Memory最新文献

Alzheimer's disease (AD) is associated with impaired emotional memory, though findings are mixed. Music has been shown to enhance or decrease memory. Few studies applied music immediately after encoding in both AD and older adults. The aim of this study is to analyze emotional memory and the effect of music listening on emotional memory in patients with Alzheimer's disease and older adults. Ninety-three patients with AD and ninety-three older adults with low educational levels participated. They viewed positive, negative and neutral pictures, followed by three minutes of either emotionally arousing music, relaxing music, or white noise. Participants then recalled and recognised the pictures. One week later, the recall and recognition tasks were repeated. Participants remembered emotional pictures better than neutral pictures. Emotionally arousing music increased delayed recall in older adults and decreased delayed false recognition in AD. Relaxing music decreased recognition of negative pictures. Emotional memory was relatively spared in AD patients, despite previous findings. Emotionally arousing music enhanced memory in AD patients and older adults, while relaxing music decreased memory for negative stimuli. The results are novel considering the characteristics of the sample (low educational levels), and support the use of emotional stimuli and music-based interventions in these populations.

This study aimed to test whether changing the administration order of instruments assessing autobiographical memory has an effect on the responses that participants give when filling in these instruments. We employed a between-subjects experimental design involving two groups of undergraduates: participants in the "narrative-first group" (n = 149) recounted an autobiographical event in writing and then completed questionnaires assessing memory phenomenology and event centrality; participants in the "questionnaire-first group" (n = 152) carried out the same tasks but in reverse order. Results showed no significant group differences in autobiographical memory measures derived from questionnaires or in narrative organisation. However, compared with participants in the narrative-first group, participants in the questionnaire-first group formulated longer narratives with a greater number of memory details, while producing a lower percentage of words indicating affective processes. Implications of our findings, study limitations, and future research directions are discussed.

How do people mentally replay real-life events, and what shapes the time it takes to remember them? In this study, we investigated the temporal compression of memories by examining how long it takes participants to recall everyday events they recorded using wearable cameras. While remembering duration increased with the actual length of events, this relationship was nonlinear: recall duration rose steeply for events lasting up to ∼10 min, then plateaued, suggesting scale-invariant retrieval beyond this threshold. Crucially, various event characteristics also influenced remembering duration, with events that were more unusual, unpredictable, emotionally positive, socially engaging, or marked by greater change showing less temporal compression. These effects were not explained by retrieval difficulty, but rather reflected the richness of memory representations, including greater detail and stronger sense of reliving. Together, these findings suggest that memory compression depends not only on the event's actual duration, but also on how it was subjectively experienced and structured in memory. By linking event features to the tempo of recall, this study offers novel insight into the dynamics of episodic memory and the mechanisms that shape how we mentally replay real-life experiences.

People are more accurate at recognising individuals from their own race than those who come from other racial groups, the Cross-Race Effect (CRE). We explored whether this effect was still evident for faces that had been seen multiple times. Black and White participants viewed five blocks of Black and White faces presented in a continuous series with 30 target faces presented in the first block. In Blocks 2-5, target faces were repeated and intermixed with new faces. The impact of this familiarisation was markedly different for hits or false alarms. For instance, the false alarm rate data, as well as the d' data, showed a CRE across all 5 blocks, and repetition had no reliable effect on the magnitude of the CRE. In contrast, the hit rate data showed no CRE at all. Consistent with prior findings, though, our CRE pattern was asymmetric - plainly evident with White participants, but not Black participants. Overall, our results suggest that in the realm of face recognition, hits and false alarms are responsive to different mechanisms and are dissociable in contexts such as ours. These results have important implications for identifications and misidentifications of familiar same- and cross-race faces in the real world.

The present study replicated and extended prior research by comparing the effects of reviewing notes in groups vs. reviewing notes individually on individual final test performance. We also examined the potential interaction between reviewing delay and reviewing methods. Finally, students completed a questionnaire, the results of which reveal how students perceive the effectiveness of group vs. individual reviewing methods. In this experiment, students watched and took notes on two lectures. Following a short or long delay, students reviewed their notes either individually or in a group and were allowed to update their notes during these sessions. After the reviewing phase, students completed a final test for each lecture. We found that individuals added more idea units to their notes after reviewing notes in a group, and this beneficial effect was greater after a longer delay compared to a shorter delay. However, more new idea units did not translate into better cued recall performance. Our findings suggest that reviewing notes in a group helps individuals add more overlooked idea units in their notes, but more factors should be considered when studying the relationship between reviewing notes in a group and final test performance.

Individual differences in working memory capacity, selective attention, and need for cognition were investigated as postdictors-variables indicating the likelihood that an identification is accurate-using same-race and cross-race lineups. We also explored whether these variables improve predictions of identification accuracy when considering confidence and response time. White participants (N = 274) completed individual differences measures, watched four mock-crime videos (2 Asian targets, 2 White targets), made lineup decisions, and rated their confidence. Working memory capacity predicted identification accuracy and target-present accuracy but not target-absent accuracy. A regression model with confidence, response time, and working memory capacity explained more variance than a model with confidence and response time alone, indicating that working memory capacity tells us more about identification accuracy than extant reflector variables about identification accuracy.

Some songs stay with us for a lifetime. Even decades later, a few familiar notes can unlock vivid memories. Yet the life periods from which these songs originate and their prominence across age and gender remain underexplored. This study examines lifespan patterns in music-related memory, focusing on age trends, gender differences, and the global presence of the "reminiscence bump", a peak in emotional connection to music from adolescence and early adulthood. While this phenomenon is well-documented in Western samples, its global manifestation, gendered dimensions and variation across life stages remains unexplored. Using responses collected from 1891 participants across diverse geographical backgrounds, we analysed the release years of personally meaningful songs. Results showed an inverted U-shaped distribution peaking at age 17, with men peaking earlier with a stable reminiscence bump into older age, while women showed a later peak and a stronger recency effect with age. This gender asymmetry, pronounced in older cohorts, highlights how age and gender shape the emotional salience of music. The findings reveal that musical memory is shaped by multiple temporal bumps - cascading (cross-generational), reminiscence (adolescence), and recency - each influenced by age and gender, offering new insights into how music gains emotional significance across the lifespan.

It has been reported that autobiographical memories have a social function that promotes conversation by using past events as conversation materials for non-autistic people. Autistic people and those with high autistic traits who were not diagnosed with Autism Spectrum Disorder (ASD) used social functions less frequently than those without autism. Thus, this study seeks to answer the question of whether autistic people and those with high levels of autistic traits who were not diagnosed with ASD and who use the social function of autobiographical memory less frequently do so because they have diminished open-air memory. To achieve this, university students who were not diagnosed with ASD were divided into high and low groups based on the number of autistic traits; open-air and laboratory encoding were conducted. Furthermore, we examined the correlation between memory performance and the social functions of autobiographical memory. The results showed that the performance of open-air encoding was better than that of laboratory encoding, regardless of the group. There was no significant correlation between performance in open-air encoding and the social function of the autobiographical memory. These findings emphasise the importance of actual experience in memory formation, even in an increasingly digitalised world.

This study explores the relationship between cultural life scripts and actual life stories of Czechs and Slovaks, building on prior research by Štěpánková et al. (2020. Czech and Slovak life scripts: The rare case of two countries that used to be one. Memory, 28(10), 1204-1218) that examined the semantic knowledge of an ideal life within the Czech and Slovak cultures (cultural life scripts). The current study investigates the extent to which individual life stories align with or diverge from these cultural life scripts. A clear reminiscence bump - a concentration of positive memories between the ages of 15 and 30 - was observed in participants' life stories. The impact of most important life events was analysed using the Transitional Impact Scale (TIS). Results showed that positive cultural script-consistent events yielded the highest TIS scores, while unique, script-divergent negative events had greater impact on psychological dimension of the TIS than their positive counterparts. These findings are discussed in the context of existing literature, highlighting their theoretical implications and alignment with prior research.

Producing images of to-be-remembered words via drawing often improves memory for the word relative to a control in which the word is written or read silently, a pattern dubbed the drawing effect. Most drawing effect studies have utilised words as memory stimuli, which while promising, limit the external validity where information is often presented in visual and verbal modalities. The present study sought to address this gap by using word-image stimuli, and comparing drawing when individuals replicate a provided image or generate a different image than the one provided. Relative to a writing control task, replicate-drawing and generate-drawing tasks were compared in both mixed - and pure-list designs in free recall. A drawing effect was found in both designs and this effect was more robust when drawings were generated than replicated. Drawing effects were also larger in a mixed - than pure-list design which reflected a mixed-list drawing benefit (higher recall for mixed-list drawing than pure-list drawing) and a mixed-list writing cost (lower recall for mixed-list writing than pure-list writing). Collectively, generating drawings at study appears to be a more powerful memory technique than replicating drawings and both produce a design effect.