Fuzzy-trace theory and memory development

Brainerd, Charles J.; Reyna, Valerie F.

doi:10.1016/j.dr.2004.08.005

Cited by 155 publications

(161 citation statements)

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“…Within fuzzy-trace theory, for example, one would expect the formation of both verbatim and gist memory traces during text processing. Previous research (Brainerd & Reyna, 1993, 2004 has shown that manipulations of task will dictate reliance on one memory trace or another at any given time. Our use of comprehension questions (that did not necessarily preserve the surface form of the text, and which often demanded integration across different sentences of a passage for a correct response) probably encouraged a reliance on gist.…”

Section: Discussionmentioning

confidence: 99%

“…Models developed from fuzzy-trace theory (Brainerd & Reyna, 2004;Reyna, 1995;Reyna & Brainerd, 1995;Reyna & Kiernan, 1994), for example, differentiate between verbatim memory (an item-specific or integrated representation of surface form) and gist memory (an elaborated, semantic, relational representation about an item), both of which are formed and stored simultaneously (in parallel) for any given item or event. Verbatim and gist traces can be dissociated at retrieval, as demonstrated in experiments with conditions that provide surface-level retrieval cues (and thus encourage reliance on verbatim traces) or semantic retrieval cues (encouraging reliance on gist traces).…”

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confidence: 99%

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Interruption-similarity effects during discourse processing

Ledoux

Gordon

2006

Memory

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We examined the effect of interruption on reading to determine if discourse processing is susceptible to similarity-based interference. Participants read pairs of passages, either one before the other (in the continuous condition) or with the sentences of the two passages interleaved (in the interruption condition). In addition, the similarity of the types of passages (narrative or expository) in a pair was manipulated. Performance was measured with self-paced reading time of the sentences and with accuracy in answering comprehension questions. In two experiments, interruption slowed the reading of text sentences; this effect of interruption was greatest when the interrupting text was of the same style as the primary text (an interruption-similarity effect). We discuss these results with respect to current models of the role of working memory in discourse processing.Current memory models offer differing character-isations of the information that is maintained and manipulated in working memory during cognitive tasks, and of the structure of working memory itself. Our interest in this paper is in the nature of working memory underlying language comprehension, particularly as it handles interruption during reading. Different views of working memory in language processing lead to different predictions about how interruption should affect the process of reading comprehension.A great deal of research on text memory has demonstrated that some elements of a text (such as the semantic relationships among entities, or situational aspects) are remembered better (with more accuracy and over greater periods of time) than other elements (such as the exact wording of a particular sentence; Bransford & Franks, 1971;Sachs, 1967). This suggests that different types of information from a text are represented and organised differently in memory. Several researchers have described the processes by which text representations are created and maintained (Frederiksen, 1975;Graesser, 1981;Jarvella, 1979;Meyer, 1975). Kintsch and his colleagues (Kintsch & van Dijk, 1978; van Dijk & Kintsch, 1983; see also Kintsch, 1985 see also Kintsch, , 1994Kintsch, Welsch, Schmalhofer, & Zimny, 1990) have described three ways in which linguistic information is represented. The surface representation captures several aspects of the text (including lexical and syntactic information) verbatim, and is thus an exact mental representation of the text. The propositional or semantic representation captures the meaning of a text at both a local and a global level. Finally, the situational representation is further removed from the given text than the other two, and represents those aspects of prior knowledge that are triggered by the reading of the text; it is thus a representation based on schematic knowledge. The construction-integration model of discourse processing (Kintsch, 1988; see

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Interruption-similarity effects during discourse processing

Ledoux

Gordon

2006

Memory

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“…In this study, after studying DRM lists, participants were either asked to generate words related to the studied categories (generate condition) or to unrelated categories (control condition). The authors showed that children and older adults recalled more critical lures in the generate than the control condition, possibly reflecting difficulties in recollection-based processing (Ghetti & Angelini, 2008;Healy, Light, & Chung, 2005; see also Brainerd & Reyna, 2004). Using an associative recognition paradigm with word pairs, Shing, Werkle-Bergner, Lindenberger (2008, 2009) found that older adults were disproportionately more likely to falsely endorse novel configurations of familiar words with high subjective confidence compared to children (10 -12 years), teenagers (13-15 years), and younger adults.…”

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confidence: 99%

Differences in binding and monitoring mechanisms contribute to lifespan age differences in false memory.

Fandakova

Shing

Lindenberger

2013

Developmental Psychology

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Based on a 2-component framework of episodic memory development across the lifespan (Shing & Lindenberger, 2011), we examined the contribution of memory-related binding and monitoring processes to false memory susceptibility in childhood and old age. We administered a repeated continuous recognition task to children (N ϭ 20, 10 -12 years), younger adults (N ϭ 20, 20 -27 years), and older adults (N ϭ 21, 68 -76 years). Participants saw the same set of unrelated word pairs in 3 consecutive runs and their task was to identify pair reoccurrences within runs. Across runs, correct detection of repeated pairs decreased in children only, whereas false recognition of lure pairs showed a greater increase in older adults than in children or younger adults. False recognition of rearranged pairs decreased across runs for all participants. This decrease was most pronounced in children, in particular for high-confidence memory errors. We conclude that memory binding mechanisms are sufficiently developed in children to facilitate memory monitoring and reduce false memory for associative information. In contrast, older adults show senescent impairments in both binding and monitoring mechanisms that both contribute to elevated illusory recollections in old age. We conclude that binding and monitoring processes during memory performance follow different developmental trajectories from childhood to old age.

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“…We consider two such implications: First, the difference in difficulty between reporting accurately, for example "You felt the toy" and "You said it was the soft cat" on the one hand, and reporting accurately "I know it's the soft cat because you told me," is easier to accommodate within source monitoring theory (Johnson, Hashtroudi & Lindsay, 1993), than within fuzzy trace theory (e.g. Brainerd & Reyna, 2004). Source monitoring theory treats source judgments as inferences on the basis of recollected experiences.…”

Section: General Discussion and Conclusionmentioning

confidence: 99%

“…Similarly, the characterisation of children as suffering from source amnesia (O'Neill & Chong, 2001) seems to be consistent with this second possibility. The broader deficit specified in this second possibility could be accommodated by fuzzy trace theory (Brainerd & Reyna, 2004). This treats source not as an inference but as an item in verbatim memory.…”

Section: What Children Know About the Source Of Their Knowledgementioning

confidence: 99%

What children know about the source of their knowledge without reporting it as the source

Haigh

Robinson

2009

European Journal of Developmental Psychology

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We argue that, amongst 3- to 5- year-olds, failure to report the source of knowledge recently acquired in answer to “How do you know…?” is due to a specific failure to make a causal inference, in line with source monitoring theory but not fuzzy trace theory. In three Experiments, children (N = 37; 30; 59) identified a hidden toy by seeing, feeling, or by being told, having had two modes of access on each trial, one informative (e.g. seeing a toy identified by colour) and the other uninformative (e.g. being told the toy’s colour by the Experimenter who had only felt it). Children who answered the know question wrongly nevertheless reported accurately who saw and who felt the toy, and what the well-informed player had said. They also realised when\ud the Experimenter’s uninformative access implied their own knowledge was unreliable, suggesting precocious working understanding of knowledge sources

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Fuzzy-trace theory and memory development

Cited by 155 publications

References 105 publications

Interruption-similarity effects during discourse processing

Interruption-similarity effects during discourse processing

Differences in binding and monitoring mechanisms contribute to lifespan age differences in false memory.

What children know about the source of their knowledge without reporting it as the source

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