Name-face Pairs Research Articles

Retrieval practice enhances memory for names in survivors of stroke.

Objective: Accumulating evidence suggests that retrieval practice (testing during learning) enhances memory in clinical populations. However, no study to date has examined the efficacy of retrieval practice in stroke survivors, despite the negative impact of poststroke memory difficulties. We investigated whether retrieval practice enhances memory for names in stroke survivors and healthy controls. Method: Using a within- and between-subjects design, 20 stroke survivors and 20 healthy controls completed an experimental paradigm that required them to learn 18 name-face pairs divided across 3 learning conditions (spaced restudy, retrieval practice, massed study). A mixed analysis of variance compared participants' name recall across conditions after 30 min and 7 days. Results: There was a main effect of learning condition (p < .001, ηp² = .67) and a significant Time × Condition interaction (p < .001, ηp² = .25). Post hoc comparisons revealed that retrieval practice was the superior learning condition in both groups after 30 min. After 7 days, there was no significant difference between the retrieval practice and spaced restudy conditions in stroke survivors (p = .08, d = 0.41), although retrieval practice remained superior to massed study (p = .001, d = 0.88). Conclusions: Retrieval practice is a promising memory technique that significantly enhanced stroke survivors' memory for names. Given similar performance in the retrieval practice and spaced restudy conditions after 7 days, stroke survivors may benefit from multiple presentations of information during learning, rather than 1 prolonged exposure. Future studies should investigate whether additional retrieval opportunities might prolong the beneficial effect of testing during learning. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Naming People in News Videos with Label Propagation

A face-naming method that learns from labeled and unlabeled examples relies on iterative label propagation in a graph of connected faces or name-face pairs.

Name and Face Learning in Older Adults: Effects of Level of Processing, Self-Generation, and Intention to Learn

Many older adults are interested in strategies to help them learn new names. We examined the learning conditions that provide maximal benefit to name and face learning. In Experiment 1, consistent with levels-of-processing theory, name recall and recognition by 20 younger and 20 older adults was poorest with physical processing, intermediate with phonemic processing, and best with semantic processing. In Experiment 2, name and face learning in 20 younger and 20 older adults was maximized with semantic processing of names and physical processing of faces. Experiment 3 showed a benefit of self-generation and of intentional learning of name-face pairs in 24 older adults. Findings suggest that memory interventions should emphasize processing names semantically, processing faces physically, self-generating this information, and keeping in mind that memory for the names will be needed in the future.

The associative memory deficit of older adults: further support using face-name associations.

Previous studies have established an associative deficit hypothesis (Naveh-Benjamin, 2000), which attributes part of older adults' deficient episodic memory performance to their difficulty in creating cohesive episodes. In this article, the authors further evaluate this hypothesis, using ecologically relevant materials. Young and old participants studied name-face pairs and were then tested on their recognition memory for the names, faces, and the name-face pairs. The results extend the conditions under which older adults exhibit an associative deficit. They also show that reduced attentional resources are not the sole mediator of this deficit.

Age and Incidental Recall for a Simulated Everyday Memory Task

We compared intentional learning on an everyday memory task, associate learning of name-face pairs, with Type II incidental recall of the city of residence for each of the name-face pairs. Performance on intentional and incidental learning was significantly associated with age and performance differences begun as early as the fifth decade. Age was more strongly associated with intentional than with incidental learning, and performance on the single incidental recall trial was most similar to the first trial of the intentional learning task.