The encoding–retrieval relationship: retrieval as mental simulation

Kent, Christopher; Lamberts, Koen

doi:10.1016/j.tics.2007.12.004

Cited by 92 publications

(72 citation statements)

References 52 publications

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“…According to such theories, reinstating encoding operations at test cues the retrieval of the information that was acquired via those operations. The findings are also consistent with the more recent view that memory retrieval is supported by the mental simulation of encoding processes (Barsalou, 2008;Kent & Lamberts, 2008). Barsalou discussed evidence that the solved using anagrams different from those presented at study.…”

Section: Resultssupporting

confidence: 87%

Investigating the encoding—retrieval match in recognition memory: Effects of experimental design, specificity, and retention interval

Dewhurst

Knott

2010

Mem Cogn

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Section: Resultssupporting

confidence: 87%

Investigating the encoding—retrieval match in recognition memory: Effects of experimental design, specificity, and retention interval

Dewhurst

Knott

2010

Mem Cogn

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“…The congruency effects suggest that the encoding of natural scenes involves the extraction not only of semantic information but also of dynamic Dynamic superiority effect 12 information. Our results thus add to the growing body of evidence for perceptual specificity in recognition memory, which suggests that memory retrieval involves the simulation of processes originally engaged in the encoding of the stimulus (e.g., Kent & Lamberts, 2008;Reingold, 2002).…”

Section: Sensitivity (D a )supporting

confidence: 58%

“…Indeed, evidence from neuro-imaging, eye-tracking and chronometric studies converges on the notion that recognition of a wide range of stimuli involves the reinstatement of processes originally engaged at study (e.g., Kent & Lamberts, 2008).…”

mentioning

confidence: 96%

Short article: When are moving images remembered better? Study–test congruence and the dynamic superiority effect

Buratto

Matthews

Lamberts

2009

Quarterly Journal of Experimental Psychology

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It has previously been shown that moving images are remembered better than static ones. In two experiments, we investigated the basis for this dynamic superiority effect. Participants studied scenes presented as a single static image, a sequence of still images, or a moving video clip, and 3 days later completed a recognition test in which familiar and novel scenes were presented in all three formats. We found a marked congruency effect: For a given study format, accuracy was highest when test items were shown in the same format. Neither the dynamic superiority effect nor the study–test congruency effect was affected by encoding (Experiment 1) or retrieval (Experiment 2) manipulations, suggesting that these effects are relatively impervious to strategic control. The results demonstrate that the spatio-temporal properties of complex, realistic scenes are preserved in long-term memory.

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“…how a ball feels, looks and the action of throwing), which are then integrated in a detailed and coherent multi-modal memory trace for the experience (Barsalou, 2008). When people are retrieving the information from memory, they engage in reactivating all stored representations, leading to a mental simulation of the earlier experience (Kent & Lamberts, 2008). Although this suggests that cognitive processing is predominantly embodied (Barsalou, Santos, Simmons & Wilson, 2008), some researchers have argued against such a strong emphasis on perceptual simulations in cognitive processing, proposing that cognitive processing to some extent also involves amodal linguistic symbols (Louwerse & Jeuniaux, 2010).…”

Section: Embodied Cognition and Learningmentioning

confidence: 99%

Gestures in Instructional Animations: A Helping Hand to Understanding Non‐human Movements?

Koning

Tabbers

2013

Applied Cognitive Psychology

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Recent research on dynamic visualizations suggests that these visualizations are effective for learning human movements such as knot tying or paper folding. Using embodied theories of cognition, this study investigated whether learning non-human movements from a dynamic visualization can also be enhanced by grounding these movements in the learner's motor system. University students viewed an animation on lightning formation, and followed the animation's movements with gestures, saw an on-screen human hand follow the movements or saw an arrow follow the movements. Results showed that observing an onscreen human hand following the movements in the animation, but not actually performing these movements, enhanced retention and transfer performance compared with watching the animation without gestures. This suggests that observation of human hand movement in animation-based instruction, which plays an important role in learning of procedural-motor tasks, can also improve people's learning from other dynamic systems.

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The encoding–retrieval relationship: retrieval as mental simulation

Cited by 92 publications

References 52 publications

Investigating the encoding—retrieval match in recognition memory: Effects of experimental design, specificity, and retention interval

Investigating the encoding—retrieval match in recognition memory: Effects of experimental design, specificity, and retention interval

Short article: When are moving images remembered better? Study–test congruence and the dynamic superiority effect

Gestures in Instructional Animations: A Helping Hand to Understanding Non‐human Movements?

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