Cue familiarity but not target retrievability enhances feeling-of-knowing judgments.

Two hypotheses concerning people's ability to predict later memory performance for unrecalled items were investigated. The target retrievability hypothesis states that feeling-of-knowing judgments (FKJs) are based on partial target information, and the cue familiarity hypothesis asserts that they are based on recognition of the cues. In Exps 1 and 2, Ss either generated or read the targets of paired associates. Half of the cues had been primed in a pleasantness-rating task. The generation manipulation increased recall but had no effect on FKJs. Cue priming had no effect on recall but increased FKJs. In Exp 3, using general information questions primed after the initial recall attempt, both cue and target priming increased FKJs. Exp 4, which remedied difficulties in Exp 3, showed no effect of target priming, whereas cue priming increased FKJs. The results favor the cue familiarity hypothesis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age-related changes in the tip-of-the-tongue experience

The tip-of-the-tongue (TOT) experience was compared in younger and older adults, using picture and definition cues to elicit TOTs. Older adults (a) experienced more TOTs, (b) had less target word information available during the TOT, and (c) had more related words (blockers) come to mind during the TOT. There were no age differences in either the speed or likelihood of immediate resolution of the TOT. Picture and definition cues were equally likely to evoke TOTs, although picture cues elicited more interlopers. The idea that TOTs are more likely to be elicited by less common target words was not supported.     

Retrieval constraints and the mirror effect.

Six experiments tested the hypothesis that the mirror effect in recognition memory reflects a deliberate, postretrieval assessment of the test item's memorability. Both word frequency and concreteness were varied, and constraints at retrieval were manipulated in 2 ways: 3 experiments compared recognition tested either alone or while performing a secondary task, and 3 experiments used the response-signal method to control recognition processing time. Contrary to the hypothesis, the mirror effect was not eliminated or attenuated by either kind of retrieval constraint. Moreover, both retrieval manipulations induced mirror effects of their own. Current recognition-memory theories appear inadequate to explain the results. It is suggested that the mirror effect be related to the full range of patterns of hits and false alarms, and that these 2 measures routinely be supplemented by measures of discriminability and bias. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Tip-of-the-tongue states and lexical access in dementia

We induced tip-of-the-tongue (TOT) states in elderly participants with probable Alzheimer's disease (AD). We found that they experienced TOTs but, unlike control subjects, were unable to provide any information about the target word for which they were searching. The related words produced by the AD participants were almost all semantically related to the target, with very few phonological relatives. (Adults normally produce more phonological relatives than semantic.) We examine the relationship between the target and non-target words produced in terms of their syntactic category, frequency, and imageability. The results are discussed with regard to their implications for speech production models. We interpret the results in terms of a two-stage interactive account where the retrieval deficit in dementia lies between the semantic and lexical levels.     

Caffeine, Priming, and Tip of the Tongue: Evidence for Plasticity in the Phonological System.

A study was performed involving phonological priming and tip-of-the-tongue states (TOTs) in which participants took either 200 mg of caffeine or placebo. Results show a clear positive priming effect produced for the caffeine group when primed with phonologically related words. When primed with unrelated words, the caffeine subgroup produced a significant increase in the number of TOTs. This contrasting effect provides evidence that the positive priming of caffeine was not a result of caffeine's well-known alertness effects. For placebo, a significant negative effect occurred with the related-word priming condition. The results support the novel hypothesis that the blocking of A, adenosine receptors by caffeine induces an increased short-term plasticity effect within the phonological retrieval system. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Similarity and complementarity with the A-B scale in verbal conditioning.

Attempted to test the A-B "complementarity" hypothesis. It was predicted that dyadic groups composed of dissimilar A-B pairs would perform better than dyadic groups composed of similar pairs. 40 male undergraduates and 4 male senior-class Es were studied in a verbal conditioning task because of its long-established acceptance as a technique for the testing of interactional personality and therapy variables. In that paradigm, however, a "similarity" hypothesis has been suggested as a possible explanation of "therapeutic effectiveness." A-type Ss conditioned significantly better than B-type Ss regardless of any other factor. Bs decreased their use of the reinforced response class over trials to a degree that was almost significant. The present findings, although not supporting an interactional explanation, support studies that have shown A types to be more facile and active verbally, and to be more sensitive to social cues, than Bs. (15 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Memorability judgments for high- and low-frequency words

Five experiments were conducted in order to examine subjects' judgments of the memorability of high- (HF) and low-frequency (LF) words in the context of a recognition memory task. In Experiment 1, the subjects were provided study/test experience with a list of HF and LF words prior to making memorability judgments for a new list of HF and LF items. The findings were consistent with previous evidence (Greene & Thapar, 1994; Wixted, 1992) suggesting that subjects are not explicitly aware of the greater recognition memorability of LF words. Experiments 2-5 embedded the memorability judgment task within the recognition test itself. In these experiments, the subjects consistently gave higher memorability ratings to LF items. The contrast between the pattern of results found when the subjects made their judgments at the time of list presentation (Experiment 1) and that when they made their judgments during the recognition test (Experiments 2-5) is consistent with recent evidence that even seemingly highly related metamnemonic judgments (e.g., ease of learning judgments vs. judgments of learning for the same items) may be based on very different factors if they occur at different points in the study/test cycle. The present findings are also consistent with the possibility that very rapid retrieval of memorability information for HF and LF words may affect recognition decisions and may contribute to the recognition memory word frequency effect.     

From tip-of-the-tongue (TOT) data to theoretical implications in two steps: When more TOTs means better retrieval.

Two experiments in which participants named pictured objects with difficult or easier names, and a reanalysis and review of published data, reveal that problematic measures used in previous studies obscured the implications of group differences in tip-of-the-tongue (TOT) rates. In Experiment 1, increased age led to more TOTs for difficult but not easy targets. In Experiment 2, bilinguals had more TOTs than monolinguals for easy targets but fewer TOTs for difficult targets. The authors developed a theoretically motivated measure that clarifies the implications of TOT data by linking all responses elicited in the TOT paradigm with either success or failure in completing 2 retrieval steps in current models of language production. The 2-step analysis reveals a common mechanism for the age and bilingualism effects and implies that age has both positive and negative effects on retrieval. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cue distinctiveness and forgetting: Effectiveness of self-generated retrieval cues in delayed recall.

Determinants of cue-dependent forgetting were examined in four experiments. The variability in meaning of retrieval cues was proposed as one central factor underlying cue-dependent forgetting. The results of Experiment 1 demonstrated that the instructions to the subjects to focus their generation on certain distinctive properties of the target items reduced the variability in meaning of the generated cues. Experiment 2 revealed that the properties generated under these instructions served as very effective cues after retention intervals up to 6 weeks. Experiments 3 and 4 demonstrated that the rate of forgetting was significantly lower when distinctive, in contrast to nondistinctive, retrieval cues were provided at delayed tests. Cue distinctiveness was proposed as an alternative to the traditional context-reinstatement approach for optimizing cue–trace compatibility. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Theoretical implications of extralist probes for directed forgetting.

In 5 experiments, the authors examined the influence of associative information in list-method directed forgetting, using the extralist cuing procedure (Nelson & McEvoy, 2005). Targets were studied in the absence of cues, but during retrieval, related cues were used to test their memory. Experiment 1 manipulated the degree of resonant connections from associates of the target back to the target. Experiment 2 varied the degree of connectivity of associates of the target. Experiment 3 varied the size of the associative neighborhood of the target. Experiment 4 varied the direct target-to-cue strength, and Experiment 5 varied the indirect strength between the cue and the target. Reliable directed forgetting impairment emerged in all experiments. Furthermore, directed forgetting reduced the effects of the associates contributing to the target activation strength (Experiments 1–2), and it also reduced the effects of the associates contributing to the cue–target intersection strength (Experiments 3–5). Together, these results support the context account and challenge the inhibitory interpretation of directed forgetting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adult age differences in cued recall.

Examined the relative effectiveness of semantic and structural retrieval cues in 72 male college graduates of 3 age groups: Group 1 (aged 20–39 yrs), Group 2 (aged 40–59 yrs), and Group 3 (aged 60–80 yrs). The Ss had been administered 2 subtests of the WAIS to insure the compatibility of the Ss. Results of the recall tests show that there was significantly poorer recall by the older Ss in the noncued conditions (free recall) and in the cued condition when structural cues were used. When category labels were used as semantic cues, however, the age deficit in recall was eliminated. Results are discussed in terms of both a retrieval hypothesis and a processing-deficit hypothesis. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cue strength as a moderator of the testing effect: The benefits of elaborative retrieval.

The current study explored the elaborative retrieval hypothesis as an explanation for the testing effect: the tendency for a memory test to enhance retention more than restudying. In particular, the retrieval process during testing may activate elaborative information related to the target response, thereby increasing the chances that activation of any of this information will facilitate later retrieval of the target. In a test of this view, participants learned cue–target pairs, which were strongly associated (e.g., Toast: Bread) or weakly associated (e.g., Basket: Bread), through either a cued recall test (Toast: _____) or a restudy opportunity (Toast: Bread). A final test requiring free recall of the targets revealed that tested items were retained better than restudied items, and although strong cues facilitated recall of tested items initially, items recalled from weak cues were retained better over time, such that this advantage was eliminated or reversed at the time of the final test. Restudied items were retained at similar rates on the final test regardless of the strength of the cue–target relationship. These results indicate that the activation of elaborative information—which would occur to a greater extent during testing than restudying—may be one mechanism that underlies the testing effect. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinctiveness and repetition in item recognition.

We scrutinized the hypothesis that the distinctiveness of unrepeated stimuli yields an enhancement of their memorability, when contrasted with repeated stimuli. In three conditions of a variant of von Restorff's (1933) isolation paradigm, unrepeated stimuli were respectively rendered either distinctive, by intermixing them with repeated stimuli from a different category, or nondistinctive, by having both unrepeated and repeated items originate in the same category or categories. The recognition-memory strength difference between unrepeated and repeated stimuli, in terms of a signal-detection measure of sensitivity, was less when the unrepeated stimuli were distinctive than when they were not distinctive. This implies that the relative weakness of unrepeated stimuli may be offset by distinctiveness that accrues from their infrequency. These findings are considered with reference to contemporary theoretical treatments of distinctiveness. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Phonological priming effects on word retrieval and tip-of-the-tongue experiences in young and older adults.

In a repetition priming paradigm, young and older participants read aloud prime words that sometimes shared phonological components with a target word that answered a general knowledge question. In Experiment 1, prior processing of phonologically related words decreased tip-of-the-tongue states (TOTs) and increased correct responses to subsequent questions. In Experiment 2, the priming task occurred only when the participant could not answer the question. Processing phonologically related words increased correct recall, but only when the participant was in a TOT state. Phonological priming effects were age invariant, although older adults produced relatively more TOTs. Results support the transmission deficit model that the weak connections among phonological representations that cause TOTs are strengthened by production of phonologically related words. There was no evidence that phonologically related words block TOT targets. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparison of ape and monkey modes of problem solution.

A series of 4 experiments investigated the mode (hypothesis or stimulus-response association) of problem solution by various primate species on a modified discrimination-reversal task. The procedure in Exp I was identical to that of an experiment by D. M. Rumbaugh (see record 1972-02524-001) in which Ss were first trained to criterion on a junk-object discrimination problem (A+B–). Following 1 standard reversal trial (A-B+), in 2 of the 3 postreversal conditions, a novel stimulus replaced either the initially correct or the initially incorrect stimulus, which thereby obviated the need either for extinction to A or for counterconditioning to B. As did the talapoin monkeys in the Rumbaugh study, rhesus and stumptailed monkeys solved the problem associationally. As a direct test of hypothesis usage by apes and monkeys, Exps II and III manipulated the level of ape and monkey prereversal problem mastery by varying the prereversal criterion. Once their postreversal performance had stabilized, both orangutans and macaques evidenced hypothesis-based responding, but the ape and monkey response strategies were based on qualitatively different relational cues. Exp IV demonstrated that the macaques in Exp I showed associational learning exclusively only because the amount of exposure to the task was insufficient to foster hypothesis usage. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A processing resource account of age differences in recall.

Hypothesized that age deficits in recall are due to a reduction in available processing resource. It is also argued that the formation of a distinct encoding, in which unique aspects of the context are integrated with the target item, requires a substantial amount of attentional resource but that the core semantic features of words are encoded relatively automatically. Thus, under conditions of reduced processing resource, a general, stereotyped encoding is predicted. The effectiveness of general, categorical retrieval cues was compared to the effectiveness of contextually specific retrieval cues in 3 experiments with 84 undergraduates and 60 elderly (approximately 66–69 yrs old) Ss. Young adults recalled more than older adults when they were cued with specific retrieval cues, but no age differences were observed when general retrieval cues were used. A similar pattern of results was obtained when the amount of processing resource was experimentally reduced by requiring young adults to perform a concurrent task during encoding. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Explaining category interference effects in associative memory.

Two studies with 220 undergraduates investigated the effects of categorization on the acquisition and long-term retention of AB word pairs using modeling techniques that factor the contributions of various storage and retrieval factors. In Exp I, each S memorized 1 of the 4 basic types of lists: unrelated cues/unrelated targets, categorized cues/unrelated cues, unrelated cues/categorized targets, and categorized cues/categorized targets. Ss in Exp II memorized 24-item AB lists to criterion. Acquisition data showed that there was a crossover interaction such that the effects of increasing the degree of cue or target relatedness depended on the nature of the comparison items. In contrast with the results of previous studies, the effects were larger when categorization was manipulated on the target side of AB pairs than when it was manipulated on the cue side. The degree of categorization affected retrieval difficulty but not storage difficulty. Long-term retention data indicated that, contrary to the acquisition data, the effects of categorization on retention were uniformly positive. Categorization decreased the amount of forgetting primarily by reducing the rate at which traces were lost from memory (storage failure) during the retention interval. Results are discussed in terms of modern unitary-trace theories of associative memory. (French abstract) (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reappraisal of the A-B therapist "type" distinction in terms of the Personality Research Form.

Assessed personality dimensions involved in the A-B therapist "type" distinction which has proven predictive of therapist-patient compatibility in several clinical and analogue studies. The A-B scale scores of 223 male undergraduates were related to the 22 variables of Jackson's Personality Research Form. Multiple discriminant analyses and factor analyses strongly supported the hypothesis that A-B status is explicable in personality terms: so-called A-type Ss (predicted to be compatible with schizoid patients) were characterized by cautious self-expression, social ineptness, and a restricted cognitive scope; B-type Ss (presumably compatible with neurotic patients) appeared socially ascendant and "open" to complex experiences. Results were supported by a cross-validation study of 50 professional Ss. As in prior research, the variables differentiating A-B statuses appeared to involve a prominent "masculinity-femininity" component. (30 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Optimizing cue effectiveness: Recall of 500 and 600 incidentally learned words.

Examined prerequisites on optimal memory performance of large amounts of verbal materials in 3 cued-recall experiments with 28 undergraduates. In Exp I, Ss defined their own retrieval cues by generating 1 or 3 properties of features for each of 504 words. Results indicate that the level of recall was directly related to the amount of retrieval information provided. Results of Exp II show that self-generated cues were much more effective than those generated by someone else. In both experiments, performance decreased over 1-, 2-, and 7-day retention intervals. Findings of Exp III, with 600 words to be remembered, replicated those of Exps I and III. Distinctiveness and compatibility of retrieval cues are proposed as 2 necessary prerequisites to perfect recall performance. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Control of cost in prospective memory: Evidence for spontaneous retrieval processes.

To examine the processes that support prospective remembering, previous research has often examined whether the presence of a prospective memory task slows overall responding on an ongoing task. Although slowed task performance suggests that monitoring is present, this method does not clearly establish whether monitoring is functionally related to prospective memory performance. According to the multiprocess theory (McDaniel & Einstein, 2000), monitoring should be necessary to prospective memory performance with nonfocal cues but not with focal cues. To test this hypothesis, we varied monitoring by presenting items that were related (or unrelated) to the prospective memory task proximal to target events. Notably, whereas monitoring proximal to target events led to a large increase in nonfocal prospective memory performance, focal prospective remembering was high in the absence of monitoring, and monitoring in this condition provided no additional benefits. These results suggest that when monitoring is absent, spontaneous retrieval processes can support focal prospective remembering. (PsycINFO Database Record (c) 2010 APA, all rights reserved)