Memory aids people use: Two interview studies

Harris, John E.

doi:10.3758/bf03197549

Cited by 145 publications

(112 citation statements)

References 13 publications

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“…The pattern of the use of internal mnemonics is also similar to that reported by Harris (1980) in another respect. Our subjects were more likely to use retrieval mnemonics, which are only invoked when something is forgotten, than encoding mnemonics, which are constructed during initial encoding and storage of the experience.…”

Section: Forced-choice Questionssupporting

confidence: 72%

“…Frequency judgments were made on a 7-point scale requiring judgments of absolute frequency (Harris, 1980); scale values were never, 1 or 2 times in the last 6 months, 1 or 2 times in the last 4 weeks, 1 or 2 times in the last 2 weeks (about weekly), 3 to 5 times in the last 2 weeks, 6 to 10 times in the last 2 weeks (about every other day) , and more than 10 times in the last 2 weeks (almost daily) . As to change with age, the participant indicated that the event now had occurred more often, less often, or that there had been no change.…”

Section: Methodsmentioning

confidence: 99%

“…Recent studies have used diaries, questionnaires, or structured interviews to learn about everyday memory functioning (e.g., Cavanaugh, Grady, & Perlmutter, 1983;Crovitz & Daniel, 1984;Harris, 1980). In the present research, healthy, well-functioning older adults were interviewed concerning their perceptions of their own memory performance.…”

mentioning

confidence: 99%

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Healthy older adults’ perceptions of their memory functioning and use of mnemonics

Lovelace

Twohig

1990

Bull. Psychon. Soc.

106

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Section: Forced-choice Questionssupporting

confidence: 72%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Healthy older adults’ perceptions of their memory functioning and use of mnemonics

Lovelace

Twohig

1990

Bull. Psychon. Soc.

106

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“…For example, some researchers have focused on "diary studies", in which participants keep diaries of their ability to remember to carry out future tasks (Meacham & Kushner;1980), or have drawn comparisons between prospective memory and retrospective memory (Andrezejewski, et al, 1991;Hitch & Ferguson, 1991;Kvavilashvili, 1987Kvavilashvili, , 1992Meacham & Singer, 1977;Wilkins & Baddeley, 1978). Others have focused on the specific characteristics of prospective memory, such as strategy use (Harris, 1980), the role of event-cues in prospective remembering (Ellis, Kvavilashvili, & Milne, 1999), Personality and prospective memory 4 developmental aspects of prospective memory (Beal, 1988), as a framework for everyday forgetting (Cavanaugh, Grady, & Perlmutter, 1983;Lovelace & Twohig, 1990;Marsh, Hicks, & Landau, 1998), and age-related changes in prospective remembering (Einstein, McDaniel, Richardson, Guynn & Cunfer, 1995;Mantyla, 1994;Maylor, 1990;. For example, there is good evidence of age-related prospective memory decline when laboratory or computer generated tasks are used (Cockburn and Smith, 1991;Craik, 1992;Uttl and Graf, 2000), with older adults showing more prospective memory errors than younger adults.…”

Section: Dimension On Prospective Memorymentioning

confidence: 99%

The impact of Eysenck's extraversion‐introversion personality dimension on prospective memory

Heffernan

Ling

2001

Scandinavian J Psychology

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Prospective memory (PM) is memory for future events. PM is a developing area of research (e.g. Brandimonte, Einstein, & McDaniel, 1996) with recent work linking personality types and their utilisation of PM (Goschke & Kuhl, 1996;Searleman, 1996). The present study compared 28 extraverts and 28 introverts on their short-and long-term prospective memory using the Prospective Memory Scale developed by Hannon, Adams, Harrington, Fries-Dias, & Gibson (1995). The main finding was that extraverts reported significantly fewer errors on short-and long-term PM than introverts, and this difference could not be explained in terms of the number of strategies used to support prospective remembering. These findings are discussed in relation to differences between the personality types.

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“…Good external cues remove the challenging demands of memory from the mind and offload them to the physical environment. Harris (1980) surveyed learners about the external cues used to aid retrieval and found widespread use of a variety of different external aids, including putting items in special places to remind them of something, writing on a calendar, making notes to oneself, and asking others to remind them. The effectiveness with which learners use such external support has been most thoroughly examined with respect to prescription adherence (Caranasos et al, 1974), and has shown that learners often fail to utilize effective external cues (Haynes, McKibbon, & Kanani, 1996;Park, Morrell, Frieske, & Kincaid, 1992;Piette, Weinberger, Kraemer, & McPhee, 2001).…”

mentioning

confidence: 99%

Cue generation: How learners flexibly support future retrieval

Tullis

Benjamin

2015

Mem Cogn

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The successful use of memory requires us to be sensitive to the cues that will be present during retrieval. In many situations, we have some control over the external cues that we will encounter. For instance, learners create shopping lists at home to help remember what items to later buy at the grocery store, and they generate computer file names to help remember the contents of those files. Generating cues in the service of later cognitive goals is a complex task that lies at the intersection of metacognition, communication, and memory. In this series of experiments, we investigated how and how well learners generate external mnemonic cues. Across 5 experiments, learners generated a cue for each target word in a to-be-remembered list and received these cues during a later cued recall test. Learners flexibly generated cues in response to different instructional demands and study list compositions. When generating mnemonic cues, as compared to descriptions of target items, learners produced cues that were more distinct than mere descriptions and consequently elicited greater cued recall performance than those descriptions. When learners were aware of competing targets in the study list, they generated mnemonic cues with smaller cue-to-target associative strength but that were even more distinct. These adaptations led to fewer confusions among competing targets and enhanced cued recall performance. These results provide another example of the metacognitively sophisticated tactics that learners use to effectively support future retrieval.Keywords Cue generation . Metacognition . Control When taking notes in meetings, making to-do lists, outlining readings, and naming computer files, learners support later retrieval by generating cues for their future selves. Learners create external cues to reduce the demands placed on their limited memories. The ability of a learner to remember target information may fade over time; a good external cue can sustain memory retrieval in the face of considerable forgetting. Generating external cues to support later retrieval plays a vital role in many real-world activities and carries serious consequences. For example, patients often set up memory cues, like pill boxes and cell phone reminders, to aid in their adherence to medications. In the current experiments, we examined how learners generate cues to support later memory retrieval. More specifically, we analyzed how the characteristics of selfgenerated cues differed under various instructional conditions and with various stimulus sets. In the first trio of experiments (Experiments 1-3), we examined how learners intentionally generate cues for themselves and evaluated the characteristics of intentional mnemonic cues. In the second series of experiments (Experiments 4-5) we analyzed whether learners adjust their cues based upon the characteristics of the to-beremembered set of stimuli.Although there is not a large body of research on cue generation in mnemonic tasks, learners must exercise accurate metacognitive control wh...

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Memory aids people use: Two interview studies

Cited by 145 publications

References 13 publications

Healthy older adults’ perceptions of their memory functioning and use of mnemonics

Healthy older adults’ perceptions of their memory functioning and use of mnemonics

The impact of Eysenck's extraversion‐introversion personality dimension on prospective memory

Cue generation: How learners flexibly support future retrieval

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