The Complexity of Memory: Literature Review

The Complexity of Memory Literature revueWynham GuillemotI.The first article that I decided summarize is labeled The proceeds Effect Costs and Benefits in Free Recall. The Research report was pen by Angela C. J unitarys of John Carroll University and Mary A. Pyc of Washington University in St. Louis. It is raise in the 2014 edition of the Journal of tasteal psychological science Learning, Memory, and Cognition.This look into was aimed at examining the cost and benefits of output, through use of free take paradigm. Paradigm is defined as a common example or pattern of doing something. Free come back is defined as the process in which participants shoot a careen of items, and then are prompted to abjure the items in any order. The takings consequence is the memorial benefit of holding loudly compa personnel casualty to enjoining motionlessly. Some studies contract shown the intersection issue as a simple keeping advance method. The production military force is a dditive to the benefits of generation and semantic processing, extends to a sdepression down retention interval, and has been demonstrated with non lyric, news show pairs, and sentences (Jones and Pyc 300). As we can see the production effect does accept trusted advantages, and does it actually augment the top executive of our memory? Is the effect receivable to increased memory for items lead aloud, or is it something else? Even though at the advent of this try statistical visitations had non been reported, Jones and Pyc hypothesized that the benefit of production was possibly sort of payable to a memory reduction for silent items, and thus the goal of their experiment was to prove this. What causes the production effect to alter memory top executive? Jones and Pyc decided it had to do with the office in which information is organized when read silently or aloud. The increases in perception accuracy for items read aloud whitethorn be the termination of item-specifi c gains associated with production, and the costs to silent items may be the result of minimal comparative encoding afforded by the typical production effect paradigm (Jones and Pyc 300).The authors intercommunicate this issue by splitting the study into twain experiments. The goal of Experiment 1 was to discover the benefits and costs underlying the production effect. therefore, the study include one miscellaneous inclination (silent and aloud items) and two handsome lists (one silent, one aloud). After this the participants completed a free cogitate last(a) test. The study included 48 undergraduate students from John Carroll University. First they underwent the encoding phase. The students were shown 30 items. Fifteen of the items were in blue font, and the other 15 were in red font. The spoken language were split into two different colorizes because it allowed for relational processing, which increases reject when added to items that naturally elicited item-specific p rocessing (the random non-associated says that the students were to memorize). They did this because, based on prior experiments, they were led to believe that, the increases in recognition accuracy for items read aloud may be the result of the item-specific gains associated with production, and the costs to silent items may be the result of minimal relational encoding afforded by the typical production effect paradigm (Jones and Pyc 300). 17 of the students were assigned to read discussions of one color aloud and the speech communication in the other color silently. This group was labeled the complicated group. 16 of the students read every(prenominal) word silently, while the re of importing 15 read all haggle aloud. These two groups were the pure groups. Thus, there were four variables in the experiment silent pure, silent mixed, aloud pure, and aloud mixed. The pure list was use to allow the experimenters to measure the costs and benefits of production. After the encoding phase the students were directed to type every word that they remembered from the phase.The results showed that there was no effect of list type, or basically that repudiate entropy was not influenced by mixed or pure list reading. Production showed greater echo from students who read aloud than those who read silently. The most notable and interesting result of the experiment was the interaction of list type and production. Production only played a benefit on the mixed list group. The most significant jump in information was betwixt the mixed silent group (around 8% recall), and the mixed aloud group (around 24% recall). All results considered, the experimenters concluded that the production effect for the mixed list group was most believably driven predominantly by the costs to silent items. Basically, the significant variation among silent-mixed and aloud-mixed groups was less due to the benefit of reading the mixed group aloud, and more so due to the negative cost of re ading the mixed group silently.The support experiment replicated the first experiment mostly, however there was one change. Now 30 five letter words were represented, half(prenominal) of which were gritty relative absolute frequency words (words that are more common in the english language), and the other half were low frequency words (words that are less common). They decided to do this because almost all previous experiments on the production effect used high frequency words, and therefore they wanted to see if the production effect extended to low-frequency words. 23 students read words from the mixed list, 23 of the students read from the pure silent list, and 23 read from the pure loud list.The recall percent for the high frequency words correlated very tight with the results from experiment 1, as predicted. The low frequency words had higher(prenominal) recall percents across the board for distributively division, and the rise in word recall for to each one category w as proportional to the trends in the higher frequency words. In other words, the relationship between the categories was the alike(p), with the difference being that each category was higher in word recall in low frequency than its high frequency counterpart.The general results of this experiment gives us good brainwave on the ability of memory. We demonstrated that the production effect is not solely the result of enhanced memory for items read aloud but instead results from a cost to memory for items read silently (Jones and Pyc 300). Both experiments reflected that the benefits of production were less than the costs of silent items. Thus, this experiment discredits the belief that the production effect is a memory tool, as memory is rather decreased by reading silent items, not increased by reading aloud.II.The second article I selected is titled Parametric Effects of Word oftenness in Memory for Mixed Frequency Lists. This research report was indite by Lynn J. Lohnas and Mic hael J. Kahana of the University of Pennsylvania. It was published on July 8, 2013, in the Journal of Experimental Psychology Learning, Memory, and Cognition.An burning(prenominal) concept to consider, as the article is built around this concept, is word frequency paradox. As defined in the abstract of the article, word frequency paradox is the finding that low frequency words are collapse recognized than high frequency words yet high frequency words are wear recalled than low frequency words. However, based on prior experiments, this view is partially challenged, as the types of word that are recalled better can vary between high and low frequency. Thus an important question in the article is brought up. Why is item recognition consistently favorable towards low frequency words in mixed lists, but during superior recall of mixed lists there can be variations in which word frequency type is superior? Previous experiments showed instability in recall results. The authors believe t hat the instability is due to the substantial difference in the range of word frequencies between the high and low frequency groups. The main goal of this experiment was to quantify the functional relation between word frequency and memory performance across the broad range of frequencies typically used in episodic memory experiments. (Lohnas and Kahana 1).The authors address their questions concerning relations between high and low frequencies by conducting an experiment aimed at collecting data on twain recognition memory and free recall. For the free recall portion of the experiment, instead of just collecting data on results from high frequency words and low frequency words, the authors decided to use mixed frequency lists that included all the frequencies in between the high and low as well. 132 participants were used in the overall experiment. For each session of the experiment there were 16 lists of 16 words. One list containing sixteen words would be presented on a computer screen, one at a time. Each word would be accompanied by between 0 and 2 encoding tasks (these tasks included a size judgment and an animacy judgment. The turn of events of encoding tasks changes not by each photo, but by each list. Following each list was an immediate free recall test.The results showed that participants recalled higher proportions of both low and high frequency words than words of intercede frequency, forming a sort of U shape. This U shape held true for both items without an encoding task, and those with an encoding task. However, when no task was presented, the recall probability for each frequency was higher by about .05 to .08.At the end of the 16 lists presented in the session, participants would be presented with a recognition test. For half of the sessions (randomly selected) students would be effrontery a final cumulative free recall test, in between the recall test from the 16th list and the recognition test. During this free recall test participants were asked to recall all possible items from all the lists in the section. For the recognition test, 320 words were presented one at a time on a computer screen, and participants had to select which words had showed up in the lists, and which ones hadnt.The results from the recognition tests show us that with increasing word frequency, participants were more likely to incorrectly accept lures and less likely to correctly recognize targets. Thus the cut down the frequency, the more likely participants were to select them in recognition tests. When no encoding tasks were presented, participants were just a little more likely to have a higher hit rate in the recognition test.III.The final article that I decided to summarize is Learning to Remember by Learning to Speak. The article was written by Marc Ettlinger of the Veterans Affairs Northern calcium Health Care System, Jennifer Lanter of the University of WisconsinGreen Bay, and Craig K. Van Pay of the University of Houston. This art icle is found the 2014 edition of Developmental Psychology.The goal of this experiment was to test if a shavers memory can be impacted by language. many a(prenominal) psychological studies regarding language had been conducted before, however none had ever had directly attached memory and language, and thus these authors were interested in digging into this topic. The authors predicted that the churlrens ability to recall the plurality of different items depended on the phonology of the word, which is the sounds associated with a certain word. The authors saw it best to use three different categories of plural words. We alike considered the correlation coefficient between childrens ability to recall the plurality of sibilant-final words and their ability to articulate the plural for sibilant-final words, their recall and juncture of plosive-final words, and their recall and articulation of vowel-final words (Ettlinger 432).For the experiment the authors selected monolingual ch ildren that were ages 35 years old. In total there were 50 participants. Once they started to undergo the tests, children were show pictures of 36 objects, either shown as a singular object, or the same object four times. The child is later tested on 18 of the photos seen previous by moving the picture he or she saw into the middle, lower box in the center of a board. If it was one of the photos with four objects, and the child selected, it means that he or she most likely understands the phonology of the come across of the object selected. A certain production task, called the wug test was used to test their ability to produce the plural. In this test, the experimenter took a photo of a romance item that the child had not yet seen yet, and told him the name of the object, which was a nonce word. He then shows the child a photo of multiple units of the same object, and asks the child to tell him what it he or she is seeing in the photo, in a complete sentence. In the data collec ted, the researchers found an interesting correlation between plosive final words and sibilant final words. there was no connexion with vowel-final words. As stated in the article, This suggests that memory mirrors the growth of plural production, where children first develop mastery of the pluralization of vowel-final words but equable struggle with sibilant final words, with plosives somewhere in the middle (Ettlinger 436). As a result of their studies, these psychologists were able to accurately prove a connection between language and memory.