A dual-process version of signal-detection theory implies that individual recognition decisions are not process pure, and it suggests new ways to investigate the brain correlates of recognition memory.
A meta-analysis of the distributed practice effect suggests that ISI and retention interval operate jointly to affect final-test retention; specifically, the ISI producing maximal retention increased as retention interval increased.
This account helps to explain why sleep, alcohol, and benzodiazepines all improve memory for a recently learned list, and it is consistent with recent work on the variables that affect the induction and maintenance of long-term potentiation in the hippocampus.
The methods traditionally used to separate recollection from familiarity instead separate strong memories from weak memories, and it is suggested that these structures work together in a cooperative and complementary way.
It is shown that a dual-process account of recognition memory is compatible with a unidimensional detection model despite the common notion that such a model necessarily assumes a single process.
Evidence supporting claims that manipulation of high frequency words were differentially strengthened during list presentation increased the HF hit rate above that for low frequency words without selectively decreasing the HF false alarm rate, just as a fixed-criterion account of the word-frequency mirror effect predicts.
Focus is placed on the neuroanatomy of medial temporal lobe and diencephalic structures important for memory, multiple memory systems, visual perception, immediate memory, memory consolidation, the locus of long-term memory storage, the concepts of recollection and familiarity, and the question of how different medialporal lobe structures may contribute differently to memory functions.
The present research reports several experiments in which some pairs were strengthened during list presentation and the resulting hit rates and false alarm rates suggest that participants rely heavily on item information when making an associative-recognition decision and that associative information may be best thought of as a some-or-none variable.
Almost everyone would agree that the course of forgetting is some curvilinear function of time. The purpose of the research described herein was to identify the nature of that function. Three…
Supplying the correct answer after an incorrect response not only improved performance during the initial learning session--it also increased final retention by 494% and made little difference either immediately or at a delay, regardless of whether the subject was confident in the response.