A comparison of item and source forgetting

Bornstein, Brian H.; LeCompte, Denny C.

doi:10.3758/bf03210966

Cited by 25 publications

(32 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The animacy task also gave rise to higher levels of source accuracy, consistent with prior reports that experimental manipulations that influence item memory typically exert a parallel influence on source memory (Bornstein and LeCompte 1995;Hayman and Rickards 1995;Glanzer et al 2004), at least in young adults (NavehBenjamin and Craik 1996). In a conventional forced choice source memory task, differential levels of source accuracy would imply differences in the proportion of accurate source judgments contributed by lucky guesses (the lower the performance, the greater the proportion of guesses).…”

Section: Behavioral Findingssupporting

confidence: 86%

Effects of study task on the neural correlates of source encoding

Park¹,

Uncapher²,

Rugg³

2008

Learn. Mem.

View full text Add to dashboard Cite

The present study investigated whether the neural correlates of source memory vary according to study task. Subjects studied visually presented words in one of two background contexts. In each test, subjects made old/new recognition and source memory judgments. In one study test cycle, study words were subjected to animacy judgments, whereas in another cycle the study task required syllable judgments. Functional magnetic resonance imaging (fMRI) was employed to contrast the neural activity elicited by study words that attracted accurate source judgments on the later memory test, as opposed to words for which source judgments were incorrect or for which source information was unavailable. In both tasks, relative to words for which source memory failed, study words that were later assigned to the correct source elicited enhanced activity in ventral extrastriate cortex. In addition to these common effects of subsequent source memory, additional effects were observed that were selective for each study task. The present findings add weight to the proposal that neural activity supporting successful episodic memory encoding is a reflection of both the online processing engaged by an episode as it is experienced, and the demands imposed by the later retrieval task.

show abstract

Section: Behavioral Findingssupporting

confidence: 86%

Effects of study task on the neural correlates of source encoding

Park¹,

Uncapher²,

Rugg³

2008

Learn. Mem.

View full text Add to dashboard Cite

show abstract

“…For example, when forgetting was measured across delays extending up to 7 days, both item and association memory were found to decrease together (Hockley & Consoli, 1999). Similarly, over a period of 7 days, source memory and item memory were found to decrease at similar rates (Bornstein & LeCompte, 1995). As mentioned earlier, remember-know studies have led to a rather complex pattern of results.…”

Section: Discussionmentioning

confidence: 88%

“…If single word recognition relies more on familiarity than word-pair recognition, the results would suggest that familiarity is more susceptible to forgetting than is recollection. However, other studies indicate that recollection and familiarity are equally susceptible to forgetting.For example, studies contrastingitem and source memory indicate that the ability to discriminate between items that were originally spoken by a male or female decreased at the same rate as the ability to discriminate between studied and nonstudied items (e.g., Bornstein & LeCompte, 1995). If source recognition and item recognition are used as rough indexes of recollection and familiarity, the results would suggest that both processes are equally susceptible to forgetting.…”

mentioning

confidence: 99%

Dissociating familiarity from recollection in human recognition memory: Different rates of forgetting over short retention intervals

Yonelinas

Levy

2002

Psychonomic Bulletin & Review

102

101

View full text Add to dashboard Cite

“…The results showed that the associative memories decayed faster than memory of single pictures at 1 wk and 1 mo after encoding. However, other behavioral studies have suggested that forgetting rates for item and associative memories are similar over time (at least until 1 wk) (e.g., Bornstein and LeCompte 1995;Hockley and Consoli 1999). For example, Hockley and Consoli (1999) compared memory recognition of words and word pairs over different intervals (30 min versus 1 d in Experiment 1; 2 d versus 7 d in Experiment 2), and the results showed that the performance of the two types of memory declined at similar rates.…”

mentioning

confidence: 99%

Effects of learning experience on forgetting rates of item and associative memories

et al. 2016

View full text Add to dashboard Cite

Are associative memories forgotten more quickly than item memories, and does the level of original learning differentially influence forgetting rates? In this study, we addressed these questions by having participants learn single words and word pairs once (Experiment 1), three times (Experiment 2), and six times (Experiment 3) in a massed learning (ML) or a distributed learning (DL) mode. Then they were tested for item and associative recognition separately after four retention intervals: 10 min, 1 d, 1 wk, and 1 mo. The contribution of recollection and familiarity processes were assessed by participants' remember/know judgments. The results showed that for both item and associative memories, across different degrees of learning, recollection decreased significantly and was the main source of forgetting over time, whereas familiarity remained relatively stable over time. Learning multiple times led to slower forgetting at shorter intervals, depending on recollection and familiarity processes. Compared with massed learning, distributed learning (six times) especially benefited associative memory by increasing recollection, leading to slower forgetting at longer intervals. This study highlighted the importance of process contribution and learning experiences in modulating the forgetting rates of item and associative memories. We interpret these results within the framework of a dual factor representational model of forgetting (as noted in a previous study) in which recollection is more prone to decay over time than familiarity.According to the contents of the retrieved information, memory can be divided into item memory and associative memory (Murdock 1997; Squire and Wixed 2011). Unlike on tests of item memory, on tests of associative memory, participants have to determine whether the relations between items, or item-context relations, are learned during a study. Establishing and maintaining associations between items is an important aspect of episodic memory. Whether associative memory relies on different mechanisms from item memory remains a central issue of memory research (Murdock 1997;Squire et al. 2004;Davachi 2006). Many studies have suggested that they are dissociated in both behavioral mechanisms and neural substrates, with associative memory relying primarily on recollection and item memory, on familiarity (Gardiner et al. 2002;Cohn and Moscovitch 2007;Eichenbaum et al. 2007). In addition, the hippocampus is critical for and more involved in associative memory than in item memory, whereas the opposite holds for the perirhinal cortex (Davachi 2006;Eichenbaum et al. 2007; but see ). Recent evidence, however, suggests that item and associative memory can both depend on recollection and familiarity (Smith et al. 2011), and it is these processes, rather than the types of memory, that determine the neural substrates that are implicated. Less is known, however, about the factors that determine the rate of forgetting for items and associations (e.g., Wixted 1990;Hockley and Consoli 1999;Sadeh et al. 2014). In ...

show abstract

A comparison of item and source forgetting

Cited by 25 publications

References 22 publications

Effects of study task on the neural correlates of source encoding

Effects of study task on the neural correlates of source encoding

Dissociating familiarity from recollection in human recognition memory: Different rates of forgetting over short retention intervals

Effects of learning experience on forgetting rates of item and associative memories

Contact Info

Product

Resources

About