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Recent studies consistently show that prospective memory (PM) intentions are not always deactivated when no-longer needed and might be erroneously performed upon encountering the once relevant cue - termed PM commission errors. However, empirical evidence on the potential mechanisms that might lead to this kind of memory failure remains mostly unexplored. This study aimed to investigate the influence of the ongoing task demands on PM deactivation of non-performed intentions. Younger adults, except for those in the no-PM condition, were asked to perform a PM task and were then told that the intention was finished. Later, they perform a lexical decision task with some trials containing (irrelevant) PM cues while simultaneously carrying out a counting recall task with two levels of difficulty. The results showed a higher risk of PM commission errors under moderate cognitive load (74%) as compared to the no-load condition (40%). Results also show that commission error risk did not increase in the high-load (54%) compared with the moderate-load condition. Furthermore, comparisons of the ongoign task performance between the no-PM condition and the other conditions with a PM task requirement support that commission errors might arise from a spontaneous PM retrieval. The implications of these findings are discussed within the dual-mechanisms account., This work was supported by the Portuguese Foundation for Science and Technology (Fundacao para a Ciencia e a Tecnologia, FCT) [grant numbers BD/123421/2016, BPD/91347/2012] and the Portuguese Ministry of Science, Technology and Higher Education, through the State Budget [UID/PSI/01662/2019].

Judgments of learning (JOLs) are usually higher for high-frequency words than for low-frequency words, which has been attributed to beliefs about how word frequency affects memory. The main goal of the present study was to explore if identifying word frequency as a relevant cue is necessary for it to affect JOLs. The idea is that for one to base judgments in beliefs of how a variable affects memory, one must first consider that variable. In Experiments 1 and 2, participants studied a list of high- and low-frequency words, made immediate JOLs, and answered questions aimed at identifying the cues used to make those JOLs. The results showed that identifying word frequency as a cue was not necessary for effects on JOLs to occur, suggesting that some participants could not have used beliefs about how word frequency affects memory when making JOLs. In Experiment 3, we measured processing fluency of high- and low-frequency words through a lexical decision task. Participants identified high-frequency words quicker than low-frequency words, suggesting the former to be more fluently processed. In Experiment 4, we explored if response times in a lexical decision task mediated the effect of word frequency on JOLs. Results showed a significant mediation of 8-13%, depending on the analysis technique. We argue that theory-driven processes do not fully account for word frequency effects on JOLs., This study was conducted at the Psychology Research Center [PSI/01662], School of Psychology, University of Minho, and supported by the Portuguese Foundation for Science and Technology and the Portuguese Ministry of Science, Technology and Higher Education, through the State Budget [UID/PSI/01662/2019]. The study is part of the doctoral dissertation from the first author associated with the grant reference PD/BD/128460/2017.

Even without feedback, test practice enhances delayed performance compared to study practice, but the size of the effect is variable across studies. We investigated the benefit of testing, separating initially retrievable items from initially nonretrievable items. In two experiments, an initial test determined item retrievability. Retrievable or nonretrievable items were subsequently presented for repeated study or test practice. Collapsing across items, in Experiment 1, we obtained the typical cross-over interaction between retention interval and practice type. For retrievable items, however, the cross-over interaction was quantitatively different, with a small study benefit for an immediate test and a larger testing benefit after a delay. For nonretrievable items, there was a large study benefit for an immediate test, but one week later there was no difference between the study and test practice conditions. In Experiment 2, initially nonretrievable items were given additional study followed by either an immediate test or even more additional study, and one week later performance did not differ between the two conditions. These results indicate that the effect size of study/test practice is due to the relative contribution of retrievable and nonretrievable items.

Primary objective: Errorless learning has been reported to be effective in the rehabilitation of patients with impaired cognitive functions following brain injury. This study compared brain activations in errorless learning (EL) and errorful learning (EF) in patients with diffuse axonal injury (DAI) using a functional magnetic resonance imaging (fMRI). Methods and procedures: The participants were 13 patients with DAI. Thirteen healthy individuals were evaluated as a control group. The participants learned words under the EL and EF conditions in advance and performed the recognition task during fMRI scanning. Main outcomes and results: EL in the control group was significantly faster than EF (p = 0.005), but not in the DAI group. EL in the DAI group scored significantly higher than EF (p = 0.026). An fMRI showed significant activations in the posterior cingulate gyrus (BA 31) and precuneus (BA 7) in the control group when EF EL, but in the precuneus (BA 7, 31) and bilateral inferior parietal lobules (BA 39, 40) in the DAI group. Conclusions: These results indicate the disadvantage of EF and advantage of EL to DAI patients. The findings also reflect brain plasticity in patients with DAI in the chronic phase.

Four actors were requested to perform Sartre's No Exit after a retention interval of more than 5 months. Their recall of the play was studied either with the spatial and visual contextual cues normally available during a performance or without such cues. Total recall was still considerable, equalling 85%. The number of paraphrases of, and inferences on, the original text was however quite large (32%), suggesting that the actors had learned their lines according to their meaning rather than as a result of rote memorisation. The context manipulation showed that actors' recall is facilitated by the availability of spatial-visual information, but only to a limited extent. The relative importance of textual and contextual cues in the long-term retention of a play is discussed.

The aim of this longitudinal study was twofold: to investigate the relationship between subjectively evaluated control, positive and negative emotional feelings, and pain intensity during childbirth; to assess the recall of these aspects of childbirth experience 6 months after delivery. Participants were 123 women who delivered naturally and spoke fluent Italian. Results showed that both immediately after delivery and 6 months later, higher subjective controllability was related to less severe reported pain, more intense positive emotions and less intense negative emotions. Furthermore, although there was no significant bias in the vividness of the recall, 6 months after delivery women reported higher subjective controllability, more intense positive emotions, less intense negative emotions and less intense pain. It is concluded that in preparing women for childbirth, two aspects deserve particular attention: the enhancement of subjectively perceived controllability and the possibility to work on both negative and positive emotions. © 2011 Informa UK, Ltd.