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Retention Interval (retention + interval)
Selected AbstractsChildren's memory for the duration of a paediatric consultationAPPLIED COGNITIVE PSYCHOLOGY, Issue 4 2010William J. Friedman To learn about children's ability to estimate the duration of an event many days after it occurred, 6,12-year-old children were asked to judge the amount of time (range 5,45,minutes) they spent in the treatment room as part of a paediatric visit. Judgements were made 1,week or 1,month after the visit occurred. Children showed an average error of about 13,minutes. Retention interval did not significantly affect estimates. Other judgements of the length of the interview itself (mean length 8,minutes) provided what may be the first data on children's ability to make immediate retrospective duration estimates. The results also include information about children's capacity to judge how long ago they visited the clinic. Copyright © 2009 John Wiley & Sons, Ltd. [source] Nefazodone in out-patient treatment of inhaled cocaine dependence: a randomized double-blind placebo-controlled trialADDICTION, Issue 4 2005Sonia Regina Lambert Passos ABSTRACT Aims To assess the efficacy of oral nefazodone in the treatment of cocaine dependence. Design A 10-week randomized double-blind clinical trial was performed. Methods All 210 subjects fulfilled Diagnostic and Statistical Manual version IV (DSM-IV) criteria for cocaine dependence and were assigned randomly to 300 mg/day of oral nefazodone (N) or placebo (P). Self-reported drug use, retention interval in treatment, adherence to prescription and depressive symptoms were assessed by the Hamilton scale. Findings Abstinence from cocaine for 3 weeks or more was achieved by 49.5% (N) and 45.7% (P) (P = 0.58), but 16.2% (N) and 22.9% (P) used other drugs during abstinence. The average interval to resumption of drug use was 33.9 days (N) and 36.1 days (P). Adverse effects were reported by 45.8% (N) and 29.5% (P) (P = 0.01). Treatment for these events was needed more often in N (24.0%) than in P (9.5%) (P < 0.02). Conclusions These results do not support the indication of nefazodone for out-patient treatment of inhaled cocaine dependence with or without other associated drug dependence diagnoses. [source] Oscillatory activity in parietal and dorsolateral prefrontal cortex during retention in visual short-term memory: Additive effects of spatial attention and memory loadHUMAN BRAIN MAPPING, Issue 10 2009Stéphan Grimault Abstract We used whole-head magnetoencephalography to study the representation of objects in visual short-term memory (VSTM) in the human brain. Subjects remembered the location and color of either two or four colored disks that were encoded from the left or right visual field (equal number of distractors in the other visual hemifield). The data were analyzed using time-frequency methods, which enabled us to discover a strong oscillatory activity in the 8,15 Hz band during the retention interval. The study of the alpha power variation revealed two types of responses, in different brain regions. The first was a decrease in alpha power in parietal cortex, contralateral to the stimuli, with no load effect. The second was an increase of alpha power in parietal and lateral prefrontal cortex, as memory load increased, but without interaction with the hemifield of the encoded stimuli. The absence of interaction between side of encoded stimuli and memory load suggests that these effects reflect distinct underlying mechanisms. A novel method to localize the neural generators of load-related oscillatory activity was devised, using cortically-constrained distributed source-localization methods. Some activations were found in the inferior intraparietal sulcus (IPS) and intraoccipital sulcus (IOS). Importantly, strong oscillatory activity was also found in dorsolateral prefrontal cortex (DLPFC). Alpha oscillatory activity in DLPFC was synchronized with the activity in parietal regions, suggesting that VSTM functions in the human brain may be implemented via a network that includes bilateral DLPFC and bilateral IOS/IPS as key nodes. Hum Brain Mapp, 2009. © 2009 Wiley-Liss, Inc. [source] The Effect of Learning Experiences and Context on Infant Imitation and GeneralizationINFANCY, Issue 6 2008Emily J. H. Jones Over the first years of life, infants gradually develop the ability to retrieve their memories across cue and contextual changes. Whereas maturational factors drive some of these developments in memory ability, experiences occurring within the learning event may also impact infants' ability to retrieve memories in new situations. In 2 experiments we examined whether it was possible to facilitate 12-month-old infants' generalization of learning in the deferred imitation paradigm by varying experiences before or during the demonstration session, or during the retention interval. In Experiment 1, altering the length, timing, or variability of training had no impact on generalization; infants showed a low, but consistent level of memory retrieval. In Experiment 2, infants who experienced a unique context for encoding and retrieval exhibited generalization; infants who experienced the context prior to the demonstration session, or during the retention interval, did not. Specificity is a robust feature of infant memory and is not substantially altered by encoding experiences in an observational learning paradigm. Previous history with a learning environment can, however, impact the flexibility of memory retrieval. [source] Does weak reading comprehension reflect an integration deficit?JOURNAL OF RESEARCH IN READING, Issue 2 2006Alice L. R. Spooner Seven- and eight-year-old skilled and less-skilled comprehenders were compared on a sentence recognition task in two conditions varying in memory load and retention interval. Integration of story information during comprehension was indexed by inflated recognition errors of foils that had been constructed by integrating information across original story sentences. Skilled comprehenders exhibited more accurate memory for sentences than less-skilled comprehenders. However, the groups did not differ in the degree to which they integrated information with minimal memory demand, or in their tendency to integrate information and retain the integrated representations with increased memory demand. These results were interpreted as evidence that integration deficits do not lie at the root of reading comprehension difficulties in mainstream children. [source] ERP/CSD indices of impaired verbal working memory subprocesses in schizophreniaPSYCHOPHYSIOLOGY, Issue 3 2006Jürgen Kayser Abstract To disentangle subprocesses of verbal working memory deficits in schizophrenia, long EEG epochs (>10 s) were recorded from 13 patients and 17 healthy adults during a visual word serial position test. ERP generator patterns were summarized by temporal PCA from reference-free current source density (CSD) waveforms to sharpen 31-channel topographies. Patients showed poorer performance and reduced left inferior parietotemporal P3 source. Build-up of mid-frontal negative slow wave (SW) in controls during item encoding, integration, and active maintenance was absent in patients, whereas a sustained mid-frontal SW sink during the retention interval was comparable across groups. Mid-frontal SW sinks (encoding and retention periods) and posterior SW sinks and sources (encoding only) were related to performance in controls only. Data suggest disturbed processes in a frontal-parietotemporal network in schizophrenia, affecting encoding and early item storage. [source] Contextual fear-potentiated startle conditioning in humans: Replication and extensionPSYCHOPHYSIOLOGY, Issue 3 2001Rezvan Ameli Contextual fear conditioning was examined using the startle reflex in two groups of participants over two sessions separated by 1/2 h. The conditioned stimulus (CS) was paired (paired group) or not (unpaired group) with an unpleasant shock during conditioning. The paired group showed conditioning to the CS that was well retained over the retention interval. Session 1 intertrial interval startles,a measure of contextual conditioning,were greater in the unpaired compared to the paired group. Context conditioning was retained in Session 2 and was present before the shock electrodes were attached. Self-rating of state anxiety, arousal, and pleasure indicated differential changes in mood from Session 1 to Session 2 in the two groups, with the unpaired group showing relatively greater negative affects compared to the paired group. These results indicate that unpredictable shocks lead to greater context conditioning as measured by startle and self-reports. [source] False memories for a robbery in young and older adultsAPPLIED COGNITIVE PSYCHOLOGY, Issue 2 2009Alaitz Aizpurua The aim of the present study was to analyse memory performance in young and older adults based on a robbery scenario. The study examined free recall and the recognition of actions, people and details, as well as the Remember/Know/Guess judgements that accompanied recognition. Recognition was evaluated both immediately and 1 week later, although performance was not affected by the retention interval. In the free recall task, the older adults remembered less information than the younger adults but we found no differences between the two with regard to errors. Participants accepted more false actions, thus achieving higher recognition accuracy for people and details. They also categorized false alarms for actions more often as remember than as know or guess judgements. This pattern of results was more pronounced in the older adults, suggesting that aging is an important factor in false memories for events. Copyright © 2008 John Wiley & Sons, Ltd. [source] Children's dietary recalls from three validation studies: types of intrusion vary with retention intervalAPPLIED COGNITIVE PSYCHOLOGY, Issue 8 2008Suzanne Domel Baxter Using previously collected data of fourth-grade children observed eating school meals and then interviewed, we categorized intrusions (food items reported but not observed eaten) as stretches (on the child's tray) or confabulations (not on the child's tray). We investigated intrusions, confabulations, and stretches and the role of liking, at different retention intervals (morning interviews about the previous day's intake; evening interviews about that day's intake) and under different reporting- order prompts (forward; reverse). As retention interval between consumption and report increased, the likelihood (1) increased that reported items were intrusions, that reported items were confabulations and that intrusions were confabulations; and (2) was constant that reported items were stretches. Results concerning reporting-order prompts were inconclusive. Liking ratings were higher for matches (reports of items observed eaten) than stretches, for confabulations than stretches, and for matches than omissions (unreported items observed eaten), but did not vary by retention interval or reporting-order prompts. Copyright © 2007 John Wiley & Sons, Ltd. [source] Earwitnesses: effects of accent, retention and telephoneAPPLIED COGNITIVE PSYCHOLOGY, Issue 2 2006José H. Kerstholt An experiment was conducted to investigate the effects of accent, telephone and a relatively long retention interval (3 or 8 weeks) on speaker identification. Three-hundred and sixty participants heard the target's voice and were asked to identify the target by means of a line-up consisting of 6 voices. Half of the participants were given a target-present line-up and the other half a target-absent line-up. The results showed that 24% of participants correctly identified the target in the target-present condition (hits), whereas 50% of participants incorrectly identified a person as the target in the target-absent condition (false alarms). The speaker with the standard-accented voice was more often correctly recognized than the speaker with the non-standard-accented voice. No difference was found between identification accuracy after one, three or eight weeks and between the telephone and non-telephone conditions. It can be concluded that there is a relatively high probability that an innocent defendant is identified as the perpetrator, even in a procedurally correct voice line-up (in this experiment 8%). Furthermore, reliability may be drastically reduced when the perpetrator has a strong accent, unfamiliar to the listener. On the other hand, reliability of a voice line-up seems not to be affected by a presentation over the telephone, as well as by a retention interval of at least 8 weeks. Copyright © 2006 John Wiley & Sons, Ltd. [source] How schemas affect eyewitness memory over repeated retrieval attemptsAPPLIED COGNITIVE PSYCHOLOGY, Issue 7 2003Michelle Rae Tuckey After observing a crime eyewitnesses are typically interviewed many times over an extended period of time. We examined how schema for a crime influenced the types of information eyewitnesses remembered and forgot across multiple interviews. People's schema for a bank robbery were identified, and recall of schema-consistent, schema-inconsistent and schema-irrelevant information was extracted from eyewitness interviews conducted in two experiments which manipulated retention interval (3 days,12 weeks) and number of interviews (2,4). Consistent with fuzzy-trace and associative network theories, schemas preserved accuracy for information central to the crime (schema-consistent and inconsistent) at the expense of schema-irrelevant information. Schema-consistent intrusions did not increase across interviews. Copyright © 2003 John Wiley & Sons, Ltd. [source] Children's memory of recurring events: is the first event always the best remembered?APPLIED COGNITIVE PSYCHOLOGY, Issue 2 2003Martine B. Powell Three experiments were conducted to examine the effect of age (4,5 and 6,8 years) and retention interval on children's ability to remember separate occurrences of a repeated event that varied in terms of content (items, dialog, etc.) Experiment 1 explored children's ability to recall the first versus last occurrence of a series of six events, at either one week or six weeks delay. Experiments 2 and 3 explored children's ability to identify the position of items in terms of their order of presentation within the series across two retention intervals. Overall, the results revealed clear age differences in children's performance. In general, the 6- to 8-year-old children performed better on all tasks than the 4- to 5-year-old children. Further, the older children showed relatively good memory of the first and last items compared to the middle items, although the last items were more likely to be forgotten or misplaced in the sequencing tasks over time than the first items. For the younger children, the patterns of results were sometimes but not always consistent with that of the older children. The relevance and generalisability of these findings to the legal setting are discussed as well as directions for future research. Copyright © 2002 John Wiley & Sons, Ltd. [source] Very long-term recall and recognition of well-learned materialAPPLIED COGNITIVE PSYCHOLOGY, Issue 3 2002Tony Noice Three experiments examined very long-term verbatim memory (from 4 months to 28 years) for lengthy, complex material. Experiments 1 and 2 found that recall (12 and 20 months after the material was last accessed) was at or near ceiling for many participants, and was significantly higher than free-choice recognition, with recognition failure for recallable words (RF) being observed. The magnitude of the effect corresponded to that predicted by the Tulving,Wiseman (1975) function. Experiment 3 found that recall was at or near ceiling for 3 years, then declined dramatically as the retention interval increased. However, given equal amounts of context as retrieval cues, forced-choice recognition remained relatively strong for as long as 28 years. These findings provide evidence of long-term memory for exact details of complex discourse far in excess of previous demonstrations, and, under certain circumstances, extend the RF phenomenon to lengthy, well-learned texts over long retention intervals. Copyright © 2002 John Wiley & Sons, Ltd. [source] The Effect of Prior Practice on Memory Reactivation and GeneralizationCHILD DEVELOPMENT, Issue 6 2003Harlene Hayne Three experiments examined the effect of practice on memory performance by 18-month-old infants. Infants were tested using an imitation paradigm; an adult demonstrated a series of actions with objects and infants were given the opportunity to reproduce those actions following a delay. Some infants practiced the target actions before the retention interval (practice) and some did not (no practice). In Experiment 1, a reminder treatment alleviated forgetting by infants who practiced but failed to alleviate forgetting by infants who did not practice. In Experiments 2A and 2B, infants who practiced generalized to novel test stimuli after a 24-hr delay, whereas infants without practice did not. Results suggest practice influences the accessibility and generality of infants' memories. [source] Practice and Forgetting Effects on Vocabulary Memory: An Activation-Based Model of the Spacing EffectCOGNITIVE SCIENCE - A MULTIDISCIPLINARY JOURNAL, Issue 4 2005Philip I. Pavlik Jr. Abstract 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. [source] The effects of ongoing activity on time estimation in prospective rememberingAPPLIED COGNITIVE PSYCHOLOGY, Issue 6 2010Miranda Occhionero Two experiments examined whether time-based prospective memory performance is influenced by the continuous or discontinuous nature of an ongoing activity. The first experiment demonstrated that prospective memory performance was not influenced by the engagement in continuous or discontinuous ongoing activity. The second experiment demonstrated that a discontinuous ongoing activity negatively affected prospective memory performance when participants had to execute two time-based tasks for which the retention intervals partially overlapped. The results suggest that when individuals are engaged in multiple time-based tasks, a general timing disruption occurs, with a proactive interference effect resulting in costs that are detrimental to prospective timing. Copyright © 2009 John Wiley & Sons, Ltd. [source] Children's dietary recalls from three validation studies: types of intrusion vary with retention intervalAPPLIED COGNITIVE PSYCHOLOGY, Issue 8 2008Suzanne Domel Baxter Using previously collected data of fourth-grade children observed eating school meals and then interviewed, we categorized intrusions (food items reported but not observed eaten) as stretches (on the child's tray) or confabulations (not on the child's tray). We investigated intrusions, confabulations, and stretches and the role of liking, at different retention intervals (morning interviews about the previous day's intake; evening interviews about that day's intake) and under different reporting- order prompts (forward; reverse). As retention interval between consumption and report increased, the likelihood (1) increased that reported items were intrusions, that reported items were confabulations and that intrusions were confabulations; and (2) was constant that reported items were stretches. Results concerning reporting-order prompts were inconclusive. Liking ratings were higher for matches (reports of items observed eaten) than stretches, for confabulations than stretches, and for matches than omissions (unreported items observed eaten), but did not vary by retention interval or reporting-order prompts. Copyright © 2007 John Wiley & Sons, Ltd. [source] Children's memory of recurring events: is the first event always the best remembered?APPLIED COGNITIVE PSYCHOLOGY, Issue 2 2003Martine B. Powell Three experiments were conducted to examine the effect of age (4,5 and 6,8 years) and retention interval on children's ability to remember separate occurrences of a repeated event that varied in terms of content (items, dialog, etc.) Experiment 1 explored children's ability to recall the first versus last occurrence of a series of six events, at either one week or six weeks delay. Experiments 2 and 3 explored children's ability to identify the position of items in terms of their order of presentation within the series across two retention intervals. Overall, the results revealed clear age differences in children's performance. In general, the 6- to 8-year-old children performed better on all tasks than the 4- to 5-year-old children. Further, the older children showed relatively good memory of the first and last items compared to the middle items, although the last items were more likely to be forgotten or misplaced in the sequencing tasks over time than the first items. For the younger children, the patterns of results were sometimes but not always consistent with that of the older children. The relevance and generalisability of these findings to the legal setting are discussed as well as directions for future research. Copyright © 2002 John Wiley & Sons, Ltd. [source] Very long-term recall and recognition of well-learned materialAPPLIED COGNITIVE PSYCHOLOGY, Issue 3 2002Tony Noice Three experiments examined very long-term verbatim memory (from 4 months to 28 years) for lengthy, complex material. Experiments 1 and 2 found that recall (12 and 20 months after the material was last accessed) was at or near ceiling for many participants, and was significantly higher than free-choice recognition, with recognition failure for recallable words (RF) being observed. The magnitude of the effect corresponded to that predicted by the Tulving,Wiseman (1975) function. Experiment 3 found that recall was at or near ceiling for 3 years, then declined dramatically as the retention interval increased. However, given equal amounts of context as retrieval cues, forced-choice recognition remained relatively strong for as long as 28 years. These findings provide evidence of long-term memory for exact details of complex discourse far in excess of previous demonstrations, and, under certain circumstances, extend the RF phenomenon to lengthy, well-learned texts over long retention intervals. Copyright © 2002 John Wiley & Sons, Ltd. [source] Practice and Forgetting Effects on Vocabulary Memory: An Activation-Based Model of the Spacing EffectCOGNITIVE SCIENCE - A MULTIDISCIPLINARY JOURNAL, Issue 4 2005Philip I. Pavlik Jr. Abstract 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. [source] | ||||||||||||||||