Modeling Short- and Long-Term Memory Contributions to Recent Event Recognition

Autor/inn/en	Nosofsky, Robert M.; Cao, Rui; Harding, Samuel M.; Shiffrin, Richard M.
Titel	Modeling Short- and Long-Term Memory Contributions to Recent Event Recognition
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 47 (2021) 2, S.316-342 (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nosofsky, Robert M.) ORCID (Cao, Rui) ORCID (Harding, Samuel M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000812
Schlagwörter	Long Term Memory; Short Term Memory; Recognition (Psychology); Cognitive Mapping; Models; Pictorial Stimuli; Experiments; Task Analysis; Familiarity; Item Response Theory + Suchen Sie Ihr Suchwort? Langzeitgedächtnis; Kurzzeitgedächtnis; Recognition; Wiedererkennen; Analogiemodell; Fantasieanregung; Erprobung; Aufgabenanalyse; Item-Response-Theorie
Abstract	Participants gave recognition judgments for short lists of pictures of everyday objects. Pictures in a given list were an equal mixture of three types that varied according to the way they were used as targets and foils earlier in the same session. Under consistent-mapping (CM), targets and foils never switch roles; under varied-mapping (VM), targets and foils switch roles randomly across trials; whereas all-new (AN) items are novel on each trial of the experiment. Past research has shown that markedly enhanced performance occurs in CM conditions, leading to conclusions that item-response learning takes place in CM, perhaps automatically. However, almost all past research has compared CM, VM, and AN performance in between-blocks designs in which participants may adopt different cognitive strategies and criterion settings across the conditions. The present mixed-list design holds constant the strategy and criterion settings that are used for CM, VM, and AN items, and produced patterns of performance dramatically different than those observed in pure-list control conditions. We develop an extended version of an exemplar-based random-walk model of probe recognition to account for the major qualitative effects in the data. The data and the modeling provide evidence for strong item-response learning for CM foils but weak item-response learning for CM targets. We consider possible explanations for these effects in our General Discussion. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01