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Long Term Implicit and Explicit Memory for Briefly Studied Words

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Long Term Implicit and Explicit Memory for Briefly Studied Words UC Merced Proceedings of the Annual Meeting of the Cognitive Science Society Title Long term implicit and explicit memory for briefly studied words Permalink https://escholarship.org/uc/item/42q32214 Journal Proceedings of the Annual Meeting of the Cognitive Science Society, 31(31) ISSN 1069-7977 Authors Averell, Lee Heathcote, Andrew Publication Date 2009 Peer reviewed eScholarship.org Powered by the California Digital Library University of California 1 Long term implicit and explicit memory for briefly studied words Lee Averell ([email protected]) School of Psychology, University of Newcastle. Andrew Heathcote ([email protected]) School of Psychology, University of Newcastle. Abstract which individual memory traces are forgotten. Further, Memories fade over time, but do they disappear altogether? given the meaningful nature of the material remembered in The persistence of overlearned material has been regarded as these studies it is possible that participants were reminded of evidence for permanent memories (Bahrick, 1984). However and rehearsed the material in the study-test lag. It would, there seems a general consensus in the cognitive literature that therefore, be desirable to examine retention in a longitudinal briefly studied stimuli disappear from memory altogether design of material that is less likely to be rehearsed. (Wixted, 2004ab). We present evidence from implicit (stem The stimuli used in these studies were also initially very completion) and explicit (stem cued recall) memory tasks well learned. Hence, even if these studies demonstrate very showing well above chance performance 28 days after only one brief study event. Retention measured by both the long term retention, memory permanence may be restricted implicit and explicit tasks was stable at the same level from to such “overlearned” material. Bahrick (1984) suggested seven days to 28 days. Our results question the consensus that participation in multiple spaced Spanish language about the fate of memories for briefly studied stimuli. courses in high school was a strong contributing factor to his results. Also, the effect of overlearning was evident in Keywords: Forgetting; long term memory; recall; context. the differences in long term retention between higher achieving (A) students and less accomplished (B) students, The Persistence of Long Term Memory with (A) students showing stronger retention in both the Whether or not stored memories are permanent is a short and long term. subject of debate in both the cognitive and neuroscience Evidence for very long term retention of stimuli studied communities. Here we investigate the issue of memory only once has been reported in the implicit memory permanence and the way in which forgetting progresses literature. Slomon, Hayman, Ohta, Law and Tulving (1988, over time in both explicit and implicit memory paradigms exp 2) found word fragment completion was primed at (Jacoby, Toth & Yonelinas, 1993; Squire, 1994). We first above chance levels by study of a list of words 16 months review previous pertinent findings and then report data from previously. However, while the study list was only a stem-cued recall (explicit) and a stem completion presented once, study instructions encouraged a very (implicit) task testing memory at delays ranging from one thorough encoding; participants were asked to copy the minute to one month. The results are discussed with study list words onto a piece of paper, rate the familiarity of reference to novel context reinstatement techniques used in each word and prepare for a memory test on the words. In a our experiment and their effects on mnemonic interference. cued recall test of explicit memory Runquist (1983, 1986, A number of studies have reported accurate explicit recall 1987) showed that participants could recall words up to two of information memorized years and even decades ago. weeks after an initial brief exposure to words when Bahrick’s (1984) seminal study showed that people could associative cues are given. However, in these experiments remember Spanish language words learned in a classroom some study words were presented in multiple testing for up to 50 years despite not using Spanish since the end of sessions to assess the effects of retesting on recall of their high school education. He concluded that some untested items. This may have aided recall of the items memories are relatively permanent, fading only because of tested only once, leading to inflated estimates of long term the detrimental effects of aging. More recently Squire retention. (1989) found a similar pattern to Bahrick with memory for Some studies of shorter term retention for briefly television programs from over 15 years prior to testing. studied words have provided evidence of stable memory Schmidt, Peck, Paas and van Breukelen (2000) showed that after an initial period of forgetting (i.e., an asymptote in the people could remember street names from suburbs they retention function). McBride and Dosher (1997) tested lived in as a child. Noice and Noice (2002) showed that implicit and explicit memory with a stem completion task actors could recall aspects of a Shakespearean script up to using study-test lags from one minute to one hour. They 28 years after playing the role. Results such as these support found that both types of memory declined over the first 15 Checlie’s (2006) statement that: “the inability … to account minutes before stabilizing above chance with implicit for permanent retention is a serious failing” (p.36). performance below explicit performance. However, even However, these studies of long term retention may be though their analysis assumed an asymptote, they doubted criticized on a number of grounds. They employed a cross their results supported memory permanence, saying “further sectional design that precludes investigation of the way in decline would be visible in hours or days” (p.380). This 1276 2 concern is reinforced by their acknowledgement of a failure their surrounds and mood as well as daily activities just to equate the average position of the different lag prior to commencement of the first session. The answers to conditions. As a result lag conditions occurring later in the these questions were reviewed, and the video tape replayed, experiment might have produced poorer performance due to prior to later testing sessions. greater effects from fatigue or proactive interference. Method However, this concern does not apply to Rubin Hinton Participants (n=32) completed four experimental sessions and Wenzel’s (1999), which is often cited as the best spaced over 28 days under either explicit or implicit existing study of the forgetting function, as it tested 300 completion instructions. All participants were told that the participants at a larger number of lags than previous studies. object of the study was to test lexical skill development over They reported that the best quantitative account of their data time, specifically their ability to rate the frequency with was given by a function assuming an above chance which words occur and their ability to complete stems. The asymptote, although the longest lag tested was only several initial experimental session lasted around 2.1 hours and was minutes. Nevertheless, Rubin et al. shared McBride and divided into two sections separated by an 8.6 minute break. Dosher’s cautious interpretation, saying “we believe that the Retention in session one was measured at seven roughly asymptote … represents a decline too small to detect in our exponentially spaced lags (see Table 1). Sessions two, three experiments or even in experiments with considerably and four lasted 35 minutes; session two was held 24 hours longer delays” (p.1173). Wixted (2004a) summarizes the later, session three was seven days later and the last session pervasiveness of this cautious stance, saying that an occurred 28 days later. The procedure was identical for asymptote at chance performance “seems to be the view of participants in both implicit and explicit groups except for almost everyone who has ever investigated the mathematical the stem completion instructions. form of forgetting” (p.871). Experimental materials were 905 critical and 505 filler stems and 1170 study words. Critical stems had four or Experiment more possible completions, one of which corresponded to a Our experiment attempts to overcome the limitations of study word. Study words corresponding to the critical stems previous studies with the aim of determining whether there were chosen because they had the lowest completion rate in is permanent retention or gradual but eventually complete a pilot study. The pilot study entailed 20 participants loss of memories for briefly studied stimuli. We tested completing all 905 critical stems with the first 4-6 letter retention over four separate experimental sessions with word that came to mind and without any prior word study. If study-test lags of 1 minute to 1 hour (session one), 1 day, 1 two words had the same completion rate the word with the week and 1 month (sessions two to four). Following lowest frequency was used. The mean study word McBride and Dosher (1997) both explicit memory (stem- completion rate in the pilot, which estimated the chance cued recall) and implicit priming (stem completion) were completion rate in the main experiment, was 11.6%. tested in a between-subjects design. These tasks have the After the video tape and questionnaire were completed advantage of equating tests of the two types of memory in experimental testing, consisting of thirty 4.3 minute study- every way except the intention to remember. test cycles, commenced. These cycles comprised 17 trials in Context reinstatement (i.e., restoration of the study context which participants chose which of two words occurred more during later testing) has been shown to greatly aid explicit frequently in their linguistic experience. Each pair appeared recall (Smith & Vella, 2001). Clearly some aspects of on the screen for four seconds. The pair ratings task was context, both external (e.g., subjects attire) and internal used to insure consistency of encoding both within and (e.g., subject’s mood), will change across sessions.
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