Cued recall from image and sentence memory: A shift from episodic to identical elements representation.

Abstract

) to cued recall from episodic (image and sentence) memory was explored in 3 transfer experiments. In agreement with results from arithmetic, speedup following even minimal practice recalling a missing word from an episodically bound word triplet did not transfer positively to other cued recall items involving the same triplet. The shape of the learning curve further supported a shift from episode-based to IE-based recall, extending some models of skill learning to cued recall practice. In contrast with previous findings, these results indicate that a form of representation that is independent of the original episodic memory underlies cued-recall performance following minimal practice.

Does test-enhanced learning transfer for triple associates?

“…The predicted and observed result is no positive transfer of practice effects to tested-inverted items. The IE model also correctly predicts the finding that RT improvement during the transition from reliance on the study representation to reliance on the hypothesized recall (testbased) representation does not follow the nearly ubiquitous power law (Newell & Rosenbloom, 1981) for data averaged over subjects, but rather adheres to a mixture function that also characterizes RT learning in other strategy transition contexts (Rickard, 1997;Rickard & Bajic, 2006).…”

“…Specificity of learning and testing on triple associates To explain the specificity of learning in the above RT studies, Rickard et al (1994;Rickard & Bajic 2006) proposed an identical-elements (IE) model of retrieval practice effects for multi-element stimuli. According to that model, successful retrieval through a study representation establishes a new and separate recall representation for the particular stimulusresponse configuration that was tested.…”

“…Of more direct relevance to the present study, the same lack of transfer following extended retrieval practice has also been demonstrated for multi-element verbal stimuli. Rickard and Bajic (2006) had subjects study a set of 24 word triplets (e.g., cup, hand, tea). Each triplet could form three test items, wherein a test item refers to a two-element test stimulus in which two of the three words are presented as cues and the missing third word is the to-be-recalled target; ignoring the spatial arrangement of the presented words, three test items are possible for each triplet (e.g., for the triplet cup, hand, tea, the three test items are Test Item 1, cup, hand, ?…”

The temporal dynamics of strategy execution in cognitive skill learning.

“…In doing single-digit multiplication, children may initially perform a repeated addition algorithm, but with sufficient practice they will transition to direct retrieval (e.g., Siegler, 1988). Multiple laboratory studies have confirmed the ubiquity of this shift for arithmetic and arithmetic-like tasks (Delaney, Reder, Staszewski, & Ritter, 1998;Jenkins & Hoyer, 2000;Logan, 1988Logan, , 1992Onyper, Hoyer, & Cerella, 2006;Palmeri, 1997;Reder & Ritter, 1992;Rickard, 1997Rickard, , 1999Rickard, , 2004Rogers, Hertzog, & Fisk, 2000;Schunn, Reder, Nhouyvanisvong, Richards, & Stroffolino, 1997;Touron, Hoyer, & Cerella, 2001.Similar shifts from algorithmic (defined broadly) to retrievalbased performance are believed to occur in a wide variety of nonarithmetic domains, including recall from episodic memory (Rickard & Bajic, 2006), the shift from mnemonically mediated to unmediated memory retrieval (Kole & Healy, 2007;Rickard & Bajic, 2003), lexical decision (Logan, 1988), word reading (e.g., Tao & Healy, 2002), and text comprehension (Rawson, 2004). Similar shifts may occur under item repetition conditions for visuospatial tasks such as mental rotation (Kail, 1986).…”

“…Similar shifts from algorithmic (defined broadly) to retrievalbased performance are believed to occur in a wide variety of nonarithmetic domains, including recall from episodic memory (Rickard & Bajic, 2006), the shift from mnemonically mediated to unmediated memory retrieval (Kole & Healy, 2007;Rickard & Bajic, 2003), lexical decision (Logan, 1988), word reading (e.g., Tao & Healy, 2002), and text comprehension (Rawson, 2004). Similar shifts may occur under item repetition conditions for visuospatial tasks such as mental rotation (Kail, 1986).…”