Memory最新文献

During Eye Movement Desensitisation and Reprocessing (EMDR) therapy, patients recall traumatic memories while performing dual attention tasks to tax the limited capacity of the working memory (WM). Increasing WM load during recall has shown to improve memory-degrading effects. This research aims to explore how technological tools can be used to more effectively increase WM load. Two experiments involving healthy participants utilised Random Interval Repetition (RIR) tasks to investigate the WM-taxing effects of specific digital dual-attention tasks and task manipulations. In experiment 1 (N = 41), conducted in a lab-based virtual reality setting, participants performed auditory RIR tasks while varying the speed and direction of eye movements (EM), with or without an additional visual RIR task. Experiment 2 (N = 49), conducted online via a smartphone application, compared solo and combined auditory and visual RIR tasks presented either simultaneously or serially under varying EM speeds. Results showed that combining RIR tasks increased auditory RTs, while a simultaneous combination and higher EM speeds selectively increased visual RTs only. These findings suggest that task addition and manipulation effectively increase WM load, though the involvement of WM sub-modalities and high-demand tasks influences their effects. These insights could refine face-to-face and online EMDR practices and optimise therapeutic effectiveness.

Several effects have been discovered to explain memory for lists of words. However, demonstrations of these effects are scant for other common types of stimuli like short videos. Here, we had participants encode and recall lists of TikTok videos that were presented either in categorical groups or mixed. We found that several classic memory effects were preserved, including proactive interference across lists and primacy and recency effects within lists. Furthermore, after computing semantic similarity on video descriptions, we found that successively recalled videos were more semantically related only within the categorised group (semantic contiguity). Conversely, although both groups clustered recall to nearby items from encoding (temporal contiguity), this was stronger in the mixed group. These findings replicate and extend prior research on word lists to video stimuli, allowing generalisations of prior findings to this increasingly common form of communication.

Verbal short-term memory (vSTM) draws on both phonological and lexical-semantic systems. This study examined whether vSTM support from semantic properties - specifically word imageability - varies with phonological ability and whether it endures rapid encoding conditions. Two auditory immediate serial recall (ISR) experiments tested recall for high - and low-imageability word lists in adults with and without developmental dyslexia. In Experiment 1, word imageability effects in standard presentation ISR were robust and equivalent across groups, despite the context of lower nonword recall in dyslexic participants. Experiment 2 used speeded presentation to limit rehearsal and reduce strategic encoding. Imageability effects were still observed, and a moderate association emerged between imageability benefit and nonword recall, which had not been observed with standard rate presentation. However, there remained no group-level differences in word recall. These findings indicate that imageability supports vSTM performance across individuals and task conditions. They do not provide strong evidence for compensatory mechanisms but rather highlight the general stability of semantic support in verbal memory across conditions.

Cognitive performance oscillates throughout the day depending on an individual's chronotype, with synchrony effects being reported in memory performance. To examine these effects in an ecologically-valid setting, 74 children (M = 8.39years, SD = .54; 34 morning-types, 40 evening-types) and 79 adolescents (M = 13.05years, SD = .39; 41 morning-types, 38 evening-types) were selected based on chronotype. Participants underwent neuropsychological assessments in school on the first or last hour of the school day, with testing times randomised. About half of each chronotype-group was assessed in the morning and the other half in the afternoon. The protocol included measures of explicit memory, namely verbal episodic memory, visuospatial working memory, and semantic memory. Synchrony effects were found in episodic verbal memory for morning-type adolescents and visuospatial working memory for evening-types of both age groups. Main effects of chronotype were found only for episodic verbal memory, with contrasting patterns: morning-type children outperformed evening-type children, whereas for adolescents the effect of chronotype favoured evening-types and was modulated by the synchrony effect. No interaction or main effects of chronotype and time-of-day were found for semantic memory. Our findings suggest developmental specificities in how circadian preferences impact memory and underscore the potential benefits of aligning schedules with individual chronobiological profiles to optimise learning outcomes.

Visual perspective in episodic memory and future thinking is conventionally treated as a one-dimensional construct, with first- and third-person perspectives at two poles of a continuum. However, given the opportunity, individuals often ascribe both of these perspectives to their imagery of a single event. In the present study, we found that "dual-perspective" imagery (involving switching between first- and third-person perspectives) is slightly more common than third-person imagery and is associated with higher self-reported ratings of centrality (importance in an individual's life story) and emotional intensity than other perspective categories. Moreover, dual-perspective imagery was correlated with dissociative experiences but unrelated to self-reported memory and prospection abilities. We suggest, based on other known correlates of dissociation (such as daydreaming and absorption), that switching between first- and third-person perspectives may be indicative of elaborative processing of and deeper engagement with imagined future events.

Criterion shifting reflects a complex interplay between cognitive strategies and external influences, yet individuals differ markedly in their tendency to adjust decision thresholds. While some readily adapt their criteria in response to task demands, others maintain more rigid thresholds, raising questions about the extent to which external pressures - such as social influence - can drive greater flexibility. Findings from social psychology reveal that social pressure can heavily impact individual decision-making, suggesting that such pressures may also impact individual criterion shifting tendencies. Two experiments were conducted to explore how different social contexts influence criterion shifting and memory performance during recognition tests. Experiment 1 sought to assess whether monetary rewards or social competition could alter criterion shifting strategies. However, neither manipulation significantly affected the extent of criterion shifting. In Experiment 2, participants were informed that their performance would affect other group members, which resulted in higher discriminability scores (d_a) but did not affect criterion shifting tendencies. These findings suggest that criterion shifting tendencies remain robust even in socially motivated contexts, further emphasising their stability across external influences.

Retrieval often enhances memory more than restudy (i.e., the testing effect), reflecting the encoding (or re-encoding) effects of retrieval. The present study assessed how similar these retrieval-based encoding processes are to more typical study-based encoding processes. Deep (semantic) processing at encoding benefits memory more than shallow (non-semantic) processing (i.e., levels of processing). If retrieval-based encoding operates similarly, an analogous levels of retrieval effect should occur, with semantic retrieval increasing the benefits of retrieval more than non-semantic retrieval. Participants studied short lists of words, each followed by restudy or retrieval trials, in preparation for a recognition test taken immediately (Experiment 1) or two days later (Experiments 1 and 2). Participants restudied words alongside phonemic or semantic cues, or retrieved words given those cues. In Experiment 2, participants completed two additional rounds of restudy or retrieval. To isolate the effects of processing level on retrieval, testing effects were calculated for each level by subtracting performance in each restudy condition from the corresponding retrieval condition. There was no evidence of a levels of retrieval effect - the benefit from phonemic retrieval over phonemic restudy was either similar (Experiment 1) or greater (Experiment 2) than the benefit from semantic retrieval over semantic restudy.

How do we determine whether something that we do not remember actually occurred? People rely partially on judging memorability: when non-remembered events seem memorable, we infer that they did not happen, but when those events seem unmemorable, we might infer instead that they were forgotten. In five online experiments (total N = 1544) we examined whether memorability judgements are susceptible to false suggestions. Participants encoded pictures, then completed a test containing old and new pictures. Some test pictures were accompanied by feedback specifying whether they were old or new; however, in a small number of cases, new pictures were falsely identified as "old". For each picture, participants rated familiarity, subjective memorability, and made judgements of learning. A mega-analysis of Experiments 1-4 showed that participants rated new pictures as less memorable after they received false "old" feedback, compared to no feedback. Moreover, this small feedback effect was stronger for those pictures that people on average found more memorable: a finding replicated in Experiment 5. These findings provide initial empirical evidence that false suggestions, in some circumstances, could subtly shift some people from reasoning "I'd remember this, if it had happened" toward reasoning "I don't remember this, so maybe it's forgettable".

Not all of our experiences can be included in the narrative of our lives. When recalling their life stories, people must select their most relevant experiences to represent who they are. The way these events are recalled and chosen is influenced by cultural expectations about what a typical life should look like. Studies investigating these cultural life scripts typically focus on specific nationalities. Our study explores the expectations and experiences of heterosexual and sexual minority parents from Brazil and the United Kingdom. We asked participants to report the five events most likely to occur in the life of a child from their culture, gender, and sexual orientation, as well as the five most important events in their own lives. The results revealed similarities between the expected and experienced events of participants from both cultures and sexual orientations, but also significant specificities. Sexual minority parents reported more events related to minority stress than heterosexual parents. Additionally, Brazilian participants reported more expected and experienced events during and before the reminiscence bump period. These findings support the cultural life script account of the reminiscence bump and highlight important group-specific differences.

People often save information by storing it on a computer or smartphone for future use, thus preserving cognitive economy and reducing processing demands [Risko, E. F., & Gilbert, S. J. (2016). Cognitive offloading. Trends in Cognitive Sciences, 20(9), 676-688. https://doi.org/10.1016/j.tics.2016.07.002]. Such cognitive offloading is associated with mnemonic benefits including a phenomenon known as saving-enhanced memory. [Storm, B. C., & Stone, S. M. (2015). Saving-enhanced memory: The benefits of saving on the learning and remembering of new information. Psychological Science, 26(2), 182-188. https://doi.org/10.1177/0956797614559285] showed that when participants are prompted to study two lists of words, saving the first list (i.e., by saving the associated file onto a computer) can enhance their ability to remember the second list. Saving is believed to serve as a form of cognitive offloading, reducing cognitive load and interference from the first list, and allowing for the re-allocation of cognitive resources towards the encoding of the second list. The present study investigated whether working memory capacity (WMC) is associated with the ability to take advantage of this kind of saving-enhanced memory. Results from three experiments revealed a significant positive correlation, such that participants with high WMC demonstrated a larger saving-enhanced memory effect than participants with low WMC. This finding provides new insight into the importance of control processes in the functioning of memory, suggesting that WMC enhances a person's ability to benefit from the use of saving as a form of cognitive offloading.