The Development of Forgetting and Reminiscence

Brainerd, Charles J.; Reyna, Valerie F.; Howe, Mark L.; Kingma, Johannes

doi:10.2307/1166106

Cited by 188 publications

(156 citation statements)

References 127 publications

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“…The trace integrity theory (Brainerd, Reyna, Howe, & Kingma, 1990;Howe et al, 1992), however, does provide a partial explanation for why we observed a reduction in the amount of reminiscence over time and, hence, the absence of hypermnesia. Brainerd and his collaborators (1990) argued that reminiscence and hypermnesia can occur due to retrieval relearning (a process in which recall cues become increasingly effective) or as a result of reintegration of the memory trace (a process in which the memory is restored).…”

Section: Discussionmentioning

confidence: 55%

Reminiscence and hypermnesia in children’s eyewitness memory

Rooy

Pipe

Murray

2005

Journal of Experimental Child Psychology

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Three experiments examined reminiscence and hypermnesia in 5- and 6-year-olds' memory for an event across repeated interviews that occurred either immediately afterward (Experiment 1) or after a 6-month delay (Experiments 2 and 3). Reminiscence (recall of new information) was reliably obtained in all of the experiments, although the numbers of new items recalled were fewer after a delay than when the interviews occurred immediately afterward. Hypermnesia (increasing total recall over repeated recall attempts) was obtained only in Experiment 1 when interviews occurred immediately and 24 h after the event.

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Section: Discussionmentioning

confidence: 55%

Reminiscence and hypermnesia in children’s eyewitness memory

Rooy

Pipe

Murray

2005

Journal of Experimental Child Psychology

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“…The overall results of these studies are argued to support the hypothesis that age-related memory differences tend to reflect storage capacity more strongly than retrieval capacity. This is based on experiments in which developmental differences are found for storage but not retrieval (e.g., Brainerd, Reyna, Howe, & Kingma, 1990, Experiments 1 and 3; Howe, 1991), as well as studies in which storage and retrieval both increase with age but with stronger changes for storage (e.g., Brainerd et aI., 1990, Experiment 2;Howe, 1995). In addition to age differences, the trace-integrity model has also been applied to a number of other factors that have been previously known to influence memory, with theoretically plausible results.…”

Section: Storage-retrieval Modelsmentioning

confidence: 99%

“…In addition to age differences, the trace-integrity model has also been applied to a number of other factors that have been previously known to influence memory, with theoretically plausible results. For example, the model has shown that pictures are both stored and retrieved better than words (Brainerd et al, 1990;Howe, Kelland, Bryant-Brown, & Clark, 1992), that semantically related items are stored better in memory than unrelated items (Brainerd et aI., 1990), and that extra presentation trials benefit storage but not retrieval (Howe, 1995). Other studies have examined the influence of postevent information on children's memories.…”

Section: Storage-retrieval Modelsmentioning

confidence: 99%

Theoretical and empirical review of multinomial process tree modeling

Batchelder

Riefer

1999

Psychonomic Bulletin & Review

590

600

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We review a current and popular class of cognitive models called multinomial processing tree (MPT) models. MPTmodels are simple, substantively motivated statistical models that can be applied to categorical data. They are useful as data-analysis tools for measuring underlying or latent cognitive capacities and as simple models for representing and testing competing psychological theories. Weformally describe the cognitive structure and parametric properties of the class of MPT models and provide an inferential statistical analysis for the entire class. Following this, we provide a comprehensive review of over 80 applications of MPTmodels to a variety of substantive areas in cognitive psychology, including various types of human memory, visual and auditory perception, and logical reasoning. We then address a number of theoretical issues relevant to the creation and evaluation of MPTmodels, including model development, model validity, discrete-state assumptions, statistical issues, and the relation between MPT models and other mathematical models. In the conclusion, we consider the current role of MPT models in psychological research and possible future directions.This article presents a detailed review of a current and popular class of cognitive models called multinomial processing tree (MPT) models. MPT models have been described formally in Riefer and Batchelder (1988) and in Hu and Batchelder (1994b), although models of this type have been around well before the class was first formalized in 1988 (e.g., Batchelder & Riefer, 1980;Chechile & Meyer, 1976;Greeno, James, DaPolito, & Polson, 1978;Humphreys & Bowyer, 1980;B. H. Ross & Bower, 1981). However, the last 10 years have witnessed a deeper understanding and an accelerated use of these models within psychology. This increased popularity of MPT models has resulted not only in the application of these models to new areas in psychology but has also led to a variety of new statistical techniques and a certain amount of theoretical debate. Because of these developments, a review article on this class ofmodels seems timely both for researchers already working in this area and for others who might benefit from using this type of modeling.MPT models are simple, substantively motivated statistical models that can be used to measure underlying or latent cognitive capacities. Psychological data often result from multiple, interacting processes, and operationally 57 defined statistics are quite limited in determining which of these processes are involved in a particular experimental paradigm. One primary use ofMPT models is as dataanalysis tools, capable of disentangling and measuring the separate contribution of different cognitive processes underlying observed data. This approach can be helpful in settling theoretical issues, because psychological theories often focus on one process or another as the fundamental cause of a particular psychological phenomenon. The structural simplicity of the class ofMPT models also makes it a useful framework for developing and testing...

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“…This latter defiruhon appears to be the usage for the word m the wntmgs by psychologists (Bailard 1913, Bramerd et al 1990, McGeogh 1935, Williams 1926 There is no definition for hfe review as one enhty, but there is a definition for each word sepau"ately. life is a vital or hvmg being, the penod of existence, animate activity and movement (Webster's Dtdtonary 1988), review is (verb) to ttike a retrospective view of, to view or see again, to give a cnhcal exammation of, (noun) an act or the process of reviewmg, a retrospective view or survey (as of one's life (Webster's Dictionary 1988) Based on the above, an operational defirution of life review may be a retrospective survey of existence, a cntical study of a life, or a second look at one's life If one examines the dictionary definitions for reminiscence and hfe review, similanties and differences begin to anerge For example, both definihons use the past and both make use of memory However, as one analyses the concepts, the dififerences are greater than the similanties…”

Section: Reminiscencementioning

confidence: 99%

Reminiscence and life review: analysing each concept

Burnside

Haight

1992

Journal of Advanced Nursing

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Gerontological nurses are currently using life review and reminiscence with clients. The terms are used interchangeably in practice and in the literature as though both were the same modality. Much confusion has resulted from lack of definitions of the modalities. Therefore, potentially effective nursing interventions are neither clearly understood nor correctly operationalized. This paper presents an analysis of each modality in an effort to clarify differences and further elucidate the current usage of them as concepts in nursing practice.

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The Development of Forgetting and Reminiscence

Cited by 188 publications

References 127 publications

Reminiscence and hypermnesia in children’s eyewitness memory

Reminiscence and hypermnesia in children’s eyewitness memory

Theoretical and empirical review of multinomial process tree modeling

Reminiscence and life review: analysing each concept

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