Fifty years of memory for names and faces: A cross-sectional approach.

Abstract

Three hundred and ninety two high school graduates were tested for memory of names and portraits of classmates selected from yearbooks. The retention interval since graduation varied from 2 wk to 57 yr. Performance was adjusted by multiple regression procedure to control the effects of various conditions that influence original learning, such as class size, and other conditions that influence rehearsal of the material, such as attendance at class reunions.The cross-sectional approach illustrated in this study is discussed as an alternative to the traditional longitudinal approach to the study of memory. The cross-sectional adjustment approach sacrifices laboratory control over the conditions of original learning, but permits extension of investigations to conditions that significantly affect learning and memory but that cannot be adequately or conveniently manipulated in the confines of the laboratory. Examples are a greater range of learning material, of motivational conditions, of context effects, and most significantly of acquisition time and retention time. Since most of the vital information in the memory store is learned and retained over periods much longer than those which are investigated in the laboratory, available generalizations based on laboratory findings may be inadequate or inapplicable to these area of knowledge. The cross-sectional ap-

Assessing the distinguishability of models and the informativeness of data

“…Figure 9. Retention functions from Bahrick et al (1975) are in the left graph. Those from Rubin et al (1999) are on the right.…”

“…The four data sets from Bahrick et al (1975;left panel) display systematic departures from monotonicity, suggesting that the data are fairly noisy. Combined with the fact that this was a field study examining long term retention of high school acquaintances, it is almost certain that these data were influenced by a great many immeasurable factors.…”

Matching Traffic Safety Strategies to Youth Characteristics: A Literature Review of Cognitive Development

“…As the name implies, the durability of information in LTM is quite long and can be impressively accurate (Shepard, 1967;Allen & Reber, 1980;Bahrick, Bahrick, & Wittlinger, 1975). In one study, Bahrick, et al (1975) tested adult recognition of faces from high school year books 35 years later and found that people could accurately identify whether a face was in their year book 90 percent of the time!…”

“…In one study, Bahrick, et al (1975) tested adult recognition of faces from high school year books 35 years later and found that people could accurately identify whether a face was in their year book 90 percent of the time! Since older people can remember events that took place when they were young, it is reasonable to conclude that the LTM durability does not change with age.…”

“…A study by Chi and Koeske (1983), however, showed that expertise is not necessarily age-related. They showed that young children can develop expertise about something (i.e., in this case dinosaurs), that far surpasses the knowledge base for this topic in most adults.As the name implies, the durability of information in LTM is quite long and can be impressively accurate (Shepard, 1967;Allen & Reber, 1980;Bahrick, Bahrick, & Wittlinger, 1975). In one study, Bahrick, et al (1975) tested adult recognition of faces from high school year books 35 years later and found that people could accurately identify whether a face was in their year book 90 percent of the time!…”