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In the previous study, two different remember-know paradigms are explored. The first is the "remember-first method" [24] in which a remember response is solicited prior to a know response for non-remembered items. Secondly, a trinary paradigm, [24] in which a single response judges the "remember vs. know" and "new" alternatives is investigated ...
Eidetic memory (/ aɪ ˈ d ɛ t ɪ k / eye-DET-ik), also known as photographic memory and total recall, is the ability to recall an image from memory with high precision—at least for a brief period of time—after seeing it only once [1] and without using a mnemonic device.
Hyperthymesia has both enhanced autobiographical and episodic memory [1] There is an important characteristic of hyperthymesia: People with the syndrome have an unusual form of eidetic memory to remember as well as recall any specific personal events or trivial details, including a date, the weather, what people wore on that day, from their ...
These findings suggest that a person knowing that they do not know and feeling of knowing are two neuroanatomically dissociable features of metamemory. As well, "knowing that you don't know" relies more on cue familiarity than feeling of knowing does. [22] There are two basic types of "do not know" decisions.
One starts with the little finger knuckle as January, and one finger or depression at a time is counted towards the index finger knuckle (July), saying the months while doing so. One then returns to the little finger knuckle (now August) and continues for the remaining months.
The tip-of-the-tongue experience is a classic example of blocking, which is a failure to retrieve information that is available in memory even though you are trying to produce it. [2] The information you are trying to remember has been encoded and stored, and a cue is available that would usually trigger its recollection. [2]
Even those with a high level of hyperthymesia do not remember exactly everything in their lives or have "perfect memory". Studies have shown that it is a selective ability, as shown by Price's case, and they can have comparative difficulty with rote memorization and therefore cannot apply their ability to school and work.
If we recover the words in the former way, we shall probably know them the next time; if in the latter way, we shall very likely need the book once more." [ 10 ] The first documented empirical studies on the testing effect were published in 1909 by Edwina E. Abbott [ 11 ] [ 12 ] which was followed up by research into the transfer and retrieval ...