Amount Of Recall Research Articles

The delayed impact of informed versus blind interviewing on eyewitness memory

AbstractBackgroundPrevious research has highlighted the potentially detrimental effects of pre‐interview preparation on witness memory within an interview context (Rivard et al., 2016). The present study examined the effect of an interviewer's pre‐interview knowledge on eyewitness memory beyond the initial interview.MethodStudent witnesses were interviewed one week after viewing a mock crime event by a student interviewer who was either correctly informed, incorrectly informed, or uninformed (blind) to case details and who was either told to avoid suggestions or was not given cautionary instructions.ResultsAnalyses of the witnesses' recall quantity and quality one week after the interview revealed that witnesses of blind interviewers recalled more details than witnesses of incorrectly informed interviewers. Witnesses of blind interviewers were also more accurate than witnesses of incorrectly informed interviewers, but only when interviewers were warned not to ask suggestive questions.ImplicationsFindings suggest that interviewer training and pre‐interview knowledge may play an important role in witness recall.

Mind mapping in recalling and retrieving core contents in anesthesia technology students

BACKGROUND:Human memory represents the ability to recall and retrieve information. Learning methods have a great impact on remembering and retrieving material. This study was conducted to investigate the effect of the mind map learning method on the amount of recall and retrieval of the core contents of anesthesia technology students.MATERIALS AND METHODS:In this quasi-experimental study, 55 undergraduate students of anesthesia technology were included in the study by census method. In both groups, teaching was done in the same way (lecture method) by a single professor. The intervention group was randomly divided into six groups. After training to work with a mind map in this group, the teaching of lessons started with the lecture method, and then the mind map was drawn by the group members. In the control group, the students followed the lecture method and note-taking. Finally, three tests were taken. Test 1 (before the start of the training), test 2 (immediately after the training (scheduled test)), and test 3 (after 2 weeks (surprise test)).RESULTS:The data obtained from the test scores were analyzed by pairedt-test, independentt-test, and analysis of covariance. The analysis showed that the mind map method significantly improved the short-term (P< 0.001) and long-term memory of anesthesia technology students (P< 0.001) compared to the traditional method. Examining the effect of gender on long-term memory showed that in the intervention group, female samples had an average score of 1 more than male samples (P= 0.044).DISCUSSION:It seems that mind mapping improves short-term and long-term memory in anesthesia technology students who play a critical role in saving the lives of patients and this issue improves the quality of services in the field of health.

Traceability of Information Routing Based on Fuzzy Associative Memory Modelling in Fisheries Supply Chain

Traceability is the ability to verify the history and location of a food product, thus providing information on each supply-chain actor, who the immediate supplier is, and to whom the product was sent. The information system approach has been used to manage and integrate all such information by collecting, storing, then retrieving data and information about the product from earlier stages of the production process. Besides documentation and information sharing, such traceability information systems can also support timely resolution of customer complaints. This paper presents modelling of routing and handling time prediction using a fuzzy associative memory (FAM) method. As a first response to customers, information about the time required to resolve an issue can be provided after the source of a product defect has been traced. With regards to handling, traceability can assist with several issues, e.g., product replacement, product recalls based on retrieval of the contact numbers of affected customers on a recall list , and inspections at each production unit to ensure food safety standards. Based on such activities, it is assumed that the handling time will be affected by the size of the product inventory that can be used to replace a defective product, the amount of product that must be recalled from the market, and the time required internally for the inspection process, which is set as the FAM input variable. A FAM is a set of fuzzy-set pairs (A, B) that maps an input vector fuzzy set A to an output vector fuzzy set B. Our experiments show that, from such a FAM formulation, one can obtain 27 rules. The FAM will encode a fuzzy-set pair (A, B) to obtain matrix memories, denoted by M. As the prediction result, the matrix B can be obtained from the computational matrix A and the matrix M; For instance, in case of a contamination incident in a fish product with inventory conditions of as much as 4 tonnes, the product recall amounts to 21 tonnes and the inspection will take 25 h, while the results of the computational experiment show that the total handling time for this case will be 66 h with low error rates.

Investigating the Impact of Delayed Administration on the Efficacy of the Self-Administered Interview

The Self-Administered Interview (SAI©) is a recall tool designed to elicit comprehensive initial witness statements while minimising demands on police resources. Previous studies have found that immediate SAI© administration increased recall accuracy and even helped inoculate against misinformation. However, no studies have examined the effect of delayed SAI© administration on recall quantity and quality. The aim of the current study was to investigate the effect of a delay between the witnessed event and administration of the SAI© on recall accuracy. After watching a crime video, the SAI© was administered to participants either immediately, after a delay of 24 hr, after 1 week or not at all. Two weeks after watching the video participants were introduced to post-event information (PEI) via an audio discussion, before completing a free recall statement. It was found that delayed administration of the SAI© negatively impacted upon recall accuracy and susceptibility to incorrect PEI. The efficacy of the SAI© appears to be dependent upon administration within 24 hr of the critical event.

The effects of immediate recall on eyewitness accuracy and susceptibility to misinformation

Eyewitnesses can be influenced by misinformation that they encounter when discussing the event with a co-witness. Some studies have found that an immediate recall of the event can inoculate eyewitnesses against such misinformation; others have found that it increases susceptibility to misinformation. These different findings may be due to methodological factors, so the aim of this study was to investigate the effects of three different recall conditions. An immediate cued recall, free recall or no recall was given to 88 participants after they watched a crime video. They then discussed the video with a confederate who introduced correct and incorrect information about the video. Accuracy and amount of recall was tested one week later. It was found that the immediate-recall questionnaire did not make participants more susceptible to misinformation in comparison to no-recall participants, indeed the data trended the other way, suggesting that immediate-recall inoculated participants against misinformation. Furthermore, the provision of correct post-event information increased memory accuracy, especially after immediate recall.

Category clustering calculator for free recall.

The free recall measure is one of the most popular measures in memory research. Using this measure, researchers can assess not only the amount of recall but also the strategy participants used to recall the material. Category clustering is a strategy participants often use when the input list is categorized. Unfortunately, computing category clustering measures is laborious. The present paper introduces a calculator that computes these measures for each participant using a platform that is accessible to most researchers in an attempt to make these measures more user-friendly.

Specific memory effects of Ginkgo biloba extract EGb 761 in middle-aged healthy volunteers

Introduction Recent reviews showed that Ginkgo biloba extract EGb 761 1 1 Dr. Willmar Schwabe GmbH & Co. KG, Karlsruhe, Germany. is effective to enhance performance in patients with cognitive impairment (e.g., dementia). The aim of this study was to investigate the effects of EGb 761 on memory and the specificity of such effects on distinct memory functions in middle-aged healthy volunteers. Methods A total of 188 healthy subjects aged 45–56 years were randomised to receive EGb 761 (240 mg once daily) or placebo for 6 weeks. Outcome measures were the change in memory performance in a demanding standardised free recall paradigm (list of appointments) and a less demanding standardised recognition test (driving-route). Based on previous findings we predicted superiority of EGb 761 in recall testing. Specificity in effects was assessed by separating immediate vs. delayed and quantitative vs. qualitative free recall measures. Results After 6 weeks, EGb 761-treated subjects improved significantly in quantity of recall, i.e., the number of correctly recalled appointments (drug–placebo differences: p = 0.038 for immediate and p = 0.008 for delayed recall). Effects on qualitative recall performance (ratio of false to correct items) were similar (drug–placebo differences: p = 0.092 for immediate and p = 0.010 for delayed recall). No superiority of Ginkgo was evident in another everyday memory test which asked for recognition of a driving route (drug–placebo differences: p > 0.10). The incidence of adverse events was low and not significantly different between treatment groups. Discussion EGb 761 (240 mg once daily) improves free recall of appointments in middle-aged healthy volunteers, which requires high demands on self-initiated retrieval of learned material. This function is known to be sensitive to normal aging, i.e., reduced in healthy middle-aged subjects. No effects are seen in a less demanding everyday memory task which does not tap this critical function. This ties in with previous studies which found specific patterns of benefit from EGb 761 in demanding cognitive tasks.

Specific memory effects of Ginkgo biloba extract EGb 761 in middle‐aged healthy volunteers

Abstract Introduction Recent reviews showed that Ginkgo biloba extract EGb 761 1 is effective to enhance performance in patients with cognitive impairment (e.g., dementia). The aim of this study was to investigate the effects of EGb 761 on memory and the specificity of such effects on distinct memory functions in middle-aged healthy volunteers. Methods A total of 188 healthy subjects aged 45–56 years were randomised to receive EGb 761 (240 mg once daily) or placebo for 6 weeks. Outcome measures were the change in memory performance in a demanding standardised free recall paradigm (list of appointments) and a less demanding standardised recognition test (driving-route). Based on previous findings we predicted superiority of EGb 761 in recall testing. Specificity in effects was assessed by separating immediate vs. delayed and quantitative vs. qualitative free recall measures. Results After 6 weeks, EGb 761-treated subjects improved significantly in quantity of recall, i.e., the number of correctly recalled appointments (drug–placebo differences: p = 0.038 for immediate and p = 0.008 for delayed recall). Effects on qualitative recall performance (ratio of false to correct items) were similar (drug–placebo differences: p = 0.092 for immediate and p = 0.010 for delayed recall). No superiority of Ginkgo was evident in another everyday memory test which asked for recognition of a driving route (drug–placebo differences: p > 0.10). The incidence of adverse events was low and not significantly different between treatment groups. Discussion EGb 761 (240 mg once daily) improves free recall of appointments in middle-aged healthy volunteers, which requires high demands on self-initiated retrieval of learned material. This function is known to be sensitive to normal aging, i.e., reduced in healthy middle-aged subjects. No effects are seen in a less demanding everyday memory task which does not tap this critical function. This ties in with previous studies which found specific patterns of benefit from EGb 761 in demanding cognitive tasks.

Collaborative Test Taking With Adult Learners

The purpose of this article is to explain and describe the use of cooperative taking in the college setting, specifically in a graduate class. At the heart of cooperative learning is a John Dewey philosophy that the education process should be one where students are active learners, where knowledge is socially constructed, and where education should teach about community life (Gabelnick, MacGregor, Matthews, & Smith, 1990). learning is a teaching technique that many teachers of all levels use in their classrooms. Putting students in structured groups so that they may work together has become a popular teaching strategy. learning is student-centered teaching that requires the teacher to be facilitator and where students learn from each other (Slavin, 1992). The merits of cooperative learning for adult learners are documented in the literature. The range of benefits includes, promoting self understanding, encouraging higher levels of reasoning and critical thinking, improving interpersonal skills, making learners take a more active role, and increasing adult motivation (Dean, 1994; Galbraith, 1998; Johnson & Johnson, 1987; Tennant, 1991). However, there is limited research about the benefits of cooperative taking for college students in which students are allowed to work on their tests together. Some believe that it prepares students for the workplace (Beckman, 1990); some suggest that it aids in the development of teamwork skills (Russo & Warren, 1999); others assert that performance of students on tests is better (Ravenscroft & Buckless, 1995); and other research suggests that it promotes critical thinking (Vermette & Erickson, 1996). Why Test Taking for Adult Learners? Although there are many ways to assess students, administering paper and pencil tests is one of the most common practices. For some college students and teachers, the testing atmosphere is hostile and not productive (Grzelkowski, 1987). It causes anxiety in students, provokes some students to cheat, others to fail at their attempt at achieving the desired grade in a class, and, many times, does not accurately measure knowledge gained in a class. For adults, expecting to be successful in the learning process is critical for maintaining a high level of motivation. Emotions, like attitudes, play an important part in their learning. If in their past experiences as students, they had anxiety, then that anxiety is likely to play out again in the next testing situation. Simply put, if adults expect to do poorly on tests, they will. This self-fulfilling prophecy occurs time and again when adult learners have negative expectations about testing. Setting up students for success should be the goal of every teacher; however, when it is time to take a test, sometimes teachers forget this basic premise that guides their instruction. Using the structure of cooperative learning and allowing students to work in teams to take tests may be a solution for teachers. Pray Muir and Tracy (1999) suggest that cooperative taking is a solution to this hostile environment and negative expectations. With cooperative taking, test anxiety and the possibility of cheating are eliminated (Russo & Warren, 1999, p. 19). Lambiotte et al. (1987) distinguish between cooperative studying and cooperative taking. Cooperative studying was associated with higher accuracy of while cooperative taking was more associated with quantity of recall (p. 59). Collaborative taking, as I have structured it, includes both. Students collaborate to decide what they should write, and meet later to edit for accuracy. The essays are clearly written and integrate class discussions, notes, and articles/textbooks to read. Although it is difficult to quantify the level of discourse among students, it is my sense that students are talking about course material in meaningful conversations (in their groups). …

Impact of mood, framing, and need for cognition on decision makers' recall and confidence

AbstractThis study examined the impact of mood, information framing, and need for cognition on participants' amount of recall and level of confidence in a simulated business‐decision‐making setting. No main effect was obtained for either positive or negative mood. However, in support of the congruity–incongruity hypothesis, participants who received mood‐congruent framing information (positive mood/positive framing and negative mood/negative framing) showed significantly better recall and were significantly less overconfident than those who received mood‐incongruent framing information (positive mood/negative framing and negative mood/positive framing). Yet, congruity–incongruity effects were moderated by decision makers' need for cognition and were obtained only among participants' with a lower cognitive processing requirement. Copyright © 2004 John Wiley & Sons, Ltd.

Implicit Theories: Consequences for Social Judgments of Individuals

The implications of implicit theories for social information processing were examined. Implicit theory proposes that entity theorists see others' traits as fixed and stable, whereas incremental theorists see others' traits as malleable and changeable. It was found that entity theorists formed on-line judgments and incremental theorists formed memory-based judgments of target individuals. These process differences were observed in amount of recall, primacy effects in recall, memory–judgment relations, and illusory correlation formation using natural differences in perceivers' implicit theories (Experiment 1) and by manipulating their implicit theories (Experiment 2). Results indicate that implicit theories affect the process by which perceivers form impressions of others. The implications of these findings for the relation between implicit theory and social perception are discussed.

Assessment of long-term psychological well-being following intensive care.

The aim of this research, which remains in progress, has been the examination of long-term psychological consequences for survivors of intensive care. Seventy-two patients were followed up for 1 year, after discharge from the Intensive Care Unit (ICU) at St James's University Hospital in Leeds. Major objectives of the study included assessment of patients' sense of well-being at specified intervals post-discharge, and identification of ICU-related variables which might influence psychological recovery. Psychometric assessments used were the General Health Questionnaire 28-item version, the Rosenberg Self-esteem Scale, and the Impact of Event scale. This paper describes findings from the research so far. An exploratory analysis of the data suggests that distinctions can be drawn among surviving patients with regard to psychological recovery, by way of variables such as type of illness, mode of admission and amount of recall. The work expands previous research into post-ICU psychology and quality of life, and should allow increased understanding of this patient group.

Storing simple stories: Narrative recall and the Chinese student

Several recent studies have demonstrated the importance of discourse organisation for the comprehension and recall of various discourse genres. This paper, following Carrell (1984), investigated the presence of a formal schema in second language reading comprehension of short narratives. In all, four factors in the operation of formal schemata in the recall of written narrative texts by a group of students at the City University of Hong Kong were investigated. These were: quantity of recall, temporal sequence of recall from story‐schematic and input versions of stories, the effects of second language proficiency level on quantity of recall, and the quality of recall. Evidence was found indicating the effects of temporal sequence on recall. The possible influence on recall of certain variables is also explored.

Promoting Thinking Skills of Students With Learning Disabilities: Effects on Recall and Comprehension of Expository Prose

Twenty-nine students with learning disabilities read prose passages concerning facts about characteristics of vertebrate animals. Students in the control condition were told to take time after reading each sentence to try hard to remember the content. In the experimental condition, students were prompted to reason actively through information presented in each sentence. Results suggested that amount of recall of actual information did not differ by experimental condition; however, students trained in thinking skills produced significantly more correct explanations of that information than did students in the control condition. Nevertheless, student performance in both conditions was lower than found in previous investigations, in which students were directly coached and prompted to reason through school content. Implications for further research and practice are discussed.

The availability heuristic revisited: Experienced ease of retrieval in mundane frequency estimates

The availability heuristic proposes that the phenomenal experience of ease of recall serves as a source of information in making frequency or probability judgments. However, ease of recall and amount of recall have typically been confounded in empirical tests. A misattribution approach was used to isolate the impact of the phenomenal experience. As expected, subjects provided the lowest frequency estimates when they believed that an irrelevant context variable facilitated recall, and the highest estimate when they believed that a context variable inhibited recall. Thus, their judgments were mediated by the perceived diagnosticity of the phenomenal experience of ease of recall, as predicted by the availability heuristic.

Children's Memory for a Salient Medical Procedure: Implications for Testimony

Protecting sexually abused children hinges on their ability to remember and report events surrounding alleged incidents of abuse. This study was designed to provide information on young children's memory and recall of stressful experiences. Children's memory for features of a voiding cystourethrogram (VCUG) experience were examined because this invasive procedure is similar in many respects to incidents of sexual abuse. The recall performance of 24 3- to 7-year-olds was assessed immediately after the VCUG and after a delay of 6 weeks using a hierarchically structured interview protocol including both open-ended and more specific questions. To assess correlations between recall performance and distress, behavioral and physiological indicators of distress were measured during the procedure. The children remembered 88% of the component features of the VCUG experience at the initial assessment and 83% after 6 weeks. Behavioral and salivary cortisol measures indicated that the children were distressed during the procedure. Although several of the behavioral measures were correlated negatively with the amount of recall, levels of salivary cortisol did not predict the children's recall performance. The findings suggest that, under some conditions, young children can provide accurate and detailed reports of personally experienced distressful events.

Dream report length is more dependent on arousal level than prior rem duration

Twenty two young adult subjects (Ss) were monitored for 2 consecutive nights in the sleep laboratory. Each S was awakened three times per night: at sleep onset and during the second (REMP2) and fourth (REMP4) REM periods. Length of time in each REMP prior to awakening was either 5 or 10 min, counterbalanced on successive nights. Sleep mentation reports were obtained by standardized interview and scored for total word count (TWC). TWC after 5 min of prior REM sleep did not differ significantly from TWC after 10 min of prior REM sleep. However, mean TWC from REMP4 awakenings was almost twice that from REMP2 awakenings. These findings are consistent with the hypothesis that the amount of recall from experimental REM awakenings depends on central arousal level and its effects on mnemonic processes.

The aging of memory: A method for the assessment of qualitative changes

Age associated memory changes are traditionally described in terms of quantity of recall. Evidence of qualitative changes associated with aging could lead to a modification of this approach. The primacy and recency effects in serial learning provide a good model to evaluate these qualitative modifications. Our study was designed to investigate modifications of the serial effects in serial learning related to age and modality. We have comparatively investigated, with 120 normal subjects of both sexes, the influence of age and a latent semantic structure, consisting on four taxonomic categories, on the occurrence of primacy and recency effects in a list of verbal stimuli. The presence of a latent structure in the list of stimuli interacted with age in a relearning trial causing the recency effect to disappear more evidently in younger subjects. The same structure did not affect the primacy effect which, on the contrary, was influenced by age only. These results suggest a differential role across age of the automatic processing of working memory versus the role of the semantic-lexical processing of the central processing unit within working memory. They also, demonstrate the importance of age in influencing memory resources which change the quality and quantity of working memory proficiency.

Feedback, Concordance, and Text Comprehension

Research on the effects of sentence-order feedback on text processing has shown that agreement between the order of original text and either (1) the order of reconstructed text or (2) recall of text does not influence amount of recall. Students' processing of text is a function of too many uncertain variables to permit endorsements of simple association models of instructional assistance.

Reminiscing With Mothers and Others: Autobiographical Memory in Young Two-Year-Olds

Abstract This study investigated effects of maternal elicitation style, repeated recall sessions, and retention interval on 2-year-olds' autobiographical memory. Ten mothers and their children from 24 to 30 months of age verbally recalled the same four events once a week for 4 weeks. Two weeks later, an experimenter interviewed children about the same events as well as about four new events. Half of the events had taken place in the recent past (up to 6 months); the other half were from the remote past (6 to 10 months). Children recalled specific information about events occurring up to 10 months in the past, although they recalled more information about recent events than about remote events. Chil-dren were very much dependent on an adult partner to cue their recall. If specific cues were not provided, children rarely volunteered information. Chil-dren's conversations with their mothers affected their recall with the experi-menter: Children responded to more information requests, produced more offers of information, and recalled more specific information about events they had previously discussed with mothers than when recalling new events with the experimenter. However, children recalled more information with their mothers than with the experimenter, and prior discussions with mothers did not increase the amount of information children recalled with the experimenter. Two mater-nal elicitation styles were identified that were related to differences in children's responsiveness and amount of recall: Children of high elaboration mothers were more responsive and recalled more information than children of low elaboration mothers. (Psychology)