The Response Dynamics of Recognition Memory: Sensitivity and Bias

Autor/inn/en	Koop, Gregory J.; Criss, Amy H.
Titel	The Response Dynamics of Recognition Memory: Sensitivity and Bias
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 42 (2016) 5, S.671-685 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000202
Schlagwörter	Recognition (Psychology); Response Style (Tests); Mnemonics; Familiarity; Memory; Measurement; Statistical Analysis; Cognitive Tests; New York + Suchen Sie Ihr Suchwort? Recognition; Wiedererkennen; Antwortverhalten; Mnemotechnik; Gedächtnis; Messverfahren; Statistische Analyse; Kognitiver Fähigkeitstest
Abstract	Advances in theories of memory are hampered by insufficient metrics for measuring memory. The goal of this paper is to further the development of model-independent, sensitive empirical measures of the recognition decision process. We evaluate whether metrics from continuous mouse tracking, or response dynamics, uniquely identify response bias and mnemonic evidence, and demonstrate 1 application of these metrics to the strength-based mirror-effect paradigm. In 4 studies, we show that response dynamics can augment our current analytic repertoire in a way that speaks to the psychological mechanisms underlying recognition memory. We manipulated familiarity and response bias via encoding strength and the proportion of targets at test (Experiment 1) and found that the initial degree of deviation of the mouse movement toward a response is a robust indicator of response bias. In order to better isolate measures of memory strength, we next minimized response bias through the use of 2-alternative forced-choice tests (Experiments 2 and 3). Changes in the direction of movement along the x-axis provided an indication of encoding strength. We conclude by applying these metrics to the typical strength-based mirror effect design (Experiment 4) in an attempt to further discriminate between differentiation and criterion-shift accounts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01