Using Self-Generated Cues to Facilitate Recall: A Narrative Review

Context matters: changes in memory over a period of sleep are driven by encoding context

During sleep, recently acquired episodic memories (i.e., autobiographical memories for specific events) are strengthened and transformed, a process termed consolidation. These memories are contextual in nature, with details of specific features interwoven with more general properties such as the time and place of the event. In this study, we hypothesized that the context in which a memory is embedded would guide the process of consolidation during sleep. To test this idea, we used a spatial memory task and considered changes in memory over a 10-h period including either sleep or wake. In both conditions, participants (N = 62) formed stories that contextually bound four objects together and then encoded the on-screen spatial position of all objects. Results showed that the changes in memory over the sleep period were correlated among contextually linked objects, whereas no such effect was identified for the wake group. These results demonstrate that context-binding plays an important role in memory consolidation during sleep.

Passive Elaborative Cueing of Retrieval ProcessesFollowing Traumatic Brain Injury

Purpose: Semantic elaboration is a process in which target information is analyzed in relation to content associated in meaning. The goal of the present study was to examine the use of phrasal cues intended to engage elaborative processes theorized to bolster cognitive performance.Methods: Twenty-two individuals with a history of traumatic brain injury (TBI) and twenty-six neurotypical (NT) individuals were studied. Short phrases intended to elicit elaborative encoding were presented prior to the introduction of a prospective memory task and word-stem completions. Phrases embodied one of three conditions: repeated, semantic, or unrelated information. The stem-completion task was presented between each prospective memory task with fixations serving as cues signaling task completion or functioning as distractors. Event-related potentials (ERPs) were captured during the presentation of word-stems. Following the completion of all word-stems, participants were presented with an old/new recognition task.Results: Linear mixed-effects model analyses revealed a significant effect of condition with respect to word retrieval and recognition memory. Captured ERPs revealed neural signatures resembling a P200.Conclusion: Semantic content increased stimulus saliency, facilitated lexical retrieval, and enhanced retention with the latter process revealing use of semantic cues as a more adept rehearsal strategy than repetition.

Animacy and animate imagery improve retention in the method of loci among novice users

Recently, researchers have identified word animacy as a strong predictor of recall. In contrast, the method of loci is an ancient mnemonic technique which takes advantage of highly structured encoding and recall processes alongside a strong imagery component to create easily remembered "memory palaces." The present experiments examine the combined effectiveness of these techniques: Experiment 1 (N = 154) demonstrates that the method of loci and word animacy have additive effects, while Experiment 2 (N = 200) demonstrates that the additive effect of animacy is likely related to both the animate nature of words themselves and animate imagery associated with them. These results have implications for hypotheses about the proximate mechanism of animacy effects (ruling out temporal order and imagery as explanations), implications regarding the nature of animacy (as being both static and dynamic), and practical implications for memory athletes and educational settings alike: The method of loci and use of animate imagery can be taught easily, and they produce high levels of recall.

Facilitating recall and particularisation of repeated events in adults using a multi-method interviewing format

Reports about repeated experiences tend to include more schematic information than information about specific instances. However, investigators in both forensic and intelligence settings typically seek specific over general information. We tested a multi-method interviewing format (MMIF) to facilitate recall and particularisation of repeated events through the use of the self-generated cues mnemonic, the timeline technique, and follow-up questions. Over separate sessions, 150 adult participants watched four scripted films depicting a series of meetings in which a terrorist group planned attacks and planted explosive devices. For half of our sample, the third witnessed event included two deviations (one new detail and one changed detail). A week later, participants provided their account using the MMIF, the timeline technique with self-generated cues, or a free recall format followed by open-ended questions. As expected, more information was reported overall in the MMIF condition compared to the other format conditions, for two types of details, correct details, and correct gist details. The reporting of internal intrusions was comparable across format conditions. Contrary to hypotheses, the presence of deviations did not benefit recall or source monitoring. Our findings have implications for information elicitation in applied settings and for future research on adults' retrieval of repeated events.

Law and (rec)order: Updating memory for criminal events with body-worn cameras

Body-worn video is increasingly relied upon in the criminal justice system, however it is unclear how viewing chest-mounted video may affect a police officer's statement about an event. In the present study, we asked whether reviewing footage from an experienced event could shape an individual's statement, and if so, whether reporting before reviewing may preserve an officer's original experience. Student participants (n = 97) were equipped with chest-mounted cameras as they viewed a simulated theft in virtual reality. One week later, half of the participants recalled the event in an initial statement while the other half did not. Participants then viewed either their body-worn video or a control video. Finally, participants provided their statement (no initial statement condition) or were given the opportunity to amend their original account (initial statement condition). Results revealed that viewing body-worn video enhanced the completeness and accuracy of individuals' free recall statements. However, whilst reviewing footage enabled individuals to exclude errors they had written in their initial statements, they also excluded true details that were uncorroborated by the camera footage (i.e., details which individuals experienced, but that their camera did not record). Such camera conformity is discussed in light of the debate on when an officer should access their body-worn video during an investigation and the influence of post-event information on memory.

Leveraging Micro-Stories to Build Engagement, Inclusion, and Neural Networking in Immunology Education

Storytelling is a highly effective strategy for delivering course content. It can provide real-world contexts and the relevance students desire. Through personal connections to the narrative details, anecdotes facilitate the incorporation of content into pre-existing knowledge and neural networks that enhances retention. In addition, stories can honor students' diverse backgrounds, which builds a sense of belonging and community. In turn, these aspects can drive intrinsic motivation to learn and increase students' alertness in class and overall engagement in the course. Despite the educational power of stories, there often is not enough time to integrate them into curricula. To address this dilemma, faculty can condense stories into micro-stories that require relatively minimal class time. Many aspects of stories that enhance learning can be leveraged in just a few sentences by focusing on narrative details that engage a variety of cognitive and emotional processes. In particular, the inclusion of multiple sensory descriptions and small details, like locations and names, can provide sufficient context to maintain the value stories provide. Micro-stories can function independently or extend a single theme throughout a course. Presented in this Perspective are examples of micro-stories for concepts in immunology and strategies for developing them. Proposals are made for leveraging micro-stories to enhance student engagement and course community, content retention and retrieval, and satisfaction with immunology courses of all sizes and levels.

Shared Mechanisms May Support Mnemonic Benefits from Self-Referencing and Emotion

The literatures on episodic memory for self-referential and emotional information have proceeded relatively independently, and most studies examining the effects of age on these memory processes have been interpreted within domain-specific frameworks. However, there is increasing evidence for shared mechanisms that contribute to episodic memory benefits in these two domains. We review this evidence and propose a model that incorporates overlapping as well as domain-specific contributions to episodic memory encoding of self-referential and emotional material. We discuss the implications for understanding the relatively intact memory of older adults for these classes of stimuli, and conclude with suggestions for future research to test key tenets and extensions of this shared-process model.

Understanding and Resolving Failures in Human-Robot Interaction: Literature Review and Model Development

While substantial effort has been invested in making robots more reliable, experience demonstrates that robots operating in unstructured environments are often challenged by frequent failures. Despite this, robots have not yet reached a level of design that allows effective management of faulty or unexpected behavior by untrained users. To understand why this may be the case, an in-depth literature review was done to explore when people perceive and resolve robot failures, how robots communicate failure, how failures influence people's perceptions and feelings toward robots, and how these effects can be mitigated. Fifty-two studies were identified relating to communicating failures and their causes, the influence of failures on human-robot interaction (HRI), and mitigating failures. Since little research has been done on these topics within the HRI community, insights from the fields of human computer interaction (HCI), human factors engineering, cognitive engineering and experimental psychology are presented and discussed. Based on the literature, we developed a model of information processing for robotic failures (Robot Failure Human Information Processing, RF-HIP), that guides the discussion of our findings. The model describes the way people perceive, process, and act on failures in human robot interaction. The model includes three main parts: (1) communicating failures, (2) perception and comprehension of failures, and (3) solving failures. Each part contains several stages, all influenced by contextual considerations and mitigation strategies. Several gaps in the literature have become evident as a result of this evaluation. More focus has been given to technical failures than interaction failures. Few studies focused on human errors, on communicating failures, or the cognitive, psychological, and social determinants that impact the design of mitigation strategies. By providing the stages of human information processing, RF-HIP can be used as a tool to promote the development of user-centered failure-handling strategies for HRIs.