Maintenance Rehearsal: The Key to the Role Attention Plays in Storage and Forgetting

Autor/inn/en	McFarlane, Kimberley A.; Humphreys, Michael S.
Titel	Maintenance Rehearsal: The Key to the Role Attention Plays in Storage and Forgetting
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 38 (2012) 4, S.1001-1018 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0026783
Schlagwörter	Memory; Research; Attention; Role; Models; Familiarity; Evidence; Maintenance; Association (Psychology); Recognition (Psychology) + Suchen Sie Ihr Suchwort? Gedächtnis; Forschung; Aufmerksamkeit; Rollen; Analogiemodell; Evidenz; Assoziation; Recognition; Wiedererkennen
Abstract	Research with the maintenance-rehearsal paradigm, in which word pairs are rehearsed as distractor material during a series of digit recall trials, has previously indicated that low frequency and new word pairs capture attention to a greater degree than high frequency and old word pairs. This impacts delayed recognition of the pairs and interferes with immediate digit recall. The effect on immediate digit recall may provide the missing converging evidence for the role of attention in memory. In the current study, 3 experiments were conducted to further investigate the role of attention capture and novelty in storage and forgetting. In addition to the previously established effects, the novelty of switching rehearsal between 2 pairs was found to impair both digit recall and memory for the first pair. The attentional effects we obtained were dependent upon participant expectation, and forgetting appears to be due to interference with consolidation rather than decay or traditional associative interference. Finally, the attentional effects we observed in associative recognition were primarily reflected in a lowering of the false alarm rate with increases in the strength of the parent pairs. Although dual-process models can accommodate this finding on the assumption that recollection is invoked at test alongside familiarity, we showed that the level of recall in this paradigm is so small that recollection can be ruled out. Accordingly, our results are challenging for the existing models of associative recognition to accommodate. (Contains 4 tables, 1 figure and 4 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10