Recognition Test Items Research Articles

Evaluating Students' Performance in Consonant Phoneme Identification within Word Structures

The prime objectives of this article are to evaluate the bachelor level first year major English students’ performance in consonant sound identification within word structures, and examine the effectiveness of an intuitive-imitative approach in teaching consonant phonemes of the spellings. To attain these objectives, the researchers employed the one-group pretest posttest research design in which 200 phoneme recognition test items as data collection tools regarding the consonant sounds of English were administered to 30 students at Makawanpur Multiple Campus, Hetauda, Nepal in 2023 before and after teaching them the sounds through the intuitive-imitative approach for 30 teaching periods. Population being low, this study involved the census for collecting data. After observing their performance in consonant phoneme identification, it was found that their performance was bad at identifying the phonemes of the spelling's “g” in “Genre”, “c” in “Cello”, “th” in “Thailand”, etc. Their performance was not so good at identifying the phonemes of the spellings “j” in “Join”, “y” in “Yak”, etc. Their performance was satisfactory in identifying the phonemes of the spelling's “g” in “Gene”, “g” in “Gem”, “n” in “Donkey”, etc. Similarly, they were good at identifying the phonemes of spelling “p” in “Punch”, “b” in “Boat’, “k’ in “Book”, etc. A related samples Wilcoxon signed rank test value (p  .05) implies that there was a significant difference in the median scores of the posttest scores and the pretest scores of the students. It suggests that the intuitive-imitative approach was an effective method of teaching sounds. This article is significant in a phonological process and pronunciation, resulting in phonemic awareness.

A lifespan study of the confidence-accuracy relation in working memory and episodic long-term memory.

The relation between an individual's memory accuracy and reported confidence in their memories can indicate self-awareness of memory strengths and weaknesses. We provide a lifespan perspective on this confidence-accuracy relation, based on two previously published experiments with 320 participants, including children aged 6-13, young adults aged 18-27, and older adults aged 65-77, across tests of working memory (WM) and long-term memory (LTM). Participants studied visual items in arrays of varying set sizes and completed item recognition tests featuring 6-point confidence ratings either immediately after studying each array (WM tests) or following a long period of study events (LTM tests). Confidence-accuracy characteristic analyses showed that accuracy improved with increasing confidence for all age groups and in both WM and LTM tests. These findings reflect a universal ability across the lifespan to use awareness of the strengths and limitations of one's memories to adjust reported confidence. Despite this age invariance in the confidence-accuracy relation, however, young children were more prone to high-confidence memory errors than other groups in tests of WM, whereas older adults were more susceptible to high-confidence false alarms in tests of LTM. Thus, although participants of all ages can assess when their memories are weaker or stronger, individuals with generally weaker memories are less adept at this confidence-accuracy calibration. Findings also speak to potential different sources of high-confidence memory errors for young children and older adults, relative to young adults. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The temporal development of memory processes in source monitoring: An investigation with mouse tracking

The present study investigated whether we first remember an item (e.g., a word itself) and then its source (e.g., position on the screen) or whether the retrieval of item and source information can (partially) overlap. Participants were tested on the source either in immediate sequence to item recognition (as standard in source-monitoring research) or following as a separate block after full completion of the item recognition test to separate these processes in time, providing a baseline. Using the mouse-tracking procedure during the item and source tests, we analyzed how item and source decisions unfolded qualitatively over time. Despite no significant difference in the aggregated trajectory curvatures, more thorough analyses based on the individual trajectories revealed differences across the test formats. In the standard format, trajectories were less curved in the source than in the item test. In contrast, in the blocked format, this difference was in the other direction with source showing more curved trajectories than item. Alternative interpretations of mouse-trajectory curvatures on the source-monitoring paradigm and what their difference may imply for item and source processing are discussed.

Reevaluating the role of the hippocampus in memory: A meta-analysis of neurotoxic lesion studies in nonhuman primates.

The hippocampus and perirhinal cortex are both broadly implicated in memory; nevertheless, their relative contributions to visual item recognition and location memory remain disputed. Neuropsychological studies in nonhuman primates that examine memory function after selective damage to medial temporal lobe structures report various levels of memory impairment-ranging from minor deficits to profound amnesia. The discrepancies in published findings have complicated efforts to determine the exact magnitude of visual item recognition and location memory impairments following damage to the hippocampus and/or perirhinal cortex. To provide the most accurate estimate to date of the overall effect size, we use meta-analytic techniques on data aggregated from 26 publications that assessed visual item recognition and/or location memory in nonhuman primates with and without selective neurotoxic lesions of the hippocampus or perirhinal cortex. We estimated the overall effect size, evaluated the relation between lesion extent and effect size, and investigated factors that may account for between-study variation. Grouping studies by lesion target and testing method, separate meta-analyses were conducted. One meta-analysis indicated that impairments on tests of visual item recognition were larger after lesions of perirhinal cortex than after lesions of the hippocampus. A separate meta-analysis showed that performance on tests of location memory was severely impaired by lesions of the hippocampus. For the most part, meta-regressions indicated that greater impairment corresponds with greater lesion extent; paradoxically, however, more extensive hippocampal lesions predicted smaller impairments on tests of visual item recognition. We conclude the perirhinal cortex makes a larger contribution than the hippocampus to visual item recognition, and the hippocampus predominately contributes to spatial navigation.

An examination of task factors that influence the associative memory deficit in aging.

Aging is accompanied by a decline in associative memory, whereas item memory remains relatively stable compared to young adults. This age-related associative deficit is well replicated, but its mechanisms and influencing factors during learning are still largely unclear. In the present study, we examined mediators of the age-related associative deficit, including encoding intentionality, strategy instructions, the timing of the memory test (immediate vs. 24 h delayed) and the material being learned (words vs. pictures) in a within-subject design. Older and younger adults performed seven encoding tasks on word pairs and picture pairs on two consecutive days, followed by item and associative recognition tests. The associative deficit was evident after all encoding tasks. We found no evidence for a difference in the magnitude of the associative deficit between incidental vs. intentional learning conditions. However, there was some evidence for a larger associative memory deficit with pictures versus words when the encoding task was held equal. Sentence generation and interactive imagery instructions in which participants generated their own mediators reduced the magnitude of the associative deficit. However, increased encoding guidance through the provision of mediators did not lead to an alleviation of the deficit, potentially because the specified mediators were implausible or difficult for the older adults to reconcile with prior knowledge. Finally, we found some evidence for a reduced age-related associative deficit with a test delay of 24 h. These results contribute to a better understanding of the factors affecting the relative difficulty of older adults with encoding and retrieving novel associations.

Hidden objective test

AbstractBackgroundAlzheimer’s disease patients frequently complaint that they lose things and be unable to find them again because of deficit in visuospatial memory. In this study we aimed to develop a novel visuospatial memory tests called the Hidden Objective Test (HOT) based on the ideas of patients’ complaint. Virtual reality (VR) is an optimal tool for developing this visuospatial memory tests in that real‐life settings implementation.MethodWe designed a pleasant and cozy living room. The photorealistic virtual environment interface with 360‐degree panoramas was rendered through HMD. The VR system enables the users to turn their head, to walk around, to open and close the furniture doors using controllers, and to track their movement in the VR living room. When the participant starts the test, the VR living room is shown and instructions for the prospective memory test are given. Nine items appeared on the white panel in order, and one by one, the item moved to the each furniture space and were hided. Memory test composed of 1) Item Free‐recall test, 2) Place Free‐recall test, 3) Item Recognition test, 4) Place‐item matching test, and 5) Prospective memory test.Participants were selected from those who visited the Memory Disorder Clinic at Samsung Medical Center in Seoul, Korea, between November 1st, 2019 and January 30th, 2020. This study group comprised 16 AD, 15 AMCI, and 15 NC participants.ResultThe performance of memory test was NC>AMCI (p<0.001), AMCI>AD (p<0.05), and NC > AD (p<0.001) in the Item Free‐recall test; NC>AMCI (p<0.01) and NC > AD (p<0.001) in the Place Free‐recall test; NC>AMCI (p<0.05), AMCI>AD (p<0.01), and NC > AD (p<0.001) in the Item Recognition test; NC>AMCI (p<0.001) and NC > AD (p<0.001) in the Place‐item matching test; NC > AD (p<0.05) in the Prospective memory test. Interestingly, the average movement path showed that NC participants went straight toward the target point whereas AD patients wandered to the target point when searching for hidden objects.ConclusionThe Hidden Objective Test (HOT) developed in this study, which incorporated virtual reality to experience real‐life events, showed potential to be used as a new memory screening test.

The influence of cue probability on item and source judgments in item method directed forgetting

ABSTRACT The current study examined how selective rehearsal strategies in item method directed forgetting are influenced by the probability of remember or forget cues from different sources. In four experiments, study words were presented by one of two sources in an item method directed forgetting paradigm. In all experiments, one source was mostly-remember (presenting twice as many remember as forget words) and the other source was mostly-forget (presenting twice as many forget as remember words). Participants completed item recognition tests (providing cue tags in Experiment 2) with source judgments. Item recognition of forget words was generally greater for the mostly-remember source than for the mostly forget source, whereas recognition of remember words was largely unaffected by source cue probability. Source judgments were consistent with heuristic guessing based on memory strength and knowledge of source cue probability. Experiment 4 analysed overt rehearsal, and showed that words from the mostly-remember source were more likely to be rehearsed prior to the memory cue. Results are discussed in terms of the influence that source cue probability knowledge has on selective rehearsal strategies, recognition decisions, and source memory attributions.

Detecting accelerated long-term forgetting: A problem and some solutions

While many memory disorders occur with normal rates of forgetting, an accelerated rate of long-term forgetting (ALF) may occur, sometimes in the absence of a learning deficit. Detecting ALF presents a problem as it is desirable that the learned material is re-tested after each of several delays. This may result in earlier retrievals confounding later tests, with evidence suggesting that both positive and negative interaction can occur between successive tests. An earlier study (Baddeley et al., 2019) tested cued recall of a series of four crimes or four visual scenes by probing a different sample of features from all four crimes/scenes at each delay. Even though no question was asked twice, the interpolated tests markedly reduced the rate of forgetting. We suggest that this decelerated forgetting effect may result from the retrieval of probed features activating other associated features within that episode, hence facilitating their recall on subsequent tests. If so, the effect should be removed when only single and separate episodes, or individual items, are tested at each delay. We test this by probing a separate episode at each delay (Experiment 1), or by replacing integrated episodes with recognition memory for isolated words (Experiments 2 and 3) or visual scenes (Experiments 4 and 5). As predicted, we find no reduction in the rate of forgetting, in contrast to our earlier studies. The theoretical and clinical implications of our results are discussed. We conclude that the previously developed Crimes and Four Doors Tests (Baddeley et al., 2019) and the present single item recognition tests are complementary and are both likely to be necessary to ensure the reliable detection of ALF.

Examining the relationship between processing fluency and memory for source information.

Familiarity-based processes such as processing fluency can influence memory judgements in tests of item recognition. Many conventional accounts of source memory assume minimal influence of familiarity on source memory, but recent work has suggested that source memory judgements are affected when test stimuli are processed with greater fluency as a result of priming. The present experiments investigated the relationship between fluency and the accuracy of source memory decisions. Participants studied words presented with different source attributes. During test, they identified words that gradually clarified on screen through progressive demasking, made old/new and source memory judgements, and reported confidence ratings for those words. Response times (RTs) recorded from the item identification task formed the basis of a fluency measure, and identification RTs were compared across categories of item recognition, source accuracy and confidence. Identification RTs were faster in trials with correct retrieval of source information compared with trials for which source could not be accurately retrieved. These findings are consistent with the assumption that familiarity-based processes are related to source memory judgements.

Evidence for Age-Equivalent and Task-Dissociative Metacognition in the Memory Domain.

Research suggests that metacognitive monitoring ability does not decline with age. For example, judgments-of-learning (JOL) accuracy is roughly equivalent between younger and older adults. But few studies have asked whether younger and older adults’ metacognitive ability varies across different types of memory processes (e.g., for items vs. pairs). The current study tested the relationship between memory and post-decision confidence ratings at the trial level on item (individual words) and associative (word pairs) memory recognition tests. As predicted, younger and older adults had similar metacognitive efficiency, when using meta-d’/d’, a measure derived from Signal Detection Theory, despite a significant age effect favoring younger adults on memory performance. This result is consistent with previous work showing age-equivalent metacognitive efficiency in the memory domain. We also found that metacognitive efficiency was higher for associative memory than for item memory across age groups, even though associative and item recognition memory (d’) were statistically equivalent. Higher accuracy on post-test decision confidence ratings for associative recognition relative to item recognition on resolution accuracy itself (meta-d’) and when corrected for performance differences (meta-d’/d’) are novel findings. Implications for associative metacognition are discussed.

Retrieval-induced forgetting in a social context: Do the same mechanisms underlie forgetting in speakers and listeners?

Selectively retrieving details from memory can result in forgetting related information, a finding known as retrieval-induced forgetting (RIF). The effect has mostly been examined in individuals, but RIF can also be socially transmitted and arise in listeners who are exposed to a speaker's selective memory retrieval. Whether within-individual RIF (WI-RIF) in speakers and socially shared RIF (SS-RIF) in listeners arise on the basis of the same cognitive mechanisms is unclear, however. In four experiments, we assessed both WI-RIF and SS-RIF while varying final test format to examine the potential involvement of output interference, strength-based blocking, and inhibition. WI-RIF and, to a similar degree, SS-RIF were observed on cued-recall tests with and without controlled output order at test, indicating that output interference cannot account for the observed forgetting. In contrast, SS-RIF was reduced relative to WI-RIF on tests of item recognition. These findings are consistent with the view that inhibition and blocking contribute to both WI-RIF and SS-RIF, but that the contribution of inhibition is reduced in listeners relative to speakers.

Effects of acute psychosocial stress on the neural correlates of episodic encoding: Item versus associative memory.

Acute stress is known to modulate episodic memory, but little is known about the extent to, and the circumstances under, which stress affects encoding of item vs. inter-item associative information for words of different valences. Furthermore, the precise neuro-cognitive mechanisms underlying stress effects on episodic encoding in humans are largely unknown. To address these questions, in the present study we recorded EEG activity while male participants encoded neutral, negative and positive words, each paired with another word that was always neutral. Immediately before encoding, half of the participants experienced a psychosocial stressor, the Trier Social Stress Test, while the other half underwent a control procedure. Twenty-four hours later, participants completed separate item and associative recognition tests. Pre-learning stress enhanced item recognition accuracy for the positive, but not for the negative words. By contrast, there was no evidence for stress effects on associative recognition. The increase in item recognition was accompanied by a higher familiarity-, but not recollection-, based item retrieval of positive and neutral, but not negative words. Crucially, in the event-related potential (ERP) stress affected the amplitude of the frontal slow wave in general, and the frontal slow wave subsequent memory effect for positive words in specific, and the subsequent memory effect was correlated with cortisol levels after the stress manipulation. Our results suggest that positive words are encoded more elaboratively under stress, leading to a higher likelihood of subsequent item retrieval. An interaction of cortisol with frontal-lobe dependent control processes as well as a shift in attentional biases may contribute to this stress-induced modulation of episodic encoding.

Item-method directed forgetting: Effects at retrieval?

In an item-method directed forgetting paradigm, words are presented one at a time, each followed by an instruction to Remember or Forget; a directed forgetting effect is measured as better subsequent memory for Remember words than Forget words. The dominant view is that the directed forgetting effect arises during encoding due to selective rehearsal of Remember over Forget items. In three experiments we attempted to falsify a strong view that directed forgetting effects in recognition are due only to encoding mechanisms when an item method is used. Across 3 experiments we tested for retrieval-based processes by colour-coding the recognition test items. Black colour provided no information; green colour cued a potential Remember item; and, red colour cued a potential Forget item. Recognition cues were mixed within-blocks in Experiment 1 and between-blocks in Experiments 2 and 3; Experiment 3 added explicit feedback on the accuracy of the recognition decision. Although overall recognition improved with cuing when explicit test performance feedback was added in Experiment 3, in no case was the magnitude of the directed forgetting effect influenced by recognition cueing. Our results argue against a role for retrieval-based strategies that limit recognition of Forget items at test and posit a role for encoding intentions only.

Preserved criterion flexibility in item recognition in older adults.

Young and older adults studied a list of words and then took 2 successive tests of item recognition, an easy test consisting of studied words and unrelated lures and a hard test pitting studied words against semantically related lures. When the easy test was first, participants in both age groups adopted a more stringent criterion on the harder test. When the hard test was first, no criterion shift was seen. Older adults can assess the consequences for accuracy of maintaining a lenient criterion when discrimination becomes more difficult and can take appropriate action to control errors under these conditions. (PsycINFO Database Record

Free recall test experience potentiates strategy-driven effects of value on memory.

People tend to show better memory for information that is deemed valuable or important. By one mechanism, individuals selectively engage deeper, semantic encoding strategies for high value items (Cohen, Rissman, Suthana, Castel, & Knowlton, 2014). By another mechanism, information paired with value or reward is automatically strengthened in memory via dopaminergic projections from midbrain to hippocampus (Shohamy & Adcock, 2010). We hypothesized that the latter mechanism would primarily enhance recollection-based memory, while the former mechanism would strengthen both recollection and familiarity. We also hypothesized that providing interspersed tests during study is a key to encouraging selective engagement of strategies. To test these hypotheses, we presented participants with sets of words, and each word was associated with a high or low point value. In some experiments, free recall tests were given after each list. In all experiments, a recognition test was administered 5 minutes after the final word list. Process dissociation was accomplished via remember/know judgments at recognition, a recall test probing both item memory and memory for a contextual detail (word plurality), and a task dissociation combining a recognition test for plurality (intended to probe recollection) with a speeded item recognition test (to probe familiarity). When recall tests were administered after study lists, high value strengthened both recollection and familiarity. When memory was not tested after each study list, but rather only at the end, value increased recollection but not familiarity. These dual process dissociations suggest that interspersed recall tests guide learners' use of metacognitive control to selectively apply effective encoding strategies. (PsycINFO Database Record

Investigating the relationship between implicit and explicit memory: Evidence that masked repetition priming speeds the onset of recollection

Memory theories assume that unconscious processes influence conscious remembering, but the exact nature of the relationship between implicit and explicit memory remains an open question. Within the context of episodic recognition tests research typical shows that priming impacts behavioral and neural indices of familiarity. By this account, implicit memory leads to enhanced fluency of processing, which is then attributed to ‘oldness’ in the context of recognition judgments. Recently, however, behavioral and neuroimaging evidence has emerged to suggest that priming can also influence recollection, suggesting that the rate of recollection increases following priming. Here, we examine the relationship between priming and recollection, using Event-Related Potentials (ERPs) to assess changes in the timecourse of processing. Participants studied a series of words, and episodic memory was assessed using a standard item recognition test, but masked repetition priming preceded half of the test cues. Results confirmed that implicit memory was engaged: priming produced robust facilitation of recognition Reaction Times (RTs), with larger effects for studied than unstudied words. Mapping onto the RT data, ERPs recorded during recognition testing over centro-parietal electrodes revealed N400-like priming effects (250–500ms) that were larger in magnitude for studied than unstudied words. More importantly, priming also had a clear impact on explicit memory, as measured by recollection-related left-parietal old/new effects. While old/new effects for unprimed trials were present during the typical 500–800ms latency interval, the old/new effects seen for primed trials were equivalent in magnitude and topography, but onset ~300ms earlier. ERPs reveal that repetition priming speeds the onset of recollection, providing a novel demonstration that unconscious memory processes can have a measureable, functional, influence on conscious remembering.

Question order bias in retrospective evaluations of item and associative recognition

ABSTRACTPrevious research has demonstrated a retrospective memory bias in metacognitive judgments regarding performance on general knowledge questions: Test-takers rate their own performance more optimistically when tests begin with easy questions than when tests begin with hard questions. An anchoring heuristic has been proposed to explain this finding, in which experience with the early questions constrains global performance evaluations of the test. In the current study we report on two experiments using tasks of item recognition and associative recognition to investigate the generality of question order bias. As predicted by an anchoring explanation, participants’ estimates of performance were higher for item recognition tests beginning with easy items. However, the effect was reversed in the associative recognition task: Participants’ estimates of performance were higher for tests beginning with hard items. Specific recollections, if present, may have a greater impact on test performance perception than more general global impressions.

The Association between Childhood Aerobic Fitness and Source Memory Function

Recent literature suggests that greater childhood aerobic fitness is associated with superior memory performance. Event-related brain potentials (ERPs) that have a high temporal resolution combined with behavioral task performance might further increase our understanding of the association between fitness and memory function. PURPOSE: This study was design to provide new insights into the association between childhood aerobic fitness and memory processing using ERPs during a source memory task. METHODS: Lower-fit and higher-fit children (mean = 12.0 years, SD = 1.1) performed a source memory task consisting of two test phases: an item recognition test and a source recognition test. In the former test, participants were asked to make an old/new judgement, whereas in the latter test they were asked to discriminate whether a presented line drawing was seen in a particular color (target-old) or a different color (non-target-old) from the study phase, or new. We assessed early and late ERP episodic memory (EM) effects that reflected the retrieval of item content and source information, respectively. RESULTS: Contrary to our expectation, memory accuracy was significantly lower in the higher-fit group, relative to the lower-fit group, and this difference was disproportionately greater for source recognition trials. ERP data during the source test indicated that the higher-fit group had smaller amplitude in the early EM effect, relative to the lower-fit group, whereas during the item test, the higher-fit group had a smaller amplitude in the late EM effect relative to the lower-fit group. These ERP data could reflect more flexible, but less effective retrieval processing in higher-fit children. CONCLUSIONS: It has been suggested that familiarity contributes to associative memory. Therefore, flexible retrieval processing by higher-fit children might have resulted in unexpectedly lower memory accuracy. In conclusion, it is likely that the association between childhood fitness and memory performance could be either positive, or negative, depending on the nature of the cognitive task. Supported by a NIFS (National Institute of Fitness and Sports) project (1201200005).

Beneficial effects of semantic memory support on older adults' episodic memory: Differential patterns of support of item and associative information.

The effects of two types of semantic memory support-meaningfulness of an item and relatedness between items-in mitigating age-related deficits in item and associative, memory are examined in a marketing context. In Experiment 1, participants studied less (vs. more) meaningful brand logo graphics (pictures) paired with meaningful brand names (words) and later were assessed by item (old/new) and associative (intact/recombined) memory recognition tests. Results showed that meaningfulness of items eliminated age deficits in item memory, while equivalently boosting associative memory for older and younger adults. Experiment 2, in which related and unrelated brand logo graphics and brand name pairs served as stimuli, revealed that relatedness between items eliminated age deficits in associative memory, while improving to the same degree item memory in older and younger adults. Experiment 2 also provided evidence for a probable boundary condition that could reconcile seemingly contradictory extant results. Overall, these experiments provided evidence that although the two types of semantic memory support can improve both item and associative memory in older and younger adults, older adults' memory deficits can be eliminated when the type of support provided is compatible with the type of information required to perform well on the test.

Adult age differences in memory for schema-consistent and schema-inconsistent objects in a real-world setting

The present study examined age-related differences in the inconsistency effect, in which memory is enhanced for schema-inconsistent information compared to schema-consistent information. Young and older adults studied schema-consistent and schema-inconsistent objects in an academic office under either intentional or incidental encoding instructions, and were given two recognition tests either immediately or after 48 hr: A yes/no item recognition test that included modified remember/know judgments and a token recognition test that required determining whether an original object was replaced with a different object with the same name. Young and older adults showed equivalent inconsistency effects in both item and token recognition tests, although older adults reported phenomenologically less rich memories of schema-inconsistent objects relative to young adults. These findings run counter to previous reports suggesting that aging is associated with processing declines at encoding that impair memory for details of schema-inconsistent or distinctive events. The results are consistent with a retrieval-based account in which age-related difficulties in retrieving contextual details can be offset by environmental support.