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A pattern of delayed offset of childhood amnesia in Asian cultures has been attributed to the influence of the collectivist orientation of these cultures. To explore the generality of this finding, black and white American students were compared in two studies. A culture x gender interaction was observed in both studies; black women were approximately 11-16 months older at the time of their first memory than were black men, white women, and white men. In the second study, analyses of memory content indicated that black women were least likely to report personal experiences and most likely to report experiences from family or wider social contexts. Overall, black participants rated their memories as more vivid, but there were culture x gender interactions for ratings of emotional intensity and coherence. We consider multiple influences on age at first memory, including distal influences, gender themes in self-construal, and proximal influences on search criteria. doi: 10.3758/MC.38.6.785

Testing spatial memory within the same environment used for learning produces interference between one's immediate representation of current position and the to-be-retrieved position. In a series of 3 experiments, we show that 'current position' and its influence on memory pereormance can be driven by conceptual factors in an ambiguous testing situation. First, we demonstrate that simple instructions about the testing conditions--'you are in the space' versus 'imagine the space'--determined whether a participant showed interference from current position, reflecting the effect of one's conceived position in space on long-term memory retrieval. In addition, we show that when instructions motivate this use of current position under ambiguous conditions, the position assumed is defined by the last known position rather than the learning position. We account for these results by suggesting that current models of spatial memory need to incorporate both the perceptual and conceptual testing environment, malleable versus stable features, and the interaction of current position with long-term memory. Keywords: spatial cognition, spatial memory, updating, memory representation DOI: 10.1037/a0018713

In 8 recognition experiments, we investigated the production effect--the fact that producing a word aloud during study, relative to simply reading a word silently, improves explicit memory. Experiments 1, 2, and 3 showed the effect to be restricted to within-subject, mixed-list designs in which some individual words are spoken aloud at study. Because the effect was not evident when the same repeated manual or vocal overt response was made to some words (Experiment 4), producing a subset of studied words appears to provide additional unique and discriminative information for those words--they become distinctive. This interpretation is supported by observing a production effect in Experiment 5, in which some words were mouthed (i.e., articulated without speaking); in Experiment 6, in which the materials were pronounceable nonwords; and even in Experiment 7, in which the already robust generation effect was incremented by production. Experiment 8 incorporated a semantic judgment and showed that the production effect was not due to 'lazy reading' of the words studied silently. The distinctiveness that accrues to the records of produced items at the time of study is useful at the time of test for discriminating these produced items from other items. The production effect represents a simple but quite powerful mechanism for improving memory for selected information. Keywords: memory, encoding, production, generation, distinctiveness DOI: 10.1037/a0018785

In order to gain insight into the nature of human spatial representations, the current study examined how those representations are affected by blind rotation. Evidence was sought on the possibility that whereas certain environmental aspects may be updated independently of one another, other aspects may be grouped (or chunked) together and updated as a unit. Participants learned the locations of an array of objects around them in a room, then were blindfolded and underwent a succession of passive, whole-body rotations. After each rotation, participants pointed to remembered target locations. Targets were located more precisely relative to each other if they were (a) separated by smaller angular distances, (b) contained within the same regularly configured arrangement, or (c) corresponded to parts of a common object. A hypothesis is presented describing the roles played by egocentric and allocentric information within the spatial updating system. Results are interpreted in terms of an existing neural systems model, elaborating the model's conceptualization of how parietal (egocentric) and medial temporal (allocentric) representations interact. Keywords: spatial memory, spatial updating, egocentric, allocentric, chunking DOI: 10.1037/a0017528

Humans routinely encode and retrieve experiences in interactive, collaborative contexts. Yet much of what we know about human memory comes from research on individuals working in isolation. Some recent research has examined collaboration during retrieval, but not much is known about how collaboration during encoding affects memory. We examined this issue. Participants created episodes by elaborating on study materials alone or collaboratively, and they later performed a cued-recall task alone, with the study partner, or with a different partner (Experiment 1). Collaborative encoding impaired recall. This counterintuitive outcome was found for both individual and group recall, even when the same partners collaborated across encoding and retrieval. This impairment was significantly reduced, but persisted, when the encoding instructions encouraged free-flowing collaboration (Experiment 2). Thus, the collaborative-encoding deficit is robust in nature and likely occurs because collaborative encoding produces less effective cues for later retrieval. doi: 10.3758/MC.38.3.255

Episodic future thinking is a projection of the self into the future to mentally preexperience an event. Previous work has shown striking similarities between autobiographical memory and episodic future thinking in response to various experimental manipulations. This has nurtured the idea of a shared neurocognitive system underlying both processes. Here, undergraduates generated autobiographical memories and future event representations in response to cue words and requests for important events and rated their characteristics. Important and word-cued events differed markedly on almost all measures. Past, as compared with future, events were rated as more sensorially vivid and less relevant to life story and identity. However, in contrast to previous work, these main effects were qualified by a number of interactions, suggesting important functional differences between the two temporal directions. For both temporal directions, sensory imagery dropped, whereas self-narrative importance and reference to normative cultural life script events increased with increasing temporal distance. doi: 10.3758/MC.38.3.265

Traditional accounts of memory development suggest that maturation of prefrontal cortex (PFC) enables efficient metamemory, which enhances memory. An alternative theory is described, in which changes in early memory and metamemory are mediated by representational changes, independent of PFC maturation. In a pilot study and Experiment 1, younger children failed to recognize previously presented pictures, yet the children could identify the context in which they occurred, suggesting these failures resulted from inefficient metamemory. Older children seldom exhibited such failure. Experiment 2 established that this was not due to retrieval-time recoding. Experiment 3 suggested that young children's representation of a picture's attributes explained their metamemory failure. Experiment 4 demonstrated that metamemory is age-invariant when representational quality is controlled: When stimuli were equivalently represented, age differences in memory and metamemory declined. These findings do not support the traditional view that as children develop, neural maturation permits more efficient monitoring, which leads to improved memory. These findings support a theory based on developmental-representational synthesis, in which constraints on metamemory are independent of neurological development; representational features drive early memory to a greater extent than previously acknowledged, suggesting that neural maturation has been overimputed as a source of early metamemory and memory failure. Keywords: memory development, metamemory, PFC, binding, representation DOI: 10.1037/a0019067

An implementation intention encoding, one that specifies the concrete situation that is appropriate for initiating an intended action and links that situational cue to the intended action, has been shown to improve prospective memory. One proposed mechanism is that implementation intentions create automatized prospective remembering. This view anticipates that implementation intentions should prevent prospective memory decline in highly cognitively demanding situations. Contrary to this expectation, although implementation intention encoding enhanced prospective memory (Experiments 1 and 2), implementation-intention encoding did not buffer against significant prospective memory decline in high-cognitive-demand conditions (Experiments 1-3), and in Experiment 3, implementation intention encoding produced lower levels of prospective memory performance than did behavioral practice in the high-cognitive-demand situation. We suggest that although implementation intentions may stimulate a strong associative encoding (between an anticipated environmental cue and an intended action), that encoding does not support a completely automatized prospective memory response. doi: 10.3758/MC.38.2.221

Several studies have shown that people's memory for location can be influenced by categorical information. According to a model proposed by Huttenlocher, Hedges, and Duncan (1991), people estimate location by combining fine-grained item-level information in memory with category-level information. When the fine-grained information is inexact, category-level information is given greater weight, which leads to biased responses. We manipulated the distribution of locations presented in order to alter the usefulness of category information, and we manipulated background texture in order to alter accuracy of fine-grained memory. The distributional information reduced bias without altering overall accuracy of responding, whereas the background texture manipulation affected accuracy without changing bias. Our results suggest that category information may weigh in only when it is actively processed. doi: 10.3758/MC.38.2.154

People are more accurate at recognizing faces from their own ethnic group than at recognizing faces from other ethnic groups. This other-ethnicity effect (OEE) in recognition may be produced by a deficit in recollective memory for other-ethnicity faces. In a single study, White and Black participants saw White and Black faces presented within several different visual contexts. The participants were then given an old/new recognition task. Old responses were followed by remember--know--guess judgments and context judgments. Own-ethnicity faces were recognized more accurately, were given more remember responses, and produced more accurate context judgments than did other-ethnicity faces. These results are discussed in a dual-process framework, and implications for eyewitness memory are considered. doi: 10.3758/MC.38.2.134

Does familiarity arise from direct access to memory representations (a mnemonic account) or from inferences and diagnostic cues (an attributional account)? These theoretically distinct explanations can be difficult to distinguish in practice, as is shown by the positivity effect, the increase in feelings of familiarity that accompanies positive emotion. Experiment I manipulated mnemonic and attributional sources of positivity via word valence and physical expressions of emotion, respectively. Both sources influenced the tendency to call items old, but receiver-operating characteristic analysis revealed a change in accuracy only with the mnemonic source. To further contrast the mnemonic and attributional accounts, Experiment 2 varied the ratio of positive to neutral words. A higher proportion of positive words exaggerated the pattern of increased old judgments and decreased accuracy for positive words, relative to neutral ones, consistent with the mnemonic account but inconsistent with the attributional account. doi: 10.3758/MC.38.2.142

The contributions of verbal, visual, and spatial working memory to written language production were investigated. Participants composed definitions for nouns while concurrently performing a task which required updating, storing, and retrieving information coded either verbally, visually, or spatially. The present study extended past findings by showing the linguistic encoding of planned conceptual content makes its largest demand on verbal working memory for both low and high frequency nouns. Kellogg, Olive, and Piolat in 2007 found that concrete nouns place substantial demands on visual working memory when imaging the nouns' referents during planning, whereas abstract nouns make no demand. The current study further showed that this pattern was not an artifact of visual working memory being sensitive to manipulation of just any lexical property of the noun prompts. In contrast to past results, writing made a small but detectible demand on spatial working memory. DOI 10.2466/PMS.110.1.229-244

Studies have consistently shown a spatial memory bias such that a target location is remembered toward the prototypical location of the region to which the target belongs, indicating a blending between the target's specific information and the generic information of its region. The authors investigated whether people retain a veridical representation of a target location after a delay by determining the locus of the blending (during encoding, delay, or retrieval). To examine accessibility to the original target location, they used a recognition task, which is less demanding than the traditional reproduction procedure. The results showed that participants were able to recognize the original position of a target over their own biased recalled position after both a short (1,500 ms) and a longer (5,000 ms) delay. These findings reveal that spatial memories can be undistorted despite distorted recall responses. Results are discussed in terms of J. Huttenlocher, L. V. Hedges, and S. Duncan's (1991) category adjustment model. Keywords: spatial memory, category-adjustment model, category bias, spatial memory bias, spatial cognition DOI: 10.1037/a0016377

In the present study, the authors offer a window onto the mechanisms that drive the Hebb repetition effect through the analysis of eye movement and recall performance. In a spatial serial recall task in which sequences of dots are to be remembered in order, when one particular series is repeated every 4 trials, memory performance markedly improves over repetitions. This is known as the Hebb repetition effect. Eye movement recorded during the presentation of the to-be-remembered (TBR) information revealed that for the repeated sequence, participants fixated the location of the next TBR location before the actual presentation of the dot. The extent to which a TBR location was anticipated increased over repetition and occurred only for post-initial positions of the repeated sequence. Eye movement-based rehearsal activity was related to recall performance but not to sequence learning. The findings provide further evidence of anticipatory behavior in sequence learning and place key constraints on modeling the Hebb repetition effect. Keywords: serial memory, Hebb repetition effect, sequence learning, eye movement, anticipation DOI: 10.1037/a0016566

Although education is consistently related to better cognitive performance, findings on the relationship between education and age-associated cognitive change have been conflicting. Using measures of multiple cognitive domains from four waves of the Asset and Health Dynamics of the Oldest Old study, a representative sample of Americans aged 70 years and older, the authors performed growth curve modeling to examine the relationships between education, initial cognitive score, and the rate of decline in cognitive function. More years of education were linked to better initial performance on each of the cognitive tests, and higher levels of education were linked to slower decline in mental status. However, more education was unrelated to the rate of decline in working memory, and education was associated with somewhat faster cognitive decline on measures of verbal memory. These findings highlight the role of early-life experiences not only in long-term cognitive performance but also in old-age cognitive trajectories. Keywords: education; socioeconomic status; cognition; memory; growth curve modeling

Classroom exams can assess students' knowledge of only a subset of the material taught in a course. What are the implications of this approach for long-term retention? Three experiments (N = 210) examined how taking an initial test affects later memory for prose materials not initially tested. Experiment 1 shows that testing enhanced recall 24 hr later for the initially nontested material. This facilitation was not seen for participants given additional study opportunities without initial testing. Experiment 2 extends this facilitative effect to a within-subjects design. Experiment 3 demonstrates that this facilitation can be modulated by conscious strategies. These results have implications for educational practice and the theoretical developments of the testing effect, associative memory, and retrieval inhibition. Keywords: memory, testing effect, semantic priming, retrieval-induced forgetting, education

Adults of 24-86 years of age read positive or negative information about aging and memory prior to a memory test. Adults in their 60s weak effects consistent with the operation of stereotype threat, whereas middle-aged adults exhibited a contrast effect in memory performance, suggestive of stereotype lift.

Vulnerability to emotional disorders is thought to lie in memory representations (e.g. negative self-schemas) that are activated by triggering events and maintain negative mood. There has been considerable uncertainty about how the influence of these representations can be altered, prompted in part by the development of new metacognitive therapies. This article reviews research suggesting there are multiple memories involving the self that compete to be retrieved. It is proposed that CBT does not directly modify negative information in memory, but produces changes in the relative activation of positive and negative representations such that the positive ones are assisted to win the retrieval competition. This account is related to the treatment of common symptoms typical of emotional disorders, such as phobic reactions, rumination, and intrusive images and memories. It is shown to provide a parsimonious set of principles that have the potential to unify traditional and more modern variants of CBT. Keywords: CBT; Treatment; Memory; Retrieval: Intrusion: Rumination

After tuning to an audience, communicators' own memories for the topic often reflect the biased view expressed in their messages. Three studies examined explanations for this bias. Memories for a target person were biased when feedback signaled the audience's successful identification of the target but not after failed identification (Experiment 1). Whereas communicators tuning to an in-group audience exhibited the bias, communicators tuning to an out-group audience did not (Experiment 2). These differences did not depend on communicators' mood but were mediated by communicators' trust in their audience's judgment about other people (Experiments 2 and 3). Message and memory were more closely associated for high than for low trusters. Apparently, audience-tuning effects depend on the communicators' experience of a shared reality. Keywords: communication, audience tuning, memory, shared reality

An eyetracking study testing D. L. Medin and M. M. Schaffer's (1978) 5-4 category structure was conducted. Over 30 studies have shown that the exemplar-based generalized context model (GCM) usually provides a better quantitative account of 5-4 learning data as compared with the prototype model. However, J. D. Smith and J. P. Minda (2000) argued that the GCM is a psychologically implausible account of 5-4 learning because it implies suboptimal attention weights. To test this claim, the authors recorded undergraduates eye movements while the students learned the 5-4 category structure. Eye fixations matched the attention weights estimated by the GCM but not those of the prototype model. This result confirms that the GCM is a realistic model of the processes involved in learning the 5-4 structure and that learners do not always optimize attention, as commonly supposed. The conditions under which learners are likely to optimize attention during category learning are discussed. Keywords: categorization, eyetrackmg, prototype models, exemplar models

Switch costs in task switching are commonly attributed to an executive control process of task-set reconfiguration, particularly in studies involving the explicit task-cuing procedure. The authors propose an alternative account of explicitly cued performance that is based on 2 mechanisms: priming of cue encoding from residual activation of cues in short-term memory and compound cue retrieval of responses from long-term memory. Their short-term priming account explains the repeated cue encoding benefit, switch cost, reduction in switch cost with preparation time, and other effects. The authors develop a mathematical model of their priming account and fit it to data from 3 experiments, demonstrating that a set of basic psychological processes can produce several effects--including putative switch costs--without switching tasks. Keywords: task switching, switch cost, priming, compound cue retrieval

An experiment was performed to investigate the effects of practice and spacing on retention of Japanese-English vocabulary paired associates. The relative benefit of spacing increased with increased practice and with longer retention intervals. Data were fitted with an activation-based memory model, which proposes that each time an item is practiced it receives an increment of strength but that these increments decay as a power function of time. The rate of decay for each presentation depended on the activation at the time of the presentation. This mechanism limits long-term benefits from further practice at higher levels of activation and produces the spacing effect and its observed interactions with practice and retention interval. The model was compared with another model of the spacing effect (Raaijmakers, 2003) and was fit to some results from the literature on spacing and memory. Keywords: Spacing effect; Distributed practice; Memory; Forgetting; Practice; Mathematical modeling

Divided attention at encoding leads to a significant decline in memory performance, whereas divided attention during retrieval has relatively little effect: nevertheless, retrieval carries significant secondary task costs, especially for older adults. The authors further investigated the effects of divided attention in younger and older adults by using a cued-recall task and by measuring retrieval accuracy, retrieval latency, and the temporal distribution of attentional costs at encoding and retrieval. An age-related memory deficit was reduced by pair relatedness, whereas strategy instructions benefited both age groups equally. Attentional costs were greater for retrieval than for encoding, especially for older adults. These findings are interpreted in light of notions of an age-related associative deficit (M. Naveh-Benjamin. 2000) and age-related differences in the use of self-initiated activities and environmental support (F. I. M. Craik. 1983, 1986).

In 3 experiments the author investigated the relationship between the online visual representation of natural scenes and long-term visual memory. In a change detection task, a target object either changed or remained the same from an initial image of a natural scene to a test image. Two types of changes were possible: rotation in depth, or replacement by another object from the same basic-level category. Change detection during online scene viewing was compared with change detection after delay of 1 trial (Experiments 2A and 2B) until the end of the study session (Experiment 1) or 24 hr (Experiment 3). There was little or no decline in change detection performance from online viewing to a delay of 1 trial or delay until the end of the session, and change detection remained well above chance after 24 hr. These results demonstrate that long-term memory for visual detail in a scene is robust.

This study examined the role of stimulus characteristics in a visuospatial order reconstruction task in which participants were required to recall the order of sequences of spatial locations. The complexity of the to-be-remembered sequences, as measured by path crossing, path length, and angles, was found to affect serial memory, in terms of both recall accuracy and response times. The results demonstrate that not all sequences are remembered equally and that spatial characteristics of the sequences constitute an important variable in the understanding of visuospatial serial memory. More important, the data suggest that spatial path represents transitional information and that, as is the case in verbal serial memory, transitional information is of critical importance in serial memory.

According to current psychological models of deduction, people can draw inferences on the basis of information that they receive from different sources at different times. In 3 reading-comprehension experiments, the authors demonstrated that premises that appear far apart in a text (distant) are not accessed and are therefore not used as a basis for logical inferences (Experiment 1), unless the premises are reinstated by a contextual cue (Experiment 2). In Experiment 3, the authors investigated whether these deductions are then integrated into the reader's situation model of the text. The results are interpreted in terms of a collaboration between memory-based text processing and higher level schema-driven logical reasoning.

The present study examines controlled and automatic uses of memory in clinically depressed patients by applying the Process Dissociation Procedure developed by Jacoby (1991) to a stem completion memory task with short and long retention intervals. The results show that the contribution of controlled processes is lower in depressed patients than in controls, especially for the longest retention interval, whereas the contribution of automatic processes is equivalent in both groups and unaffected by the length of the retention interval. These findings are discussed in a cognitive control framework. Keywords: Depression; Controlled processes; Retention interval length; Process dissociation procedure

Previous research found that adults who participated in a mock debate often later reported having made a point that they had not. In an extension of that study, the present research not only replicated that finding but also investigated the possibility that such errors were the result of the subjects having been induced into intending to make the unmade point. Specifically, the present results show that the occurrence of the inducing stimulus probably did produce such intentions and that the stimulus was also important to the production of subsequent memory errors. Finally, it is argued that the latter errors are most parsimoniously understood as being caused by distorted memories of the intentions demonstrated by the former result.

Event-based prospective memory cues are environmental stimuli that are associated with a previously established intention to perform an activity. Such cues traditionally have been placed in materials that receive focal attention during an ongoing activity. This article reports a direct comparison of event-based cues that occurred either within the focus of attention or at the periphery of such attention. When the cue occurred outside focal attention, manipulating that cue changed event-based prospective memory. The identical manipulation had no effect on event-based responding if the cue occurred within focal attention. These results suggest that cue characteristics can compensate for attention being directed away from an aspect of an ongoing task that contains event-based prospective memory cues.

The role of environmental markers in memory performance among centenarians was examined in a study comparing non-cognitive factors to various aspects of memory performance. The centenarian group participating in the study consisted of 100 individuals (82 females and 18 males). Selected as non-cognitive factors were Quality of Life, Life-Habits, Health, Personality, and Autonomy. These factors were later compared to memory performance in short-term memory, semantic memory, and episodic memory. Using a structural equation model, results showed that performance in short-term memory was best predicted by life-habits and personality, while performance in semantic and episodic memory were best predicted by autonomy and life-habits. Implementation of the result from a life-span perspective includes a closer monitoring of environmental markers in the future. In effect, this could preserve memory function and optimum health through old age, thus making interventions easier to realize.

The authors address agreements and disagreements with the M. J. Kane, D. Z. Hambrick, and A. R. A. Conway (2005) and K. Oberauer, R. Schulze, O. Wilhelm, and H.-M. Suss (2005) commentaries on P. L. Ackerman, M. E. Beier, and M. O. Boyle (2005). They discuss the following issues: (a) the relationship between working memory (WM) and general intelligence (g), (b) the reanalyses included in the comments, (c) the use of a fixed-effects model versus a random-effects model for the meta-analysis, (d) the use of structural equation modeling analyses and structural coefficients as equivocal evidence for the relationship between WM and intelligence, and (e) the problem of confirmation bias in research on WM. Although the authors disagree with their commentators about the magnitude of the relationship between WM and g, in the final analysis it appears that all concerned parties agree that WM and intelligence are different constructs.

What is the source of interference on a memory test following study of a list containing different types of pairs? Many current models predict that pairs and singles of all types will jointly interfere and therefore harm memory. Such list length effects have often been observed for lists of a single-item type (e.g., a list of words). Here, we examine interference for lists containing multiple types of pairs (e.g., word-word, face-face, word-face). In three experiments, we manipulate the number of each type on the study fist. In associative recognition, discrimination fell as the number of pairs of the same type rose, but the number of pairs of other types had little effect. That is, we found a list length effect within, but not between, classes of stimuli. We highlight the importance of representation and propose alternatives to current model representations that can predict such findings.

T. Ribot's (1881) law of retrograde amnesia states that brain damage impairs recently formed memories to a greater extent than older memories, which is generally taken to imply that memories need time to consolidate. A. Jost's (1897) law of forgetting states that if 2 memories are of the same strength but different ages, the older will decay more slowly than the younger. The main theoretical implication of this venerable law has never been worked out, but it may be the same as that implied by Ribot's law. A consolidation interpretation of Jost's law implies an interference theory of forgetting that is altogether different from the cue-overload view that has dominated thinking in the field of psychology for decades.

Abstract: While we are using Alexander's work as a beginning point for this analysis of corrective emotional experience in the therapeutic process, we extend the concept beyond the level of [...]

The effect of domain knowledge on students' memory for vocabulary terms was investigated. Participants were 142 college students (94 education majors and 48 business majors). The measure of domain knowledge was the number of courses completed in the major. Students recalled three different lists (control, education, and business) of 20 words. Knowledge effects were estimated controlling for academic aptitude, academic achievement, and general memory ability. Domain-specific knowledge consistently predicted recall, above and beyond the effect of these control variables. Moreover, nonlinear models better represented the relation between knowledge and memory, with very similar functions predicting recall in both knowledge domains. Specifically, early in the majors more classes corresponded with increased memory performance, but a plateau period, when more classes did not result in higher recall, was evident for both majors. Longitudinal research is needed to explore at what point in learning novices' performance begins to resemble experts' performance.