[The Psychology of Learning & Motivation 48] • Aaron S. Benjamin by Skill -- Read -- Imperial Library of Trantor

Index

Front Cover Skill and Strategy in Memory Use Copyright Page Contents Contributors Preface Chapter 1: The Strategic Regulation Of Memory Accuracy And Informativeness

I. Introduction

A. Everyday Versus Laboratory Approaches to Memory B. Competing Goals of Memory Reporting: Accuracy Versus Informativeness

II. The Strategic Control of Memory Reporting: A Metacognitive Framework

A. The Basic Model: Control of Report Option B. Empirical Evidence C. QAP Methodology D. QAP or Type-2 SDT?

III. Applications of the Framework

A. The Recall-Recognition Paradox B. Children's Eyewitness Testimony C. Memory Impairment in Old Age D. Clinical Memory Impairment E. Encoding Specificity and Memory Cueing F. Psychometric Testing

IV. Expanding the Framework: Control of Memory Grain Size

A. Accuracy-Informativeness Trade-Off B. Satisficing Versus Utility-Maximizing Models of Grain Control C. Empirical Evidence D. Control of Grain Size in Episodic Memory Reporting Over Time

V. Toward an Integrated Model of Grain Size and Report Option

A. An Integrated Satisficing Model B. To Coarsen or Withhold? C. The Need for an Informativeness Criterion

VI. Conclusion Acknowledgments References

Chapter 2: Response Bias in Recognition Memory

I. Introduction II. Measuring Response Bias

A. Measuring Response Bias in a Single Condition B. Comparing Bias Among Conditions with Equal Sensitivity C. Comparing Bias Among Conditions with Unequal Sensitivity

III. Explaining Response Bias

A. Seeking Invariants Within the Data B. Divining Subject Strategy

IV. Between-Group Criterion Differences V. Between-List Criterion Differences VI. Within-Test Criterion Shifts

A. Evidence Against Shifts: Strength Manipulations B. Evidence for Shifts: Processing and Stimulus Manipulations

VII. An Interim Summary VIII. Distribution Shifts Masquerading as Criterion Shifts

A. Study-Test Delay B. Context Effects C. Identifying the Change

IX. Designs with Multiple Responses

A. The Remember-Know Paradigm B. Confidence Ratings

X. Conclusions and Recommendations

A. Choose the Right Sensitivity Measure B. Choose the Right Response-Bias Measure C. Apply an Explicit Model to the Data D. Consider the Use of Feedback and/or a Forced-Choice Design E. Use Ratings and Plot ROCs

Acknowledgment References

Chapter 3: What Constitutes a Model of Item-Based Memory Decisions?

I. Introduction

A. What Are Item-Based Memory Decisions? B. One Dimensional Signal Detection Theory: A Simple Decision Model

II. The Characteristics and Neural Substrates of Item-Based Memory Decisions

A. How Labile Is the Recognition Criterion During Testing? B. Is the Relationship Between Confidence and Accuracy Monotonic? C. Is the Recognition Criterion Informed by Individual Skill? D. Context Versus Item Memory Judgments and PFC

III. Conclusion—What Constitutes a Model of Item-Based Memory Decisions? Acknowledgments References

Chapter 4: Prospective Memory and Metamemory: The Skilled Use of Basic Attentional and Memory Processes

I. Introduction II. What Is Different About Prospective Memory? III. Is There a Specialized Prospective Memory System? IV. Using Basic Memory and Attentional Processes in the Service of Prospective Memory

A. Use of Controlled (or Directed) Recognition Processes B. Spontaneous Recognition Processes C. Spontaneous, Reflexive Associative Memory Processes

V. The Multiprocess Theory: Contextual Factors Determining the Utility of Each Process VI. Metamemory and Prospective Memory

A. Sensitivity to the Extent to Which the Ongoing Task Encourages Focal Processing of the Target Cue B. Importance of the Prospective Memory Task C. Delaying Execution of Retrieved Intentions D. Sensitivity to Costs of Monitoring

VII. Summary and Future Directions References

Chapter 5: Memory is More than just Remembering: Strategic Control of Encoding, Accessing Memory, and Making Decisions

I. Introduction II. Interacting with Memory III. Strategic Decisions About Encoding

A. What Gets Encoded? B. How Does Information Get Encoded? C. Learning About Encoding D. Control of Encoding as a Means of Control over Memory

IV. Strategic Decisions About Memory Access

A. Means of Accessing Memory Traces B. Decisions About How to Access Memory C. Learning About Memory Access D. Strategic Memory Access as a Cognitive Skill

V. Postaccess Decision Processes

A. Suppression of Output B. Output Grain C. Criterion Placement and Adjustment in Recognition D. Learning About How to Make Memory Decisions E. Postaccess Decision Processes as a Means of Control Over Memory

VI. Conclusions References

Chapter 6: The Adaptive and Strategic Use of Memory By Older Adults: Evaluative Processing and Value-Directed Remembering

I. Overview II. A Selective Review of the Research on Memory and Lifespan Development

A. Life Span Theories of Cognitive Aging B. Motivated Cognition and Goals of Older Adults

III. Strategic Control and Value as Memory Modifiers for Older Adults

A. Value as a Memory Modifier for Older Adults B. Selectivity, Value, and the Use of Memory by Older Adults C. Evaluative Processing as Skilled Cognition in Old Age? D. Value, Motivation, and Emotional Priority for Older Adults

IV. Model, Review and New View of Value, Memory, and Aging

A. A Model of Evaluative Processing and Value-Directed Remembering B. General Slowing, Metacognition, and Evaluative Processing C. Associative Memory Impairments and Value D. Recollection, Familiarity, and Value E. False Memory and Flexible Remembering F. Proper Names as Low Value Information? G. Memory, Value, and Grain Size at Retrieval

V. Implications of Value on Memory and Aging

A. Brain Mechanisms, Value, Memory, and Aging B. Expertise as Adaptive Control and Skilled Cognition in Old Age Revisited C. Individual Differences Among Older Adults: The Control and Use of Value Assignment D. Value-Directed Remembering and Implications for Training

VI. Summary and Conclusions Acknowledgments References

Chapter 7: Experience is a Double-Edged Sword: A Computational Model of The Encoding/Retrieval Trade-Off With Familiarity

I. Introduction II. When and Why Experience Adversely Affects Memory Retrieval

A. The Fan Effect B. The SAC Memory Model: The Role of Experience in Recognition Memory C. The SAC Model of Word Recognition and the Word Frequency Mirror Effect D. Converging Evidence for SAC Explanation Using Other Types of Stimuli E. Summary of How Experience Hurts Retrieval

III. When and Why Experience Facilitates Memory Encoding

A. Augmentation of SAC: How WM and Prior Experience Interact to Affect Ease of Encoding B. Illustrations of Model Fits with the New Encoding Assumptions C. The Consequences of Minimal "Lifelong" Experience on Encoding D. Extremely Low-Frequency Stimuli: Experience Enables Unitization (Chunking)

IV. General Discussion

A. Explaining Related Phenomena with Our Model

V. Summary and Conclusions Acknowledgments References

Chapter 8: Toward an Understanding of Individual Differences in Episodic Memory: Modeling the Dynamics Of Recognition Memory

I. A Possible Relationship Between the Speed-Accuracy Trade-Off and Individual Differences in Associative Recognition II. Traditional Testing Procedures III. Classical Models of Associative Recognition IV. Modeling the Accuracy and Latency of Associative Recognition

A. Encoding of Associative Information B. Familiarity-Based Retrieval C. Decision D. Familiarity-Based Performance E. Recollection F. Dual-Process Decision Strategies

V. Conclusions Acknowledgments References

Chapter 9: Memory as A Fully Integrated Aspect of Skilled and Expert Performance

I. Introduction II. Outline of the Chapter

A. Historical Background to the Traditional Approach Searching for Basic Abilities B. The Powerful Effects of Some Types of Practice C. Toward a Scientific Study of High Levels of Skill and Expert Performance D. Capturing Reproducibly Superior Performance Under Standardized Conditions E. Applying the Expert-Performance Approach to Identify the Mediating Mechanisms F. The Representative Rehearsed Performance and Its Relation to Memory Performance G. Expert Performance in Domains with Less Predictable Situations and Its Relation to Memory Performance H. Expert Performance Involving Calculation and Its Relation to Memory Performance

III. Summary IV. Conclusion Acknowledgment References

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