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Despite bilateral hippocampal damage dating to the perinatal or early childhood period and severely impaired episodic memory, patients with developmental amnesia continue to exhibit well‐developed semantic memory across the developmental trajectory. Detailed information on the extent and focality of brain damage in these patients is needed to hypothesize about the neural substrate that supports their remarkable capacity for encoding and retrieval of semantic memory. In particular, we need to assess whether the residual hippocampal tissue is involved in this preservation, or whether the surrounding cortical areas reorganize to rescue aspects of these critical cognitive memory processes after early injury. We used voxel‐based morphometry (VBM) analysis, automatic (FreeSurfer) and manual segmentation to characterize structural changes in the brain of an exceptionally large cohort of 23 patients with developmental amnesia in comparison with 32 control subjects. Both the VBM and the FreeSurfer analyses revealed severe structural alterations in the hippocampus and thalamus of patients with developmental amnesia. Milder damage was found in the amygdala, caudate, and parahippocampal gyrus. Manual segmentation demonstrated differences in the degree of atrophy of the hippocampal subregions in patients. The level of atrophy in CA‐DG subregions and subicular complex was more than 40%, while the atrophy of the uncus was moderate (−24%). Anatomo‐functional correlations were observed between the volumes of residual hippocampal subregions in patients and selective aspects of their cognitive performance, viz, intelligence, working memory, and verbal and visuospatial recall. Our findings suggest that in patients with developmental amnesia, cognitive processing is compromised as a function of the extent of atrophy in hippocampal subregions. More severe hippocampal damage may be more likely to promote structural and/or functional reorganization in areas connected to the hippocampus. In this hypothesis, different levels of hippocampal function may be rescued following this variable reorganization. Our findings document not only the extent, but also the limits of circuit reorganization occurring in the young brain after early bilateral hippocampal damage. [ABSTRACT FROM AUTHOR]

The aim was to investigate how the congruence of odors and visual objects in virtual reality (VR) affects later memory recall of the objects. Participants (N = 30) interacted with 12 objects in VR. The interaction was varied by odor congruency (i.e., the odor matched the object's visual appearance, the odor did not match the object's visual appearance, or the object had no odor); odor quality (i.e., an authentic or a synthetic odor); and interaction type (i.e., participants could look and manipulate or could only look at objects). After interacting with the 12 objects, incidental memory performance was measured with a free recall task. In addition, the participants rated the pleasantness and arousal of the interaction with each object. The results showed that the participants remembered significantly more objects with congruent odors than objects with incongruent odors or odorless objects. Furthermore, interaction with congruent objects was rated significantly more pleasant and relaxed than interaction with incongruent objects. Odor quality and interaction type did not have significant effects on recall or emotional ratings. These results can be utilized in the development of multisensory VR applications. [ABSTRACT FROM AUTHOR]

Mental context reinstatement (MCR) is a key part of the cognitive interview. However, police face challenges delivering MCR in real‐life situations. Over the years, modifications have been made to make MCR more user‐friendly for officers and ensure witness engagement. The current study evaluates the impact of vocalizing MCR generations aloud on mock‐witness's immediate and delayed recollections. Participants watched a staged multiple‐car collision and were interviewed about it the next day. Half verbalized mental images aloud (aMCR), while the other half kept them silent in their minds (cMCR). After a week, participants took part in a delayed recall attempt. No significant differences in immediate recall performance were found. During the delayed recall, participants who engaged in aMCR previously recalled significantly more and more correct details than those who received cMCR. aMCR might lead to more coherent representations in working memory, resulting in improved consolidation and better future recall. [ABSTRACT FROM AUTHOR]

The study of juncture in the perspective of the English as a Foreign Language (EFL) context is limited, particularly to the one associated with the recalling process. This research aims to describe a glimpse of the juncture phenomenon by indicating the phonetic recalling process. An experimental method was applied to conduct the research. An experiment involving stimuli to phonetic knowledge was given to participants in the EFL context. There were twenty students involved in this experimental study. Analysed acoustically, the result of the preliminary data shows that junctures may occur during speech production of the stimuli with the indication of the phonetic recalling process at the syllabic level. This indication might refer to the participants' attempt to re-access the phonetic knowledge stored in the brain. The pause duration might mark the occurrence of junctures, indicating phonetic recalling. It was also revealed that the participants' attitudes towards the English might influence the occurrence of junctures. The study showed that junctures happened before pronouncing the words in monosyllabic words. In contrast, juncture might occur in the first, middle, and last syllable in multisyllabic words. The locations of junctures might relate to the most unfamiliar syllable of the words from the participants' perspective. From this perspective, juncture may also occur in other speakers, not only Sundanese but also other foreign languages, not only English. This preliminary research may serve as a foundation to conduct a relevant study on the other local or regional languages in Indonesia. [ABSTRACT FROM AUTHOR]

This study examines the relationship between birth memory and recall and the perception of traumatic birth in women who were a postpartum one-year period and the affecting factors. This descriptive and correlational study was conducted with 285 participants in the pediatric department of a state university medical school. Data were collected using a participant information form, Birth Memories and Recall Questionnaire, and Perception of Traumatic Childbirth Scale. In the study, it was determined that the women had a moderate level of birth memories and recall, and the rate of those with a "high" and "very high" perception of traumatic childbirth was 45.9%. According to path analysis, Birth Memories and Recall Questionnaire score and educational status (primary secondary school) have a positive and significant effect on the perception of traumatic birth. The perception of traumatic birth was a predictor that explained 17.3% of birth memories and recall. Nearly half of the study participants perceived the experience of giving birth as traumatic, and birth memories and recall were at a moderate level. Improving women's perception of education and traumatic birth will contribute to positive birth memories and to create positive emotions when they remember their birth. [ABSTRACT FROM AUTHOR]

One of the most common interests among cognitive psychologists is establishing ways to enhance human learning. An additional layer of complexity has been brought on by the rapid evolution of technology. Specifically, examining if the mechanisms involved in typing differ from those involved in handwriting. The literature concerning the implications of encoding modality on memory have been inconclusive. This present research examined whether encoding modality resulted in performance differences for word recall. Wammes et al.'s (2016) drawing versus handwriting methodology was utilized with the addition of a typing condition. The results replicated the drawing effect, whereby drawn words were better recalled than handwritten ones. Overall, the evidence did not suggest that the mechanisms involved in handwriting led to better free recall than those involved in typing. However, if the pen is indeed mightier than the keyboard (Mueller & Oppenheimer, 2014), then the effect is not explained by visual attention or sensorimotor action differences between modalities. Implications for education are discussed. [ABSTRACT FROM AUTHOR]

Recall deals with the encoding, storage, and retrieval of information. Bilinguals have greater flexibility for recall as the person will have multiple language choices to come out with the target word. In other words, a bilingual will have more lexical choices to retrieve the target word. The current study investigates cross-language recall abilities in balanced bilinguals. A cohort group of participants were divided into three subgroups. The first sub-group of participants was asked to recall in second language while the stimuli/ target words were presented in the first language. The second group of participants was asked to recall in their first language while the stimuli/target words were presented in the second language. The third group of participants was allowed to carry out a free recall task. The descriptive analysis backed by statistical analysis revealed no significant difference between three groups suggesting that balanced bilinguals would have greater cognitive flexibility resulting in superior cross-language recall abilities in this population. [ABSTRACT FROM AUTHOR]

Purpose: Free recall tasks target cognitive and linguistic processes such as episodic memory, lexical access, and retrieval. Consequently, the free recall paradigm is suitable for assessing memory deterioration caused by aging, which can be influenced by stimulus presentation modality. Hence, the present study aimed to determine if aging has an effect on visual and auditory recall abilities. Materials and Methods: Twenty young adults (mean age: 25.4 ± 0.99) and older adults (mean age: 63.3 ± 3.51) participated in the study. Participants performed a free recall task under two conditions - related and unrelated and two modalities - visual and auditory where they were instructed to recall as many items as possible with no specific order and time limit. Results: Free recall performance was calculated as the mean number of correctly recalled items. Although younger participants recalled a higher number of items, the performance across conditions and modality was variable. Conclusions: The findings of the present study revealed an age-related decline in the efficiency of episodic memory, which is crucial to remember recent events. [ABSTRACT FROM AUTHOR]

The current study investigated mixed-emotional memories in groups of young, young-old, and old-old participants. We used a "word-suffix approach" to simulate the co-occurrence of positive and negative emotions. The participants engaged in a free-recall task for valenced words and mixed-emotional words (valenced words coupled with pejorative or endearment suffixes). Our results showed that the groups of older adults recalled higher numbers of suffixed words compared to their younger counterparts. Our findings highlighted older adults' tendency to perceive and remember emotionally ambivalent words to a greater extent than younger adults and showed that the young-old participants were particularly good at solving ambivalence by focusing on positive-dominant ambivalent words. [ABSTRACT FROM AUTHOR]

We reviewed the child and the adult literature on the impact of witnesses drawing what happened on the number of details recalled and the accuracy of the reported details. Most experiments reported a beneficial effect of drawing what happened (or drawing the scene) on the number of details reported primarily in free recall and sometimes also in cued recall. The consensus across studies was that drawing protocols did not negatively impact the accuracy of reported details (when accuracy was attainable) unless suggestive details were drawn. These results were largely consistent regardless of interviewer expertise or protocol used. Draw‐and‐tell instructions should be considered by forensic investigators for the following reasons: (1) the beneficial effect on number of details recalled with no detriment to accuracy, (2) the added benefit for children who need additional interviewer support, and (3) the ease at which the instruction can be implemented with minimal expertise or training. However, more ecologically valid research is needed to establish the efficacy of drawing (1) in forensic interviews, (2) in the presence of misinformation, (3) across instances of repeated event memory, and (4) across sequential interviews. [ABSTRACT FROM AUTHOR]

The recall and visualization of people and places from memory is an everyday occurrence, yet the neural mechanisms underpinning this phenomenon are not well understood. In particular, the temporal characteristics of the internal representations generated by active recall are unclear. Here, we used magnetoencephalography (MEG) and multivariate pattern analysis to measure the evolving neural representation of familiar places and people across the whole brain when human participants engage in active recall. To isolate self-generated imagined representations, we used a retro-cue paradigm in which participants were first presented with two possible labels before being cued to recall either the first or second item. We collected personalized labels for specific locations and people familiar to each participant. Importantly, no visual stimuli were presented during the recall period, and the retro-cue paradigm allowed the dissociation of responses associated with the labels from those corresponding to the self-generated representations. First, we found that following the retro-cue it took on average ∼1000 ms for distinct neural representations of freely recalled people or places to develop. Second, we found distinct representations of personally familiar concepts throughout the 4 s recall period. Finally, we found that these representations were highly stable and generalizable across time. These results suggest that self-generated visualizations and recall of familiar places and people are subserved by a stable neural mechanism that operates relatively slowly when under conscious control. [ABSTRACT FROM AUTHOR]

Individuals can take on various roles in conversation. Some roles are more active, with the participant responsible for guiding that conversation in pursuit of the group’s goals. Other roles are more passive, like when one is an overhearer. Classic accounts posit that overhearers do not form conversational common ground because they do not actively participate in the communication process. Indeed, empirical findings demonstrate that overhearers do not comprehend conversation as well as active participants. Little is known, however, about long-term memory for conversations in overhearers. Overhearers play an important role in legal settings and dispute resolution, and it is critical to understand how their memory differs in quality and content from active participants in conversation. Here we examine – for the first time – the impact of one’s conversational role as a speaker, addressee, or overhearer on subsequent memory for conversation. Data from 60 participants recalling 60 conversations reveal that after a brief delay, overhearers recall significantly less content from conversation compared to both speakers and addressees, and that the content they do recall is less accurately sourced to its actual contributor. Mnemonic similarity is higher between active conversational participants than between active participants and overhearers. These findings provide key support for the hypothesis that the process of forming common ground in interactive conversation shapes and supports memory for that conversation. [ABSTRACT FROM AUTHOR]

Excessive or inappropriate fear responses can lead to anxiety-related disorders, such as post-traumatic stress disorder (PTSD). Studies have shown that microglial activation occurs after fear conditioning and that microglial inhibition impacts fear memory. However, the role of microglia in fear memory recall remains unclear. In this study, we investigated the activated profiles of microglia after the recall of remote-cued fear memory and the role of activated microglia in the extinction of remote-cued fear in adult male C57BL/6 mice. The results revealed that the expression of the microglia marker Iba1 increased in the medial prefrontal cortex (mPFC) at 10 min and 1 h following remote-cued fear recall, which was accompanied by amoeboid morphology. Inhibiting microglial activation through PLX3397 treatment before remote fear recall did not affect recall, reconsolidation, or regular extinction but facilitated recall-extinction and mitigated spontaneous recovery. Moreover, our results demonstrated reduced co-expression of Iba1 and postsynaptic density protein 95 (PSD95) in the mPFC, along with decreases in the p-PI3K/PI3K ratio, p-Akt/Akt ratio, and KLF4 expression after PLX3397 treatment. Our results suggest that microglial activation after remote fear recall impedes fear extinction through the pruning of synapses in the mPFC, accompanied by alterations in the expression of the PI3K/AKT/KLF4 pathway. This finding can help elucidate the mechanism involved in remote fear extinction, contributing to the theoretical foundation for the intervention and treatment of PTSD. • The expression of the microglia marker Iba1 increased in the mPFC following remote-cued fear recall. • Microglial inhibition before remote fear recall facilitated recall-extinction and mitigated spontaneous recovery. • PLX3397 treatment reduced co-expression of Iba1 and postsynaptic density protein 95 in the mPFC. PLX3397 treatment decreased the p-PI3K/PI3K ratio, p-Akt/Akt ratio and KLF4 expression in the mPFC. [ABSTRACT FROM AUTHOR]

Motivational and emotional influences on memory have been studied extensively; however, despite the link between these constructs, they have been studied in separate lines of research, with very little work examining their effects concurrently. The current study takes a novel approach to manipulate motivational and emotional influences orthogonally, and within the same task, to test their interplay on intentional memory formation. If emotion and reward motivation are tightly linked, they may rely on overlapping cognitive mechanisms, thus we would not expect emotion and reward to interact in memory. Alternatively, they could be distinct constructs and therefore would boost memory when both are included in the same experimental trial, above and beyond additive effects. To test these competing predictions, in Experiment 1, participants (n = 180) completed an old/new recognition memory task with emotional (negative, positive) and neutral words intentionally encoded with high or low reward anticipation cues. In Experiment 2, participants (n = 159) encoded emotional and neutral words with a high or low reward cue, but memory was tested with free recall using study–test blocks. The findings from both experiments converged. There were main effects of emotion and reward in generally hypothesized directions, but no evidence of an interaction between these factors. This is in line with the prediction that emotion and reward motivation are similar constructs. Their combination within a trial does not boost memory above and beyond either of these factors alone perhaps indicating these constructs have similar cognitive mechanisms. [ABSTRACT FROM AUTHOR]

There is growing evidence that false memories can occur in working memory (WM) tasks with only a few semantically related words and seconds between study and test. Abadie and Camos (2019) proposed a new model to explain the formation of false memories by describing the role of articulatory rehearsal and attentional refreshing, the two main mechanisms for actively maintaining information in WM. However, this model has only been tested in recognition tasks. In the present study, we report four experiments testing the model in recall tasks in which the active maintenance of information in WM plays a more important role for retrieval. Short lists of semantically related items were held for a short retention interval filled with a concurrent task that either impaired or not the use of each of the WM maintenance mechanisms. Participants were asked to recall the items immediately after the concurrent task (immediate test) or later, at the end of a block of several trials (delayed test). In the immediate test, semantic errors were more frequent when WM maintenance was impaired. Specifically, rehearsal prevented the occurrence of semantic errors in the immediate test, while refreshing had no effect on their occurrence in this test, but increased semantic errors produced only in the delayed test. These results support Abadie and Camos (2019) model and go further by demonstrating the role of active information maintenance in WM in the emergence of false memories. The implications of these findings for understanding WM-LTM relationships are discussed. • False memories can occur after only a few seconds of retention. • Short-term false memories occur in recall tasks without misleading cues. • Working memory maintenance mechanisms moderate the occurrence of false memories. • Simple articulatory repetition of information prevents short-term false memories. • Attentional refreshing of information increases long-term false memories. [ABSTRACT FROM AUTHOR]

Memories are not only stored for personal recall, but also to communicate knowledge to others in service of adaptive decision-making. Prior research shows that goals to share information can change which content is communicated in memory as well as the linguistic style embedded in this communication. Yet, little is known as to how communication-related alterations in memory narration drive differences of value processing in listeners. Here, we test how memory communication alters multi-featural recall for complex events and the downstream consequence on value estimations in naïve listeners. Participants recalled a memory of playing an exploratory videogame at a 24-h delay under instructions to either share (i.e., social condition) or recall (i.e., control condition) their memory. Sharing goals systematically altered the content and linguistic style of recall, such that narrators from the social condition were biased towards recall of non-episodic details and communicated their memories with more clout, less formality, and less authenticity. Across two independent samples of naïve listeners, these features differentially influenced value estimations of the video game. We found that greater clout was associated with greater enjoyment while listening to memories (hedonic value), and that greater inclusion of non-episodic details resulted in greater willingness to purchase the video game (motivational drive). These findings indicate that sharing an experience as a story can change the content and linguistic tone of memory recall, which in turn shape perceived value in naïve listeners. [ABSTRACT FROM AUTHOR]

• Memory impairment is specific for free recall of neutral texts, but not emotional. • Cortisol does not affect recognition memory, nor temporal sequence memory. • The observed memory retrieval impairment may reflect the use of ecologically-relevant material. Pharmacological studies have consistently shown memory retrieval impairment after administration of cortisol, particularly pronounced for emotional laboratory material (i.e. list of emotional words). However, it is unclear how pharmacological elevation of cortisol affects memory retrieval of ecologically-relevant emotional material (i.e. similar to a newspaper article about an emotional event). In the present study, we aimed to explore whether cortisol administration affects the recall of ecologically-relevant emotional and neutral material, and when memory retrieval occurs after a longer delay (105 min). In this double-blind, pseudo-randomized, placebo-control study, 79 participants learned a negative text and a neutral text. Twenty-four hours later, they were administrated either 10 mg of hydrocortisone or placebo. After 105 min, participants engaged in free recall of both texts. The group with cortisol administration showed significantly reduced free recall compared to the placebo group. Interestingly, this memory retrieval impairment was driven by significantly lower recall after cortisol vs. placebo administration for neutral texts, but not negative texts. The current finding suggests that cortisol administration impairs neutral ecologically-relevant material while leaving emotional material unaffected. These divergent findings, compared to existing literature, emphasize the necessity of employing more ecologically validated material to gain a more comprehensive understanding of the intricate interplay between cortisol administration and memory for ecological material. [ABSTRACT FROM AUTHOR]

Adaptive memory recall requires a rapid and flexible switch from external perceptual reminders to internal mnemonic representations. However, owing to the limited temporal or spatial resolution of brain imaging modalities used in isolation, the hippocampal–cortical dynamics supporting this process remain unknown. We thus employed an object-scene cued recall paradigm across two studies, including intracranial electroencephalography (iEEG) and high-density scalp EEG. First, a sustained increase in hippocampal high gamma power (55 to 110 Hz) emerged 500 ms after cue onset and distinguished successful vs. unsuccessful recall. This increase in gamma power for successful recall was followed by a decrease in hippocampal alpha power (8 to 12 Hz). Intriguingly, the hippocampal gamma power increase marked the moment at which extrahippocampal activation patterns shifted from perceptual cue toward mnemonic target representations. In parallel, source-localized EEG alpha power revealed that the recall signal progresses from hippocampus to posterior parietal cortex and then to medial prefrontal cortex. Together, these results identify the hippocampus as the switchboard between perception and memory and elucidate the ensuing hippocampal–cortical dynamics supporting the recall process. [ABSTRACT FROM AUTHOR]

Specialized language from the spheres of pedagogy and psychology constitutes a fundamental aspect within the teacher - student communication. The submitted paper handles lexical and morphological features of compound nouns containing the nouns amnesia, memory and recall. The primary research interest focuses on collocations and concordances in which they appear on a regular basis; we also deal with the grammatical relations and elements of meaning that have an impact on the discourse characteristics. The studied lexical units are elaborated within English Web 2015 utilizing Sketch Engine. In the research, both quantitative (statistical methods) and qualitative (observation, comparison, generalization, data-driven research data modelling) methods were employed. To begin with, we provide the frequency list of the studied words within the text corpus, and we categorize them from the morphological perspective as the two aspects influence their lexical behaviour and employment for teaching purposes. The research outcomes indicate that the analysed lexical units exist in a broad discourse scope; moreover, they appreciably grant profitable acts of communication in the pedagogical settings. Eventually, we outline feasible pedagogical inferences of the inquiry outcomes in the teaching of English and we suggest a set of corpus-driven exercises on the professionally-oriented language from the fields of pedagogy and psychology. To sum up, the outcomes confirm that the lexical and semantic characteristics of specialized language underline social aspects of communication between experts (and public too). Further, we intend to elaborate words belonging to other spheres of professional communication (medicine, sociology, etc.) in the framework of the corpus examination. [ABSTRACT FROM AUTHOR]

Tallman and colleagues' review of consolidation studies found that the length of the delay between 'recent' and 'remote' events is an influential determinant of detecting temporally graded hippocampal activity. Here, we discuss two additional factors – separate analysis of distinct regions within the hippocampus and the use of overt recall methods – that should be considered when testing competing theories of hippocampal contributions to memory. [ABSTRACT FROM AUTHOR]

Certain memories resist extinction to continue invigorating maladaptive actions. The robustness of these memories could depend on their widely distributed implementation across populations of neurons in multiple brain regions. However, how dispersed neuronal activities are collectively organized to underpin a persistent memory-guided behavior remains unknown. To investigate this, we simultaneously monitored the prefrontal cortex, nucleus accumbens, amygdala, hippocampus, and ventral tegmental area (VTA) of the mouse brain from initial recall to post-extinction renewal of a memory involving cocaine experience. We uncover a higher-order pattern of short-lived beta-frequency (15–25 Hz) activities that are transiently coordinated across these networks during memory retrieval. The output of a divergent pathway from upstream VTA glutamatergic neurons, paced by a slower (4-Hz) oscillation, actuates this multi-network beta-band coactivation; its closed-loop phase-informed suppression prevents renewal of cocaine-biased behavior. Binding brain-distributed neural activities in this temporally structured manner may constitute an organizational principle of robust memory expression. [Display omitted] • A brain-distributed beta-band (∼20 Hz) activity pattern reports robust memory expression • 4-Hz-paced VTA glutamatergic neurons actuate this transient cross-network coordination • 4-Hz phase-driven VTA glutamate neuron silencing blocks post-extinction memory renewal The contribution of distributed brain activities to persistent memories was investigated by monitoring multiple neuronal regions during recall and renewal of cocaine-paired memory. A neural pattern actuated by the ventral tegmental area was revealed to coordinate and pace brain-distributed activities, whose suppression prevented the re-emergence of drug-biased behavior. [ABSTRACT FROM AUTHOR]

Several studies have shown that giving brief descriptions for unfamiliar faces can lead to better episodic recognition memory relative to faces in a view-only (control) condition. More broadly, this finding is consistent with the benefits of elaboration during study on later recognition. Two articles have reported description benefits when participants did not know the study condition (control or description) for a trial until after a face was removed from view (Jones, Armstrong, Casey, Burson, & Memon, 2013; Jones, Robinson, & Steel, 2018). We conducted 3 experiments to shed additional light on the basis for this benefit, and the measures we used were old-new recognition and recognition confidence for the face and the proportion of test faces with recall for descriptive information. In Experiments 1 and 2 participants were explicitly instructed to describe each study face and to type the description or not (control condition). There was a numerical advantage for "old" responses, with the difference being significant in Experiment 1. A significant advantage for the typed condition occurred for "very sure old" and recall responses for both experiments. The advantage occurred across study repetition conditions in Experiment 1 and when participants were given plenty of time to generate a description in Experiment 2. Overall, these findings indicate that physically typing the description leads to a small advantage in recollection relative to a condition without physical production (i.e., a type of physical production effect). However, the production advantage was not obtained on any measure in Experiment 3 when the control condition required participants to type the number of words in the description. [ABSTRACT FROM AUTHOR]

Our ability to remember the past depends on neural processes set in train in the moment an event is experienced. These processes can be studied by segregating brain activity according to whether an event is later remembered or forgotten. The present review integrates a large number of studies examining this differential brain activity, labeled subsequent memory effect (SME), with the ERP technique, into a functional organization and discusses routes for further research. Based on the reviewed literature, we suggest that memory encoding is implemented by multiple processes, typically reflected in three functionally different subcomponents of the ERP SME elicited by study stimuli, which presumably interact with preparatory SME activity preceding the to be encoded event. We argue that ERPs are a valuable method in the SME paradigm because they have a sufficiently high temporal resolution to disclose the subcomponents of encoding-related brain activity. Implications of the proposed functional organization for future studies using the SME procedure in basic and applied settings will be discussed. • Encoding is supported by multiple task-specific systems. • Studies on memory encoding require a strong focus on high temporal resolution as provided by ERPs. • Most commonly three functionally different ERP SMEs are set in train by a study event. • They index early semantic processing, intra-item feature binding and elaboration, respectively. • SMEs can be observed already before a to-be-encoded event. [ABSTRACT FROM AUTHOR]

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Summary There is widespread belief in the legal system that alcohol impairs witness testimony. Nevertheless, most laboratory studies examining the effects of alcohol on witness testimony suggest that alcohol may affect the number of correct but not incorrect details recalled. However, it is difficult to draw conclusions because sample sizes, testing paradigms, and recall measures vary between individual studies. We conducted a meta‐analysis to address this issue. We found alcohol intoxication had a significant and moderate sized effect on the number of correct details recalled (g = 0.40). The effect of alcohol on the number of incorrect details recalled was not significant. Further, the effect of alcohol on the recall of correct details was significantly moderated by multiple factors like intoxication level, the retention interval length between encoding and recall, and the types of questions asked (i.e., free recall vs. cued recall). We discuss the applied implications of the results. [ABSTRACT FROM AUTHOR]

In their review of Uittenhove, Thevenot and Barrouillet (Cognition, 146, 289-303, 2016), Chen and Campbell (Psychonomic Bulletin & Review,201710.3758/s13423-017-1328-2) concluded that existing evidence supports the conventional wisdom that basic non-zero addition combinations are stored and retrieved as discrete facts and that compacted reconstructive strategies play no role in expert mental addition. One aim of the present commentary is to detail why their evidence supporting these conclusions is not unequivocal. A second aim is to delineate key issues that still need to be addressed to build an accurate model of how basic sums are represented and retrieved. [ABSTRACT FROM AUTHOR]

The aim of the current study was to explore how the location updating effect is affected when people are tested using recall rather than recognition, which is what has been done in prior work. Differences in the memory processes involved with these two tasks lead to predictions for two different patterns of data. In Experiment 1, memory was tested by having participants recall the single object they were carrying or had just put down, whereas in Experiment 2, people sometimes needed to recall both objects. It was found that, unlike recognition test performance, a similar location updating effect was found for both Associated (what was currently being carried) and Dissociated (what was recently set down) objects. Moreover, when both objects were correctly recalled, there was a bias to remember them in the order that they were encountered. Finally, if only one object was correctly recalled, it was the Associated object that was currently being carried. Overall, these results are consistent with the Event Horizon Model of event cognition. [ABSTRACT FROM AUTHOR]

Age-related differences in episodic memory have been explained by a decrement in strategic encoding implementation. It has been shown in clinical populations that music can be used during the encoding stage as a mnemonic strategy to learn verbal information. The effectiveness of this strategy remains equivocal in older adults (OA). Furthermore, the impact of the emotional valence of the music used has never been investigated in this context. Thirty OA and 24 young adults (YA) learned texts that were either set to music that was positively or negatively valenced, or spoken only. Immediate and delayed recalls were measured. Results showed that: (i) OA perform worse than YA in immediate and delayed recall; (ii) sung lyrics are better remembered than spoken ones in OA, but only when the associated music is positively-valenced; (iii) this pattern is observed regardless the retention delay. These findings support the benefit of a musical encoding on verbal learning in healthy OA and are consistent with the positivity effect classically reported in normal aging. Added to the potential applications in daily life, the results are discussed with respect to the theoretical hypotheses of the mechanisms underlying the advantage of musical encoding. [ABSTRACT FROM AUTHOR]

The aim of the current study is to examine the effects of motivated forgetting and aging on true and false memory. Sixty young and 54 healthy older adults were instructed to study two lists of 18 words each. Each list was composed of three sets of six words associated with three non-presented critical words. After studying list 1, half of the participants received the instruction to forget List 1, whereas the other half received the instruction to remember List 1. Next, all the subjects studied list 2; finally, they were asked to remember the words studied in both lists. The results showed that when participants intended to forget the studied List 1, they were less likely to recall the studied words, but more likely to intrude the critical words. That is, we can intentionally forget something but this can also entail the intrusion of some related false memories. [ABSTRACT FROM AUTHOR]

Background The recall of conditionally discharged forensic patients in England is a formal order from the Ministry of Justice under the Mental Health Act (1983) which has the power to revoke conditional release and direct readmission to hospital. Recall has significant implications for the individual and for hospital services, but despite this, little is known about predictors of recall for forensic patients. Methods We examined the rate of recall for 101 patients conditionally discharged from medium secure forensic inpatient services between 2007 and 2013. Demographic, clinical, and forensic factors were examined as possible predictors of time to recall using Cox regression survival techniques. Results Conditionally discharged patients were followed for an average of 811 days, during which 45 (44.5%) were recalled to hospital. Younger age (HR 1.89; 95% CI 1.02–3.49; p = 0.04), non-white ethnicity (HR 3.44; 95% CI 1.45–8.13), substance abuse history (HR 2.52; 95% CI 1.17–5.43), early violence (HR 1.90; 95% CI 1.03–3.50), early childhood maladjustment (HR 1.92; 95% CI 1.01–3.68), treatment with a depot medication (HR 2.17; 95% CI 1.14–4.11), being known to mental health services (HR 3.44; 95% CI 1.06–11.16), and a psychiatric admission prior to the index admission (HR 2.44; 95% CI 1.08–5.52) were significantly associated with a shorter time to recall. Treatment with clozapine reduced the risk of recall to hospital (HR 0.40; 95% CI 0.20–0.79). Conclusions Time to recall can be predicted by a range of factors that are readily available to clinical teams. Further research is required to determine if targeted interventions can modify the likelihood or time to recall for conditionally released forensic patients. [ABSTRACT FROM AUTHOR]

This study proposes and tests a model to provide a more comprehensive understanding of the contribution of chronological age versus age-related ability and motivation factors in explaining recall of online cancer information among older patients (n = 197). Results revealed that recall is not a matter of chronological age per se, but rather a matter of ability and motivation. Age-related ability and motivation factors explained 37.9% of the variance in recall. Health literacy, involvement with the webpage, and satisfaction with the emotional support were positively associated with recall. Furthermore, recall was negatively related to frailty, anger, future time perspective, and perceived cognitive load. The findings pose relevant opportunities for tailoring interventions to improve online information provision for older cancer patients. [ABSTRACT FROM AUTHOR]

• A deficit in recall accuracy was seen for PWE, but only at the 72-hour delay. • PWE performed significantly worse than baseline in recognition accuracy at each delay. • PWE had considerably higher rates of intrusion errors than HC at each time point. • Confidence ratings and memory performance were positively correlated in PWE and HC. Persons with epilepsy (PWE) report memory deficits as one of the most distressing aspects of their disorder. Recently, a long-term memory deficit known as Accelerated Long-Term Forgetting (ALF) has been described in PWE. ALF is characterized by the initial retention of learned information, followed by an accelerated rate of memory decay. However, the rate of ALF varies widely across literature and it is unclear how it impacts different memory retrieval types. The current study aimed to capture the time course of ALF on both free recall and recognition memory using a movie-based task in PWE. A sample of 30 PWE and 30 healthy comparison (HC) subjects watched a nature documentary and were tested on their recall and recognition of the film's content immediately after viewing and at delays of 24 hours, 48 hours, and 72 hours. Participants also rated the confidence they had in their recognition memory trial responses. For recall, PWE exhibit ALF at 72 hours (β = −19.840, SE = 3.743, z(226) = −5.301, p < 0.001). For recognition, PWE had decreased performance compared to controls at the 24-hour (β = −10.165, SE = 4.174, z(224) = −3.166, p = 0.004), 48-hour (β = −8.113, SE = 3.701, z(224) = −2.195, p = 0.044), and 72-hour (β = −10.794, SE = 3.017, z(224) = −3.295, p = 0.003) delays. The PWE group showed positive correlations (tau = 0.165, p < 0.001) between confidence ratings and accuracy, with higher confidence reflecting successful recognition. PWE were 49% less likely to answer either retrieval type correctly at 72 hours (OR 0.51, 95% CI [0.35, 0.74], p < 0.001). Left hemispheric seizure onset decreased the odds of successful retrieval by 88% (OR 0.12, 95% CI [0.01, 0.42], p = 0.019). These findings provide evidence of ALF in PWE, with a differential impact on recall and recognition memory. This further supports the call to include ALF assessments in standard memory evaluations in PWE. Additionally, identifying the neural correlates of ALF in the future will be important in developing targeted therapies to alleviate the burden of memory impairment for PWE. [ABSTRACT FROM AUTHOR]

In this research, we investigated relationships between undergraduate students’ prior topic beliefs and their recall of the main conclusions from texts on controversial socio-scientific issues, to what extent students trusted the recalled conclusions, and how they justified their trust in those conclusions. While belief-biased recall of text conclusions was not observed in this study, students were found to trust the recalled conclusions more when they were consistent than when they were inconsistent with students’ prior beliefs about the issues. Moreover, students primarily justified their trust in the recalled conclusions by referring to their personal opinions on the issues. Finally, students who correctly recalled text conclusions even when those conclusions were at odds with their prior beliefs about the issues outperformed students who incorrectly recalled conclusions that were consistent with their prior beliefs on measures of cognitive reflection and reported use of critical reading strategies. Theoretical as well as educational implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

Earlier research by the author revealed that material encoded incidentally in a speeded affective classification task and related to the demands of a divergent problem tends to be recalled worse in participants who solved the problem prior to encoding than in participants in the control, no-problem condition. The aim of the present experiment was to replicate this effect with a new, size-comparison orienting task, and to test for possible mechanisms of impaired recall. Participants either solved a problem before the orienting task or not, and classified each item in this task either once or three times. There was a reliable effect of impaired recall of problem-related items in the repetition condition, but not in the no-repetition condition. Solving the problem did not influence repetition priming for these items. These results support an account that attributes the impaired recall to inhibitory processes at learning and speak against a proactive interference explanation. However, they can be also accommodated by an account that refers to inefficient context cues and competitor interference at retrieval. [ABSTRACT FROM PUBLISHER]

This article reports three trials of a pen-and-paper experiment where adult L2 learners’ recollection of glossed words was tested after they had read a text with or without pictures included in the glosses. Unlike previous studies in which a superiority of multimodal glosses over text-only glosses was claimed, the experiment furnished no evidence that the addition of pictures helped the learners to retain the glossed words any better than providing glosses containing only verbal explanations. When learners were prompted to recall of the written form of the words, the gloss condition with pictures in fact led to the poorest performance. The results suggest that the provision of pictures alongside textual information to elucidate the meaning of novel words may reduce the amount of attention that L2 readers give to the words proper. [ABSTRACT FROM AUTHOR]

Intoxicated eyewitnesses are often discredited by investigators and in court, but few studies have examined how alcohol affects witnesses’ memory. The primary aim of the present study was to examine how intoxication (alcohol vs. control), retention interval (immediate vs. one week delay), and number of interviews (one vs. two interviews) affect witnesses’ memory. The participants (N = 99) were randomly assigned to consume either orange juice or alcohol mixed with orange juice, and they all witnessed a filmed mock crime afterwards. The recall took place either (a) immediately and after a one week delay or (b) after a one week delay only. No main effect of alcohol was found on the quantity or quality of the witnesses’ statements. Both intoxicated and sober witnesses recalled more details, and were more accurate, during immediate compared to delayed recall. For witnesses interviewed twice, an average of 30% new details were provided in the second compared to the first interview, and these were highly accurate. In sum, contrary to what one can expect, intoxicated witnesses with a low to moderate blood alcohol concentration (below 0.10%) were reliable witnesses. [ABSTRACT FROM PUBLISHER]

Human cognition is sensitive to the distinction between living and nonliving things. Animacy plays a role in language comprehension, reasoning, the organization of knowledge, and perception. Although ignored until recently, animacy significantly influences basic memory processes as well. Recent research has indicated that people remember animate targets better than matched inanimate targets; in fact, an item's animacy status is one of the best predictors of its later recall. Animate processing of inanimate stimuli can produce retention advantages, as can animate touching--inanimate objects are remembered better when they are simply touched by animate things. We discuss these recent findings and their implications for the evolution of cognition, the methodology of memory experiments, and educational practice. [ABSTRACT FROM AUTHOR]

People are adept at forming impressions of others, but how easily can impressions be updated? Although implicit first impressions have been characterized as difficult to overturn, recent work shows that they can be reversed through reinterpretation of earlier learning. However, such reversal has been demonstrated only in the same experimental session in which the impression formed, suggesting that implicit updating might be possible only within a brief temporal window, before impressions are consolidated and when memory about the initial information is strongest. Implicit impressions may be unable to be revised when reinterpreting details are learned later, due to memory consolidation or forgetting of the details to be reinterpreted. This study tested whether implicit first impressions can be reversed through reinterpretation after a two-day delay following the initial formation. Results showed that implicit revision emerged after the delay, even among those with poor explicit recall or who were not cued to recall. We discuss implications for theory on impression formation and updating. [ABSTRACT FROM AUTHOR]

Displayed enthusiasm has been shown to relate to intrinsic motivation, vitality, and positive affect, but its effects on recall performance and time estimation have not yet been explored. This research aimed at studying the effects of a delivery style characterised by High Enthusiasm (HE) on recall, time estimation, and intrinsic motivation. In line with previous studies, effects on intrinsic motivation were expected. In addition, higher recall and lower time estimations were hypothesised. In two experiments, participants assigned to a HE condition or to a normal reading control condition listened to a narrative and to a descriptive passage. Then, they were asked to rate perceived time, enthusiasm, pleasure, interest, enjoyment and curiosity, before writing a free recall. Experiment 1 showed that in the HE condition, participants recalled more, were more intrinsically motivated, and expressed lower time estimations compared to the control condition. Experiment 2 confirmed the positive effects of HE reading compared to normal reading, using different passages and a larger sample. [ABSTRACT FROM PUBLISHER]

Eyewitnesses regulate the level of detail (grain size) reported to balance competing demands for informativeness and accuracy. However, research to date has predominantly examined metacognitive monitoring for semantic memory tasks, and used relatively artificial phased reporting procedures. Further, although the established role of confidence in this regulation process may affect the confidence–accuracy relation for volunteered responses in predictable ways, previous investigations of the confidence–accuracy relation for eyewitness recall have largely overlooked the regulation of response granularity. Using a non-phased paradigm, Experiment 1 compared reporting and monitoring following optimal and sub-optimal (divided attention) encoding conditions. Participants showed evidence of sacrificing accuracy for informativeness, even when memory quality was relatively weak. Participants in the divided (cf. full) attention condition showed reduced accuracy for fine- but not coarse-grained responses. However, indices of discrimination and confidence diagnosticity showed no effect of divided attention. Experiment 2 compared the effects of divided attention at encoding on reporting and monitoring using both non-phased and 2-phase procedures. Divided attention effects were consistent with Experiment 1. However, compared to those in the non-phased condition, participants in the 2-phase condition displayed a more conservative control strategy, and confidence ratings were less diagnostic of accuracy. When memory quality was reduced, although attempts to balance informativeness and accuracy increased the chance of fine-grained response errors, confidence provided an index of the likely accuracy of volunteered fine-grained responses for both condition. [ABSTRACT FROM AUTHOR]

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Objective: This study investigates whether applying educational testing approaches to an informed consent video for a medical procedure can lead to greater recall of the information presented.Methods: Undergraduate students (n=120) were randomly assigned to watch a 20-min video on informed consent under one of three conditions: 1) tested using multiple-choice knowledge questions and provided with feedback on their answers after each 5-min segment; 2) tested with multiple choice knowledge questions but not provided feedback after each segment; or 3) watched the video without knowledge testing.Results: Participants who were tested and provided feedback had significantly greater information recall compared to those who were tested but not provided feedback and to those not tested. The effect of condition was stronger for moderately difficult questions versus easy questions.Conclusions: Inserting knowledge tests and providing feedback about the responses at timed intervals in videos can be effective in improving recall of information.Practical Implication: Providing informed consent information through a video not only standardizes the material, but using testing with feedback inserted within the video has the potential to increase recall and retention of this material. [ABSTRACT FROM AUTHOR]

We investigated the retrieval specificity of retrieval-induced forgetting (RIF) of motor sequences. In two experiments, participants learned sequential finger movements, each consisting of the movement of two fingers of either the left or the right hand. In the learning phase, these motor sequences were graphically presented and were to be learned as responses to simultaneously presented letter stimuli. Subsequently, participants selectively practiced half the items of one hand. A final recall test then assessed memory for all initially learned items. We contrasted different kinds of selective practice with each other. Whereas retrieval practice required retrieving motor sequences in response to letter stimuli from the learning phase, extra study was an extension of the learning phase, that is, participants performed motor sequences in response to the same animation graphic display as in the learning phase again accompanied by the letter stimulus. All practice conditions strengthened the practiced items, but only retrieval practice resulted in RIF. Thus, the strengthening of items through practice did not suffice to induce forgetting of related motor sequences. Retrieval was a necessary component for practice to shape memory for body movements by impairing the subsequent recall of motor sequences that were related to the practiced motor sequences. [ABSTRACT FROM PUBLISHER]

Jurors forget critical trial information and what they do recall can be inaccurate. Jurors’ recall of trial information can be enhanced by permitting them to take notes during a trial onto blank sheets of paper (henceforth called freestyle note taking). A recent innovation is the trial-ordered-notebook (TON) for jurors, which is a notebook containing headings outlining the trial proceedings and which has space beneath each heading for notes. In a direct comparison, TON note takers recalled more trial information than freestyle note takers. This study investigated whether or not note taking improves recall as a result of enhanced encoding or as a result of note access at retrieval. To assess this, mock jurors watched and freely recalled a trial video with one-fifth taking no notes, two-fifths taking freestyle notes and two-fifths using TONs. During retrieval, half of the freestyle and TON note takers could access their notes. Note taking enhanced recall, with the freestyle note takers and TON note takers without note access performing equally as well. Note taking therefore enhances encoding. Recall was greatest for the TON note takers with note access, suggesting a retrieval enhancement unique to this condition. The theoretical and applied implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

Reference frames in spatial memory encoding have been examined intensively in recent years. However, their importance for recall has received considerably less attention. In the present study, passersby used tags to arrange a configuration map of prominent city center landmarks. It has been shown that such configurational knowledge is memorized within a north-up reference frame. However, participants adjusted their maps according to their body orientations. For example, when participants faced south, the maps were likely to face south-up. Participants also constructed maps along their location perspective-that is, the self-target direction. If, for instance, they were east of the represented area, their maps were oriented west-up. If the location perspective and body orientation were in opposite directions (i.e., if participants faced away from the city center), participants relied on location perspective. The results indicate that reference frames in spatial recall depend on the current situation rather than on the organization in long-term memory. These results cannot be explained by activation spread within a view graph, which had been used to explain similar results in the recall of city plazas. However, the results are consistent with forming and transforming a spatial image of nonvisible city locations from the current location. Furthermore, prior research has almost exclusively focused on body- and environment-based reference frames. The strong influence of location perspective in an everyday navigational context indicates that such a reference frame should be considered more often when examining human spatial cognition. [ABSTRACT FROM AUTHOR]

The relation between working memory capacity (WMC) and recall from long-term memory (LTM) was examined in the current study. Participants performed multiple measures of delayed free recall varying in presentation duration and self-reported their strategy usage after each task. Participants also performed multiple measures of WMC. The results suggested that WMC and LTM recall were related, and part of this relation was due to effective strategy use. However, adaptive changes in strategy use and study time allocation were not related to WMC. Examining multiple variables with structural equation modeling suggested that the relation between WMC and LTM recall was due to variation in effective strategy use, search efficiency, and monitoring abilities. Furthermore, all variables were shown to account for individual differences in LTM recall. These results suggest that the relation between WMC and recall from LTM is due to multiple strategic factors operating at both encoding and retrieval. [ABSTRACT FROM AUTHOR]

• We report an EEG paradigm for investigating neurophysiology of collaborative recall. • Collaborative inhibition occurs in turn-taking procedure adapted for EEG recording. • Increments in late theta power are related to more demanding, group recall processes. • Interference at collaboration is signalled by early theta power increments and N400. • Neural signal for recollection is reduced in groups for non-speakers than speakers. Research on collaborative memory shows that people recalling in groups rarely achieve optimal performance. Collaborative groups typically recall less than nominal groups, where performance for the latter is derived by pooling the non-overlapping information recalled by the same number of individuals working alone. While behavioural evidence has widely replicated this collaborative inhibition in free recall, little evidence speaks to the neurophysiological signatures of this counterintuitive phenomenon. Behavioural evidence also indicates that disruption to one's preferred recall strategy, resulting from processing others' recalled information, is a key mechanism underlying this effect. We aimed to identify the neural signatures indexing the recollection process and their disruption during collaborative recall. In three experiments, we replicated the standard collaborative inhibition effect with an EEG-adapted procedure (Experiment 1), and recorded EEG while people recalled in groups or in isolation (Experiments 2a, 2b). Comparisons showed increments in N400 and theta power, the neurophysiological components associated with interference, at shorter intervals for the collaborative compared to the nominal groups. Stronger theta power for collaborative than nominal recall, and for speakers than non-speakers in collaborative groups, were also evident at longer intervals and suggest demanding reinstatement of memory associated with collaborative recall. Together, the results suggest distinct neural processes underlying collaborative inhibition, with neural responses at shorter intervals signaling processes that are consistent with strategy disruption (stronger interference signaled by N400 and theta power increments), and further increments in theta at later times suggesting more demanding reinstatement processes during collaborative remembering. [ABSTRACT FROM AUTHOR]

Superior memorizers often employ the method of loci (MoL) to memorize large amounts of information. The MoL, known since ancient times, relies on a complex process where information to be memorized is bound to landmarks along mental routes in a previously memorized environment. However, functional magnetic resonance imaging data on groups of trained superior memorizer are rare. Based on the memorizing strategy reported by superior memorizers, we developed a scheme of the processes successively employed during memorizing and recalling digits and relate these to brain activation that is specific for the encoding and recall period. In the examined superior memorizers several regions, suggested to be involved in mental navigation and digitto- word processing, were specifically activated during encoding: bilateral early visual cortex, retrosplenial cortex, left parahippocampus, left visual cortex, and left superior parietal cortex. Although the scheme suggests that some steps during encoding and recall seem to be analog, none of the encoding areas were specifically activated during the recall. Instead, we found strong activation in left anterior superior temporal gyrus, which we relate to recalling the sequential order of the digits, and right motor cortex that may be related to reciting the digits. [ABSTRACT FROM AUTHOR]

This study examines explicit memory bias for emotional information in children and adolescents with major depressive disorder (MDD). Participants were a convenient sample of 28 children and adolescents of mothers with MDD, 28 children and adolescents with MDD, and 29 healthy controls. Their age range was 11–17 years old. The groups were matched for gender ratio, mean age, and the years of educational level. They were assessed by the Recall Task. Emotional stimuli consisted of three sets of words namely sad, happy, and neutral words. Children and adolescents of mothers with MDD similar to children and adolescents with MDD recalled more sadness stimuli in comparison with the controls. In other words, they showed an explicit memory bias towards sad stimuli. Also, healthy children significantly recalled more happy words than the other two groups. There was no significant difference among the three groups for the recall of neutral stimuli. Current findings support that there is a recall memory bias for emotional information in children with MDD. These children more than healthy children recall sad words. Moreover, healthy children recall happy words more than children with MDD. [ABSTRACT FROM AUTHOR]