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Recall Performance (recall + performance)
Selected AbstractsGenerality with specificity: the dynamic field theory generalizes across tasks and time scalesDEVELOPMENTAL SCIENCE, Issue 4 2008Vanessa R. Simmering A central goal in cognitive and developmental science is to develop models of behavior that can generalize across both tasks and development while maintaining a commitment to detailed behavioral prediction. This paper presents tests of one such model, the Dynamic Field Theory (DFT). The DFT was originally proposed to capture delay-dependent biases in spatial recall and developmental changes in spatial recall performance. More recently, the theory was generalized to adults' performance in a second spatial working memory task, position discrimination. Here we use the theory to predict a specific, complex developmental pattern in position discrimination. Data with 3- to 6-year-old children and adults confirm these predictions, demonstrating that the DFT achieves generality across tasks and time scales, as well as the specificity necessary to generate novel, falsifiable predictions. [source] Neural correlates of the spacing effect in explicit verbal semantic encoding support the deficient-processing theoryHUMAN BRAIN MAPPING, Issue 4 2010Daniel E. Callan Abstract Spaced presentations of to-be-learned items during encoding leads to superior long-term retention over massed presentations. Despite over a century of research, the psychological and neural basis of this spacing effect however is still under investigation. To test the hypotheses that the spacing effect results either from reduction in encoding-related verbal maintenance rehearsal in massed relative to spaced presentations (deficient processing hypothesis) or from greater encoding-related elaborative rehearsal of relational information in spaced relative to massed presentations (encoding variability hypothesis), we designed a vocabulary learning experiment in which subjects encoded paired-associates, each composed of a known word paired with a novel word, in both spaced and massed conditions during functional magnetic resonance imaging. As expected, recall performance in delayed cued-recall tests was significantly better for spaced over massed conditions. Analysis of brain activity during encoding revealed that the left frontal operculum, known to be involved in encoding via verbal maintenance rehearsal, was associated with greater performance-related increased activity in the spaced relative to massed condition. Consistent with the deficient processing hypothesis, a significant decrease in activity with subsequent episodes of presentation was found in the frontal operculum for the massed but not the spaced condition. Our results suggest that the spacing effect is mediated by activity in the frontal operculum, presumably by encoding-related increased verbal maintenance rehearsal, which facilitates binding of phonological and word level verbal information for transfer into long-term memory. Hum Brain Mapp, 2010. © 2009 Wiley-Liss, Inc. [source] Verbal memory performance improved via an acute administration of D -amphetamineHUMAN PSYCHOPHARMACOLOGY: CLINICAL AND EXPERIMENTAL, Issue 5 2007Inge Zeeuws Abstract Background An improved long-term retention of verbal memory was observed after an acute D -amphetamine administration. It was proposed that D -amphetamine modulates consolidation, but a possible drug effect on retrieval could not be rejected. Objectives We want to provide additional support for the consolidation hypothesis, and investigate whether an influence on intervening retrieval can be refuted. Methods Thirty-six male paid volunteers participated in a double blind, counterbalanced, placebo-controlled design in which the number of intermediate free recall tests was manipulated. Results A significant D -amphetamine facilitation effect on recall performance emerged 1 h and 1 day after list learning. In line with the consolidation hypothesis, no effect was found on immediate tests. Importantly, the number of intermediate retrievals did not affect the magnitude of the drug effect, suggesting that the D -amphetamine facilitation effect is independent of retrieval. Conclusion The D -amphetamine facilitation effect on verbal memory does not involve a modulation of the initial encoding or short-term memory (STM) processes. Moreover, the drug does not enhance long-term retention by acting on intervening retrieval processes. The current findings are in line with the conjecture of an involvement of the consolidation process in the D -amphetamine facilitation effect on verbal memory in healthy humans. Copyright © 2007 John Wiley & Sons, Ltd. [source] Depression, cognitive reserve and memory performance in older adultsINTERNATIONAL JOURNAL OF GERIATRIC PSYCHIATRY, Issue 7 2010Mike Murphy Abstract Objectives The purpose of this research study was to examine the relationship between education and leisure, as markers of cognitive reserve, depressive symptoms and memory performance in a sample of cognitively normal Irish older adults. Methods A cross-sectional survey style design was employed to gather data. A sample of 121 older adults in the Cork area was recruited through publicly advertising for volunteers. Only those volunteers who obtained a score of greater than 23 on the MMSE, and were not taking antidepressant or anxiolytic medications, were included. Data from 99 participants were included in the analysis. Results Controlling for age and gender, depressive symptoms were found to be associated with poorer immediate recall performance, while greater than 12 years of education was positively associated with delayed recall and savings. Leisure did not emerge as being associated with any of the dimensions of memory assessed. Conclusions Depressive symptoms emerged as associated with immediate recall, even though few of the participants met the cut-off for caseness. This may indicate a need for intervention in cases of subclinical depression with associated memory complaints. The association between education level and both delayed recall and savings provides support for the cognitive reserve hypothesis, and may suggest useful non-pharmacological approaches to memory deficits in later life. Copyright © 2009 John Wiley & Sons, Ltd. [source] The role of visual imagery in the enhanced cognitive interview: guided questioning techniques and individual differences,,JOURNAL OF INVESTIGATIVE PSYCHOLOGY AND OFFENDER PROFILING, Issue 1 2004Michael R. Davis Abstract The cognitive interview utilises mnemonics and other techniques to facilitate obtaining information from victims and witnesses. Research has indicated superior recall to standard police interviews. However, there has been minimal research regarding the role of individual differences. One area that has generated spirited theoretical debate is imagery ability, as guided imagery questioning is an important part of the enhanced cognitive interview. Imagery is also arguably an integral part of several mnemonics employed in the technique. The present study investigated the role of individual differences in imagery ability, as well as the effect of explicit instructions to image, on recall performance. Participants completed the Vividness of Visual Imagery Questionnaire (VVIQ), witnessed a film of a simulated crime, and were interviewed using the cognitive interview or a structured interview. While recall in the cognitive interview was superior, VVIQ scores had little relationship with recall of information. Further, recall elicited by guided imagery differed only minimally from that obtained using standard questioning in the structured interview. These results suggested that the relaxation and rapport building common to questioning in both interview conditions may evoke spontaneous imagery that is comparable to explicit instructions to image, regardless of individuals' inherent imagery ability. Future directions are discussed, including research focused on individual differences and a practical emphasis on context reinstatement and social facilitative techniques. Copyright © 2004 John Wiley & Sons, Ltd. [source] Effects of incentive on working memory capacity: Behavioral and pupillometric dataPSYCHOPHYSIOLOGY, Issue 1 2008Richard P. Heitz Abstract We evaluated the hypothesis that individual differences in working memory capacity are explained by variation in mental effort, persons with low capacity exerting less effort than persons with high capacity. Groups previously rated high and low in working memory capacity performed the reading span task under three levels of incentive. The effort hypothesis holds that low span subjects exert less effort during task performance than do high spans. Subjects' pupil sizes were recorded online during task performance as a measure of mental effort. Both recall performance and pupil diameter were found to be increased under incentives, but were additive with span (incentives increased performance and pupil diameter equivalently for both span groups). Contrary to the effort hypothesis, task-evoked pupillary responses indicated that if anything, low span subjects exert more effort than do high spans. [source] Effects of advance organizers, mental models and abilities on task and recall performance using a mobile phone networkAPPLIED COGNITIVE PSYCHOLOGY, Issue 9 2006Janice Langan-Fox Mobile phone usage is now at saturation point in most Western countries. The current research investigated the usability of services provided by a mobile phone network, specifically whether two different forms (text, graphic) of an advance organizer (AO) assisted novice users in applying information supplied in a manual. It was hypothesized that a graphic AO would facilitate the development of coherent mental models of the network to enhance task performance, and that lower ability groups in particular would benefit from AOs. Contrary to prediction, the text AO group outperformed both the graphic AO and control groups. Lower ability groups also benefited more from a text AO than a graphic AO. Copyright © 2006 John Wiley & Sons, Ltd. [source] Verbal memory in mania: effects of clinical state and task requirementsBIPOLAR DISORDERS, Issue 5 2003David E Fleck Objectives: Manic patients exhibit impaired verbal learning and memory, particularly following longstanding illness. However, it is unclear whether recognition and recall performance are differentially influenced by a manic mood state. Methods: To examine this issue, we administered the California Verbal Learning Test and symptom-rating scales to inpatients with pure or mixed mania, euthymic outpatients, and healthy comparison subjects. Results: An overall performance difference was identified between groups. Manic and euthymic patients performed more poorly than healthy subjects on recall. However, manic patients performed more poorly than euthymic patients and healthy subjects on recognition. Conclusions: These results suggest that verbal retrieval deficits are stable vulnerability indicators in bipolar disorder, whereas verbal encoding deficits are manic episode indicators. The known subcortical dysfunction in this disorder may produce stable retrieval deficits while acute mood symptoms attenuate encoding during affective episodes only. [source] | |||||||||||||