Cued recall from image and sentence memory: a shift from episodic to identical elements representation.
The applicability of the identical elements (IE) model of arithmetic fact retrieval (T. C. Rickard, A. F. Healy, & L. E. Bourne, 1994) 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.
Rickard
Timothy C
TC
Department of Psychology, University of California, San Diego, La Jolla, CA 92093-0109, USA. trickard@ucsd.edu
Bajic
Daniel
D
D003463:Cues; D006801:Humans; D007092:Imagination; D008570:Memory, Short-Term; D011939:Mental Recall; D010153:Paired-Associate Learning; D011214:Practice, Psychological; D011930:Reaction Time; D011932:Reading; D012660:Semantics; D013334:Students / Q000523:psychology; D014163:Transfer, Psychology; D014705:Verbal Behavior