Long term implicit and explicit memory for briefly studied words

摘要: Long term implicit and explicit memory for briefly studied words Lee Averell (Lee.Averell@newcastle.edu.au) School of Psychology, University Newcastle. Andrew Heathcote (Andrew.Heathcote@newcastle.edu.au) Abstract Memories fade over time, but do they disappear altogether? The persistence overlearned material has been regarded as evidence permanent memories (Bahrick, 1984). However there seems a general consensus in the cognitive literature that stimuli from altogether (Wixted, 2004ab). We present (stem completion) cued recall) tasks showing well above chance performance 28 days after only one brief study event. Retention measured by both was stable at same level seven to days. Our results question about fate stimuli. Keywords: Forgetting; long memory; recall; context. Persistence Term Memory Whether or not stored are is subject debate neuroscience communities. Here we investigate issue permanence way which forgetting progresses time paradigms (Jacoby, Toth & Yonelinas, 1993; Squire, 1994). first review previous pertinent findings then report data stem-cued recall (explicit) stem completion (implicit) task testing delays ranging minute month. discussed with reference novel context reinstatement techniques used our experiment their effects on mnemonic interference. A number studies have reported accurate information memorized years even decades ago. Bahrick’s (1984) seminal showed people could remember Spanish language learned classroom up 50 despite using since end high school education. He concluded some relatively permanent, fading because detrimental aging. More recently Squire (1989) found similar pattern Bahrick television programs 15 prior testing. Schmidt, Peck, Paas van Breukelen (2000) street names suburbs lived child. Noice (2002) actors aspects Shakespearean script playing role. Results such these support Checlie’s (2006) statement that: “the inability … account retention serious failing” (p.36). However, may be criticized grounds. They employed cross sectional design precludes investigation individual traces forgotten. Further, given meaningful nature remembered it possible participants were reminded rehearsed study-test lag. It would, therefore, desirable examine longitudinal less likely rehearsed. also initially very learned. Hence, if demonstrate retention, restricted “overlearned” material. suggested participation multiple spaced courses strong contributing factor his results. Also, effect overlearning evident differences between higher achieving (A) students accomplished (B) students, stronger short term. Evidence once literature. Slomon, Hayman, Ohta, Law Tulving (1988, exp 2) word fragment primed levels list 16 months previously. while presented once, instructions encouraged thorough encoding; asked copy onto piece paper, rate familiarity each prepare test words. In Runquist (1983, 1986, 1987) two weeks an initial exposure when associative cues given. experiments sessions assess retesting untested items. This aided items tested leading inflated estimates retention. Some shorter provided period (i.e., asymptote function). McBride Dosher (1997) lags hour. types declined minutes before stabilizing below performance. though analysis assumed asymptote, doubted supported permanence, saying “further decline would visible hours days” (p.380).