Explaining short-term memory phenomena with an integrated episodic/semantic framework of long-term memory

Recognition memory: The probe, the returned signal, and the decision

In an attempt to better understand recognition memory we look at how three approaches (dual processing, signal detection, and global matching) have addressed the probe, the returned signal and the decision in four recognition paradigms. These are single-item recognition (including the remember/know paradigm), recognition in relational context, associative recognition, and source monitoring. The contrast, with regards to the double-miss rate (the probability of recognizing neither item in intact and rearranged pairs) and the effect of the oldness of the other member of the test pair, between identifying the old words in test pairs (the relational context paradigm) and first identifying the intact test pairs and then identifying the old words (adding associative recognition to the relational context paradigm) suggests that the retrieval of associative information in the relational context paradigm is unintentional, unlike the retrieval of associative information in associative recognition. It also seems possible that the information that is spontaneously retrieved in single-item recognition, possibly including the remember/know paradigm, is also unintentional, unlike the retrieval of information in source monitoring. Probable differences between intentional and unintentional retrieval, together with the pattern of effects with regards to the double-miss rate and the effect of the other member of the test pair, are used to evaluate the three approaches. Our conclusion is that all three approaches have something valid to say about recognition, but none is equally applicable across all four paradigms.

A Novel Deep Framework for English Communication Based on Educational Psychology Perspective

The impact of verbal reading practices on learning is examined from the perspective of educational psychology, using the motivation theory and the schema theory. This research intends to enhance learner's English communication abilities in response to the needs for national economic growth and scientific and technological development. To motivate students to improve their English, the research may address the issue of inadequate opportunities by adding an artificial intelligence (AI) conversation mechanism to the students speaking English exercise. First, cognitive psychology is analyzed in detail, and a model based on cognitive psychology is implemented to solve the problems existing in student's English communication. In addition, various measures are presented and used to increase student's oral English communication abilities. We used sixty students from North China University of Water Resources and Electric Power are separated into two classes: Class A and Class B. The experimental group is called Class A, while the control group is called Class B. Following a comparison of the outcomes obtained before and after training. The experimental group's reading comprehension, responding to questions, situational conversation, and subject description scores rose by 13.33, 15.19, 17.39, and 28.3 %, respectively. The overall average score of the class climbed by 17.75 %, whereas the scores of pupils in Class B improved just an undersized. The results reveal that following the vocalized reading exercise, the student's English grades, self-efficacy, and topic knowledge increased considerably in the experimental group. Moreover, the proposed model, employs computer simulation in the English communication teaching system and AI, which can aid in the creation of an interactive learning environment for students to improve their spoken English and English communication abilities.

Explaining short-term memory phenomena with long-term memory theory: Is a special state involved?

The idea that some recently encountered items reside in a special state where they do not have to be retrieved has come to be a critical component of short-term memory theories. In the current work, the existence of such a special state was tested using the probe-recognition paradigm followed by a delayed recognition test. Across two experiments participants received a series of probe recognition trials where list lengths of 1-, 4- and 8-items were intermixed. Delayed recognition performance for non-target probes was poorer for the only item in 1-item lists than for the last item in multi-item lists. At the same time, the delayed recognition of studied-but-not probed items was better for the 1-item list, compared to the last item in a multi-item list, indicating that some form of a retrieval effect was involved and not lower levels of attention/initial learning. An examination of the size of the testing effect as it varied across list lengths and experiments also indicated that residence in a special state was not playing an important role. Overall, the data are not in support of the assumption that items at the focus of attention are in a special state that do not require retrieval. Our conclusions are that special states cannot be used to define STM memory and that the probe recognition paradigm may be useful in determining how testing affects memory.

The part-list cuing effect in working memory: The influence of task presentation mode

The modulation of part-list cues on long-term memory has been well-documented, whereas its impact on working memory remains largely unknown. The current study recruited a working memory part-list cuing paradigm to investigate how re-exposing part-list items affected item representation in working memory, and more specifically, whether the cuing effect was modulated by the task presentation mode. Our results showed that when the part-list re-exposure and no-part-list re-exposure trials were presented in separate blocks, using the re-exposed items as retrieval cues (part-list cue condition) significantly impaired recognition speed, accuracy and elevated judgement criteria (Experiment 1a), whereas merely relearning the re-exposed items (part-list relearning condition) has no such effect (Experiment 1b). When the part-list cue trials are randomly interleaved with the no-part-list cue trials, recognition accuracy was significantly lower in the part-list cue condition, whereas the recognition speed and judgement criteria were not significantly different under the two conditions (Experiment 2). These results indicate that re-exposing subsets of previously memorized items as retrieval cues can reduce the strength of other representations in working memory. Moreover, the effect of part-list cues in working memory is affected by task presentation mode. The mechanisms of part-list cuing within working memory were discussed.