Title |
Recognition Memory is Improved by a Structured Temporal Framework During Encoding
|
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Published in |
Frontiers in Psychology, January 2016
|
DOI | 10.3389/fpsyg.2015.02062 |
Pubmed ID | |
Authors |
Sathesan Thavabalasingam, Edward B. O’Neil, Zheng Zeng, Andy C. H. Lee |
Abstract |
In order to function optimally within our environment, we continuously extract temporal patterns from our experiences and formulate expectations that facilitate adaptive behavior. Given that our memories are embedded within spatiotemporal contexts, an intriguing possibility is that mnemonic processes are sensitive to the temporal structure of events. To test this hypothesis, in a series of behavioral experiments we manipulated the regularity of interval durations at encoding to create temporally structured and unstructured frameworks. Our findings revealed enhanced recognition memory (d') for stimuli that were explicitly encoded within a temporally structured vs. unstructured framework. Encoding information within a temporally structured framework was also associated with a reduction in the negative effects of proactive interference and was linked to greater recollective recognition memory. Furthermore, rhythmic temporal structure was found to enhance recognition memory for incidentally encoded information. Collectively, these results support the possibility that we possess a greater capacity to learn and subsequently remember temporally structured information. |
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Geographical breakdown
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United States | 4 | 31% |
Canada | 2 | 15% |
Netherlands | 1 | 8% |
Unknown | 1 | 8% |
Demographic breakdown
Type | Count | As % |
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Members of the public | 6 | 46% |
Scientists | 5 | 38% |
Science communicators (journalists, bloggers, editors) | 1 | 8% |
Practitioners (doctors, other healthcare professionals) | 1 | 8% |
Mendeley readers
Geographical breakdown
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Spain | 1 | 2% |
United States | 1 | 2% |
Unknown | 60 | 97% |
Demographic breakdown
Readers by professional status | Count | As % |
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Student > Ph. D. Student | 13 | 21% |
Researcher | 11 | 18% |
Student > Master | 9 | 15% |
Professor > Associate Professor | 6 | 10% |
Student > Doctoral Student | 5 | 8% |
Other | 12 | 19% |
Unknown | 6 | 10% |
Readers by discipline | Count | As % |
---|---|---|
Psychology | 35 | 56% |
Neuroscience | 9 | 15% |
Agricultural and Biological Sciences | 4 | 6% |
Linguistics | 1 | 2% |
Arts and Humanities | 1 | 2% |
Other | 0 | 0% |
Unknown | 12 | 19% |