IF 2.2 3区心理学

Memory Pub Date : 2025-05-01 Epub 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":"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":"566-587"},"PeriodicalIF":2.2,"publicationDate":"2025-05-01","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

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 : 2025-05-01 Epub 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

Can AI-generated faces serve as fillers in eyewitness lineups? 人工智能生成的人脸能否作为目击者排查的填充物？

IF 2.2 3区心理学

Memory Pub Date : 2025-04-01 Epub Date: 2025-02-20 DOI: 10.1080/09658211.2025.2467134

Rachel Leigh Greenspan, Amanda N Bergold

引用次数: 0

Verbalisation of processes underlying prospective memory. 将前瞻性记忆的基本过程口头化。

IF 2.2 3区心理学

Memory Pub Date : 2025-04-01 Epub Date: 2025-03-05 DOI: 10.1080/09658211.2025.2471327

Marina Martinčević, Andrea Vranić, Robert Logie

{"title":"Verbalisation of processes underlying prospective memory.","authors":"Marina Martinčević, Andrea Vranić, Robert Logie","doi":"10.1080/09658211.2025.2471327","DOIUrl":"10.1080/09658211.2025.2471327","url":null,"abstract":"Although prospective memory (PM) has been studied extensively, relatively little research has addressed errors in different steps of PM performance. The aim of this study was to examine errors occurring in different phases of the microstructure model in PM performance and whether verbalisation can serve in their measurement. We report the results of two experiments in which young adults were divided into experimental and control groups. Both groups solved either a 3-day (Experiment 1) or a 5-day (Experiment 2) version of the Virtual week (VW) task. Experimental groups had to verbalise each PM task before performing it. The results of Experiment 1 showed that verbalisation may prolong the time to execute the task, but in both experiments, verbalisation did not affect the PM performance. In analysing different types of errors, we found that: (1) prospective component errors are more often caused by tasks requiring greater strategic monitoring (only Experiment 1), (2) recall component errors are evident in irregular tasks, and (3) execution errors are more often evidenced in tasks with greater response competition. This confirms that there is a wide range of processes that can lead to PM failures, and verbalisation is one method by which we can detect them.","PeriodicalId":18569,"journal":{"name":"Memory","volume":" ","pages":"430-446"},"PeriodicalIF":2.2,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143567759","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

Recovered memory practices in Ireland: public & professional perspectives. 爱尔兰的恢复记忆实践：公众和专业的观点。

IF 2.2 3区心理学

Memory Pub Date : 2025-04-01 Epub Date: 2025-02-13 DOI: 10.1080/09658211.2025.2462645

Gillian Murphy, Owen Coyle, Michelle Kerin, Christian Ryan, Maria Dempsey

引用次数: 0

Judgments of learning improve memory for word lists via enhanced item-specific encoding: evidence from categorised, uncategorised, and DRM lists. 通过增强项目特定编码，学习判断提高了对单词列表的记忆：来自分类、未分类和DRM列表的证据。

IF 2.2 3区心理学

Memory Pub Date : 2025-04-01 Epub Date: 2025-02-04 DOI: 10.1080/09658211.2025.2458813

Nicholas P Maxwell

{"title":"Judgments of learning improve memory for word lists via enhanced item-specific encoding: evidence from categorised, uncategorised, and DRM lists.","authors":"Nicholas P Maxwell","doi":"10.1080/09658211.2025.2458813","DOIUrl":"10.1080/09658211.2025.2458813","url":null,"abstract":"Judgments of Learning (JOLs) have been repeatedly shown to be reactive on memory. However, the specific processes underlying JOL reactivity differ based on the type of stimuli participants study and the method by which their memory is assessed. Recently, item-specific encoding has been proposed as a mechanism explaining JOL reactivity on word list learning. To test this account, participants studied categorised and uncategorised word lists (Experiments 1A/1B) or DRM lists (Experiment 2) while providing item-level JOLs, global JOLs, or silently reading each word. Across experiments, item-level JOLs improved correct memory for all list types but only when recognition testing was used (Experiments 1B and 2). Separately, global JOLs improved free-recall of categorised but not uncategorised lists (Experiment 1A) but were non-reactive on correct recognition (Experiments 1B and 2). Finally, Experiment 2 found that global but not item-level JOLs increased false recognition in the DRM false memory illusion. Taken together, when JOLs are elicited separately for each word, they improve memory via item-specific processes. However, when JOLs emphasise list-wise relations (e.g., global JOLs), reactivity may instead reflect a relational encoding process.","PeriodicalId":18569,"journal":{"name":"Memory","volume":" ","pages":"375-389"},"PeriodicalIF":2.2,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143189870","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

Enhanced recognition memory for emotional nonverbal sounds. 增强对情绪性非语言声音的识别记忆。

IF 2.2 3区心理学

Memory Pub Date : 2025-04-01 Epub Date: 2025-03-05 DOI: 10.1080/09658211.2025.2472969

Erin Morrow, Susie Shepardson, Stephan Hamann

{"title":"Enhanced recognition memory for emotional nonverbal sounds.","authors":"Erin Morrow, Susie Shepardson, Stephan Hamann","doi":"10.1080/09658211.2025.2472969","DOIUrl":"10.1080/09658211.2025.2472969","url":null,"abstract":"Emotion often enhances memory for emotional stimuli relative to neutral stimuli. This emotional memory enhancement effect has been studied extensively with visual and verbal stimuli, yet little is known regarding emotion's effects on memory for nonverbal (or environmental) sounds, such as dog snarls and infant cries. Additionally, emotion's enhancing effects on recognition for visual and verbal stimuli are selective to recollection (recognition with contextual retrieval) rather than familiarity (recognition based on memory strength), but whether this is also the case for nonverbal sounds is unknown. We examined recognition memory for negative and neutral nonverbal sounds, predicting that memory would be enhanced for negative sounds and this enhancement would be specific to recollection. Participants incidentally encoded negative and neutral sounds, and memory was tested with a remember-familiar recognition memory task after a 15-minute delay. As predicted, recognition memory was enhanced for negative sounds, was better for higher versus lower arousal negative sounds, and was specific to recollection. These findings suggest that key aspects of the emotional enhancement effect also extend to nonverbal sounds. We discuss how current theories of emotional memory which focus on memory for visual and verbal stimuli can be extended to accommodate findings with nonverbal emotional auditory stimuli.","PeriodicalId":18569,"journal":{"name":"Memory","volume":" ","pages":"461-473"},"PeriodicalIF":2.2,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143557332","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

Do emotionally negative events impair working memory as a result of intrusive thoughts? 情绪上的负面事件会因为侵入性思想而损害工作记忆吗？

IF 2.2 3区心理学

Memory Pub Date : 2025-04-01 Epub Date: 2025-02-06 DOI: 10.1080/09658211.2025.2461153

Laurence Chouinard-Gaouette, Isabelle Blanchette

{"title":"Do emotionally negative events impair working memory as a result of intrusive thoughts?","authors":"Laurence Chouinard-Gaouette, Isabelle Blanchette","doi":"10.1080/09658211.2025.2461153","DOIUrl":"10.1080/09658211.2025.2461153","url":null,"abstract":"Individuals exposed to highly stressful negative events show alterations in working memory (WM) function. The correlational nature of these studies makes it impossible to determine whether exposure to negative events itself decreases WM. Such events elicit intrusive thoughts which may cause interference in WM. The main objective of this study was to verify the causal impact of a recent negative event on WM, and to examine the role of intrusive thoughts. One hundred and twenty participants completed a WM task (n-Back). Then, 90 of these participants watched an emotionally negative video and 30 watched a neutral video. The emotional impact of the video was assessed, and the frequency of intrusive thoughts were measured. WM was measured a second time (n-Back) while recording EEG (P300). Contrary to our hypothesis, the negative video did not impair behavioural WM performance compared to the neutral video. However, it disrupted WM neurocognitive processes (lower P300 amplitude) under low WM load. In the high load condition, greater emotional reaction was linked to poorer accuracy and more intrusive thoughts, which in turn slowed response times. Our results suggest that the impact of negative emotions on WM depends on both individual sensitivity and cognitive load.","PeriodicalId":18569,"journal":{"name":"Memory","volume":" ","pages":"390-403"},"PeriodicalIF":2.2,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143365248","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

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