Ignoring Memory Hints: The Stubborn Influence of Environmental Cues on Recognition Memory

Autor/inn/en	Selmeczy, Diana; Dobbins, Ian G.
Titel	Ignoring Memory Hints: The Stubborn Influence of Environmental Cues on Recognition Memory
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 43 (2017) 9, S.1448-1469 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000383
Schlagwörter	Memory; Cues; Familiarity; Novelty (Stimulus Dimension); Environmental Influences; Recognition (Psychology); Cognitive Processes; Bias; College Students; Statistical Analysis; Individual Differences; Washington + Suchen Sie Ihr Suchwort? Gedächtnis; Stichwort; Environmental influence; Umwelteinfluss; Recognition; Wiedererkennen; Cognitive process; Kognitiver Prozess; Collegestudent; Statistische Analyse; Individueller Unterschied
Abstract	Recognition judgments can benefit from the use of environmental cues that signal the general likelihood of encountering familiar versus unfamiliar stimuli. While incorporating such cues is often adaptive, there are circumstances (e.g., eyewitness testimony) in which observers should fully ignore environmental cues in order to preserve memory report fidelity. The current studies used the explicit memory cueing paradigm to examine whether participants could intentionally ignore reliable environmental cues when instructed. Three experiments demonstrated that participants could volitionally dampen the directional influence of environmental cues on their recognition judgments (i.e., whether influenced to respond "old" or "new") but did not fully eliminate their influence. Although monetary incentives diminished the mean influence of cues on responses rates, finer grained individual differences analysis, as well as confidence and RTs analyses, demonstrated that participants were still systematically influenced. These results demonstrate that environmental cues presented at test remain a potent influence on recognition decisions and subjective confidence even when ostensibly ignored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01