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During face perception, there are three stages of memory recall that include recognition, followed by the remembering of semantic memory and episodic memory, and finally name recall. [ 78 ] [ 79 ] The Face Advantage is shown through an experiment where participants are presented with faces and voices of unfamiliar faces and recognizable ...
In cognitive psychology, a recall test is a test of ... was able to recall. An example of this would be studying a list of 10 words and later recalling 5 of them ...
Free recall is a common task in the psychological study of memory. In this task, participants study a list of items on each trial, ...
In psychology and cognitive science, a memory bias is a cognitive bias that either enhances or impairs the recall of a memory (either the chances that the memory will be recalled at all, or the amount of time it takes for it to be recalled, or both), or that alters the content of a reported memory. There are many types of memory bias, including:
Recognition memory, a subcategory of explicit memory, is the ability to recognize previously encountered events, objects, or people. [1] When the previously experienced event is reexperienced, this environmental content is matched to stored memory representations, eliciting matching signals. [2]
In psychology, context-dependent memory is the improved recall of specific episodes or information when the context present at encoding and retrieval are the same. In a simpler manner, "when events are represented in memory, contextual information is stored along with memory targets; the context can therefore cue memories containing that contextual information". [1]
For example, if intoxicated at the time the memory actually occurred, recall for details of the event is greater when recalling while intoxicated. Associated with state-dependency, recall can also depend on mood-dependency, in which recall is greater when the mood for when the memory occurred matches the mood during recall. [ 23 ]
This experiment showed a recognition of the mobile, as well as recall (after one week), and cued recall (after 2 weeks). Recognition and recall are two essential aspects of memory; these are particularly useful in children since verbal reporting of memory may not be available yet or as reliable when testing very young participants.