Development of Verbal Selective Learning

Hanten, Gerri; Li, Xiaoqi; Chapman, Sandra B.; Swank, Paul R.; Gamino, Jacque; Roberson, Garland; Levin, Harvey S.

doi:10.1080/87565640701361112

Cited by 48 publications

(48 citation statements)

References 24 publications

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“…Hanten and colleagues (2002, 2004) also found deficits among children with brain injury and autism in terms of selectivity. Of significance to the current study, Hanten and colleagues (2007) observed that the number of words recalled and selectivity were independent in children, suggesting that perhaps different neural systems may contribute to memory capacity and the selective control of attention to high-value items. Thus, the SI provides a useful measure of memory efficiency that goes beyond simply measuring the overall quantity of recalled items (cf.…”

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confidence: 51%

“…This novel task has been used in several studies with various populations (see Castel, Benjamin, Craik & Watkins, 2002; Castel, Farb, & Craik, 2007; Hanten et al, 2007; Watkins & Bloom, 1999). The present study used the selectivity task, asking participants to remember words paired with different values (i.e., points).…”

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confidence: 99%

“…After recall, participants are told their score, and then are given a new list of words, again with instructions to maximize their score. Using a selectivity index (SI) developed by Watkins and Bloom (1999; see also Hanten et al, 2007), one can examine the ability to be selective, as well as how selectivity changes with task experience. This SI is based on the participant’s score (the sum of the points that were paired with the recalled items, or the “value” of the recalled items), relative to chance and ideal performance.…”

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The development of memory efficiency and value-directed remembering across the life span: A cross-sectional study of memory and selectivity.

Castel¹,

Humphreys²,

Lee³

et al. 2011

Developmental Psychology

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Although attentional control and memory change considerably across the lifespan, no research has examined how the ability to strategically remember important information (i.e., value-directed remembering) changes from childhood to old age. The present study examined this in different age groups across the lifespan (N=320, 5 to 96 years old). We employed a selectivity task where participants were asked to study and recall items worth different point values in order to maximize their point score. This procedure allowed for measures of memory quantity/capacity (number of words recalled) and memory efficiency/selectivity (the recall of high-value items relative to low-value items). Age-related differences were found for memory capacity, as young adults recalled more words than the other groups. However, in terms of selectivity, younger and older adults were more selective than adolescents and children. The dissociation between these measures across the lifespan illustrates important age-related differences in terms of memory capacity and the ability to selectively remember high-value information.

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confidence: 99%

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confidence: 99%

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The development of memory efficiency and value-directed remembering across the life span: A cross-sectional study of memory and selectivity.

Castel¹,

Humphreys²,

Lee³

et al. 2011

Developmental Psychology

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“…The VDR paradigm involves having participants study a list of words paired with point values, with the participants’ goal being to maximize the total score, which is the sum of the values associated with recalled words. A number of behavioral studies (e.g., Ariel & Castel, 2014; Castel et al, 2002; Castel, Farb, & Craik, 2007; Castel, Murayama, Friedman, McGillivray, & Link, 2013; Hanten et al, 2007; Loftus & Wickens, 1970; Soderstrom & McCabe, 2011; Watkins & Bloom, 1999) have shown that words that are arbitrarily determined to be valuable (via high point values) tend to be recalled better than words that are arbitrarily assigned lower values. However, prior studies with this paradigm have been limited in fully explaining the effect on a mechanistic level, with explanations ranging from differential forms of rehearsal, use of imagery, and strategic encoding and retrieval operations.…”

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confidence: 99%

Value-based modulation of memory encoding involves strategic engagement of fronto-temporal semantic processing regions

Cohen

Rissman

Suthana

et al. 2014

Cogn Affect Behav Neurosci

113

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A number of prior fMRI studies have focused on the ways in which the midbrain dopaminergic reward system co-activates with hippocampus to potentiate memory for valuable items. However, another means by which people could selectively remember more valuable to-be-remembered items is to be selective in their use of effective but effortful encoding strategies. To broadly examine the neural mechanisms of value on subsequent memory, we used fMRI to examine how differences in brain activity at encoding as a function of value relate to subsequent free recall for words. Each word was preceded by an arbitrarily assigned point value, and participants went through multiple study-test cycles with feedback on their point total at the end of each list, allowing for sculpting of cognitive strategies. We examined the correlation between value-related modulation of brain activity and participants’ selectivity index, a measure of how close participants were to their optimal point total given the number of items recalled. Greater selectivity scores were associated with greater differences in activation of semantic processing regions, including left inferior frontal gyrus and left posterior lateral temporal cortex, during encoding of high-value words relative to low-value words. Although we also observed value-related modulation within midbrain and ventral striatal reward regions, our fronto-temporal findings suggest that strategic engagement of deep semantic processing may be an important mechanism for selectively encoding valuable items.

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“…Memory selectivity was evaluated by computing a selectivity index (SI) using the following equation developed by Watkins and Bloom (1999; see also Castel et al. 2002;Hanten et al 2007). …”

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confidence: 99%

Eyes Wide Open: Enhanced Pupil Dilation When Selectively Studying Important Information

Ariel¹,

Castel²

2012

PsycEXTRA Dataset

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Remembering important information is imperative for efficient memory performance, but it is unclear how we encode important information. The current experiment evaluated two nonexclusive hypotheses for how learners selectively encode important information at the expense of less important information (differential resource allocation and information reduction). To evaluate these hypotheses, we measured changes in learners' pupil diameter and fixation durations while participants performed a selectivity task that involved studying lists consisting of words associated with different point values. Participants were instructed to maximize their score on a free recall task that they completed after studying each list. Participants' pupils dilated more when studying high-valued than low-valued words, and these changes were associated with better memory for high-valued words. However, participants fixated equally on words regardless of their value, which is inconsistent with the information reduction hypothesis. Participants also increased their memory selectivity across lists, but changes in pupil diameter and differences in fixations could not account for this increased selectivity. The results suggest that learners allocate attention differently to items as a function of their value, and that multiple processes and operations contribute to value-directed remembering.Keywords selective encoding; pupil dilation; attention; value-directed remembering; metacognition The information that people encounter everyday varies in value -or importance -for remembering. People must be able to selectively encode and later retrieve valuable information to function efficiently. The process of "value-directed remembering" (see Castel 2008) involves selectively attending to and recalling high-value information relative to lower value information. Though people typically have better memory for high than low valued information, the processes that contribute to value-directed remembering are not well understood (Ariel et al. 2009;Castel et al. 2002;Kahneman and Peavler 1969;Weiner and Walker 1966;Heyer and O'Kelly 1949). Specifically, it is unclear how people encode highvalued information differently than low-valued information. Candidate mechanisms include attentional control and the strategic allocation of cognitive resources. In the current experiment, we evaluated two non-exclusive hypotheses for why people have better memory for high than low valued information. We refer to these hypotheses as the differential resource allocation hypothesis and the information reduction hypotheses.Please send correspondence to Robert Ariel; robert.ariel@psych.gatech.edu.. The differential resource allocation hypothesis claims that people allocate more attentional resources when encoding high than low valued items, while the information reduction hypothesis claims that people strategically ignore encoding low valued items because they are not important to remember. Both hypotheses offer attentional explanations for why learners have better mem...

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Development of Verbal Selective Learning

Cited by 48 publications

References 24 publications

The development of memory efficiency and value-directed remembering across the life span: A cross-sectional study of memory and selectivity.

The development of memory efficiency and value-directed remembering across the life span: A cross-sectional study of memory and selectivity.

Value-based modulation of memory encoding involves strategic engagement of fronto-temporal semantic processing regions

Eyes Wide Open: Enhanced Pupil Dilation When Selectively Studying Important Information

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