Memory最新文献 - Book学术

Remember when? The retrieval of early childhood memories in black and white American young adults. 还记得吗?美国黑人和白人青年早期童年记忆的检索。

IF 2.2 3区心理学

Memory Pub Date : 2025-05-16 DOI: 10.1080/09658211.2025.2503418

Emily M Slonecker, Deborah Z Kamliot, J Zoe Klemfuss, Qi Wang

{"title":"Remember when? The retrieval of early childhood memories in black and white American young adults.","authors":"Emily M Slonecker, Deborah Z Kamliot, J Zoe Klemfuss, Qi Wang","doi":"10.1080/09658211.2025.2503418","DOIUrl":"https://doi.org/10.1080/09658211.2025.2503418","url":null,"abstract":"Culture and gender influence adults' ability to retrieve early memories. Previous research has mainly focused on White and Asian samples, leaving Black Americans understudied despite distinctive socialisation practices that could influence memory retrieval within and across gender. This study examined memory retrieval in Black (n = 97, 67% female) and White (n = 98, 77% female) participants (Mage = 21.65 years). Participants were given five minutes to recall memories from their first five years. They then estimated their age at each event and rated the memories on various dimensions. We hypothesised that Black participants and women would retrieve more and earlier memories and rate them as more robust but less independently remembered, with more pronounced gender differences in the White sample. Results partially supported our hypotheses. Black participants recalled more memories, marginally earlier first memories, and rated their memories as more important and independently remembered than White participants. White men reported the lowest scores for memory rehearsal and vividness. These patterns also varied by memory age. This study is the first to compare early memory retrieval between Black and White Americans using a memory fluency task, revealing previously undocumented autobiographical memory differences.","PeriodicalId":18569,"journal":{"name":"Memory","volume":" ","pages":"1-13"},"PeriodicalIF":2.2,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144078731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The way we remember and report: an experiment testing cultural differences in eyewitness memory. 我们记忆和报告的方式：一项测试目击者记忆文化差异的实验。

IF 2.2 3区心理学

Memory Pub Date : 2025-05-15 DOI: 10.1080/09658211.2025.2505213

Gabi de Bruïne, Annelies Vredeveldt, Peter J van Koppen

{"title":"The way we remember and report: an experiment testing cultural differences in eyewitness memory.","authors":"Gabi de Bruïne, Annelies Vredeveldt, Peter J van Koppen","doi":"10.1080/09658211.2025.2505213","DOIUrl":"https://doi.org/10.1080/09658211.2025.2505213","url":null,"abstract":"More and more people report their memories in cross-cultural contexts, including eyewitness interviews. In a pre-registered experiment (N = 64), we examined cultural differences in mock eyewitness reports, comparing Sub-Saharan African participants to a matched Western European group. Participants were interviewed about a mock crime video. We assessed differences in the number of correct, incorrect, subjective and total details, the type of details (person, action, object, surrounding), and accuracy. European participants provided significantly more details than African participants. Surprisingly, in free recall African participants used non-significantly more words to provide non-significantly fewer details. An exploratory analysis revealed that this may be due to the fact that Africans included more information that is not directly relevant to the event, such as moral evaluations. That finding supports existing literature on cultural differences in high- versus low-context communication styles. We found no significant differences between groups in the accuracy of witness reports. Because factual details about the event are typically required for criminal investigations, future research should assess how to elicit those from African individuals. Our findings emphasise the importance of considering cultural differences in memory reports and provide insight into the mechanisms underlying such cultural differences.","PeriodicalId":18569,"journal":{"name":"Memory","volume":" ","pages":"1-10"},"PeriodicalIF":2.2,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144078830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Prediction of information value influences memory: the effect of predicted and assigned value on memory. 信息值预测对记忆的影响：预测值和赋值对记忆的影响。

IF 2.2 3区心理学

Memory Pub Date : 2025-05-14 DOI: 10.1080/09658211.2025.2502488

Amber Kai Xuan Gan, Mary C Whatley, Alan D Castel

引用次数: 0

Do differences in topic knowledge matter? An experimental investigation into topic knowledge as a possible moderator of the testing effect. 主题知识的差异重要吗？题目知识作为测试效果可能调节因子的实验研究。

IF 2.2 3区心理学

Memory Pub Date : 2025-05-13 DOI: 10.1080/09658211.2025.2500538

Jessica A Macaluso, Scott H Fraundorf

{"title":"Do differences in topic knowledge matter? An experimental investigation into topic knowledge as a possible moderator of the testing effect.","authors":"Jessica A Macaluso, Scott H Fraundorf","doi":"10.1080/09658211.2025.2500538","DOIUrl":"https://doi.org/10.1080/09658211.2025.2500538","url":null,"abstract":"A large body of research indicates that testing results in better long-term retention compared to restudying. Given the relevance of such effects for education, there is interest in the conditions and learner differences that may moderate the utility of testing, like background knowledge. It is possible that the testing effect is stronger for those who are more novice, stronger for those who are more experienced, or works equally well for everyone. In four experiments, college students read texts and were tested on them one week later. In Experiments 1, 2A, and 2B, we orthogonally manipulated study strategy (testing versus restudying via reading sentence facts) and availability of background material for a given topic. In Experiment 2B only, participants received feedback when studying via retrieval practice. Experiment 3 employed a mixed design in which each participant used only one strategy or another. Contrary to many past studies, we found an overall testing effect only when feedback was provided. Critically, background topic material benefited overall retention, but we found no evidence that background knowledge moderated the degree of testing benefits. Together, these results suggest that any learning benefits of testing do not depend on having particular levels of existing domain knowledge.","PeriodicalId":18569,"journal":{"name":"Memory","volume":" ","pages":"1-22"},"PeriodicalIF":2.2,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144018741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

In a UK sample, EMDR and other trauma therapists indicate beliefs in unconscious repression and dissociative amnesia. 在英国的一个样本中，EMDR和其他创伤治疗师表明，他们相信无意识压抑和解离性健忘症。

IF 2.2 3区心理学

Memory Pub Date : 2025-05-11 DOI: 10.1080/09658211.2025.2498929

Pamela J Radcliffe, Lawrence Patihis

{"title":"In a UK sample, EMDR and other trauma therapists indicate beliefs in unconscious repression and dissociative amnesia.","authors":"Pamela J Radcliffe, Lawrence Patihis","doi":"10.1080/09658211.2025.2498929","DOIUrl":"https://doi.org/10.1080/09658211.2025.2498929","url":null,"abstract":"This study explored UK mental health professionals' beliefs (N = 178) for autobiographical memory function for trauma in the context of adverse therapeutic outcomes, e.g., false memories. It captures novel data on controversial memory beliefs for unconscious repression, dissociative amnesia and dissociative identity disorder (DID). Study participants were mental health professionals and included non-trauma-focused, (n = 92), trauma-focused EMDR practitioners (n = 62) and (non-EMDR) trauma-focused practitioners (n = 24). Most study participants indicated some degree of belief in repression (>78%) and dissociative amnesia (>84%). EMDR and other trauma-focused practitioners showed elevated agreement for controversial memory notions. The EMDR practitioner group also showed more belief in the diagnostic validity of DID. New data on mental health professionals' beliefs about the aetiology of psychogenic non-epileptic seizures (PNES) was also captured. Most study participants \"Somewhat agreed\" or \"Agreed\" that \"blocked out\" trauma memories are causally related to dissociation and physical symptoms, e.g., PNES (>78%); EMDR practitioners showed the highest degree of agreement (91%). The impact of memory beliefs alongside EMDR theory and practice is considered in the context of adverse therapeutic outcomes, e.g., false or non-experienced memories. Recommendations are made for future research to mitigate against adverse health outcomes.","PeriodicalId":18569,"journal":{"name":"Memory","volume":" ","pages":"1-24"},"PeriodicalIF":2.2,"publicationDate":"2025-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144007802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From one generation to the next: perception of frequency of family memory transmission. 从一代到下一代：对家庭记忆传播频率的感知。

IF 2.2 3区心理学

Memory Pub Date : 2025-04-21 DOI: 10.1080/09658211.2025.2492601

David Baudet, Aline Cordonnier, Olivier Luminet, Christine Bastin

{"title":"From one generation to the next: perception of frequency of family memory transmission.","authors":"David Baudet, Aline Cordonnier, Olivier Luminet, Christine Bastin","doi":"10.1080/09658211.2025.2492601","DOIUrl":"https://doi.org/10.1080/09658211.2025.2492601","url":null,"abstract":"Family serves as a crucial context for intergenerational memory transmission. From an early age, younger generations hear stories from older family members, fostering a sense of belonging, identity, and a deeper understanding of the world. However, the frequency of this intergenerational exchange in daily life remains underexplored. In an exploratory online study, we asked parents and grandparents how often they perceive sharing memories with younger generations (top-down) and how often children and grandchildren perceive receiving these memories (bottom-up). We assessed the perception of the transmission frequency for public and personal events across various timeframes. Our findings indicate that intergenerational memory transmission is perceived as relatively frequent. Notably, grandparents perceived sharing more memories with their children than the children perceived receiving from them. Transmission was also more common between parents and children than between grandparents and grandchildren. Additionally, personal memories were shared more frequently than public events, particularly when both transmitter and receiver had lived through the events. Correlations between perceived transmission frequency and the feeling of closeness suggested that grandparent-grandchild relationships benefit more from memory transmission than other pairs. These results highlight the varied ways in which individuals within families perceive memory transmission, emphasising the complex nature of intergenerational communication.","PeriodicalId":18569,"journal":{"name":"Memory","volume":" ","pages":"1-17"},"PeriodicalIF":2.2,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144033259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Differential attentional demands on implicit and explicit associative memory in children 8-12 years old. 8-12岁儿童内隐和外显联想记忆的注意需求差异。

IF 2.2 3区心理学

Memory Pub Date : 2025-04-21 DOI: 10.1080/09658211.2025.2493337

Emily E Davis, Hannah G Thomas, Matthew S Price, Caitlin E V Mahy, Karen L Campbell

{"title":"Differential attentional demands on implicit and explicit associative memory in children 8-12 years old.","authors":"Emily E Davis, Hannah G Thomas, Matthew S Price, Caitlin E V Mahy, Karen L Campbell","doi":"10.1080/09658211.2025.2493337","DOIUrl":"https://doi.org/10.1080/09658211.2025.2493337","url":null,"abstract":"Associative memory improves during childhood, suggesting an age-related improvement in the binding mechanism responsible for linking information together. However, tasks designed to measure associative memory not only measure binding, but also place demands on attention. This makes it difficult to dissociate age-related improvements in memory from the development of attention. One way to reduce attentional demands is to test memory implicitly versus explicitly. In this study, children (8-, 10-, and 12-years-old) completed separate implicit and explicit associative memory tests. For the implicit task, children incidentally encoded pairs of objects by making an object categorization decision. At test, they completed the same task, but unbeknownst to the participants, the pairs were either intact, rearranged, or new. Next, children completed another incidental encoding phase, then an explicit test in which they indicated whether the pairs were intact, rearranged, or new. For the implicit test, all age groups had faster reaction times for intact than rearranged pairs (indicative of implicit associative memory). In the explicit test, memory performance (d') improved with age. A separate measure of attention related to performance in both the explicit and implicit tasks. Together, these results support that attentional mechanisms contribute to age-related improvements in associative memory.","PeriodicalId":18569,"journal":{"name":"Memory","volume":" ","pages":"1-15"},"PeriodicalIF":2.2,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144018317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Meaningful approaches to assessing the size of effects in memory research: applications and recommendations for study design, interpretation, and analysis. 评估记忆研究影响大小的有意义的方法：研究设计、解释和分析的应用和建议。

IF 2.2 3区心理学

Memory Pub Date : 2025-04-19 DOI: 10.1080/09658211.2025.2492496

Paul Riesthuis, Mark L Howe, Henry Otgaar

引用次数: 0

Mindfulness meditation can improve both focal and non-focal prospective memory performance. 正念冥想可以改善焦点和非焦点前瞻性记忆的表现。

IF 2.2 3区心理学

Memory Pub Date : 2025-04-01 Epub Date: 2025-02-04 DOI: 10.1080/09658211.2025.2458300

Tongyang Nie, Minghui Wang, Yunfei Guo

引用次数: 0

Does repetition enhance curiosity to learn trivia question answers? Implications for memory and motivated learning. 重复会增强学习琐事问题答案的好奇心吗？对记忆和动机学习的影响。

IF 2.2 3区心理学

Memory Pub Date : 2025-04-01 Epub Date: 2025-03-05 DOI: 10.1080/09658211.2025.2471972

Ashley Chen, Mary C Whatley, Vered Halamish, Alan D Castel

{"title":"Does repetition enhance curiosity to learn trivia question answers? Implications for memory and motivated learning.","authors":"Ashley Chen, Mary C Whatley, Vered Halamish, Alan D Castel","doi":"10.1080/09658211.2025.2471972","DOIUrl":"10.1080/09658211.2025.2471972","url":null,"abstract":"Curiosity, an intrinsic desire to seek new information, benefits motivation and learning. While curiosity is associated with novelty, less is known about how the repetition of a question without its answer affects curiosity and memory. In two experiments, participants viewed 60 trivia questions, half of which were repeated, and rated their curiosity to learn the answers. Repeated questions had their answers revealed during the second presentation, and participants were given a cued-recall test after 24 h. We found that curiosity ratings remained constant across presentations, but when repeated and non-repeated questions were intermixed, participants were more curious about non-repeated questions, which were relatively more novel (Experiment 1). However, when participants guessed answers before studying them (pretesting), they were more curious about repeated questions (Experiment 2). Curiosity ratings also increased across presentations, perhaps reflecting greater cognitive agency motivated by an eagerness to verify one's guess. Overall, the subjective experience of curiosity appears to be influenced by both relative novelty, as manipulated through repetition, and task demands, specifically whether individuals engage in pretesting, indicating that curiosity-based learning is shaped by various cognitive operations.","PeriodicalId":18569,"journal":{"name":"Memory","volume":" ","pages":"447-460"},"PeriodicalIF":2.2,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143567757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0