often than their cell phone, and explicit instructions did not reduce forgetting; neither did longer retention intervals nor a mismatch between encoding-retrieval context. At retrieval, (60-70%) participants said the intention “popped into mind”. We discuss both the role of processes outside of awareness in PM intention formation and retrieval, and how this research helps to understand the “forgotten baby syndrome”.

Rapid learning of object names in dogs

Learning object names after few exposures, is thought to be a typically human capacity. Previous accounts of similar skills in dogs did not include control testing procedures, leaving unanswered the question whether this ability is uniquely human. To investigate the presence of the capacity to rapidly learn words in dogs, we tested object-name learning after four exposures in two dogs with knowledge of multiple toy-names. The dogs were exposed to new object-names either while playing with the objects with the owner who named those in a social context or during an exclusion-based task similar to those used in previous studies. The dogs were then tested on the learning outcome of the new object-names. Both dogs succeeded after exposure in the social context but not after exposure to the exclusion-based task. Their memory of the object-names lasted for at least two minutes and tended to decay after retention intervals of 10 min and 1 h. This reveals that rapid object-name learning is possible for a non-human species (dogs), although memory consolidation may require more exposures. We suggest that rapid learning presupposes learning in a social context. To investigate whether rapid learning of object names in a social context is restricted to dogs that have already shown the ability to learn multiple object-names, we used the same procedure with 20 typical family dogs. These dogs did not demonstrate any evidence of learning the object names. This suggests that only a few subjects show this ability. Future studies should investigate whether this outstanding capacity stems from the exceptional talent of some individuals or whether it emerges from previous experience with object name learning.

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

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.