A stability bias in human memory: Overestimating remembering and underestimating learning.

The dynamics of human memory are complex and often unintuitive, but certain features—such as the fact that studying results in learning—seem like common knowledge. In 12 experiments, however, participants who were told they would be allowed to study a list of word pairs between 1 and 4 times and then take a cued-recall test predicted little or no learning across trials, notwithstanding their large increases in actual learning. When queried directly, the participants espoused the belief that studying results in learning, but they showed little evidence of that belief in the actual task. These findings, when combined with A. Koriat, R. A. Bjork, L. Sheffer, and S. K. Bar’s (2004) research on judgments of forgetting, suggest a stability bias in human memory—that is, a tendency to assume that the accessibility of one’s memories will remain relatively stable over time rather than benefiting from future learning or suffering from future forgetting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Test-enhanced learning of natural concepts: Effects on recognition memory, classification, and metacognition.

Three experiments examined testing effects on learning of natural concepts and metacognitive assessments of such learning. Results revealed that testing enhanced recognition memory and classification accuracy for studied and novel exemplars of bird families on immediate and delayed tests. These effects depended on the balance of study and test trials during training. Metacognitive measures provided results suggesting that participants were aware of the beneficial effects of testing. A new measure of metacognition at the level of categories is introduced and shown to be potentially useful for theory and applied purposes. It is argued that focusing on optimizing the learning of natural concepts encourages the convergence of theorizing about memory, concept learning, and metacognition and holds promise for the development of applications to education. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Verbal knowledge, working memory, and processing speed as predictors of verbal learning in older adults.

The present study aimed at modeling individual differences in a verbal learning task by means of a latent structured growth curve approach based on an exponential function that yielded 3 parameters: initial recall, learning rate, and asymptotic performance. Three cognitive variables—speed of information processing, verbal knowledge, working memory—and the participant's age were included in the model in order to explain individual differences in the learning parameters. The data come from the second wave of the Zurich Longitudinal Study on Cognitive Aging (D. Zimprich, Martin, et al., 2008) comprising 334 participants ranging in age from 66 to 81 years (M = 74.43, SD = 4.41). Among the logistic, the Gompertz, and the hyperbolic function, the exponential function described the data best. Reliable individual differences were found in all 3 learning parameters. The cognitive predictor variables affected the verbal learning parameters differentially: All 3 predictors affected positively initial recall, the asymptotic performance increased with better working memory and faster processing speed, and the learning rate was positively associated with verbal knowledge only. Age did not affect the learning parameters but correlated negatively with working memory and processing speed. The finding of large and reliable individual differences in learning is seen as evidence that the potential for positive change, or plasticity in adulthood is maintained and that it is worthwhile to enhance the determinants of learning or learning itself. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Genetic architecture of learning and delayed recall: A twin study of episodic memory.

Objective: Although episodic memory is often conceptualized as consisting of multiple component processes, there is a lack of understanding as to whether these processes are influenced by the same or different genetic determinants. The aim of the present study was to utilize multivariate twin analyses to elucidate the degree to which learning and delayed recall, two critical measures of episodic memory performance, have common or different genetic and environmental influences. Method: Participants from the Vietnam Era Twin Study of Aging (314 monozygotic twin pairs, 259 dizygotic twin pairs, and 47 unpaired twins) were assessed using the second edition of the California Verbal Learning Test. Mean age at the time of the evaluation was 55.4 years (SD = 2.5). Results: Model fitting revealed the presence of a higher-order latent factor influencing learning, short- and long-delay free recall, with a heritability of .36. The best-fitting model also indicated specific genetic influences on learning, which accounted for 10% of the overall variance. Given that learning involves the acquisition and retrieval of information, whereas delayed recall involves only retrieval, we conclude that these specific effects are likely to reflect genes that are specific to acquisition processes. Conclusion: These results demonstrate that even in nonclinical populations, it is possible to differentiate component processes in episodic memory. These different genetic influences may have implications for gene association studies, as well as other genetic studies of cognitive aging and disorders of episodic memory such as Alzheimer's disease or mild cognitive impairment. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Self-controlled visual discrimination learning of group-housed dwarf goats (Capra hircus): Behavioral strategies and effects of relocation on learning and memory.

In most studies on animal learning, individual animals are tested separately in a specific learning environment and with a limited number of trials per day. An alternative approach is to test animals in a familiar environment in their social group. In this study, the authors--applying a fully automated learning device--investigated voluntary, self-controlled visual shape discrimination learning of group-housed dwarf goats (Capra hircus). The majority of the tested goats showed successful shape discrimination, which indicates the adaptive value of an effective learning strategy. However, in each group, a few individual goats developed behavioral strategies different from shape discrimination to get reward. Relocation impairs memory retrieval (probably by attention shifting) only temporarily for previously learnt shapes. The results demonstrate the usefulness of a self-controlled learning paradigm to assess learning abilities of social species in their normal social settings. This may be especially relevant for captive animals to improve their welfare. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The development of verbal memory in childhood and adolescence: Findings from the Munich Longitudinal Study.

The authors assessed developmental changes in verbal memory from the beginning of elementary school to late adolescence on the basis of data from the Munich Longitudinal Study. Major issues concern the stability of individual differences in strategy use as well as interrelationships among different components of verbal memory and the impact of educational context on verbal memory development. Long-term stability of strategic memory was low to moderate in late childhood and adolescence. Interrelations among the verbal memory components were also moderate and did not change much over time. Unexpectedly, no impact of educational context was found. Overall, individual differences in verbal memory performance develop very early in life and are relatively unaffected by differences in educational experiences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of expected group longevity and expected task difficulty on learning and recall: Implications for the development of transactive memory.

[Correction Notice: An erratum for this article was reported in Vol 15(3) of Group Dynamics: Theory, Research, and Practice (see record 2011-14268-001). An error was introduced during the production process. On article page 8, column 1 line 6 through column 2 line 2, the statement “…the main effect of expected longevity was significant only in the same expertise condition…” is incorrect. The effect found was for expected difficulty, not expected longevity.] The ability to effectively coordinate with others is a vital component of group success. It is often useful to base this coordination on expectations derived from perceived expertise (transactive memory; Wegner, 1986). Yet, the value of coordination overall and specific coordination strategies vary by task. We argue that the benefit of applying a task-appropriate coordination strategy increases with the number of trials of the task performed (expected longevity), and that the most beneficial strategy varies by task difficulty. We, therefore, predict that coordination increases with expected longevity and that the form of coordination (increased or decreased duplication) depends on expected task difficulty. To test these predictions we manipulate expectations of longevity and difficulty among individuals expecting to work with a partner on a memory task. The predicted relationships are found for both learning and recall. The implications of these findings for the development of transactive memory are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Pattern memory involves both elemental and configural processes: Evidence from the effects of hippocampal lesions.

The formation of an integrated memory for a pattern of stimulation could be based on the elements of that pattern becoming directly linked to one another, or by each of the elements becoming linked to a shared separate configural representation. These 2 accounts have proven difficult to discriminate between. Here, rats received exposure to four patterns of stimulation, each consisting of an auditory stimulus, a visual context, and a time of day; and we examined whether pre-training lesions to the hippocampus influenced memory for the patterns. These lesions abolished pattern memory that required configural processes (Experiments 1A and 1B) but had no effect on pattern memory that could be supported by elemental processes (Experiment 2). This dissociation provides support for the views that elemental and configural processes ordinarily support pattern memory and that rats with lesions to the hippocampus are left reliant on elemental processes. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

When distractors and to-be-remembered items compete for the control of action: A new perspective on serial memory for spatial information.

In serial memory for spatial information, performance is impaired when distractors are interpolated between to-be-remembered (TBR) stimuli (Tremblay, Nicholls, Parmentier, & Jones, 2005). The so-called sandwich effect, combined with the use of eye tracking, served as a tool for examining the role of the oculomotor system in serial memory for spatial information. Participants had to recall the order in which sequences of TBR locations were presented. In some trials, to-be-ignored blue dots were presented after each TBR location. Our results show that response locations shift toward the location of the distractors, and this deviation is related to the eye movement deviation toward the distractor location. These results suggest that TBR and to-be-ignored locations are encoded onto a common map that could lie within the oculomotor system. Interference in memory for spatial information is interpreted in light of a model of oculomotor behavior (Godijn & Theeuwes, 2002b). (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The risk of being shot at: Stress, cortisol secretion, and their impact on memory and perceived learning during reality-based practice for armed officers.

A field experiment was organized during a handgun shooting workshop for armed officers (N = 36). In-depth stress analyses involved anticipatory distress, subjective stress, and salivary cortisol reactivity triggered by reality-based handgun shooting practice and, more specifically, by being in an uncontrollable situation with the risk of being shot at. Subsequently, the study examined to what extent exposure to reality-based stress affected working memory performances and self-perceived active learning. As expected, the risk of being shot at caused more anticipatory distress, subjective stress, and increasingly triggered cortisol secretion. Further results showed that, although stress endurance deteriorated working memory performance, participants in the high-realism group simultaneously self-perceivably learned more (i.e., acquired task-relevant skills and competencies). The dual stress effect may result from the professional appreciation of reality-based practice and increased self-efficacy toward hazardous real-life situations. Balancing the intersection between occupational psychology, cognitive psychology, and psychoneuroendocrinology, this study performed stress research in an important and rarely accessible professional setting. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

A model of involvement in work-related learning and development activity: The effects of individual, situational, motivational, and age variables.

Eight hundred employees from across the U.S. work force participated in a detailed 13-month longitudinal study of involvement in learning and development activities. A new model was posited and tested in which the hypothesized sequence was as follows: worker age → individual and situational antecedents → perceived benefits of participation and self-efficacy for development → attitudes toward development → intentions to participate → participation. The results depict a person who is oriented toward employee development as having participated in development activities before, perceiving themselves as possessing qualities needed for learning, having social support for development at work and outside of work, being job involved, having insight into his or her career, and believing in the need for development, in his or her ability to develop skills and to receive intrinsic benefits from participating. Given the aging work force, a detailed treatment of age differences in development is presented. Implications for new ideas in practice and future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)