Models of recognition: A review of arguments in favor of a dual-process account

Diana, Rachel A.; Reder, Lynne M.; Arndt, Jason; Park, Heekyeong

doi:10.3758/bf03193807

Cited by 221 publications

(197 citation statements)

References 100 publications

(122 reference statements)

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“…The memory theories cited above specify how the distributions of "old" and "new" memory strength vary with experimental conditions and, in some cases, specify the likelihood that recall contributes to the recognition judgment. Many of these memory theories have been reviewed from a variety of perspectives (e.g., Clark & Gronlund, 1996;Diana, Reder, Arndt, & Park, 2006;Malmberg, 2008;Kahana, 2012), but it behooves us to review some of the principles behind many of these models.…”

Section: Introductionmentioning

confidence: 99%

A dynamic approach to recognition memory.

Cox

Shiffrin

2017

Psychological Review

106

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ii Acknowledgements First, I extend my thanks to my committee members for their time, consideration, and guidance. I would especially like to thank my advisors, Rich Shiffrin and Mike Jones, for first convincing me to come to Indiana, making me feel welcome, and guiding me into the world I now inhabit. I must also thank Isaiah Harbison, Michael Dougherty, and Sharona Atkins for introducing me to the very idea of mathematical psychology and for teaching me and trusting me. show how the dynamic model can be extended to account for paradigms like associative recognition and list discrimination, leading to another novel test of the presence of recall-like processes. Associative recognition, list discrimination, recognition of similar foils, and source exclusion are all better explained by the formation of a compound cue rather than recall, although source memory is found to be better modeled by a recall process.

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Section: Introductionmentioning

confidence: 99%

A dynamic approach to recognition memory.

Cox

Shiffrin

2017

Psychological Review

106

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“…For example, if we must memorize a list of words, our memories for the words themselves are influenced by cues exogenous to the encoding process such as word font or color, as well as cues endogenous to the encoding processes, such as being trained to implement specific memory strategies (Arndt & Reder, 2003;Park, Arndt, & Reder, 2006;McCabe, Presmanes, Robertson & Smith, 2004).…”

Section: Using Implicit Instructional Cues To Influence False Memory mentioning

confidence: 99%

“…The impoverished relational processing account of false memory induction is congruent with other models suggesting false memory is affected at the level of encoding. For example, the source of activation confusion (SAC) model (Diana, Reder, Arndt & Park, 2006;Park, Arndt, & Reder, 2006) suggests that during encoding, activation can occur in both the content nodes, containing relational information about studied items, or episode nodes, containing item-specific information about studied items. The activation-monitoring model of false memory induction (Roediger, Balota, & Watson, 2001;Roediger, Watson, McDermott, & Gallo, 2001) also describes how during encoding, activation of critical lure words occurs because of the spreading of semantic activation during list word encoding.…”

Section: Theoretical Accounts Of False Memory Inductionmentioning

confidence: 99%

Using Implicit Instructional Cues to Influence False Memory Induction

Cirelli

Dickinson

Poirier³

2014

J Psycholinguist Res

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Permanent repository link Using implicit instructional cues to influence false memory inductionWhen we are exposed to information that we will later have to remember, many encodingspecific factors contribute to the quality and strength of the memory trace. For example, if we must memorize a list of words, our memories for the words themselves are influenced by cues exogenous to the encoding process such as word font or color, as well as cues endogenous to the encoding processes, such as being trained to implement specific memory strategies (Arndt & Reder, 2003;Park, Arndt, & Reder, 2006;McCabe, Presmanes, Robertson & Smith, 2004).Endogenous and exogenous cues can also interact during the encoding process, and are hypothesized to encourage distinct attentional processes (Hopfinger & West, 2005). These cues not only influence our memory for the presented list words, but also can reliably influence false memories for semantically related words. By understanding how false memories can be elicited experimentally by manipulating these cues, we can begin to understand how they influence encoding (Loftus, Miller & Burns, 1978;Roediger & McDermott, 1995). The Deese-RoedigerMcDermott (DRM) paradigm is a popular paradigm that can be used to elicit and measure false memory induction (Roediger & McDermott, 1995). In this paradigm, participants are presented with a list of thematically related words such as bed, rest, and awake. They then might later wrongfully determine that the critical lure word sleep had also been presented (Roediger & McDermott, 1995;Stadler, Roediger & McDermott, 1999). The current study investigated how false memory induction might be affected by manipulating the way that participants cognitively process and encode a word list, but doing so without giving explicit training on an encoding strategy. This would therefore be an implicitly endogenous cue. Implicitly manipulating endogenous encoding cues MANIPULATING INSTRUCTIONAL CUES 4We used methodology developed by Dickinson and Szeligo (2008) (2008) determined that despite the overlap in the meaning of these words, participants consistently differentiate them from one another along one continuum of meaning. Because of this consistent differentiation, these words can be used as cues to direct the encoding process, without explicitly training participants on specific encoding strategies.In the original experiment by Dickinson and Szeligo (2008), a within-subjects design revealed that participants respond faster to visual stimuli when they are asked to 'see' them (M=325ms) than when they are asked to 'perceive' them (M=369ms). In further experiments (Dickinson, Cirelli & Szeligo, 2013), these response time differences were not found to be associated with the frequency, familiarity, or word length of the visual encoding word used in the instruction. These findings support the hypothesis that what differs across instructional conditions is ...

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“…It differs from ACT-R in multiple ways; notably, the notion of a limited resource in ACT-R is implemented as a cap on the total activation that can spread in the system, rather than as a resource that is depleted for each memory operation and recovers over time, as in SAC. Furthermore, SAC stands with other models in the dual-processing framework (Diana, Reder, Arndt & Park, 2006;Yonelinas, 2002), by assuming that recognition decisions can be based either on a recollection process derived from episodic nodes, or a familiarity process derived from semantic nodes…”

Section: Relationship To Other Modelsmentioning

confidence: 99%

“…While both classes of models can account for many key findings in the field, they significantly disagree on whether many of the effects reviewed in this paper occur at encoding or at retrieval. Relatedly, memory theorists have long debated whether memory traces are best described by a single strength value or whether multiple signals contribute to memory judgements (Anderson & Bower, 1972;Diana, Reder, Arndt, & Park, 2006;Wixted & Mickes, 2010;Yonelinas, 2002). Some researchers even doubt the utility of the strength concept altogether (Hintzman, 2011).…”

Section: Introductionmentioning

confidence: 99%

Frequency Effects on Memory: A Resource-Limited Theory

Popov¹,

Reder²

2018

Preprint

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We present a review of frequency effects in memory, accompanied by a theory of memory, according to which the storage of new information in long-term memory (LTM) depletes a limited pool of working memory (WM) resources as an inverse function of item strength. We support the theory by showing that items with stronger representations in LTM (e.g. high frequency items) are easier to store, bind to context, and bind to one another; that WM resources are involved in storage and retrieval from LTM; that WM capacity is greater for stronger, more familiar stimuli. We present a novel analysis of preceding item strength, in which we show from eight existing studies that memory for an item is higher if during study it was preceded by a stronger item (e.g. a high frequency word; HF). This effect is cumulative (the more prior items are HF, the better), continuous (memory proportional to word frequency of preceding item), interacts with current item strength (larger for weaker items) and interacts with lag (decreases as the lag between the current and prior study item increases). A computational model that implements the theory is presented, which accounts for these effects. We discuss related phenomena that the model/theory can explain.

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Models of recognition: A review of arguments in favor of a dual-process account

Cited by 221 publications

References 100 publications

A dynamic approach to recognition memory.

A dynamic approach to recognition memory.

Using Implicit Instructional Cues to Influence False Memory Induction

Frequency Effects on Memory: A Resource-Limited Theory

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