Remembering is in the details: effects of test-list context on memory for an event.
We examined how recognition judgements for a set of event details are influenced by the relative difficulty of the other details included on the test. Participants viewed a crime event and then assigned remember/know judgements to details on a recognition test. In Experiment 1, details of medium difficulty were more likely to be classified as remembered when mixed with hard details rather than easy details. Similarly, in Experiment 2, medium details presented in blocked format were more likely to be classified as remembered when preceded by a block of hard details rather than a block of easy details. The test-list context thus appears to influence how participants define remembering. In Experiment 3, informing participants of the relative difficulty of the upcoming block of details eliminated the blocking effect. Implications for accounts of remember/know judgements and for conducting memory interviews are discussed.
Bodner
Glen E
GE
Department of Psychology, University of Calgary, 2500 University Drive NW, Calgary AB T2N 1N4, Canada. bodner@ucalgary.ca
Richardson-Champion
Denise D L
DD
D000704:Analysis of Variance; D032882:Comprehension; D006801:Humans; D011939:Mental Recall / Q000502:physiology*; D011581:Psychological Tests; D012153:Retention, Psychology; D014796:Visual Perception