Priming, recognition and autonomic discrimination in amnesia.

Six individuals with amnesia and matched healthy controls participated. There were two objectives. First, determine whether physiological activity at encoding relates to whether a word shows autonomic priming or is recognized.

Effects of the timing and identity of retrieval cues in individual recall: an attempt to mimic cross-cueing in collaborative recall.

Inhibitory effects in collaborative recall have been attributed to cross-cueing among partners, in the same way that part-set cues are known to impair recall in individuals. However, studies of part-set cueing in individuals typically involve presenting cues visually at the start of recall, whereas cross-cueing in collaboration is likely to be spoken and distributed over time. In an attempt to bridge this gap, three experiments investigated effects of presenting spoken part-set or extra-list cues at different times during individual recall.

Mutual inhibition in collaborative recall: evidence for a retrieval-based account.

In Experiment 1 participants gave 3 successive free recalls of items learned either individually or in pairwise collaboration. The first and third recalls were performed individually, the second alone or in collaboration. Collaborative recall led to an inhibitory effect after individual learning but not after collaborative learning, in which partners had similar retrieval strategies.

New learning and remote memory in the same and different domains of experience: implications for normal memory and amnesia.

This study investigated the correlation between new and remote memory ability in normal young subjects and evaluated whether using tests that tapped different domains of experience had any effect on the relationship between new and remote memory. Remote memory was assessed using a famous face test and new memory was evaluated using both novel faces and words. The main finding was a significant correlation between New and Remote face familiarity scores.

Do novel associative word stem completion and cued recall share the same memory retrieval processes?

The aim of this study was to determine whether word stem completion for novel associations between cue and target words was mediated by automatic unconscious memory processes or effortful memory processes under conscious control. This was done by applying full and divided attention conditions at test to stem completion, cued recall, and recognition, and by administering a questionnaire that probed the memory strategies used by subjects during the completion test. Divided attention had no effect on stem completion performance, but did reduce associative cued recall.