Part-set Cuing Research Articles

The isolation between part-set cues and social collaboration in episodic memory is dependent: Insight from ongoing and post-collaboration.

It has been demonstrated that both part-set cues and social interaction can produce detrimental effects on memory. Specifically, part-set cues lead to part-set cueing impairment, while social interaction can result in collaborative inhibition. However, there is less evidence on whether these factors have isolated or comparable impacts on memory. Additionally, it is still unknown whether the effects behave similarly on item memory and source memory, whether the effects are comparable between ongoing and post-social collaboration, and whether stimulus features influence their respective roles. To address these issues, we conducted the current experiment where participants were exposed to gender stereotype-consistent or -inconsistent words, categorized as positive, neutral, or negative. The words were read out by either a male or a female. Two recall sessions were conducted: Recall 1 was carried out either individually or collaboratively, whereas Recall 2 was always collaborative. Some participants performed Recall 1 under the part-set cued condition while others were under the no-cued condition. Both item memory and source memory were assessed in both recall sessions. The results have three implications. First, during the ongoing collaborative session, two effects were observed on item memory: part-set cueing impairment and collaborative inhibition. Further, the contributions elicited by part-set cues and social collaboration are isolated. The part-set cueing impairment was influenced by both emotional valence and stereotypical consistency. Second, post-collaboration analysis indicated that both the utilization of part-set cues and collaboration itself enhanced item memory, resulting in the part-set cueing enhancement and post-collaborative memory benefit. Additionally, there was evidence indicating that the mechanisms prompted by these two factors intertwined when emotional valence and stereotypical consistency were considered. Third, in both ongoing and post-collaboration scenarios, the detrimental and beneficial effects on item memory and source memory exhibited different patterns, thereby supporting the dual-process models. These findings enhance our comprehension of the insolation and the interplay between part-set cues and collaboration in memory.

Part-set cuing effects in spatial memory: the role of interitem associations.

Part-set cuing facilitation and impairment effects are rarely found in spatial memory, which is a challenge to the theories of part-set cuing effects based on lexical stimulus. This study aims to investigate whether there part-set cuing facilitation and impairment effects are present in spatial memory by constructing two types of memory scenes with high and low degrees of interitem associations, achieved by manipulating the presentation of miniatures. This study examined the effects of different part-set cues on free recall, recognition, and reconstruction tasks. The results of two experiments revealed that matrix cues impaired the performance of three recall tasks in memory scenes with a high degree of interitem associations, and scene cues facilitated the reconstruction performance (Experiment 1). Conversely, in memory scenes with a low degree of interitem associations, the impairment effect of matrix cues was not observed in the three recall tasks, but scene cues still facilitated the reconstruction performance (Experiment 2). These findings supported the retrieval strategy disruption hypothesis, the two-mechanism and the multi-mechanism accounts, demonstrating the significance of interitem associations in spatial memory. Furthermore, the results provided direct evidence for the importance of the encoding-retrieval strategy matching principle in spatial memory tasks.

When Hints Hurt Memory: The Influence of the Number of Part-Set Cues on Free Recall

The present study explored the effects of part-set cues on retention in a free recall task across 5 experiments. In the part-set cueing literature, researchers typically provide half of the to-be-remembered items as cues at test; accordingly, little is known about the effect of the number of part-cues on retention, particularly when very few or very many cues are presented at test. These experiments examined the effects of very few cues (2, 3, 4, 5, and 6 cues), half cues (15), and very many cues (25, 27, 28, and 29 cues) out of a list of 30 words. Put differently, the percentage of part-set cues in the very few condition ranged from 7–20% of the list, the half-cue condition was 50% of the list, and the very many cue condition ranged from 83–97% of the list. The very few cue conditions demonstrated null effects (all ps > .26), which suggests that there might be a minimum percentage of cues required before part-set cueing influences memory performance. In contrast, significant part-set cueing impairment occurred in all conditions where at least half of the cues were present (all ps < .03, except one marginally significant, p=. 06, when comparing the 0 vs. 27 cue conditions). Generally, these results are consistent with predictions derived from the retrieval strategy disruption hypothesis (Basden & Basden, 1995). Furthermore, the patterns of results reported in the half-cue and very many cue conditions were consistent with similar conditions in Slamecka (1968), but the results of these two studies differed when few cues were present.

Using examples to increase recall in self-administered questionnaires

Self-administered questionnaires often use examples or lists of examples to aid respondent recall. We report on the results of a field experiment examining how such examples in survey questions affect the episodic recall of events. Building on part-set cuing theory, the authors propose that examples increase recall when they cue low-accessibility subcategories of events, but may decrease recall when they cue high-accessibility subcategories. Further, cuing with examples rather than subcategory names may in some situations clarify questions and reduce non-useable open-ended responses. Findings from a survey of 2137 adult Medicaid recipients are generally consistent with these predictions.

The influence of the number of part-set cues on order retention.

Across seven experiments, the present article examined the influence of the number of part-set cues on order retention, as assessed by both reconstruction of order and serial recall tests. Historically, part-set cueing facilitation occurs when half of the items are provided as valid part-set cues on tests of order memory. Using a variety of list lengths (10 or 16), numbers of cues (0-14), and types of cues (full or partial), the present experiments showed disparate effects of the number of part-set cues on reconstruction and serial recall tasks. On reconstruction tests, a minimum number of full cues was required before part-set cueing facilitation was produced and the magnitude of facilitation increased as the number of cues increased. Generally, partial cues did not influence order retention until almost the entire list was provided as partial cues. On serial recall tests, part-set cueing facilitation was only evident with a few full cues. In contrast, part-set cueing impairment was the norm when many partial cues were provided. These results were largely consistent with predictions of the retrieval strategy disruption hypothesis, as well as with an anchoring account of part-set cueing for order.

On the composition of part-set cues.

Two experiments examined whether the specific composition of the set of cues might influence performance on a part-set cueing task. Although researchers traditionally have chosen their part-set cues either at random or systematically across the original set of materials, in the current study, the part-set cues comprised sets of either the most or least memorable items in the stimulus set (based on past research with the materials). With both word list (Experiment 1) and paragraph (Experiment 2) stimuli, the results showed differential effects of cue composition on part-set cueing performance. That is, part-set cueing impairment occurred following the presentation of high memorability cues, whereas there was no difference between cued and uncued performance following presentation of low memorability cues. These results suggest that the presence or absence of part-set cueing impairment can be influenced by the specific composition of the cue set.

Part-set cueing impairment & facilitation in semantic memory

ABSTRACTThe present study explored the influence of part-set cues in semantic memory using tests of “free” recall, reconstruction of order, and serial recall. Nine distinct categories of information were used (e.g., Zodiac signs, Harry Potter books, Star Wars films, planets). The results showed part-set cueing impairment for all three “free” recall sets, whereas part-set cueing facilitation was evident for five of the six ordered sets. Generally, the present results parallel those often observed across episodic tasks, which could indicate that similar mechanisms contribute to part-set cueing effects in both episodic and semantic memory. A novel anchoring explanation of part-set cueing facilitation in order and spatial tasks is provided.

The joint influence of collaboration and part-set cueing

The present study was designed to examine the effects of retrieval cues on memory performance for both individuals and collaborating pairs. Participants worked either alone or together in the presence or absence of part-set cues to recall list items in Experiments 1 and 2 and to reconstruct the order of a list items in Experiment 3. The detrimental effects of collaborative inhibition were observed across all three experiments. In contrast, part-set cueing inhibition was found following free recall, whereas part-set cueing facilitation was observed on reconstruction tasks. Taken together, the results of the present experiments suggest that the effects of collaborative inhibition and part-set cueing may operate independently of one another.

Part‐set cuing of texts, scenes, and matrices

In four experiments, we extended the study of part-set cuing to expository texts and pictorial scenes. In Experiment 1, recall of expository text was tested with and without part-set cues in the same order as the original text; cues strongly impaired recall. Experiment 2 repeated Experiment 1 but used cues in random order and found significant but reduced impairment with cuing. Experiments 3 and 4 examined the part-set cuing of objects presented in a scene or matrix and found virtually no effect of cuing. More objects were recalled from the scene than from the matrix, indicating that the scene's organization aided memory, but the cues did not assist recall. These results extend the domains in which part-set cues have either impaired or failed to improve recall. Implications for education and eyewitness accounts are briefly considered.

Suppression in retrieval practice, part-set cueing, and negative priming memory: The hydrogen model

A number of phenomena in memory have been explained using appeals to active suppression processes, including retrieval practice, part-set cueing, and the negative priming that is observed with associative interference. However, more formal attempts to capture such processes have been absent. This paper outlines the hydrogen model of memory retrieval, which aims to be a simple model with the modest goal of trying to explore what influence suppression would have on memory retrieval. This model contains a single activation component and a single suppression component in which suppression comes into play only after retrieval interference has been detected. This model was created to explore the plausibility and viability of ideas about the operation of suppression during memory retrieval. For hydrogen, the degree of suppression recruited is proportional to the amount of interference experienced. Overall, the pattern of human data was captured by the suppression model.

Part-set cuing facilitation for spatial information.

Part-set cuing inhibition refers to the counterintuitive finding that hints--specifically, part of the set of to-be-remembered information--often impair memory performance in free recall tasks. Although inhibition is the most commonly reported result, part-set cuing facilitation has been shown with serial order tasks. The present study examined the influence of part-set cuing for spatial locations using novel methods and materials. Participants viewed the construction of Snap Circuit objects and then attempted to reconstruct the objects in either the presence or absence of part-set cues. Two experiments revealed robust part-set cuing facilitation on the spatial memory tasks. Generally, these results are consistent with the predictions of the retrieval strategy disruption hypothesis (e.g., D. R. Basden & Basden, 1995) and the 2- and 3-mechanism accounts of part-set cuing (Bäuml & Aslan, 2006; Bäuml & Samenieh, 2012).

Part-set cueing and the generation effect: An evaluation of a two-mechanism account of part-set cueing

The part-set cueing effect refers to paradoxical memory impairment often observed when elements from a set of items appear as ostensibly helpful retrieval cues during testing of memory for the set. We tested predictions of a two-mechanism account of part-set cueing—that, without enhanced relational processing, standard encoding leaves items susceptible to cueing-induced inhibition that persists after cues are removed; and that increasing item-specific encoding increases this persisting inhibition. Experiment 1 used antonym generation during study to increase item-specific encoding relative to standard encoding. Tests using item-specific probes revealed greater cueing-induced impairment for the generation condition, as predicted. However, when part-set cues were later removed, this impairment abated significantly in the generation condition and even disappeared in the standard-encoding condition—effects not predicted by the two-mechanism account, challenging its completeness. In Experiment 2, we ruled out an artifactual explanation of these results by replicating previously reported persisting impairment on free recall tests.

Part-set cueing and lexical decisions: Testing an inhibitory account

Providing some elements of a studied set during testing (part-set cues) can impair memory for the remaining elements (noncues)—a counterintuitive effect that has recently been attributed to inhibition of noncues. To test for such inhibition using a lexical decision task, we manipulated semantic and episodic relationships, such that cues and noncues were related only semantically, only episodically, or both semantically and episodically. Results showed that part-set cueing evoked inhibition, slowing lexical decisions for noncues that were related to cues both semantically and episodically, consistent with previous results involving the retrieval practice paradigm. However, either type of relationship alone was insufficient to slow decisions, despite previous evidence of impaired memory in similar conditions when tested with other measures such as free recall. The latter results raise questions regarding the extent to which inhibition can account for cueing-induced impairment when cues and noncues are related only semantically or only episodically.

Part set cuing in older adults: Further evidence of intact forgetting in aging

ABSTRACT The aim of this study was to look at the effect of aging on part set cuing while equating for baseline performance in episodic memory. Younger and older participants listened to three different word lists, each containing 24 words relating to a particular category. During recall, 0, 33, or 66% of the items presented in the learning phase were re-presented as cues. The results showed that recall of the never cued items was equally impaired by the presence of cues in younger and older adults, thus showing equivalent part set cuing effects in both groups. These results parallel previous findings showing equivalent inhibitory effects in younger and older adults with tasks that do not require executive control and provide additional support to previous studies challenging the view that frontal/executive processes play a major role in part set cuing.

Collaborative memory and part-set cueing impairments: The role of executive depletion in modulating retrieval disruption

When people are exposed to a subset of previously studied list items they recall fewer of the remaining items compared to a condition where none of the studied items is provided during recall. This occurs both when the subset of items is provided by the experimenter (i.e., the part-set cueing deficit in individual recall) and when they are provided during the course of a collaborative discussion (i.e., the collaborative inhibition effect in group recall). Previous research has identified retrieval disruption as a common mechanism underlying both effects; however, less is known about the factors that may make individuals susceptible to such retrieval disruption. In the current studies we tested one candidate factor: executive control. Using an executive depletion paradigm we directly manipulated an individual's level of executive control during retrieval. Results revealed no direct role of executive depletion in modulating retrieval disruption. In contrast, executive control abilities were indirectly related to retrieval disruption through their influence at encoding. Together these results suggest that executive control des not directly affect retrieval disruption at the retrieval stage, and that the role of this putative mechanism may be limited to the encoding stage.

Part-set cuing in option generation

Memory research on the part-set cuing effect has shown that providing some of the to-be-remembered items as cues is not always beneficial and, in some cases, may even hurt retrieval. However, part-set cuing has been sparsely investigated in option generation tasks. Thus, limited empirical evidence for the existence of the effect in option generation is available, and no convincing explanation has been provided yet. In order to fill these gaps, we carried out four experiments. In Experiment 1A, we observed a significant decrease in option generation performance when potential options were presented as cues. Experiment 1B showed that the effect can also be obtained in older adults. Experiments 2A and 2B provided evidence compatible with an inhibition-based explanation of the observed effects.

Equivalent part set cueing effects in younger and older adults

In a recall test, presenting some of the items as cues inhibits memory for the remaining items. This finding is known as the part set cueing effect. The aim of the current study was to extend the research on part set cueing into ageing. The involvement of inhibition as the explanatory factor for the part set cueing effect was maximised by using an incidental learning procedure where retrieval strategies could not be built up. The cues were presented either before or at recall (Experiments 1 and 2, respectively). The results showed clear and equivalent effects of part set cueing in young and older adults in both experiments. The findings are discussed in relation to Hasher and Zacks’ (1988) inhibitory account of ageing and in relation to the recent theoretical distinction between executive and automatic inhibition (Andrés, Guerrini, Phillips, & Perfect, 2008; Nigg, 2000).

Metacognition and part-set cuing: Can interference be predicted at retrieval?

Although prior research has examined predictions of memory performance under conditions of interference at encoding, predictions of memory performance have not been examined for interference introduced via cues at retrieval. This was investigated in the present study by exposing participants to a random subset of to-be-recalled items just prior to retrieval (part-set cuing) and then eliciting an overall prediction of memory performance. Across three experiments, participants in part-set cuing conditions recalled proportionally fewer items than did participants who were not exposed to any cues. However, participants were unable to predict the detrimental effect of part-set cues on memory performance in either a semantic (Experiment 1) or an episodic (Experiment 2) memory task. Predictions were better calibrated after practice with part-set cuing, and there was evidence that prior experience with part-set cuing transferred to predictions made for a different part-set cuing task (Experiment 3). This suggests that only under some conditions are participants sensitive to the diminished accessibility of memories wrought by part-set cues and illustrates situations in which participants are or are not aware of variables at retrieval that influence memory performance.

The roles of encoding and retrieval processes in associative and categorical memory illusions

Four experiments investigated the origin of associative and categorical memory illusions by comparing the effects of study and test associations on Deese/Roediger–McDermott (DRM) and categorized lists. Experiments 1 and 2 found that levels of false recognition with both list types were increased by manipulations that facilitated the generation of associates at study (blocked presentation of study lists and explicit instructions to generate associates of studied items). Experiments 3 and 4 showed that manipulations designed to increase test associations (test-induced priming and part-set cuing) did not increase levels of false memory with either list type. These findings indicate that false memories produced by both DRM and categorized lists are influenced by associations activated at study but not by associations activated at test.

The Effects of Part-Set Cuing on the Recall of General Knowledge Information

Three experiments were conducted to investigate whether part-set cuing effects generalize to an educational style learning and assessment task. Mnemonic performance was assessed in terms of overall recall, item gain (reminiscence) and item loss (forgetting). In Study 1 we found that negative part-set cuing effects extended to the recall of general knowledge items. In Studies 2 and 3 we explored the boundaries of the observed partset cuing effect further, focusing on cue set size and cue set order. Greater inhibition was observed with 15 than 5 cue items (Study 2), and cue set order was found to affect item gain when cue set order was emphasized prior to or at retrieval (Study 3). The implications of these findings are discussed in the context of learning, recall and assessment.