Recollection (Psychology)

The current study sought to examine further the concept of
eyewitness memory for events. Specifically, using filmed events that were
performed with objects and events performed without objects, we explored
the potential interaction of the object cue and binding or conjunction
errors. This specific memory error involves improperly pairing two or more
feature memories together in the long-term store. In our study, these
features were the action and the actress performing the action. Our study
involved 51 participants. Participants were shown target events in Week 1
and asked to retrieve the target events from a larger group of events in
Week 2. While findings did not show the expected interaction of
conjunction events to object presence or absence, objects without an
object showed a significantly higher acceptance rate. A secondary analysis revealed an interaction effect between head-focus and
recognition item type, meaning participants did view events without an
object differently from objects with an object.

The purpose of this randomized control trial (RCT) was to investigate the effects
of a story-sharing intervention on older adults transitioning to long-term care (LTC). The
specific aims were (1) to determine the effects of story sharing on the health transition
outcomes of depression and well-being of adults transitioning to LTC; and (2) to
determine if the sociodemographic characteristics (age, gender, ethnicity, marital status,
level of education (LOE), months living at LTC facility, choice to move, and health
problem(s) that may have resulted in the move) predict depression and/or well-being.
Story sharing was defined as the respectful space where one tells and listens to stories of
others (Heliker, 2009) while being guided by another (the investigator). Meleis’ middlerange
theory of transitions (MMRTT) (Meleis et al., 2000) was used as a guide to
understand the transitioning process. A convenience sampling design was used to recruit
100 participants from 11 LTC facilities in Broward County, located in Southeast Florida. The sample included adults, age 65 years and older, who were transitioning to a
LTC facility within the past two years. Participants were randomly assigned to the control
group (n = 52), who received standard care, or to the intervention group (n = 41), who
received story-sharing and standard care.
The results indicated there was no significant greater improvement to suggest an
Intervention and Time effect for depression and/or well-being. Overall, predictive ability
of the sociodemographic variables for depression and well-being were not statistically
significant. However, LOE (junior college) did account for a significant portion of unique
variance for increased depression, and time, marital status, ethnicity, LOE, and choice to
move did account for a significant proportion of unique variance for well-being. Months
living in LTC (more months) and marital status (all but divorced) were significant for
improved well-being while ethnicity (Hispanic), LOE (high school and junior college),
and choice to move (no choice) were significant for reduced well-being. Similar studies
using a larger sample size, including non-English speaking participants; lengthier storysharing
sessions; and measuring for pain, health, and bereavement may offer additional
insights to healthy transition outcomes for this population.

Kersten, Earles, and Berger (2015) reported a distinction between two kinds of motion representations. Extrinsic motions involve the path of a person or object, with respect to an external frame of reference. Intrinsic motions involve the manner in which the various parts of a person or object move. They found that intrinsic motions are encoded and remembered with the corresponding actor performing the motions in a unitized memory representation. Extrinsic motions are encoded as separate memory representations, making them more difficult to accurately associate with the correct actor. In the proposed experiment, I will examine the generality of this distinction in motion representation, and investigate whether the unitization of intrinsic motion with its corresponding actor occurs during reading comprehension tasks.

This study examined the temporal structure of children's study behaviors on a sort/recall task. Forty-two fifth-grade children were given six sort/recall trials, each consisting of a two-minute study period followed by a recall assessment. Three trials used the same word list on each trial, while three trials used different word lists on each trial. Half of the participants received the different word list trials first while the order was reversed for the remaining participants. Results were analyzed for differences between recall groups, type of word list used, and presentation order of the trials. High recallers demonstrated stronger temporal patterns of study behaviors than did low recallers (as measured by Fourier analysis of time series data). High recallers also showed stronger tendencies to use behaviors that facilitated performance in close temporal proximity. Type of word list affected recall and temporal patterns of a portion of the study behaviors analyzed.

The development and correlates of utilization deficiencies in second-, third-, and fourth-graders were examined in two separate testing sessions, separated by a one-week interval. In the first session, children received a series of tests assessing self-attributions, metamemory, and intelligence. These factors were proposed to influence the development of utilization deficiencies. In the second session, children were given five sort/recall trials using a different list of categorically related words on each trial and then classified as utilizationally deficient according to their patterns of strategy use and recall over trials. Analysis of mean levels of recall and strategy use demonstrated utilization deficiencies for third graders. Analysis of data for individual subjects revealed that utilization deficiencies were associated with enhanced performance for second and third graders, but lower performance for fourth graders. Attributions of effort were found to be associated with utilization deficiencies for the third graders. The nonsignificant associations of intelligence and metamemory with utilization deficiencies are discussed in terms of domain specific cognition.

This experiment was designed to examine the development of
organizational strategies during the course of children's recall.
First, third, and fifth grade children were asked to recall the names
of their classmates. Organization of recall was assessed with regard
to structures in the classroom (e.g., seating arrangements, reading
groups). To determine if awareness of strategy use increased over the
course of recall, some children were asked metamemory questions after
recalling only six names, others after recalling 12 names, and a third
group after recalling as many names as possible. Analyses of interitem
latency data, clustering, and metamemory responses suggest that the
highly organized retrieval in class recall is mediated by the
activation of automatic relationships and not by the use of deliberate
organizational strategies. The various associative relationships
between names lead children to switch between different modes of
organization. This process results in well structured recall, without
requiring any conscious awareness.

This experiment explored the possibility of a developmental
shift from organization according to associative criteria to
organization according to taxonomic criteria. First, fourth
and seventh graders were presented with a list of items which
could be organized equally well into either groups of taxonomic
or associative pairs. Children were randomly assigned
to either the Sort or No Sort Condition. While clustering
levels for children in the Sort Condition were significantly
greater than those of children in the No Sort Condition both
had high overall levels of clustering. First grade children's
organizational styles during sorting, were significantly more
associative than were fourth or seventh graders, who increasingly
organized taxonomically. These results suggest that it
is not that young children are incapable of using effective
organizational strategies to mediate recall, but rather, that
their strategies differ from those of older children and
adults.

Kindergarten, third, and sixth graders received one of two 22
item lists for cued-recall, with one-half of the items in each
list being typical examples of familiar categories, and onehalf
heing atypical category exemplars. For subjects in the
Age-Appropriate condition, the typicality of the items was
based on children's definitions of "item goodness," whereas
for subjects in the Adult-Norm condition, item typicality was
based on adult judgements. At all grade levels, typical items
were recalled to a greater extent than atypical items, and
recall in the Age-Appropriate condition was significantly
greater than in the Adult-Norm condition. In the Age-Appropriate
condition, processing differences between typical and
atypical category exemplars were interpreted as being due to
qualitative differences in how representative items were of
their categories, whereas the "typicality" effects in the Adult
Norm condition were hypothesized as being due to a quantitative
lack of category knowledge.

Several studies have found recall and clustering performance of
young children to be greater with non-taxonomic (NT) than with
taxonomic (T) materials, while other studies have found the
reverse. The present experiment has tried to resolve this
discrepancy by introducing the variable of criterion vs single
sorting prior to recall. A comparison of Immediate and Delayed
recall between child-generated T and child-generated NT categories
under criterion (two consecutive identical sorts) and single
sorting conditions was used to assess the differences in these
T and NT grouping patterns as a basis for organizing recall.
Although there were no significant interactions with delay, when
subjects sorted only once, recall performance was greater with
T related materials. However, when subjects sorted to a stable
criterion of two consecutive identical sorts, recall performance
with NT related materials was greater than performance with T
related materials. These results suggest that under single
sorting conditions, the use of T categories may have resulted in
a better fit with the child's semantic memory structure than NT
groupings. However, with stable sorting, both T and NT grouping
patterns were equally consolidated into the memory structure,
making them both equally retrievable.

In the present experiment possible developmental differences in the
timing of organization in children's free recall were examined. It was
hypothesized that children who organize information at input would show
a smaller decrement in recall as a result of delayed testing with
related than with unrelated materials. If the categorical similarity
among items is discovered at input, the resulting organizational scheme(s)
would make the individual items more resistant to forgetting over time.
However, since no organizational scheme could be imposed upon unrelated
items, many items would be lost as a result of delayed testing. This
pattern of data was predicted only for junior high students and not
for second and third graders. However, contrary to expectation, both
the younger and older groups of subjects showed this pattern, indicating
that children of both age groups organize categorically related
information at input. The possibility of a semantic facilitative effect
for the younger subjects was discussed.