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Previous research has shown there are particular patterns of license plate designs that are easier to recall. Missouri license plate patterns (AB1-C2D) somewhat diverge from what research suggests works best for recall. The current study examined whether incorporating color into license plates would improve recall, and also whether awareness or explanation of license plate formats would affect recall accuracy. Across two experiments, participants viewed license plate stimuli with and without color and attempted to recall them. The hypothesis was that incorporating color would improve recall, but the hypothesis was not supported. Results also did not show that prior exposure or explanation of formats affected accuracy. Future research should explore additional ways to improve license plate designs that would be easy to implement. Such improvements to license plate design would be useful because efforts to improve the public's awareness of formats would be expensive and likely ineffective., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Wang and Conway (2006, Autobiographical memory, self, and culture. In L.-G. Nilsson, & N. Ohta (Eds.), Memory and society: Psychological perspectives (pp. 9-27). Psychology Press) posit that remembering takes place in a culturally modulated self-memory system in which working self-goals are shaped by society and, in turn, influence the encoding and construction of memories in a culturally canonical fashion. The current research examined the self-goal of competence, which manifests through self-enhancement versus self-improvement motivations, in influencing remembering in different cultural contexts. We conducted two cross-cultural studies to examine memories for personal successes and failures (Study 1) and autobiographical and vicarious experiences (Study 2) in connection with individuals' positive self-views. European Americans recalled a greater number of success than failure memories (Study 1) and US participants recalled a greater number of autobiographical than vicarious memories (Study 2), which was further associated with positive self-views at the individual level. In contrast, Asian (Study 1) and Chinese participants (Study 2) recalled even-handedly the different types of memories, and the memory retrieval was unrelated to individuals' self-views. We discuss the findings in light of the different manifestations of the competence goal in shaping memory in the culturally modulated self-memory system.

In two experiments, we systematically investigated the reasons why people retained certain autobiographical events in their memory, as well as the properties of those events and their predicted memorability. The first experiment used three methods (word-cued, free-recalled, and "memorable, interesting, and/or important") to retrieve event memories, and examined memories from three different time-frames: very recent (within past 7 days), recent (past 2 weeks and 6 months), and older events (at least one year). In addition, data were also collected for an important transitional event recently experienced by all participants ("starting university"). The results revealed that people had access to three types of event memories: memories for life transitions, memories for older distinctive events, and memories for recent mundane events. Participants reported remembering events that were distinctive, first-time experiences, emotionally impactful, or simply because they were recent. They also predicted that older events would be more resistant to forgetting than very recent and recent events. The second experiment examined participants' memorable and forgettable events, and found that memorable events tended to be older, while forgettable events were more likely to be recent. These findings suggested that many retrievable memorable autobiographical memories were neither important nor transitional in nature. The studies contribute to our understanding of people's metamnemonic knowledge about their autobiographical memories., (© 2024. The Psychonomic Society, Inc.)

Cognitive offloading is used to supplement internal processing demands through external actions such as writing down information. While metacognition plays a critical role in adults' cognitive offloading decisions, less is known about the relation between metacognition and cognitive offloading in children. Here, we introduced an immediate memory task to 11- to 12-year-olds under two conditions: no choice to offload and choice to offload. Participants made metacognitive judgements about their memory capacity, and the task performance components such as accuracy and effort. Our results revealed that recall accuracy of the to-be-remembered items increased in the choice condition. Interestingly, while there was a consensus amongst participants that they chose to offload to maximise accuracy and reduce effort, there was no relation between offloading behaviour and metacognitions about accuracy and effort. On the other hand, metacognition for memory capacity was related to offloading behaviour. We discuss the implications for further understanding of the relation between cognitive offloading and metacognition in children., (© 2024. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.)

Experiences occur in a continual succession, and the temporal structure of those experiences is often preserved in memory. The temporal contiguity effect of free recall reveals the temporal structure of memory: when a particular item is remembered, the next response is likely to come from a nearby list position. This effect is remarkably robust, appearing across a wide variety of methodological variations of the task. The temporal contiguity effect is also central to retrieved-context models, which propose temporal organization arises from the interaction of a temporal context representation with the contents of memory. Across six experiments, we demonstrate methodological manipulations that dramatically modulate and even eliminate temporal organization in free recall. We find that temporal organization is strongly modulated and in some cases potentially eliminated by strong semantic structure, the presence of retrieval practice, and a long list length. Other factors such as orienting task, paired-associate item structure, and retention interval duration have more subtle effects on temporal organization. In an accompanying set of simulations, we show that the modulation and elimination of the temporal organization follows lawful patterns predicted by the context maintenance and retrieval (CMR) retrieved-context model. We also find cases where CMR does not specifically predict the modulation of temporal organization, and in these cases our analysis suggests how the theory might be developed to account for these effects. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Recollecting an autobiographical memory requires a cue to initiate processes related to accessing and then elaborating on a past personal experience. Prior work has shown that the familiarity of a cue can influence the autobiographical memory retrieval process. Extending this work, we tested how familiarity accrued from cumulative lifetime exposures associated with the cue-as well as associated semantic knowledge-can affect how we access and remember autobiographical memories. In Experiment 1, we measured reaction times to access and report memories in response to cue words. In Experiment 2 we examined the details with which participants described memories in response to cue words. For both experiments, participants provided estimates of lifetime exposure and semantic knowledge for each cue. In Experiment 1, we found a cue's lifetime exposure, independent of semantic knowledge, led to quicker memory access. In Experiment 2, we found the lifetime exposure and semantic knowledge of a cue interactively affected the specificity of a described autobiographical memory. These results provide new evidence that the amount of lifetime exposure associated with a cue, both independently and interactively with semantic knowledge, influences how autobiographical memories are accessed and described.Clinical trial This was not a clinical trial.Trial Registration Number (TRN) N/A., (© 2024. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.)

Existing research has demonstrated a significant directed forgetting (DF) effect in memory. However, it remains unclear whether this phenomenon would occur in the context of interpersonal collaboration. Additionally, the contribution of emotional valence to the DF effect in item memory and source memory (which are subtypes of episodic memory) also needs to be explored. To address these issues, we conducted two experiments that combined the collaborative memory paradigm with the item-method procedure of DF. In both experiments, positive, neutral, or negative words were presented as stimuli, each followed by an R/F cue during encoding. We conducted two recalls, labeled Recall 1 and Recall 2, which consisted of both memory tasks. Recall 1 was performed either individually or collaboratively, whereas Recall 2 was done individually. Experiment 1 and Experiment 2 adopted the free-flowing procedure and the turn-taking procedure of collaborative memory, respectively. We obtained three implications from our current findings. (a) The occurrence of the DF effect in item memory was found regardless of the procedure of collaborative memory, and it was insensitive to the emotional valence of words or to whether participants had collaborated or not. These patterns demonstrate that both the mechanisms of elaborative rehearsal and active suppression/encoding blocking were engaged across words of different emotional valences and in nominal and collaborative circumstances. (b) In source memory, the DF effect showed different patterns in ongoing and post-collaborative memory, which underpins the dual-process models. (c) The amplitude of the DF effect was sensitive to the interaction of emotional valence by the status of collaboration, and the impact of collaboration differed between the two experiments, offering telling evidence of different aspects of the retrieval strategy disruption hypothesis (RSDH). Directions for identifying more influential factors are put forward.

According to Conway's view, Autobiographical memory (AM) construction is accompanied by control processes. These processes range from filtering out relevant memories according to the current context, to generating or elaborating appropriate retrieval cues. These processes can be conceptualised as metacognition, the ability to control and monitor cognitive processes. Experimentally, little has been carried out to support the idea that metacognition is involved in AM. To assess this, we designed a task, the Feeling of Retrieval. Participants had to predict whether cue words would facilitate AM access (i.e., fluent access cues) or not (i.e., limited access cues) in a limited time (either 1 (Exp. 2) or 2 (Exp. 1) s). Later, they retrieved memories in response to both types of cues. Results show that cues judged as fluent access led to better AM generation, as illustrated by AM retrieval latency and a subjective measure of the ease with which the AMs were retrieved. These rapid predictions may rely on epistemic feelings and / or other mnemonic cues such as a partial retrieval of information. This metacognitive access to the earliest stages of AM retrieval illustrates the ability to monitor AM processes as proposed by Conway (2005).

The current study examined how mood affects the impact of false feedback on belief and recollection. In a three-session experiment, participants first watched 40 neutral mini videos, which were accompanied by music to induce either a positive or negative mood, or no music. Following a recognition test, they received false feedback to reduce belief in the occurrence of the events displayed in some of the videos (Session 2). This was followed by an immediate memory test and a delayed memory assessment one week later (Session 3). The results revealed that participants in negative mood reported higher belief scores compared to those in positive moods, despite an overall decline in belief scores for all groups following the false feedback. Notably, individuals in negative moods exhibited less reduction in their belief scores after encountering challenges, thereby maintaining a higher accuracy in their testimonies. Over time, a reduction in the clarity of participants' memory recall was observed, which correspondingly reduced their testimony accuracy. This study thus indicates that mood states play a role in shaping belief and memory recall under the influence of false feedback., (© 2024. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.)

We examined whether framing younger and older adults learning goals in terms of maximizing gains or minimizing losses impacts their ability to selectively remember high-value information. Specifically, we presented younger and older adults with lists of words paired with point values and participants were either told that they would receive the value associated with each word if they recalled it on a test or that they would lose the points associated with each word if they failed to recall it on the test. We also asked participants to predict the likelihood of recalling each word to determine if younger and older adults were metacognitively aware of any potential framing effects. Results revealed that older adults expected to be more selective when their goals were framed in terms of losses, but younger adults expected to be more selective when their goals were framed in terms of gains. However, this was not the case as both younger and older adults were more selective for high-value information when their goals were framed in terms of maximizing gains compared with minimizing losses. Thus, the framing of learning goals can impact metacognitive decisions and subsequent memory in both younger and older adults.

Importance: Parent recall is the primary method for measuring positioning practices such as tummy time in infants. Concerns regarding the accuracy of parent recall have been raised in the literature. To date, no study has examined the agreement of tummy time recall measures with gold-standard methods., Objective: To assess the agreement between parental recall versus direct observation of tummy time in infants, and to explore the impact of prematurity on this relationship., Design: Cross-sectional observational study, spanning 1 yr., Setting: Participants' homes Participants: Thirty-two infant-parent dyads (19 full-term, 13 preterm), with infants ages 3 to 6 mo and caregivers ages older than 18 yr., Outcome and Measures: Home-recorded videos of infant play across 3 days were used as a proxy for direct observation of tummy time and compared with a 12-item parent recall survey., Results: Parent recall had a significant moderate correlation (ρ = .54, p = .002) with direct observation in full-term infants but was not correlated (p = .23) with direct observation in preterm infants. On average, parents of preterm infants overestimated tummy time by 2.5 times per day compared with direct observation., Conclusions and Relevance: For full-term infants, parent recall measures of tummy time exhibit an acceptable level of agreement with direct observation and can be reliably used over shorter periods. Parents of preterm infants may display a bias in recalling tummy time, leading to overestimations. To accurately assess tummy time in this population, a combination of subjective and objective measures should be explored. Plain-Language Summary: Tummy time is an essential movement experience for infants, especially for preterm infants, who are at a higher risk for motor delays. The most common way to track tummy time is through parent reports, or recall, versus a practitioner directly observing tummy time in the home. Despite the widespread use of parent recall to track tummy time, no study has examined the accuracy of parent recall versus direct observation in the home. Accurately assessing tummy time is crucial for improving and supporting health outcomes for infants. This study found that prematurity may affect the accuracy of parent recall for assessing tummy time in young infants. The authors discuss the implications of this finding and provide suggestions to guide the selection of appropriate methods to measure tummy time in clinical practice and research studies., (Copyright © 2024 by the American Occupational Therapy Association, Inc.)

A plethora of studies have shown that people persistently remember public and personal events experienced during adolescence and early adulthood, particularly with a positive valence. In five studies, we investigate the reminiscence bump (RB) for positive and negative memories of public events (Studies 1 and 2), private events (Study 3), music-related events (Study 4), and cross-cultural memory differences (i.e., China and US) (Study 5). Participants retrieved either one positive or one negative memory, indicated their Age of Encoding, and provided secondary measures, i.e., memory vividness and rehearsal (Studies 1 and 3) and emotional intensity (Studies 2 and 4). About 10,000 memories were collected and positive memories appeared generally older than negative recollections, but the RB emerged for both positive and negative memories. Furthermore, the peak was earlier for positive memories of public events (<15 years old) than for negative memories (20-40 years), while no differences were found for private events or music-related experiences (15-25 years). Chinese had their RB later than US respondents. Finally, autobiographical recollections have moderate to low associations with secondary measures of phenomenological features of memory. These findings are consistent with the identity-formation theory, providing additional and important information on the development of the Self.

Experimental studies show that vividness and emotionality of aversive memories decrease after recall with eye movements. We aimed at replicating this finding. Relatedly, consistent with Conway's view that memory retrieval is constructive, we examined changes in the content of the memories. If eye movements render a memory less aversive, it may be avoided less, stimulating recall and increasing the opportunity to infer (contextual) details. Two experiments ( N  = 97 and N  = 250) examined whether eye movements affect the number of central and peripheral memory details and characteristics. Female undergraduate students were randomly allocated to either eye movements with recall (EM) or recall only (RO). Before and after the experimental task, participants rated the vividness and emotionality, provided a detailed description and evaluated other memory characteristics. We replicated earlier findings that vividness (both experiments) and emotionality (experiment 2) were reduced more after EM compared to RO. However, conditions did not statistically significantly differ with respect to content details and other memory characteristics. Overall, findings support the idea that eye movements decrease the experience of the memory as vivid and emotional. Results are inconclusive regarding the idea that eye movements alter the number of recalled central and peripheral memory details.

I evaluate the conception of direct retrieval as originally formulated in the Self-Memory System model (Conway & Pleydell-Pearce [2000]. The construction of autobiographical memories in the self-memory system. Psychological Review , 107 (2), 261-288. https://doi.org/10.1037/0033-295X.107.2.261). In the hierarchical memory organisation proposed in the Self-Memory System model, direct retrieval is described as a bottom-up associative process. While its theoretical role within this model is clear, systematic empirical examination of direct retrieval, viewed as a natural and observable phenomenon, has been hampered by inconsistent operationalisations. Here, I suggest that direct retrieval should be treated as a theoretical concept, aiming at explaining the phenomenon of involuntary (spontaneously arising) autobiographical memories. I evaluate predictions derived from the concept of direct retrieval against findings on involuntary autobiographical memories obtained over the past 25 years. Most of these predictions are consistent with the evidence, notably, the enhanced episodic specificity and constructive nature of involuntary autobiographical memories. However, the theory also has critical limitations. It did not predict the frequent occurrence of involuntary recollections in daily life, exceeding the prevalence of voluntary memories. Additionally, it overlooked the early emergence of spontaneously arising event memories in ontogenesis and their presence in other species, such as great apes. Future advancements of the Self-Memory System model should integrate evolutionary perspectives to address these limitations.

The imagination effect occurs when participants learn better from imagining procedures or concepts rather than from studying them. The aim of the present study was to examine the effects of imagination and level of expertise on memorization of a tactical basketball system. Thirty-six expert and thirty-six novice learners were asked to imagine the functioning of a tactical scene in basketball (imagination condition) or simply study the scene (study condition). Results showed that novice learners benefited more from the study condition as they achieved better recall and recognition performances, invested less cognitive load (i.e., mental effort and perceived difficulty) and had higher levels of motivational aspects (i.e., self-efficacy and perceived competence). However, this effect was totally reversed for expert learners who, benefited more from the imagination condition, indicating therefore an expertise reversal effect. The results suggest that the effectiveness of the imagination technique depends on level of expertise of the learners., (© 2024. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.)

The Autobiographical Interview, a method for evaluating detailed memory of real-world events, reliably detects differences in episodic specificity at retrieval between young and older adults in the laboratory. Whether this age-associated reduction in episodic specificity for autobiographical event retrieval is present outside of the laboratory remains poorly understood. We used a videoconference format to administer the Autobiographical Interview to cognitively unimpaired older adults (N = 49, M = 69.5, SD = 5.94) and young adults (N = 54, M = 22.5, SD = 4.19) who were in their homes at the time of retrieval. Relative to young adults, older adults showed reduced episodic specificity in their home environment, as reflected by fewer episodic or "internal" details (t (101) = 3.23, p = 0.009) and more "external" details (i.e., semantic, language-based details) (t (101) = 3.60, p = 0.003). These findings, along with detail subtype profiles in the narratives, bolster the ecological validity of the Autobiographical Interview and add promise to the use of virtual cognitive testing to improve the accessibility, participant diversity, scalability, and ecological validity of memory research., (© 2024. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.)

While often showing associative memory deficits, there may be instances when older adults selectively remember important associative information. We presented younger and older adults with children they would be hypothetically babysitting, and each child had three preferences: a food they like, a food they dislike, and a food they are allergic to and must avoid. In Experiment 1, all foods associated with each child were simultaneously presented while in Experiments 2 and 3, participants self-regulated their study of the different preferences for each child. We were interested in whether people, particularly older adults who often display associative memory impairments, can prioritize the most important information with consequences for forgetting (i.e., allergies), especially with increased task experience. Overall, compared with younger adults, older adults were better at selectively studying and recalling the children's allergies relative to the other preferences, and these patterns increased with task experience. Together, the present results suggest that both younger and older adults can employ strategies that enhance the recall of important information, illustrating responsible remembering . Specifically, both younger and older adults can learn to self-assess and prioritize the information that they need to remember, and despite memory deficits, older adults can learn to employ strategies that enhance the recall of important information, using metacognition and goal-directed remembering to engage in responsible remembering .

The Hebb effect refers to the improvement in immediate memory performance on a repeated list compared to unrepeated lists. That is, participants create a long-term memory representation over repetitions, on which they can draw in working memory tests. These long-term memory representations are likely formed by chunk acquisition: The whole list becomes integrated into a single unified representation. Previous research suggests that the formation of such chunks is rather inflexible and only occurs when at least the beginning of the list repeats across trials. However, recent work has shown that repetition learning strongly depends on participants recognizing the repeated information. Hence, successful chunk formation may depend on the recognizability of the repeated part of a list, and not on its position in the list. Across six experiments, we compared these two alternatives. We tested immediate serial recall of eight-letter lists, some of which partially repeated across trials. We used different partial-repetition structures, such as repeating only the first half of a list, or only every second item. We manipulated the salience of the repeating structure by spatially grouping and coloring the lists according to the repetition structure. We found that chunk formation is more flexible than previously assumed: Participants learned contiguous repeated sequences regardless of their position within the list, as long as they were able to recognize the repeated structure. Even when the repeated sequence occurred at varying positions over repetitions, learning was preserved when the repeated sequence was made salient by the spatial grouping. These findings suggest that chunk formation requires recognition of which items constitute a repeating group, and demonstrate a close link between grouping of information in working memory, and chunk formation in long-term memory., Competing Interests: Declaration of competing interest The authors declare no conflicts of interest., (Copyright © 2023. Published by Elsevier B.V.)

Objective: To determine the reliability and validity of the Quick Repeat-Recall Test (Q-RRT)., Design: Within-subject repeated measures. Participants completed the Q-RRT at a speech level of 75 dB SPL in 2 noise configurations at signal-to-noise ratios of 5, 10, and 15 dB in a counterbalanced order, along with the full-RRT. The Q-RRT was repeated after 1-3 weeks to estimate within-session and between-session reliability. Participants also completed external validation measures relating speech-in-noise ability (Hearing-In-Noise Test, HINT), memory (Reading Span Test, RST; Forward Digit Span Test, DST-F), and noise acceptance (Tracking of Noise Tolerance, TNT)., Study Sample: Twenty-five normal-hearing listeners (mean age = 63.9 years)., Results: Group Repeat and Recall scores were similar between the full-RRT and the Q-RRT. However, Listening Effort and Tolerable Time ratings were significantly poorer for the full-RRT than the Q-RRT. The average repeat scores correlated with the HINT scores, while the recall scores correlated with the DST-F and RST scores. Tolerable Time ratings also correlated with the TNT scores. Within-session and between-session test-retest reliability using intraclass correlation coefficients were fair-to-excellent (0.41-0.91) depending on the outcome measures., Conclusions: The Q-RRT is a reliable and valid measure of speech-in-noise ability, working memory, listening effort, and noise acceptance.

Background: Prepregnancy body mass index (BMI) and gestational weight gain (GWG) are determinants of maternal and child health. However, many studies of these factors rely on error-prone self-reported measures., Methods: Using data from Life-course Experiences And Pregnancy (LEAP), a US-based cohort, we assessed the validity of prepregnancy BMI and GWG recalled on average 8 years postpartum against medical record data treated as alloyed gold standard ("true") values. We calculated probabilities of being classified into a self-reported prepregnancy BMI or GWG category conditional on one's true category (analogous to sensitivities and specificities) and probabilities of truly being in each prepregnancy BMI or GWG category conditional on one's self-reported category (analogous to positive and negative predictive values)., Results: There was a tendency toward under-reporting prepregnancy BMI. Self-report misclassified 32% (95% confidence interval [CI] = 19%, 48%) of those in LEAP with truly overweight and 13% (5%, 27%) with obesity into a lower BMI category. Self-report correctly predicted the truth for 72% (55%, 84%) with self-reported overweight to 100% (90%, 100%) with self-reported obesity. For GWG, both under- and over-reporting were common; self-report misclassified 32% (15%, 55%) with truly low GWG as having moderate GWG and 50% (28%, 72%) with truly high GWG as moderate or low GWG. Self-report correctly predicted the truth for 45% (25%, 67%) with self-reported high GWG to 85% (76%, 91%) with self-reported moderate GWG. Misclassification of BMI and GWG varied across maternal characteristics., Conclusion: Findings can be used in quantitative bias analyses to estimate bias-adjusted associations with prepregnancy BMI and GWG., Competing Interests: The authors report no conflicts of interest., (Copyright © 2024 Wolters Kluwer Health, Inc. All rights reserved.)

Cognitive gerontology research requires consideration of performance as well as perceptions of performance. While subjective memory is positively associated with memory performance, these correlations typically are modest in magnitude, leading to the need to consider whether certain people may show weaker or stronger linkages between performance and perceptions. The current study leveraged personality (NEO Big Five), memory performance (i.e., word recall), and perceptions of memory ability (i.e., metamemory in adulthood and memory decline) data from the St. Louis Personality and Aging Network (SPAN) study ( n  = 774, mean age: 71.52 years). Extraversion and conscientiousness held the most consistent associations with the cognitive variables of interest, as both traits were positively associated with metamemory and word recall, but negatively associated with subjective decline. Moreover, extraversion moderated associations between word recall and both memory capacity and complaints, insofar that objective-subjective associations were weaker for those adults higher in extraversion. These findings highlight the need to understand how personality influences the sources of information employed for subjective cognitive beliefs.

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.

Despite the fact that attention undergoes protracted development, little is known about how it may support memory refinements in childhood and adolescence. Here, we asked whether people differentially focus their attention on semantic or perceptual information over development during memory retrieval. First, we trained a multivoxel classifier to characterize whole-brain neural patterns reflecting semantic versus perceptual attention in a cued attention task. We then used this classifier to quantify how attention varied in a separate dataset in which children, adolescents, and adults retrieved autobiographical, semantic, and episodic memories. All age groups demonstrated a semantic attentional bias during memory retrieval, with significant age differences in this bias during the semantic task. Trials began with a preparatory picture cue followed by a retrieval question, which allowed us to ask whether attentional biases varied by trial period. Adults showed a semantic bias earlier during the picture cues, whereas adolescents showed this bias during the question. Adults and adolescents also engaged different brain regions-superior parietal cortex and ventral visual regions, respectively-during preparatory picture cues. Our results demonstrate that retrieval-related attention undergoes refinement beyond childhood. These findings suggest that alongside expanding semantic knowledge, attention-related changes may support the maturation of factual knowledge retrieval., Competing Interests: Declaration of competing interest The authors declare no competing financial interests., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Background: Healthy eating habits at a young age are crucial to support growth and development and good general health. In this context, monitoring youth dietary intakes adequately with valid tools is important to develop efficient interventions and identify groups that are more at risk of inadequate intakes. This study aimed to assess the relative validity of the self-administered web-based 24-h dietary recall (R24W) for evaluating energy and nutrient intakes among active adolescents., Methods: Participants were invited to complete one interviewer-administered 24-h dietary dietary recall and the R24W on up to three occasions within one month. A total of 272 French-speaking active adolescents aged 12 to 17 years from the province of Québec were invited to complete three R24W and one interview-administered 24-h recall. Student's t-test and correlations were conducted on sex-adjusted data. Percent differences, cross-classification (percentage of agreement), weighted Kappa and Bland-Altman plots were calculated., Results: Mean (SD) energy intake from the R24W was 8.8% higher than from the interview-administered 24-h dietary recall (2558 kcal ± 1128 vs. 2444 kcal ± 998, p < 0.05). Significant differences in mean nutrient intake between the R24W and the interview-administered 24-h dietary recall ranged from 6.5% for % E from fat (p < 0.05) to 25.2% for saturated fat (p < 0.001), i.e., higher values with R24W. Sex-adjusted correlations were significant for all nutrients except for % E from proteins and thiamin (range: 0.24 to 0.52, p < 0.01). Cross-classification demonstrated that 36.6% of the participants were classified in the same fourth with both methods, 39.6% in the adjacent fourth, and 5.7% misclassified. Bland-Atman plots revealed proportional bias between the two methods for 7/25 nutrients. Completing at least two recalls with the R24W increased the precision of intake estimates., Conclusion: These data suggest that the R24W presents an acceptable relative validity compared to a standard interview-administered 24-h recall for estimating energy and most nutrients in a cohort of French-speaking adolescents from the province of Québec., (© 2024. Crown.)

Background: Rheumatoid arthritis (RA) patients often encounter psychological challenges due to chronic pain, fatigue, side effects of medications, and disability. This study examines the relationship between autobiographical narratives and recollection patterns in RA patients. We investigated how different recall strategies for positive life events affect the emotional processing of negative episodes. We hypothesized that vividly recalling positive life events provides psychological resources that support a more intense emotional elaboration of stressful memories, allowing individuals to delve deeper into negative life experiences. Additionally, we explored the impact of these perspectives on self-reported well-being and physical health, proposing that re-living positive events improves overall well-being., Methods: We collected and analyzed high-point and low-point life-story episodes from 60 RA patients (85% female; age mean 61 ± 11 years; range 37-79) using episodic narrative interviews and the Narrative Categorical Content Analysis algorithm (NarrCat). Participants were categorized into 2 clusters based on their temporal perspective during high-point episodes: 25 used a Retrospective viewpoint, while 35 employed a Re-experiencing strategy. Depression and anxiety were assessed with the Hospital Anxiety and Depression Scale (HADS), and functioning was measured using the Health Assessment Questionnaire (HAQ)., Results: The Re-experiencing group, which was more likely to articulate their high-point episode in vivid and real-time narrative, used more psychological perspectives (U(58) = 223, p < 0.01) and showed heightened emotional frequency (U(58) = 280, p < 0.05; positive: U(58) = 328, p < 0.05; negative: U(58) = 278, p < 0.05) in low-point episodes. No significant difference emerged between the two groups regarding psychological state (anxiety, depressive symptoms) and physical impairment., Conclusions: Vividly recalling positive events may facilitate a deeper exploration of negative memories. The Re-experiencing group showed increased positive emotions during low points, suggesting better emotion regulation. However, no significant association was found between recalling strategies, psychological state, and physical impairment. This indicates that further research is needed to determine whether re-experiencing positive life events is adaptive or maladaptive.

A growing body of research suggests that an episodic specificity induction (ESI), that is, training in recalled details of a (recent) past event, impacts performance on subsequent tasks that require episodic retrieval processes. The constructive episodic simulation hypothesis (Schacter and Addis, 2007) posits that various tasks which require, at least partially, episodic retrieval processes rely on a single, flexible episodic memory system. As such, a specificity induction activates that episodic memory system and improves subsequent performance on tasks that require use of that memory system. The present quantitative review analyzed the literature demonstrating that the Episodic Specificity Induction (ESI) improves performance on subsequence cognitive tasks that require (at least partial) episodic retrieval processes. Twenty-three studies met criteria for measuring the impact of ESI, compared to a non-specificity control induction(s), on subsequent tasks requiring edpisodic retrieval, including memory, imagination, problem solving, divergent thinking. The results of this review demonstrate a strong, positive effect of ESI on episodic memory, imagination, divergent thinking, and problem-solving tasks., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

This study aimed to assess whether brief recall of methamphetamine (MA) memory, when combined with ketamine (KE) treatment, may prevent stress-primed MA memory reinstatement. Combining 3-min recall and KE facilitated MA memory extinction and resistance to subsequent stress-primed reinstatement. Such combination also produced glutamate metabotropic receptor 5 (mGluR5) upregulation in animals' medial prefrontal cortex (mPFC) γ-amino-butyric acid (GABA) neuron. Accordingly, chemogenetic methods were employed to bi-directionally modulate mPFC GABA activity. Following brief recall and KE-produced MA memory extinction, intra-mPFC mDlx-Gi-coupled-human-muscarinic-receptor 4 (hM4Di)-infused mice receiving compound 21 (C21) treatment showed eminent stress-primed reinstatement, while their GABA mGluR5 expression seemed to be unaltered. Intra-mPFC mDlx-Gq-coupled-human-muscarinic-receptor 3 (hM3Dq)-infused mice undergoing C21 treatment displayed MA memory extinction and resistance to stress-provoked reinstatement. These results suggest that combining a brief recall and KE treatment and exciting mPFC GABA neuron may facilitate MA memory extinction and resistance to stress-primed recall. mPFC GABA neuronal activity plays a role in mediating brief recall/KE-produced effects on curbing the stress-provoked MA seeking., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Author(s). Published by Elsevier B.V. All rights reserved.)

Even partly consolidated memories can be forgotten given sufficient time, but the brain activity associated with durability of episodic memory at different time scales remains unclear. Here, we aimed to identify brain activity associated with retrieval of partly consolidated episodic memories that continued to be remembered in the future. Forty-nine younger (20 to 38 years; 25 females) and 43 older adults (60 to 80 years, 25 females) were scanned with functional magnetic resonance imaging during associative memory retrieval 12 h post-encoding. Twelve hours is sufficient to allow short-term synaptic consolidation as well as early post-encoding replay to initiate memory consolidation. Successful memory trials were classified into durable and transient source memories based on responses from a memory test ~6 d post-encoding. Results demonstrated that successful retrieval of future durable vs. transient memories was supported by increased activity in a medial prefrontal and ventral parietal area. Individual differences in activation as well as the subjective vividness of memories during encoding were positively related to individual differences in memory performance after 6 d. The results point to a unique and novel aspect of brain activity supporting long-term memory, in that activity during retrieval of memories even after 12 h of consolidation contains information about potential for long-term durability., (© The Author(s) 2024. Published by Oxford University Press.)

When reminded of an unpleasant experience, people often try to exclude the unwanted memory from awareness, a process known as retrieval suppression. Here we used multivariate decoding (MVPA) and representational similarity analyses on EEG data to track how suppression unfolds in time and to reveal its impact on item-specific cortical patterns. We presented reminders to aversive scenes and asked people to either suppress or to retrieve the scene. During suppression, mid-frontal theta power within the first 500 ms distinguished suppression from passive viewing of the reminder, indicating that suppression rapidly recruited control. During retrieval, we could discern EEG cortical patterns relating to individual memories-initially, based on theta-driven visual perception of the reminders (0 to 500 ms) and later, based on alpha-driven reinstatement of the aversive scene (500 to 3000 ms). Critically, suppressing retrieval weakened (during 360 to 600 ms) and eventually abolished item-specific cortical patterns, a robust effect that persisted until the reminder disappeared (780 to 3000 ms). Representational similarity analyses provided converging evidence that retrieval suppression weakened the representation of target scenes during the 500 to 3000 ms reinstatement window. Together, rapid top-down control during retrieval suppression abolished cortical patterns of individual memories, and precipitated later forgetting. These findings reveal a precise chronometry on the voluntary suppression of individual memories., (© The Author(s) 2024. Published by Oxford University Press.)

Humans perceive their personal memories as fundamentally true, and although memory is prone to inaccuracies, flagrant memory errors are rare. Some patients with damage to the ventromedial prefrontal cortex (vmPFC) recall and act upon patently erroneous memories (spontaneous confabulations). Clinical observations suggest these memories carry a strong sense of confidence, a function ascribed to vmPFC in studies of memory and decision making. However, most studies of the underlying mechanisms of memory overconfidence do not directly probe personal recollections and resort instead to laboratory-based tasks and contrived rating scales. We analyzed naturalistic word use of patients with focal vmPFC damage (N = 18) and matched healthy controls (N = 23) while they recalled autobiographical memories using the Linguistic Inquiry and Word Count (LIWC) method. We found that patients with spontaneous confabulation (N = 7) tended to over-use words related to the categories of 'certainty' and of 'swearwords' compared to both non-confabulating vmPFC patients (N = 11) and control participants. Certainty related expressions among confabulating patients were at normal levels during erroneous memories and were over-expressed during accurate memories, contrary to our predictions. We found no elevation in expressions of affect (positive or negative), temporality or drive as would be predicted by some models of confabulation. Thus, erroneous memories may be associated with subjectively lower certainty, but still exceed patients' report criterion because of a global proclivity for overconfidence. This may be compounded by disinhibition reflected by elevated use of swearwords. These findings demonstrate that analysis of naturalistic expressions of memory content can illuminate global meta-mnemonic contributions to memory accuracy complementing indirect laboratory-based correlates of behavior. Memory accuracy is the result of complex interactions among multiple meta-mnemonic processes such as monitoring, report criteria, and control processes which may be shared across decision-making domains., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

We examined whether proactive suppression can be applied on demand. A prompt cue indicated the to-be-ignored distractor color for each trial. Participants needed to use this cue to know which of two target shapes to respond to. To assess proactive suppression of the cued distractor color, we presented a probe letter recall task on a minority (25%) of the trials. A letter appeared inside each of the six shapes of the search array and participants recalled as many letters as they could. When the to-be-ignored color was fixed in Experiment 1, probe recall accuracy was lower for probe letters inside to-be-ignored-color distractors than target-color distractors, known as the probe suppression effect. However, when the prompted to-be-ignored color varied from trial to trial, the probe suppression effect disappeared, regardless of whether the prompt was a colored circle (Experiment 2) or a colored word (Experiment 3). Experiment 4 tested the search and destroy hypothesis by shortening the search display duration from 200 to 50 ms. No capture effect by the to-be-ignored color was evident, suggesting that participants did not first search for the to-be-ignored color, prior to suppressing it. We conclude that when rejection of a distractor color is required on demand, one cannot accomplish such suppression proactively but instead must deal with the distractor reactively, incurring a large cost in performance. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Taking a pretest before to-be-learned material is studied can improve long-term retention of the material relative to material that was initially only studied. Using weakly associated word pairs (Experiments 1 and 3), Swahili-German word pairs (Experiment 2), and prose passages (Experiment 4) as study material, the present study examined whether this pretesting effect is modulated in size when pretests are repeatedly administered during acquisition. All four experiments consistently showed the typical pretesting effect, with enhanced recall after a single guessing attempt relative to the study-only baseline. Critically, the pretesting effect increased in size when multiple guessing attempts were made during acquisition, regardless of whether the duration of the pretesting phase increased with the number of guesses (Experiments 1, 2, and 4) or was held constant (Experiment 3). The results of Experiment 4 also indicate that neither a single guessing attempt nor multiple guessing attempts easily induce the transfer of learning to previously studied but untested information. Together, the findings demonstrate that additional guesses can promote access to the pretested target material on the final test, suggesting that in educational contexts, extensive pretesting during acquisition may serve as an effective learning strategy. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Human memory consists of different underlying processes whose interaction can result in counterintuitive findings. One phenomenon that relies on various types of mnemonic processes is the repetition priming effect for unfamiliar target faces in familiarity decisions, which is highly variable and may even reverse. Here, we tested the hypothesis that this reversed priming effect may be due to a conflict between target fluency signals and episodic retrieval processes. After replicating the reverse priming effect, three different manipulations were effective in diminishing it. We suggest that each of these manipulations diminished the ambiguity regarding the source of priming-induced fluency of target processing. Our findings argue against a strictly independent view of different types of memory., (© 2024. The Author(s).)

We examined two theories of the mechanisms that enable error correction via corrective feedback. One theory focuses on enhancing the encoding of corrective feedback (corrective feedback-encoding facilitation account). The other is the recursive reminding theory, which considers memory integration between an initial event with error generation and a subsequent event involving correct answer feedback. The Japanese idiom pronunciation task was used in two experiments, in which it was manipulated whether the generated errors were visually presented, as well as corrective feedback. In an immediate retest after a five-minute retention interval, participants recalled their errors in the initial test and their correct answers. In addition, error trials fell into three ordinal confidence categories (low, medium, and high). First, a typical hypercorrection was replicated in which higher-confidence errors are more likely to be corrected. However, this was not observed when errors from the initial test were not recalled in the final test, which does not align with the corrective feedback-encoding facilitation account. The second issue was whether additional experience with the generated errors would enhance the error correction. Given the recursive reminding theory, the additional experience of errors should reinforce the mutual dependence between an error and the correct answer provided by feedback, improving cued recall performance later. This prediction is supported. The present findings suggest that the recursive reminding theory can explain the benefits of generating errors when learning through corrective feedback and can also be expanded to understand the hypercorrection effect., (© 2024. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.)

Researchers in cognitive and forensic psychology have long been interested in the impact of individual differences on eyewitness memory. The sex of the eyewitness is one such factor, with a body of research spanning over 50 years that has sought to determine if and how eyewitness memory differs between males and females. This research has significant implications across the criminal justice system, particularly in the context of gendered issues such as sexual assault. However, the findings have been inconsistent, and there is still a lack of consensus across the literature. A scoping review and analysis of the literature was performed to examine the available evidence regarding whether sex differences in eyewitness memory exist, what explanations have been proposed for any differences found, and how this research has been conducted. Through a strategic search of seven databases, 22 relevant articles were found and reviewed. Results demonstrated that despite the mixed nature of the methodologies and findings, the research suggests that neither males nor females have superior performance in the total amount of accurate information reported, but rather that females may have better memory for person-related details while males may perform better for details related to the surrounding environment. There was also consistent evidence for the own-gender bias. There was some consensus that differences in selective attention between males and females may underlie these sex differences in eyewitness memory. However, none of the studies directly tested this suggested attentional factor, and thus future research is needed to investigate this using a more systematic and empirical approach., (© 2023. The Author(s).)

Many models of choice assume that people retrieve memories of past experiences and use them to guide evaluation and choice. In this paper, we examine whether samples of recalled past experiences do indeed underpin our evaluations of options. We showed participants sequences of numerical values and asked them to recall as many of those values as possible and also to state how much they would be willing to pay for another draw from the sequence. Using Bayesian mixed effects modeling, we predicted participants' evaluation of the sequences at the group level from either the average of the values they recalled or the average of the values they saw. Contrary to the predictions of recall-based models, people's evaluations appear to be sensitive to information beyond what was actually recalled. Moreover, we did not find consistent evidence that memory for specific items is sufficient to predict evaluation of sequences. We discuss the implications for sampling models of memory and decision-making and alternative explanations., (© 2023. The Author(s).)

Collaborative memory research has focused primarily on the effects of collaboration at recall with collaboration during encoding receiving less attention. In the present study, collaboration was investigated both at encoding and at retrieval to determine its effects and possible interactions. The aim was to clarify whether the collaborative inhibition effect depended on whether the encoding was with the same or with a different partner. A total of 320 participants (160 Italian and 160 Spanish undergraduate students) were administered a modified version of the collaborative memory paradigm with a new categorization task of verbal affective stimuli at encoding. Specifically, they were asked to classify 90 printed words into 6 categories, so as to have 15 words in each category and then did two recall tasks. Participants were assigned to one of five possible conditions according to encoding (collaborative, individual) and recall (collaborative with the same partner, with another partner, and individual). Results show a collaborative encoding deficit and the classic collaborative inhibition effect independently of whether the encoding was collaborative or individual and even in a collaborative recall group that showed a degree of recall output organization comparable to that of the individual recall group. These results are not wholly consistent with a retrieval disruption explanation and are discussed according to divided attention during collaborative recall and how it may contribute to the collaborative inhibition effect., (© 2024. The Author(s).)

Older adults have even greater difficulty learning name-face associations than young adults, although many variables reflecting properties of the names have been shown to affect young and older adults' name learning similarly. Older adults' name-face association learning was compared for names with high-frequency (HF) first syllables versus names with low-frequency (LF) first syllables. Twenty-eight adults ages 65 to 80 learned five names with HF first syllables and five names with LF first syllables in association with 10 new faces over repeated testing rounds with feedback. Participants learned more name-face associations when the names had HF first syllables than LF first syllables. Findings indicate that older adults benefit from increased frequency of phonological segments within a word on a task other than word retrieval and are consistent with a theoretical framework that accounts for learning new name-face associations, the effects of linguistic properties of the names, and ageing., (© 2024 British Psychological Society.)

In task switching, response repetitions (RRs) usually yield performance benefits as compared to response switches, but only when the task also repeats. When the task switches, RR benefits vanish or even turn into costs, yielding an interaction between repeating versus switching the task and the response (the RR effect). Different theoretical accounts for this RR effect exist, but, in the present study, we specifically tested a prediction derived from binding and retrieval accounts. These maintain that repeating the task retrieves the previous-trial response, thus causing RR benefits. Retrieval is possible due to the task-response binding formed in the previous trial. We employed a task-switching paradigm with three response options that allowed us to differentiate error types. Across two experiments (N = 46 and N = 107) we showed that response-repetition errors in response-switch trials were more likely in task repetitions than in task switches, supporting the notion that the previous response is retrieved by the repeating task, despite being wrong. Such a finding is in line with binding and retrieval accounts but cannot be easily accommodated by the competing theoretical accounts. Thus, the present study indicates task-response binding as an important mechanism underlying RR benefits in task repetitions., (© 2023. The Author(s).)

Older adults tend to describe experiences from their past with fewer episodic details, such as spatiotemporal and contextually specific information, but more nonepisodic details, particularly personal semantic knowledge, than younger adults. While the reduction in episodic details is interpreted in the context of episodic memory decline typical of aging, interpreting the increased production of semantic details is not as straightforward. We modified the widely used Autobiographical Interview (AI) to create a Semantic Autobiographical Interview (SAI) that explicitly targets personal (P-SAI) and general semantic memories (G-SAI) with the aim of better understanding the production of semantic information in aging depending on instructional manipulation. Overall, older adults produced a lower proportion of target details than young adults. There was an intra-individual consistency in the production of target details in the AI and P-SAI, suggesting a trait level in the production of personal target details or consistency in the narrative style and communicative goals adopted across interviews. Older adults consistently produced autobiographical facts and self-knowledge across interviews, suggesting that they are biased toward the production of personal semantic information regardless of instructions. These results cannot be easily accommodated by accounts of aging and memory emphasizing reduced cognitive control or compensation for episodic memory impairment. Nevertheless, future work is needed to fully disentangle between these accounts. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Changes in context influence the way we form and structure memories. Yet, little is known about how qualitatively different types of context switches shape memory organization. The current experiments characterize how different features of context change influence the structure and organization of free recall. Participants completed a context switching paradigm in which we manipulated the rate of switches and prior experience with the contexts participants were switching between (repeated vs. novel). We measured free-recall performance and determined the extent to which participants organized items by the order in which they were encoded or the type of context with which they were originally presented. Across two experiments, we found and replicated that rapidly switching to novel, but not repeated contexts, impaired memory recall performance and biased memory towards a greater reliance on temporal information. Critically, we observed that these differences in performance may be due to distinctions in how participants organize their recalls when rapidly switching contexts. Results indicated that participants were less likely to only cluster their responses by the same context when the contexts were repeating at a high rate, as compared to when the contexts were novel. Overall, our findings support a model in which contextual familiarity rescues the costs associated with rapidly switching to new tasks or contexts., (© 2023. The Psychonomic Society, Inc.)

Objectives: This study aimed to investigate the cognitive functioning of formerly incarcerated older adults compared to their never-incarcerated counterparts, focusing on immediate and delayed verbal recall., Methods: Data are from 2,003 respondents who participated in the National Longitudinal Study of Adolescent to Adult Health-Parent Study (AHPS; ages 47-82, mean age 62). AHPS participants were administered word recall memory exercises to the parent respondent from the Rey Auditory-Verbal administered Learning Test, including (a) 90-s (immediate or short-term verbal memory), (b) 60-s recall tests (delayed or long-term verbal memory), and (c) combined word recall on the 90-s and 60-s tests., Results: Adjusting for control variables, respondents who reported prior incarceration had a lower rate of verbal recall on the combined word recall (incidence risk ratio [IRR] = 0.915, 95% confidence interval [CI] = 0.840, 0.997) and immediate word recall (IRR = 0.902, 95% CI = 0.817, 0.996). When restricting the sample to respondents over age 60, prior incarceration was associated with lower combined word recall (IRR = 0.847, 95% CI = 0.752, 0.954), immediate word recall (IRR = 0.857, 95% CI = 0.762, 0.963), and delayed word recall (IRR = 0.834, 95% CI = 0.713, 0.974)., Discussion: This study underscores the adverse impact of prior incarceration on cognitive functioning in the older adult population, emphasizing the need for targeted interventions and support for formerly incarcerated older adults. The results reinforce the importance of addressing the long-term consequences of incarceration, especially as individuals enter older adulthood., (© The Author(s) 2024. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For commercial re-use, please contact reprints@oup.com for reprints and translation rights for reprints. All other permissions can be obtained through our RightsLink service via the Permissions link on the article page on our site—for further information please contact journals.permissions@oup.com.)

After communicators have tuned a message about a target person's behaviors to their audience's attitude, their recall of the target's behaviors is often evaluatively consistent with their audience's attitude. This audience-congruent recall bias has been explained as the result of the communicators' creation of a shared reality with the audience, which helps communicators to achieve epistemic needs for confident judgments and knowledge. Drawing on the "Relevance Of A Representation" (ROAR) model of cognitive accessibility from motivational truth relevance, we argue that shared reality increases the accessibility of information consistent (vs. inconsistent) with the audience's attitude. We tested this prediction with a novel reaction time task in three experiments employing the saying-is-believing paradigm. Faster reactions to audience-consistent (vs. audience-inconsistent) information were found for trait information but not for behavioral information. Thus, an audience-congruent accessibility bias emerged at the level at which impressions and judgments of other persons are typically organized. Consistent with a shared-reality account, the audience-consistent accessibility bias correlated with experienced shared reality with the audience about the target person and with epistemic trust in the audience. These findings support the view that the creation of shared reality with an audience triggers a basic cognitive mechanism that facilitates the retrieval of audience-congruent (vs. audience-incongruent) trait information about a target person. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

We do not memorize items in our surroundings with equal priority. Previous literature has widely shown that emotional stimuli are better remembered than neutral stimuli. However, given emotional stimuli and neutral stimuli often differ in both valence and arousal dimensions, it remains unclear whether the enhancement effects can be attributed to valence, or just to arousal. Importantly, most prior studies relied on a relatively small number of stimuli and non-emotional factors such as word length, imageability and other confounds were hard to control. To address these challenges, we analyzed multiple large databases of recognition memory and free recall tasks from previous research by items with many lexical and semantic covariates included, examining the effects of valence or arousal when controlling for each other. Our results showed a U-shaped relationship between valence and memory performance for both recognition and free recall, and a linear relationship between arousal and memory performance for both tasks. These findings showed that the memory enhancement effects can be attributed to both valence and arousal. We demonstrated these effects with generalizability across many stimuli and controlled for non-emotional factors. Together, these findings disentangle the contribution of valence and arousal in emotional memory enhancement effects and provide insights for current major theories of emotional memory., Competing Interests: Declaration of competing interest The authors have no conflict of interests., (Copyright © 2024. Published by Elsevier B.V.)

We report the first evidence that the gist mechanism of fuzzy-trace theory and the associative mechanism of activation monitoring theory operate in parallel, in the recall version of the Deese/Roediger/McDermott illusion. In three experiments, we implemented a new methodology that allows their respective empirical indexes, gist strength (GS) and backward associative strength (BAS), to each be manipulated while the other is held constant. In Experiment 1, increasing GS increased false recall of missing words, but increasing BAS did not. In Experiments 2 and 3, however, increasing GS and increasing BAS both increased recall of missing words, and those effects were independent and additive. In all three experiments, GS and BAS affected true recall of list words in qualitatively different ways: (a) Increasing GS always improved true recall, regardless of whether BAS was high or low, but (b) increasing BAS impaired true recall when GS was high and improved true recall when GS was low. To pinpoint the retrieval loci of the two variables' effects, we analyzed the data of all experiments with the dual-retrieval model. Those analyses showed that the variables' respective effects were due to different retrieval processes. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Background: Effective learning strategies are crucial to the development of academic skills and information retention, especially in post secondary education where increasingly complex subjects are explored. Active recall-based strategies have been identified as particularly effective for long-term learning. This systematic review investigates the effectiveness of various active recall-based learning strategies for improving academic performance and self-efficacy in higher education students., Methods: A systematic review of peer-reviewed articles was conducted with a priori criteria by searching PubMed, ScienceDirect, JSTOR, PsycInfo, and Web of Science databases. Search results were screened/extracted and reconciled by two independent authors with the use of a piloted screening tool. Included studies were assessed for quality and risk of bias using the GRADE Quality Assessment Tool for Quantitative Studies. Three overarching study strategies were extracted for further investigation including flashcards, practice testing or retrieval practice, and concept mapping. Within each category, three additional unique search strings were searched, screened, and extracted. A qualitative analysis of the studies was provided., Results: Among the appraised articles, flashcards were found to be popular and correlated with higher GPA and test scores. Self-testing, retrieval practice, and concept mapping were also effective but under-utilized. Concept mapping was found to boost student confidence., Conclusion: Active recall strategies exhibit promise for effective learning and additional research in these developing field can support academic pursuits., Competing Interests: Declaration of competing interest The authors have no conflicts to declare., (Copyright © 2024 Elsevier B.V. All rights reserved.)

Exposure to misleading information after witnessing an event can impair future memory reports about the event. This pervasive form of memory distortion, termed the misinformation effect, can be significantly reduced if individuals are warned about the reliability of post-event information before exposure to misleading information. The present fMRI study investigated whether such prewarnings improve subsequent memory accuracy by influencing encoding-related neural activity during exposure to misinformation. We employed a repeated retrieval misinformation paradigm in which participants watched a crime video (Witnessed Event), completed an initial test of memory, listened to a post-event auditory narrative that contained consistent, neutral, and misleading details (Post-Event Information), and then completed a final test of memory. At the behavioral level, participants who were given a prewarning before the Post-Event Information were less susceptible to misinformation on the final memory test compared with participants who were not given a warning (Karanian et al., Proceedings of the National Academy of Sciences of the United States of America, 117, 22771-22779, 2020). This protection from misinformation was accompanied by greater activity in frontal regions associated with source encoding (lateral PFC) and conflict detection (ACC) during misleading trials as well as a more global reduction in activity in auditory cortex and semantic processing regions (left inferior frontal gyrus) across all trials (consistent, neutral, misleading) of the Post-Event Information narrative. Importantly, the strength of these warning-related activity modulations was associated with better protection from misinformation on the final memory test (improved memory accuracy on misleading trials). Together, these results suggest that warnings modulate encoding-related neural activity during exposure to misinformation to improve memory accuracy., (© 2024. This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply.)

Over the last two decades, awe has attracted the attention of an increasing number of researchers. The use of virtual reality has been identified as one of the most effective techniques for eliciting awe, in addition to more personalized methods for inducing emotion, such as autobiographical recall. However, previous measures of awe were unable to uncover the hidden structure of this experience. Awe experience scale (AWE-S) has been validated as a comprehensive measure of contingent awe in English, providing new opportunities for analysis. In this two-phases study, we investigated whether the latent structure of the experience of awe evoked by the autobiographical recall technique (Study 1) overlapped with that induced by exposing participants to a validated virtual reality awe-eliciting training (Study 2). The original English AWE-S structure held both in autobiographical recall induction and virtual reality-based elicitation. Despite evidence of overlap between English and Italian structures, low correlations were found between Italian trait measures used to test the concurrent validity of the AWE-S in the Italian sample and AWE-S state dimensions. This study highlights cultural differences in awe experience, trait, and state variations, and provides new insights into the standardized induction of this emotion through simulated environments., (© 2024. The Author(s).)

Declarative memory retrieval is thought to involve reinstatement of neuronal activity patterns elicited and encoded during a prior learning episode. Furthermore, it is suggested that two mechanisms operate during reinstatement, dependent on task demands: individual memory items can be reactivated simultaneously as a clustered occurrence or, alternatively, replayed sequentially as temporally separate instances. In the current study, participants learned associations between images that were embedded in a directed graph network and retained this information over a brief 8 min consolidation period. During a subsequent cued recall session, participants retrieved the learned information while undergoing magnetoencephalographic recording. Using a trained stimulus decoder, we found evidence for clustered reactivation of learned material. Reactivation strength of individual items during clustered reactivation decreased as a function of increasing graph distance, an ordering present solely for successful retrieval but not for retrieval failure. In line with previous research, we found evidence that sequential replay was dependent on retrieval performance and was most evident in low performers. The results provide evidence for distinct performance-dependent retrieval mechanisms, with graded clustered reactivation emerging as a plausible mechanism to search within abstract cognitive maps., Competing Interests: SK, JN, MG, ÇG, AM, PK, RD, SG, GF No competing interests declared, (© 2023, Kern et al.)