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Cued recall taps amnesia of "the hippocampal type" as typically found in Alzheimer's disease (AD). Studies investigating the validity of cued recall measures in AD have typically been conducted in research settings. The Category Cued Memory Test (CCMT-48) measures learning/memory using the same categories during encoding and acquisition. The aim of this study was to investigate how frequently impairments were found on the CCMT-48 mild AD patients from a memory clinic (N = 77). We used a case-oriented approach where individually observed scores were compared to expected scores derived from regressions-based normative data. We also investigated if CCMT-48 performances differed in patients with mild AD and Dementia with Lewy Bodies (DLB) (N = 90). The results showed a significantly higher frequency of impairment in the AD group as compared to the DLB group for scores below 10th percentile-estimate (impaired: AD 88%; DLB 69%) and 5th percentile-estimate (impaired: AD 82%; DLB 53%). In conclusion, a very high frequency of impairment of a picture-based cued recall test in AD patients (very high sensitivity) in a memory clinic setting. However, specificity is not optimal since impairments also frequently occurred in DLB where memory problems could be assumed to be part of attentional deficits and poor retrieval strategies. [ABSTRACT FROM AUTHOR]

Memory scientists usually compare mean performance on some measure(s) (accuracy, confidence, latency) as a function of experimental condition. Some researchers have made within-subject variability in task performance a focal outcome measure (e.g., Yao et al., Journal of Clinical and Experimental Neuropsychology, 38, 227–237, 2016). Here, we explored between-subject variability in accuracy as a function of experimental conditions. This work was inspired by an incidental finding in a previous study, in which we observed greater variability in accuracy of memory performance on cued recall (CR) versus free recall (FR) of English animal/object nouns (Mah et al., Frontiers in Psychology, 14, 1146200, 2023). Here we report experiments designed to assess the reliability of that pattern and to explore its causes (e.g., differential interpretation of instructions, [un]relatedness of CR word pairs, encoding time). In Experiment 1 (N = 120 undergraduates), we replicated the CR:FR variability difference with a more representative set of English nouns. In Experiments 2A (N = 117 Prolific participants) and 2B (N = 127 undergraduates), we found that the CR:FR variability difference persisted in a forced-recall procedure. In Experiment 3 (N = 260 Prolific participants), we used meaningfully related word pairs and still found greater variability in CR than in FR performance. In Experiment 4 (N = 360 Prolific participants), we equated CR and FR study phases by having all participants study pairs and, again, observed greater variability in CR than FR. The same was true in Experiment 5 (N = 120 undergraduates), in which study time was self-paced. Comparisons of variability across subjects can yield insights into the mechanisms underlying task performance. [ABSTRACT FROM AUTHOR]

IntroductionThe development of valid methods to diagnose prodromal Alzheimer's disease (AD) in adults with Down syndrome (DS) is one of the many goals of the Alzheimer's Biomarkers Consortium-Down Syndrome (ABC-DS).MethodsThe diagnostic utility of a modified Cued Recall Test (mCRT) was evaluated in 332 adults with DS ranging from 25 to 81 years of age. Total recall was selected a priori, as the primary indicator of performance. Multiple regression and receiver-operating characteristic (ROC) analyses were used to compare diagnostic groups.ResultsPerformance on the mCRT, as indicated by the total recall score, was highly sensitive to differences between diagnostic groups. ROC areas under the curve (AUCs) ranging from 0.843 to 0.955, were observed.DiscussionThe mCRT has strong empirical support for its use in clinical settings, as a valuable tool in studies targeting biomarkers of AD, and as a potential outcome measure in clinical trials targeting AD in this high-risk population.

This study was designed to assess the effects of acute exercise on performance of a paired associate learning (PAL) test, an operationalization of hippocampal-dependent associative memory. Participants performed a PAL test and then ran on a treadmill (exercise group, n = 52) or solved Sudoku puzzles (control group, n = 54). Participants returned 2, 5, or 8 hr later to perform a second, different, PAL test. PAL scores for the control group did not change over time. Similarly, scores on tests taken 2 and 5 hr after exercise were not different from baseline or control data. Scores on tests taken 8 hr after exercise, however, fell significantly below baseline (by 8.6%) and control (by 9.8%) scores. These data demonstrate that acute exercise can negatively affect the encoding and retrieval of new information even hours after the exercise bout, which should be a consideration when designing exercise programs to enhance, and not hinder, learning. [ABSTRACT FROM AUTHOR]

The current study examines cross‐cultural differences in the reminiscence bump between samples of 119 African American and 106 European American adults aged 40 and up. Participants reported 10 word‐cued and 10 important autobiographical memories. For each, participants provided a description, the age at occurrence, and a rating of emotional valence. In total, 4225 autobiographical memories were reported. Like previous findings, results showed that the reminiscence bumps of both groups occurred earlier for word‐cued than important memories and that they occurred for positive but not negative events. Small cross‐cultural differences were observed in the shapes of the distributions and the proportions of memories within the reminiscence bumps for word‐cued, important, positive, and negative memories, and all memories combined. The findings support the cross‐cultural stability of effects associated with the reminiscence bump, while simultaneously demonstrating smaller cross‐cultural differences in the lifespan distributions within those broader patterns. [ABSTRACT FROM AUTHOR]

Our ability to link related events could be supported either byconnecting their representations in memory, or by storing themseparately but integrating their content when later drawinginferences. Here, we adapted classic memory contingencyanalyses to develop and validate an integration index designedto tap stored representations. We conducted three pre-registered experiments adopting this metric. We found positiverecall dependency for associations experienced both within thesame and across different events. Compared to a conventionalinference test, we found that recall dependency was moresensitive to a manipulation of memory integration. Leveragingrecall dependency to investigate individual differencesrevealed that better memory for contextual detail wasassociated with faster inference judgments, consistent withhigh-fidelity representations of related memories—but only forpeople who tended to store memories separately. Ourapproach, thus, provides an important tool to illuminate howrelated events are represented in memory.

Associative memory (AM) is the ability to bind new information into complex memory representations. Noninvasive brain stimulation (NIBS), especially transcranial electric stimulation (tES), has gained increased interest in research of associative memory (AM) and its impairments. To provide an overview of the current state of knowledge, we conducted a systematic review following PRISMA guidelines covering basic and clinical research. Out of 374 identified records, 41 studies were analyzed—twenty-nine in healthy young adults, six in the aging population, three comparing older and younger adults, as well as two studies on people with MCI, and one in people with Alzheimer's dementia. Studies using transcranial direct current stimulation (tDCS), transcranial alternating current stimulation (tACS) as well as oscillatory (otDCS) and high-definition protocols (HD-tDCS, HD-tACS) have been included. The results showed methodological heterogeneity in terms of study design, stimulation type, and parameters, as well as outcome measures. Overall, the results show that tES is a promising method for AM enhancement, especially if the stimulation is applied over the parietal cortex and the effects are assessed in cued recall paradigms. [ABSTRACT FROM AUTHOR]

Emotion regulation might have an impact on memory performance. Nevertheless, there is still no clear relationship between the type of emotion regulation strategy and the type of information recalled. An experiment was conducted involving 194 participants that performed an online task in which they had to recall three kinds of words (positive, negative, and neutral), with competitive recall cues (first letter), as the same cue was used for a word in each emotional category. They also answered three instruments for measuring emotion regulation (Emotion Regulation Questionnaire, ERQ), deficits in emotion regulation (Difficulties in Emotion Regulation Scale, DERS), and affective state (Positive and Negative Affect Schedule, PANAS). The results showed that participants with higher (vs. lower) levels in cognitive reappraisal performed better at recalling positive words. In turn, deficits in emotion regulation were linked to a weaker performance when recalling words with an emotional content, particularly the dimension of interference in recalling negative words. The results are discussed from the perspective of the processes involved in emotion regulation, while also considering the more stable skill-related aspects when controlling emotions. [ABSTRACT FROM AUTHOR]

The tendency for people to have better memory for animate (living) concepts than inanimate (nonliving) concepts in memory tasks involving free recall and recognition suggests that animacy status can be an important predictor of memory. To date, however, the effect of animacy on paired-associates recall has been mixed: Some studies have found an animacy advantage, some have found an animacy disadvantage, and some have found no difference by animacy. We tested the hypothesis that the within-pair relationship of the two words in a pair matters more for cued recall than animacy itself. In two experiments, college students studied animate and inanimate English word pairs for a cued-recall test. We varied whether the pairs involved two typical exemplars from the same category (e.g., SALMON–TROUT; FORK–SPOON), one typical and one atypical exemplar from the same category (e.g., DOCTOR–SCIENTIST; HOUSE–IGLOO), or two unrelated words from different categories (e.g., SERGEANT–COBRA; MAGAZINE–PLIERS). Respectively, these pair types produced an animacy disadvantage, an animacy advantage, and no difference by animacy in both experiments. We then examined several measures of within-pair similarity for the items. All were positively associated with paired-associates recall, but animacy had no effect on cued recall above and beyond the relationship of these measures to recall. These results suggest that the within-pair relationship matters more for cued recall than does animacy. Uneven variation in within-pair relationships for animate versus inanimate pairs—rather than animacy itself—might therefore produce the apparently inconsistent effects of animacy on paired-associates recall. [ABSTRACT FROM AUTHOR]

In studies of cued recall, responses to photographic stimuli have often been examined in isolation of related photography practices (e.g. taking, organising, or sharing images), and without considering how photographs are used. In contrast, photo-elicitation methods position photographs not simply as cues, but as meaningful artefacts around which accounts of the past are constructed. Drawing on photo-elicitation interviews, I examine cued recall from a distributed cognition perspective, proposing that it consists of varying combinations of several, potentially-distributed processes. First, looking at photographs can catalyse remembering by surfacing relevant ideas, followed by: stimulation (of feelings and emotions), simulation and narrative production, association, inference, and meaning-making. Using examples from my interviews, I consider how each process is socially and materially configured. I then discuss the role of diverse photographic practices in the convergence of these processes, and the implications for conceptions of cueing, recall, and autobiographical memory. [ABSTRACT FROM AUTHOR]

IntroductionFree recall tends to be better for names of animate concepts such as animals than for names of inanimate objects. In Popp and Serra’s 2016 article, the authors replicated this “animacy effect” in free recall but when participants studied words in pairs (animate-animate pairs intermixed with inanimate-inanimate pairs) and were tested with cued recall, performance was better for inanimate-inanimate pairs than for animate-animate pairs (“reverse animacy”). We tested the replicability of this surprising effect and one possible explanation for the effect (semantic similarity).MethodsOur Experiment 1 was a preregistered direct replication (N = 101) of Popp and Serra’s Experiment 1 (mixed-lists condition). In a second preregistered experiment conducted in four different samples (undergraduate N = 153, undergraduate N = 143, online Prolific N = 101, online Prolific/English-as-a-first-language N = 150), we manipulated the within-category semantic similarity of animal and object wordlists.ResultsAIn Experiment 1, just as in Popp and Serra, we observed an animacy effect for free recall and a reverse animacy effect for cued recall. Unlike Popp and Serra, we found that controlling for interference effects rendered the reverse animacy effect non-significant. We took this as evidence that characteristics of the stimulus sets (e.g., category structure, within-category similarity) may play a role in animacy and reverse animacy effects. In Experiment 2, in three out of our four samples, we observed reverse animacy effects when within-category similarity was higher for animals and when within-category similarity was equated for animals and objects.DiscussionOur results suggest that the reverse animacy effect observed in Popp and Serra’s 2016 article is a robust and replicable effect, but that semantic similarity alone cannot explain the effect.

Distraction embedded in working memory tasks leads to impaired performance. This impairment is mitigated when targets and distractors that follow them share common features--a signature effect of interference by superposition. Here we propose that target-distractor similarity modulates not only forgetting from working memory but also encoding into long-term memory. In five experiments, we test this elaboration-by-superposition hypothesis, demonstrating that semantic relatedness between targets and distractors benefits delayed category-cued recall performance (Experiments 1a and 1b), which is not due to carry-over effects from working memory testing (Experiment 2). Just as in the case of working memory, this long-term memory effect is reduced when distractors precede targets (Experiment 3). Finally, we show that while high target-distractor similarity reduces forgetting from working memory, it produces net benefits for long-term memory performance (Experiment 4). Together, the results suggest that common mechanisms underlie encoding into working and long-term memory, and that bindings between features of spatiotemporal context and features of to-be-remembered items play a crucial role. [ABSTRACT FROM AUTHOR]

Our performance varies throughout the day as a function of alignment with our circadian rhythms. The current experiment tested whether similar performance patterns can be observed in eyewitness memory performance. One-hundred-and-three morning-type and evening-type participants watched a stimulus event, provided a free report and answered cued questions in the morning and the evening hours, respectively. We expected eyewitness reports to be more detailed and more accurate at participants' circadian peaks than at circadian troughs. Contrary to our predictions, time of testing did not significantly affect quantity and accuracy of eyewitness statements. Future studies might investigate whether matching chronotype with time of day would be beneficial when encoding or retrieval conditions are suboptimal or when eyewitnesses are vulnerable. [ABSTRACT FROM AUTHOR]

Recall testing is a common assessment to gauge memory retrieval. Responses from these tests can be analyzed in several ways; however, the output generated from a recall study typically requires manual coding that can be time intensive and error-prone before analyses can be conducted. To address this issue, this article introduces lrd (Lexical Response Data), a set of open-source tools for quickly and accurately processing lexical response data that can be used either from the R command line or through an R Shiny graphical user interface. First, we provide an overview of this package and include a step-by-step user guide for processing both cued- and free-recall responses. For validation of lrd, we used lrd to recode output from cued, free, and sentence-recall studies with large samples and examined whether the results replicated using lrd-scored data. We then assessed the inter-rater reliability and sensitivity and specificity of the scoring algorithm relative to human-coded data. Overall, lrd is highly reliable and shows excellent sensitivity and specificity, indicating that recall data processed using this package are remarkably consistent with data processed by a human coder. [ABSTRACT FROM AUTHOR]

This research aimed to clarify the role of the perceptual richness of words (PR) in the recall tasks. PR was operationalized as the number of sensory modalities through which an object can be perceived. Previously, we found that concepts experienced with many modalities (dog) were recalled more accurately in cued recall than those perceived with few modalities (rainbow) and abstract words. This finding fitted the Perceptual symbol system theory (PSST) and the Dual coding theory (DCT) predictions. We tested the PR effect in both cued (experiment 1-E1) and free recall tasks (experiment 2 - E2) in the present study. With careful stimuli manipulation of context availability and emotional valence and statistical control of arousal and relatedness, made to exclude their influence on recall, we tested alternative explanations of the concreteness effect offered by the relational-distinctiveness hypothesis. The additional perceptual codes improved recall accuracy in the cued recall task (E1), which was in line with the PSST and the DCT. This conclusion is straightforward: two critical groups of concrete words were matched for concreteness and visual perceptual strength. Thus, more accurate recall of concepts experienced with many modalities can be attributed to richer perceptual experience. However, the relational information was essential for recall accuracy in the free recall task (E2), as hypothesized by the relational-distinctiveness hypothesis. [ABSTRACT FROM AUTHOR]

Abstract Since the conception of pedagogical agents in multimedia environments, researchers have advocated for agents to be designed to exhibit social cues that prime the social interaction of the target audience. One powerful social cue has been agent gesturing. While most agents are created only to use deictic (pointing) gestures, there is recent evidence that agents that perform all gesture types (iconic, metaphoric, deictic, and beat) with enhanced frequency help foreign language users learn more procedural knowledge. Therefore, this research examines how all gesture types and different frequencies influence agent persona and learning outcomes when foreign language users learn declarative knowledge. The results indicated that the use of gestures, regardless of frequency, significantly increase agent persona. However, gesture frequency produced conflicting learning outcomes. While enhancing gestures were beneficial for cued recall and recognition, the average gesture condition was not, which indicates that the strength of social cues is important.

The present study aims to examine whether declarative memory dysfunction relates to impaired core memory mechanisms or attentional and executive dysfunction in idiopathic REM Sleep Behavior Disorder (iRBD). In this observational, cross-sectional study, were enrolled 82 individuals with the diagnosis of iRBD according to the International Classification of Sleep Disorders and 49-matched healthy controls fulfilling inclusion criteria. All participants underwent two memory tasks, namely the Rey Auditory Verbal Learning Test (RAVLT) and Memory Binding Test (MBT), which include conditions of varying degrees of dependence on executive functioning, as well as different indicators of core memory processes (e.g., learning, retention, relational binding). We used Bayesian multivariate generalized linear model analysis to evaluate the effect of iRBD on memory performance controlled for effects of age and sex. Individuals with iRBD displayed worse memory performance in the delayed free recall task (b = −0.37, 95% PPI [−0.69, −0.05]), but not on delayed recognition of the same material. Their performance in cued recall tasks both in immediate and delayed conditions was in comparison to controls relatively spared. Moreover, the deficit in delayed free recall was mediated by attention/processing speed. In iRBD, we replicated findings of reduced free recall based on inefficient retrieval (retrieval deficit), which was small in terms of effect size. Importantly, the memory profile across measures does not support the presence of core memory dysfunction, such as poor learning, retention or associative binding. [ABSTRACT FROM AUTHOR]

Context: Epidemiological studies have shown that consumption of dairy products reduces the risk of dementia and cognitive decline in older individuals. Tryptophan-tyrosine-related β-lactopeptides and their representative β-lactolin of glycine-threonine-tryptophan-tyrosine tetra-peptide have been identified as agents in dairy products, which improve cognitive function as well as memory function via the activation of the dopaminergic system in a mouse model of amnesia. Previous clinical trials have shown that supplementation with β-lactolin improves memory retrieval in healthy older adults. Specifically, β-lactolin improved the scores in some neuropsychological tests. However, the effects of β-lactolin on memory function have not been clarified. Objectives: The aim of this study was to evaluate the effect of β-lactolin on memory function using statistical methods. Data Sources: We searched the Web of Science, Cochrane Library, and JDream III until November 2021 to identify relevant randomized controlled trials for integrated analysis. Data Synthesis: Three randomized controlled trials evaluating the effect of β-lactolin on memory in healthy adults were selected for the integrated analysis. The results showed that the score of cued recall among the neuropsychological tests in the β-lactolin group was significantly higher than that in the placebo group (g=0.33; 95% CI: 0.10, 0.55). In addition, the total memory score was higher but this difference was not significant (g=0.17; 95% CI: −0.09, 0.43). Conclusions: Taken together, these results suggest that supplementation with β-lactolin improves cued recall in healthy older adults. [ABSTRACT FROM AUTHOR]

Cued recall of word pairs is improved by asking participants to combine items in an interactive image. Meanwhile, interactive images facilitate serial-recall (Link Method), but even better when each item is imagined alongside a previously learned peg-word (Peg List Method). We asked if a peg system could support memory for pairs, hypothesising it would outperform interactive imagery. Tested with cued recall, five study strategies were manipulated between-subjects, across two experiments: (1) Both words linked to one peg; (2) Each word linked to a different peg; (3) Peg list method but studying as a serial list; (4) Interactive imagery (within-pairs); (5) Link Method. Participants were able to apply peg-list strategies to pairs, as anticipated by mathematical modelling. Error-patterns spoke to mathematical models; peg lists exhibited distance-based confusability, characteristic of positional-coding models, and errors tended to preserve within-pair position, even for inter-item associative strategies, suggesting models of association should incorporate position. However, the peg list strategies came with a speed–accuracy tradeoff and did not challenge the superiority of the interactive imagery strategy. Without extensive practice with peg list strategies, interactive imagery remains superior for associations. Peg strategies may excel instead in tasks that primarily test serial order or with extensive training. [ABSTRACT FROM AUTHOR]

Changes in context across instances of memory retrieval have been shown to impair memory for acts of prior remembering. The present study examined how self-referential encoding influences memory for prior remembering that occurred with or without context change. At encoding, participants processed each target in cue-target word pairs in relation to themselves or another person. During an initial cued-recall test, targets were tested with either the studied cues or semantically related, but previously unseen cues. During a second cued-recall test, all targets were tested with the studied cues, and participants judged whether they remembered retrieving each target during the first test. Regardless of self/other-reference, semantic context change across the two tests impaired memory for prior remembering. Furthermore, the magnitude of this impairment was larger for strongly self-associated vs. other-associated targets. Our findings suggest that self-referential encoding does not benefit memory for prior remembering in the face of contextual change. [ABSTRACT FROM AUTHOR]

Spatial location is believed to have a privileged role in binding features held in visual working memory. Supporting this view, Pertzov and Husain (Attention, Perception, & Psychophysics, 76(7), 1914–1924, 2014) reported that recall of bindings between visual features was selectively impaired when items were presented sequentially at the same location compared to sequentially at different locations. We replicated their experiment, but additionally tested whether the observed impairment could be explained by perceptual interference during encoding. Participants viewed four oriented bars in highly discriminable colors presented sequentially either at the same or different locations, and after a brief delay were cued with one color to reproduce the associated orientation. When we used the same timing as the original study, we reproduced its key finding of impaired binding memory in the same-location condition. Critically, however, this effect was significantly modulated by the duration of the inter-stimulus interval, and disappeared if memoranda were presented with longer delays between them. In a second experiment, we tested whether the effect generalized to other visual features, namely reporting of colors cued by stimulus shape. While we found performance deficits in the same-location condition, these did not selectively affect binding memory. We argue that the observed effects are best explained by encoding interference, and that memory for feature binding is not necessarily impaired when memoranda share the same location. [ABSTRACT FROM AUTHOR]

Beyond conveying objective content about objects and actions, what can co-speech iconic gestures reveal about a speaker's subjective relationship to that content? The present study explores this question by investigating how gesture viewpoints can inform a listener's construal of a speaker's agency. Forty native English speakers watched videos of an actor uttering sentences with different viewpoints—that of low agency or high agency—conveyed through both speech and gesture. Participants were asked to (1) rate the speaker's responsibility for the action described in each video (encoding task) and (2) complete a surprise memory test of the spoken sentences (recall task). For the encoding task, participants rated responsibility near ceiling when agency in speech was high, with a slight dip when accompanied by gestures of low agency. When agency in speech was low, responsibility ratings were raised markedly when accompanied by gestures of high agency. In the recall task, participants produced more incorrect recall of spoken agency when the viewpoints expressed through speech and gesture were inconsistent with one another. Our findings suggest that, beyond conveying objective content, co-speech iconic gestures can also guide listeners in gauging a speaker's agentic relationship to actions and events. [ABSTRACT FROM AUTHOR]

We examined affective consequences arising from the kinds of memory retrieval failures that often accompany social interaction. To do so, we measured the influence of cued-recall outcomes for biographical information on the rated attractiveness of faces. The data demonstrate that retrieval of names (Experiment 1a) and professions (Experiment 1b) increases the rated attractiveness of target faces relative to faces that failed to produce recall of associative information. This was predicted by a confirmation of search (COS) model originally developed on verbal memoranda, which assumes that confirmation bias during memory search leads to affective consequences depending upon retrieval's success or failure. The current study extends this model, showing that evaluative judgments of individuals are in part contingent upon the memory retrieval skills of their assessors. We conclude by discussing potential extensions of the COS paradigm to the measurement of implicit attitudes and special populations. [ABSTRACT FROM AUTHOR]

Since the conception of pedagogical agents in multimedia environments, researchers have advocated for agents to be designed to exhibit social cues that prime the social interaction of the target audience. One powerful social cue has been agent gesturing. While most agents are created only to use deictic (pointing) gestures, there is recent evidence that agents that perform all gesture types (iconic, metaphoric, deictic, and beat) with enhanced frequency help foreign language users learn more procedural knowledge. Therefore, this research examines how all gesture types and different frequencies influence agent persona and learning outcomes when foreign language users learn declarative knowledge. The results indicated that the use of gestures, regardless of frequency, significantly increase agent persona. However, gesture frequency produced conflicting learning outcomes. While enhancing gestures were beneficial for cued recall and recognition, the average gesture condition was not, which indicates that the strength of social cues is important. [ABSTRACT FROM AUTHOR]

Objective: The source of episodic memory (EM) impairment in Parkinson's disease (PD) is still unclear. In the present study, we sought to quantify specifically encoding, consolidation, and retrieval process deficits in a list-learning paradigm by a novel method, the item-specific deficit approach (ISDA). Methods: We applied the ISDA method to the Free and Cued Selective Reminding Test (FCSRT) in a sample of 15 PD patients and 15 healthy participants. Results: The results revealed differences in free recall performance between PD patients and controls. These patients, however, benefited from cues as much as controls did, and total recall did not differ between groups. When analyzing the ISDA indices for encoding, consolidation, and retrieval deficits, the results showed a general memory deficit, but with a clear focus on encoding and retrieval, as revealed by the sensitivity values. Moreover, controlling for initial learning did not eliminate group effects in retrieval. Conclusions: Our findings reveal a mixed pattern in PD patients, with deficits in both encoding and retrieval processes in memory. Also, despite the fact that an encoding dysfunction may explain some of the deficits observed at retrieval, it cannot fully account for the differences, highlighting that both encoding and retrieval factors are necessary to understand memory deficits in PD. [ABSTRACT FROM AUTHOR]

When people can successfully recall a studied word, they should be able to recognize it as having been studied. In cued-recall paradigms, however, participants sometimes correctly recall words in the presence of strong semantic cues but then fail to recognize those words as actually having been studied. Although the conditions necessary to produce this unusual effect are known, the underlying neural correlates have not been investigated. Across five experiments, involving both behavioral and electrophysiological methods (EEG), we investigated the cognitive and neural processes that underlie recognition failures. Experiments 1 and 2 showed behaviorally that assuming that recalled items can be recognized in cued-recall paradigms is a flawed assumption, because recognition failures occur in the presence of cues, regardless of whether those failures are measured. With event-related potentials (ERPs), Experiments 3 and 4 revealed that successfully recalled words that are recognized are driven by recollection at recall and then by a combination of recollection and familiarity at ensuing recognition. In contrast, recognition failures did not show that memory signature and may instead be driven by semantic priming at recall and followed at recognition stages by negative-going ERP effects consistent with implicit processes, such as repetition fluency. These results demonstrate that recall – long-characterized as predominantly reflecting recollection-based processing in episodic memory – may at times also be served by a confluence of implicit cognitive processes. [ABSTRACT FROM AUTHOR]

Retrieval practice is generally considered to be one of the most effective long-term learning strategies and is presumed to be more favorable than repeated study. However, a few recent studies have demonstrated that repetitive feedback at final recall can reverse the long-term advantage of testing over restudy. The result that feedback at long-term tests can dramatically decrease the relative effectiveness of retrieval-based learning could be important for both theoretical and practical reasons. Considering that these earlier studies administered low retrieval success at retrieval practice, we investigated whether the effect of feedback on the testing effect is modulated by the level of retrieval success during practice. In three experiments the level of success at retrieval practice was manipulated by multiple pre-practice learning trials, and multiple tests with feedback were applied after a 1-week retention interval at final recall. Our results have demonstrated that a feedback-induced reversed testing effect was present only at low retrieval success during practice (Experiment 1), whereas with moderate (Experiment 2) and high retrieval success (Experiment 3) during practice a significant testing effect emerged and no reversed testing effect was found even after repeated cycles of feedback. These results point to the conclusion that the level of retrieval success was the key factor in reversing the testing effect in earlier studies. Application of high retrieval success during practice can produce long-lasting accessible memories even in learning settings applying multiple tests with feedback. [ABSTRACT FROM AUTHOR]

The dual-memory model of test-enhanced learning (Rickard & Pan, 2018, Psychonomic Bulletin & Review, 25[3], 847–869) provides empirically supported quantitative predictions about multiple core phenomena for the case of cued recall. That model has been evaluated to date only for mean proportion correct. However, it also makes predictions about the distribution over subjects for both test-condition proportion correct and testing-effect magnitude. As a consequence, it makes predictions about aggregate individual difference effects on learning through testing. The current paper evaluates those and other predictions, focusing on a data set of 509 subjects aggregated over multiple experiments that were conducted in my laboratory. Results show that the distribution predictions hold to a close approximation for materials ranging from paired associates to history facts, and for retention intervals ranging from 1 to 7 days. The distribution analyses also allow for a novel assessment of whether accuracy on a training test with feedback is a determinant of testing-effect magnitude, and the results suggest constraints on alternative models. Limitations and prospects are discussed. [ABSTRACT FROM AUTHOR]

In recognition memory paradigms, emotional details are often recognised better than neutral ones, but at the cost of memory for peripheral details. We previously provided evidence that, when peripheral details must be recalled using central details as cues, peripheral details from emotional scenes are at least as likely to be recalled as those from neutral scenes. Here we replicated and explicated this result by implementing a mathematical modelling approach to disambiguate the influence of target type, scene emotionality, scene valence, and their interactions. After incidentally encoding scenes that included neutral backgrounds with a positive, negative, or neutral foreground objects, participants showed equal or better cued recall of components from emotional scenes compared to neutral scenes. There was no evidence of emotion-based impairment in cued recall in either of two experiments, including one in which we replicated the emotion-induced memory trade-off in recognition. Mathematical model fits indicated that the emotionality of the encoded scene was the primary driver of improved cued-recall performance. Thus, even when emotion impairs recognition of peripheral components of scenes, it can preserve the ability to recall which scene components were studied together. [ABSTRACT FROM AUTHOR]

An ongoing debate in the memory literature concerns whether the list-length effect (better memory for short lists compared with long lists) exists in item recognition (Annis, Lenes, Westfall, Criss, & Malmberg, 2015; Dennis, Lee, & Kinnell, 2008). This debate was initiated when Dennis and Humphreys (2001) showed that, when confounds present in earlier list-length experiments were controlled, the list-length effect disappeared. The issue has yet to be settled. Interestingly, the same confounds present in recognition experiments exist in cued-recall experiments. Here, we implemented Dennis and Humphreys' (2001) methodological controls to test for the list-length effect in cued recall. In Experiment 1, we found a robust list-length effect when start-of-study items from the long list were tested. However, no list-length effect was found in Experiments 2 and 3 when end-of-study items from the long list were tested. These results are consistent with the view that cued recall is susceptible to retroactive interference but not proactive interference, a position supported by early interference work (e.g., Lindauer, 1968; Melton & von Lackum, 1941). [ABSTRACT FROM AUTHOR]

Paired-associate learning is one of the most commonly used paradigms to study human memory. In many of these studies, participants are typically told to learn foreign language–English translations, such as Swahili–English or Lithuanian–English pairs. One limitation of these currently available foreign language–English translation norms is that their foreign languages are based on the alphabetic writing system, thereby preventing researchers from generalizing their findings to languages based on logographic writing systems. In the present study we collected normative data for 160 Chinese–English word pairs. Participants completed three study–test cycles, followed by metacognitive judgments on their learning experience. For each pair, we report recall performance, recall latency, ease of learning, and judgments of learning. A simultaneous multiple regression analysis with frequency (of both the English word and the Chinese character), word length (English), and number of strokes (Chinese) as predictors revealed that a greater number of strokes (or higher visual complexity) for the Chinese characters predicted lower target recall. [ABSTRACT FROM AUTHOR]

The primary aim of this paper is to elucidate the mechanisms governing output interference in cued recall. Output interference describes the phenomenon where accuracy decrease over the course of an episodic memory test. Output inference in cued recall takes the form of a decrease in correct and intrusion responses and an increase in failures to response across the test. This pattern can only be accounted for by a model with two complementary mechanisms: learning during retrieval and a response filter that prevents repeated recall of the same item. We investigate how a retrieval filter might operate by manipulating the similarity of words. The data are consistent with a retrieval filter that does not operate by a global match of a potential target to previously recalled items. Results are discussed within the search of associative memory theory. [ABSTRACT FROM AUTHOR]

Retrieving information by testing improves subsequent retention more than restudy, a phenomenon known as the retrieval practice effect. According to the retrieval effort hypothesis (REH), difficult items require more retrieval effort than easier items and, consequently, should benefit more from retrieval practice. In two experiments, we tested this prediction. Participants learned sets of easy and difficult Swahili–Portuguese word pairs (study phase) and repeatedly restudied half of these items and repeatedly retrieval practiced the other half (practice phase). Forty-eight hours later, they took a cued-recall test (final test phase). In both experiments, we replicated both the retrieval practice and the item difficulty effects. In Experiment 1 (N = 51), we found a greater retrieval practice effect for easy items, MDifference =.26, SD =.17, than for difficult items, MDifference =.19, SD =.19, t(50) = 2.01, p =.05, d = 0.28. In Experiment 2 (N = 28), we found a nonsignificant trend—F(1, 27) = 2.86, p =.10, $$ {\upeta}_{\mathrm{p}}^2 $$ =.10—toward a greater retrieval practice effect for difficult items, MDifference =.28, SD =.22, than for easy items, MDifference =.18, SD =.21. This was especially true for individuals who benefit from retrieval practice (difficult: MDifference =.32, SD =.18; easy: MDifference =.20, SD =.20), t(24) = –2.08, p =.05, d = –0.42. The results provide no clear evidence for the REH and are discussed in relation to current accounts of the retrieval practice effect. [ABSTRACT FROM AUTHOR]

• Forward testing effect confound in cued-recall tasks investigating the testing effect. • Dual-memory model predictions hold even with the forward testing effect confound. • Cued-recall designs with confound have different cumulative distribution shapes. • We advance a theoretical account of the forward testing effect. Recall from episodic memory has been shown to enhance both memory for the retrieved information (e.g., relative to a restudy control condition; the testing effect, or TE) and memory for different, subsequently studied materials (the forward testing effect, or FTE). Hence, the TE may be subject to an FTE confound when training in a TE experiment involves either testing prior to restudy or when restudied and tested items are randomly mixed. Across two cued-recall TE experiments, we show that (1) a potent FTE confound exists in the test-first but not the mixed training design, (2) there are no other evident learning related interactions between restudied and tested items across three frequently used training phase task orderings, and (3) the predictions of the dual-memory model of test-enhanced learning – which posits that a test trial creates a memory that is separate from the initially encoded study memory, yielding two routes to retrieval for tested items – are held both when there is and is not a confounding FTE. Further, our results yielded no evidence for two accounts of the FTE (the proactive interference and reset of encoding hypotheses) as applied to cued recall but are consistent with two alternative accounts (the strategy change and increasing effort hypotheses). Through distribution analyses we identify a novel and potent FTE individual differences effect that can be accommodated by the latter accounts. Finally, we show that at least three large- n studies exploring individual differences in the TE are confounded by the FTE, compromising conclusions in those papers about the efficacy of the TE across individuals. [ABSTRACT FROM AUTHOR]

An inability to recall details from an otherwise uneventful drive on a familiar route is a common experience to many. Whether this amnesia for everyday driving is because we don't actually form strong memories when we are driving on autopilot or whether this is because we simply can't find those memories when we try to later is an interesting question, not only for driving, but for memory and skilled performance more generally. The present study sought to determine whether recall could be aided by reinstating an auditory cue that was present during the drive. Twenty-five participants drove three 9 km routes on familiar roads and then were asked a series of questions about the details of the drives. Three auditory cues (music, radio documentary, or periodic verbal markers) and a visual cue were used as contextual stimuli during the drives and as post-drive recall cues. The music and verbal markers produced better recall than the radio documentary. Although proceduralised driving on a familiar road may make incidental details of the drive difficult to recall, those details are recoverable with a sufficiently robust recall cue.

We provide new evidence concerning two opposing views of episodic associations: The independent-association hypothesis posits that associations are unidirectional and separately modifiable links (A→B and A←B); in contrast, the associative-symmetry hypothesis proposes that a single, bidirectional association exists between A and B (A↔B). We used a novel method to demonstrate that whether or not episodic associations are symmetric depends on whether there is a preexisting semantic relationship between A and B. In two experiments, participants studied 30 semantically unrelated and 30 semantically related pairs intermixed in a single list and then performed a series of up to eight cued-recall test cycles. All pairs were tested in each cycle, and the testing direction (A–? or B–?) alternated between cycles. Unrelated pairs exhibited associative symmetry—that is, accuracy and response times improved gradually on each test—suggesting that testing in both directions strengthened the same association. In contrast, semantically related pairs exhibited a stair-like pattern, in which performance did not change from odd to even tests when the test direction changed; it only improved between tests in the same direction. We concluded that episodic associations can have either a single bidirectional representation or separate directional representations, depending on the semantic relatedness of their constituent items. [ABSTRACT FROM AUTHOR]

Summary Previous work has demonstrated that cued recall of a term from a fact yields learning that does not transfer, relative to a restudy control, to recall of another term from the same fact. Here we report six experiments in which a series of manipulations during the initial study and training phases of learning, hypothesized to increase transfer for process‐based biology concepts, were investigated. In Experiments 1 and 2, fill‐in‐the‐blank questions combined with immediate or delayed and repeated correct answer feedback improved learning but not transfer. In Experiments 3 and 4, practice questions that involved recalling process steps, understanding ordinal relationships, or making inferences did not improve transfer. Positive transfer was produced, however, in Experiments 5 and 6 via retrieval–verification–scoring, a new method in which difficult fill‐in‐the‐blank questions were combined with extensive feedback processing. We discuss implications for transfer in both theoretical and applied contexts. [ABSTRACT FROM AUTHOR]

• Involuntary retrieval triggers mostly highly accessible memories, while intentional retrieval activates low-accessibility memories. • Expecting to retrieve a memory lead to the retrieval of memories with low accessibility and changes their frequency and characteristics. • When cues are self-selected, voluntary memories tend to be directly rather than effortfully retrieved. • The difference between involuntary and voluntary memories is not just the intention to retrieve. While involuntary memories are retrieved with no intention and are usually unexpected (when one is not waiting for a memory to arise), voluntary memories are intended and expected (when one is searching and waiting for a memory to arise). The present study aimed to investigate the effects of retrieval intentionality (i.e. wanting to retrieve a memory) and monitoring processes (i.e. waiting for a memory to appear) during autobiographical memory retrieval. In addition, we introduced two novel laboratory conditions that have not been used in previous research on voluntary memories: in the first, participants were asked to report anything they could think of in response to each cue word; in the second, they could skip a word if nothing came to mind. These novel manipulations allowed us to differentiate between voluntary memories retrieved in response to experimenter-generated cues (when participants were forced to provide a memory or a thought for each cue) and self-selected cues (when participants were free to not answer a cue if they found it too difficult). We found that highly accessible memories were mostly experienced when retrieval was involuntary and unexpected, while memories with low accessibility were accessed through intentional retrieval and monitoring processes. Response times for memories recalled in the experimenter-generated cue conditions were longer compared to the self-selected cue conditions. This novel finding shows that experimenter-generated recall favours memories with low accessibility; it further supports the idea that, in a substantial number of trials, voluntary memories are directly rather than effortfully retrieved. The idea that the driving force behind differences between involuntary and voluntary memories is not the intention per se is further discussed. [ABSTRACT FROM AUTHOR]

Much evidence suggests that the angular gyrus (AnG) is involved in episodic memory, but its precise role has yet to be determined. We examined two possible accounts within the same experimental paradigm: the "cortical binding of relational activity" (CoBRA) account (Shimamura, 2011), which suggests that the AnG acts as a convergence zone that binds multimodal episodic features, and the subjectivity account (Yazar et al, 2012), which implicates AnG involvement in subjective mnemonic experience (such as vividness or confidence). fMRI was used during both encoding and retrieval of paired associates. During study, female and male human participants memorized picture-pairs of common objects (in the unimodal task) or of an object-picture and an environmental sound (in the crossmodal task). At test, they performed a cued-recall task and further indicated the vividness of their memory. During retrieval, BOLD activation in the AnG was greatest for vividly remembered associates, consistent with the subjectivity account. During encoding, the same effect of vividness was found, but this was further modulated by task: greater activations were associated with subsequent recall in the crossmodal than the unimodal task. Therefore, encoding data suggest an additional role to the AnG in crossmodal integration, consistent with its role at retrieval proposed by CoBRA. These results resolve some of the puzzles in the literature and indicate that the AnG can play different roles during encoding and retrieval as determined by the cognitive demands posed by different mnemonic tasks. [ABSTRACT FROM AUTHOR]

The primary and convergent retrieval (PCR) model assumes that the act of successful recall not only boosts associations between the item and retrieval cues but additionally strengthens associations within the item (i.e., between the features of an item), speeding the rate of information retrieval from memory. The latter effect is termed intra-item learning and is a unique benefit of recall practice (i.e., the "testing effect"). Prior work confirmed the prediction that recall practice produces faster subsequent recall than restudy practice even if accuracy is higher following restudy. The current study replicated this result, but also examined the downside of recall practice: that after a failure to recall during practice, participants will be faster in their failure to recall on a subsequent recall test. This prediction was confirmed in a multisession cued recall experiment that collected accuracy and recall latency measurements for no practice, recall practice, or restudy, with an immediate or delayed final test. The linear ballistic accumulator model was fit to latency distributions, and model comparison determined that these effects reflect differences in drift rates, as predicted by the PCR model. [ABSTRACT FROM AUTHOR]

Objective: Increased levels of worry, age, and presence of the apolipoprotein-E (ApoE)-ε4 allele are associated with the risk of developing cognitive declines and Alzheimer's disease (AD). Odor memory perfomiance has been shown to vary as a function of age and ApoE genotype, and odor memory tests are sensitive to preclinical AD. Worry is known to influence verbal memory; however, its effects on odor memory are unknown. This study aimed to assess the relationships between worry, age, and ε4 status on odor memory. Method: Worry was evaluated for young (n = 53) and older (n = 45) adults using the Penn State Worry Questionnaire. Odor memory was assessed using the California Odor Learning Test, an olfactory analogue to the California Verbal Learning Test. Results: A significant main effect of worry on long-delay free recall was found, such that increasing worry was associated with better recall across age and ε4 status. A significant interaction effect between ε4 status and worry on both short-and long-delay cued recall was found, such that across age, higher worry was associated with increased cued recall scores among ε4-negative adults, and decreased scores among ε4-positive adults. Conclusions: Findings demonstrated that worry influences odor memory and exerts a particular effect on cued recall among ε4 carriers who are at a greater risk of developing AD. Worry is a modifiable predictor of cognitive decline and risk of dementia in aging. Future studies on the effects of treatments aimed at reducing worry (e.g., cognitive behavioral therapies for anxiety) on changes in cognitive functioning are warranted. [ABSTRACT FROM AUTHOR]

How does visual working memory (WM) store the binding between different features of a visual object (like colour, orientation, and location), and does memorizing these bindings require additional resources beyond memorizing individual features? These questions have traditionally been addressed by comparing performance across different types of change detection task. More recently, experimental tasks such as analogue (cued) recall, combined with analysis methods including Bayesian hypothesis testing and formal model comparison, have shed new light on the properties of WM. A significant new perspective is that noise in neural representation limits the precision of recall, and several recent models incorporate this view to account for failures of binding in WM. We review the literature on feature binding with a focus on these new developments and discuss their implications for the interpretation of classical findings. [ABSTRACT FROM AUTHOR]

After studying a stimulus (e.g., a word triplet such as gift, rose, wine), taking a cued recall test on that stimulus (e.g., gift, rose, ?) improves later recall of the retrieved term (e.g., wine) relative to a restudy control. That testing effect, however, is specific to the tested term: later recall of a previously untested term from the same stimulus (e.g., gift or rose) is not enhanced. In the present research, two possibilities for that highly specific learning were investigated: (a) learning through cued recall is always highly specific to the tested term, or, alternatively, (b) learning specificity is unique to the case of retrieving a term from an episodic memory of a study event. We addressed those possibilities by using the pretesting paradigm, in which there is no study opportunity prior to cued recall testing, and hence retrieval occurs through semantic memory. The results of two experiments supported the latter hypothesis. Thus, it is not the recall attempt per se that produces highly specific learning, but rather the attempt to recall the response by accessing an episodic memory of a particular study event. Theoretical and practical implications for learning through cued recall are discussed. [ABSTRACT FROM AUTHOR]

Eyewitnesses to crimes sometimes report inaccurate fine-grain details but fail to report accessible and potentially accurate coarse-grain details. We asked college students and community members (aged 17 to 62 years) who viewed a video of a simulated crime to answer interviewers' questions at coarse- and fine-grained levels of detail and measured the quantity and accuracy of their responses. Three experiments (overall N = 219) also (a) provided comparative data for participants who were interviewed using the open-ended Self-Administered Interview (Gabbert, Hope, & Fisher, 2009) or one of two "report everything" open-ended procedures, (b) tested the efficacy of the procedure using both written and verbal interviews, and (c) examined the generality of the findings across different encoding stimuli which required variations in the types of cued recall questions asked. Coarse-grain reporting seldom occurred under the free recall interview conditions. Witnesses provided abundant coarse-grain details when required to respond to probes about specific details (i.e., cued recall forced report conditions)--without obvious cost to overall accuracy relative to accuracy of similar detail reported under free recall conditions--regardless of whether they responded on a written questionnaire or in a face-to-face individual interview. These experiments suggest that a procedure that requires cued recall forced reporting of coarse-grain detail may offer potential in certain investigative situations as an adjunct to the widely recommended open-ended forensic interviewing techniques. [ABSTRACT FROM AUTHOR]

We propose a new theory for the benefits of recall practice based on intra-item learning. On this account, retrieval cues produce an initial memory state (termed ‘primary retrieval’). However, this state is incomplete and insufficient for overt recall of the item. A subsequent process, termed ‘convergent retrieval’, fills in any missing information through intra-item associations, allowing recall of the item. Because this occurs in a staged manner, directional learning occurs from the initially retrieved features to the subsequently retrieved features; in contrast, restudy produces less intra-item learning because restudy provides all features simultaneously. This account of the testing effect makes unique predictions regarding recall latencies. We confirmed these predictions in two experiments, examining recall latencies in free recall and cued recall. Specifically, for a final test taken immediately after a practice test that did not include accuracy feedback, restudy produced higher accuracy than test practice, but, at the same time, test practice produced faster recall than restudy. In other words, a comparison between accuracy and recall latencies suggests a process dissociation for the benefits of each type of practice. Alternative accounts of these effects were ruled out: (1) response order analyses of the free recall experiment ruled out cue-target associations; and (2) a cue-switching manipulation in the cued recall experiment (recall practice with cue A, final recall with cue B) ruled out context-target associations. According to the proposed theory, intra-item learning is narrow in one sense (i.e., unique to the cues used during practice), but robust in another sense (i.e., learning how to recall the item). [ABSTRACT FROM AUTHOR]

Identifying characteristics that distinguish between people with relatively good versus poor episodic memory is an important goal of eyewitness-memory research, as is identifying activities that can improve people’s ability to retrieve episodic memories. Consistency of hand preference is a trait associated with the quality of people’s episodic memory and repetitive saccade execution is an activity known to improve people’s ability to retrieve episodic memories. These factors were examined in relation to cued and free recall of a staged criminal event. Individuals with inconsistent hand preference (versus consistent) remembered more on a cued-recall test and also freely recalled a larger amount of victim information. Repetitive saccade execution did not increase cued recall but did increase free recall of victim information. Theoretical implications are discussed, as is potential practical significance, with an emphasis on the size of the observed effects. [ABSTRACT FROM AUTHOR]

Identifying characteristics that distinguish between people with relatively good versus poor episodic memory is an important goal of eyewitness-memory research, as is identifying activities that can improve people’s ability to retrieve episodic memories. Consistency of hand preference is a trait associated with the quality of people’s episodic memory and repetitive saccade execution is an activity known to improve people’s ability to retrieve episodic memories. These factors were examined in relation to cued and free recall of a staged criminal event. Individuals with inconsistent hand preference (versus consistent) remembered more on a cued-recall test and also freely recalled a larger amount of victim information. Repetitive saccade execution did not increase cued recall but did increase free recall of victim information. Theoretical implications are discussed, as is potential practical significance, with an emphasis on the size of the observed effects. [ABSTRACT FROM AUTHOR]

As drivers, we often have the sense that we can recall very little about our everyday trips, particularly on familiar roads when nothing untoward occurs. The failure to recall incidental events from a routine drive is not surprising if these drives are performed at a fairly automatic or preconscious level of engagement. Some researchers have suggested that danger, difficulty, and consequentiality are what make events and actions memorable for drivers. To investigate what drivers remember from a routine trip, we asked participants (n = 75) to drive familiar local roads on a 15 km urban route either on-road in an instrumented car, or in the University of Waikato driving simulator (with and without a passenger). At ten predetermined locations on the drive participants were asked to provide ratings of perceived risk, difficulty and anxiety. At the end of the drive, participants were asked a free recall question about what they remembered from the drive, followed by cued recall questions about six of the locations from the drive prompted by photographs. In general, participants recalled very similar things from the drive, notably what they saw as the poor behaviour of other drivers. The participants’ recall accuracy was rather poor, with memory for whether they had stopped at a particular location having the highest accuracy. Memory of whether there were vehicles ahead and whether they had stopped had a high number of recall false alarms, adding to the suggestion that participants remembered the locations and what usually happens there rather than detailed recollections of a particular occasion. There were no observed relationships between recall accuracy and perceptions of driving risk, difficulty, or anxiety. The results indicated that memories of everyday driving are combinations of examples of bad behaviour of other road users and our recollections of what typically happens at familiar locations. [ABSTRACT FROM AUTHOR]

Memory retrieval is a cognitive operation that itself can be remembered or forgotten, with potentially important consequences. To study memory for prior remembering, we had participants first study target words (e.g., bark) alongside semantically related cue words (e.g., dog). Then, on Test 1, participants retrieved targets in response to either the study cue or a changed cue that was semantically related to a homograph of the target (e.g., birch). Finally, on Test 2, participants retrieved all targets in response to the original study cues, and participants judged whether targets were previously retrieved on Test 1. As in previous research, cue change on Test 1 rendered target retrievals less memorable, suggesting context changes harm memory for prior remembering. We hypothesised that the negative effect of context change could be ameliorated by reminding participants of the original study cues during Test 1. We had participants either retrieve (Experiments 1 and 3, Ns = 46 and 62) or view (Experiment 2, N = 118) the study cue following each target retrieval. Reminding significantly reduced the negative effect of cue change, with self-generation being especially potent. This indicates that reminding can make remembering more memorable in the face of context change. [ABSTRACT FROM AUTHOR]

Memory retrieval is a cognitive operation that itself can be remembered or forgotten, with potentially important consequences. To study memory for prior remembering, we had participants first study target words (e.g., bark) alongside semantically related cue words (e.g., dog). Then, on Test 1, participants retrieved targets in response to either the study cue or a changed cue that was semantically related to a homograph of the target (e.g., birch). Finally, on Test 2, participants retrieved all targets in response to the original study cues, and participants judged whether targets were previously retrieved on Test 1. As in previous research, cue change on Test 1 rendered target retrievals less memorable, suggesting context changes harm memory for prior remembering. We hypothesised that the negative effect of context change could be ameliorated by reminding participants of the original study cues during Test 1. We had participants either retrieve (Experiments 1 and 3, Ns = 46 and 62) or view (Experiment 2, N = 118) the study cue following each target retrieval. Reminding significantly reduced the negative effect of cue change, with self-generation being especially potent. This indicates that reminding can make remembering more memorable in the face of context change. [ABSTRACT FROM AUTHOR]