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Life-Span Maintenance of Knowledge
This volume describes how well we maintain the knowledge we acquire throughout life. Research traditionally focuses on memory for events that are retained over short time periods that can be accommodated in experiments. This book, by contrast, uniquely describes the evolution of methods suitable for investigating memory of complex knowledge acquired over several years and retained during the entire life-span. The methods substitute statistical for experimental controls, and the investigations involve several hundred participants whose memory is tested up to 50 years after they acquired the knowledge in question.
The book covers educational content, such as mathematics and foreign languages; knowledge acquired incidentally, such as the streets and buildings of the cities in which we live; and knowledge acquired through the media. Previously unpublished research on age-related access to knowledge is included.
The analyses are based on the accessibility/availability ratio, a metric presented for the first time. This metric allows comparisons of the portion of available knowledge that can be recalled as a function of age, education and other individual differences, and as a function of the domain of knowledge in question. The ratio can be used to evaluate methods of instruction and methods of studying. It can also be used to evaluate memory development and to diagnose memory pathology.
The volume will be of interest to researchers in human memory, developmental psychologists, gerontologists in academic and applied settings, and educators.
eBook
Accuracy and Distortion in Memory for High School Grades
The relation between accuracy and distortion of autobiographical memory content was examined by verifying 3,220 high school grades recalled by 99 college students. Accuracy of recall declined monotonically with letter grade, from 89% for grades of A to 29% for grades of D. The positive correlation between achievement and accuracy of recall is attributed to more frequent rehearsals of affectively positive content and to greater accuracy of reconstructive inferences based on homogeneous, generic memories. Most errors inflated the verified grade, and the degree of asymmetry of the error distribution is used as an index of the degree of distortion. Distortions are attributed to reconstructions in a positive, emotionally gratifying direction. Contrary to expectation, the percentage of accurate recall and the degree of asymmetry of the error distribution were uncorrelated. This finding indicates that the process of distortion does not cause forgetting of the veridical content. Rather, distortion reflects bias in reconstructive inferences that occur after the veridical content has been forgotten for other reasons.
Journal Article
Long Intervals between Tests Can Yield Hypermnesia: Comments on Wheeler and Roediger
Wheeler and Roediger's (1992) study on hypermnesia is criticized because it did not give a general account of the circumstances under which repeated tests yield hypermnesia vs forgetting. Wheeler and Roediger reply.
Journal Article
Initial Investigations of Age-Related Access to Knowledge
Our most recent work focused on the relations between maintenance of knowledge and cognitive aging. The five investigations of very long term memory reported in Chapter 3 all included older adults as participants, and their participation enabled us to assess changes associated with retention intervals of many decades. However, our purpose in those investigations was not to evaluate cognitive aging per se. Because age of the participant and length of the retention interval was naturally confounded in those investigations, the data were not suited to address issues of cognitive aging. In the studies reported in the present chapter, our purpose was to examine age-related changes in access to knowledge. This change in focus required modified methods.
Book Chapter
An Historical Perspective
This book describes research on how knowledge is maintained during the human life-span. For the past 130 years, the vast majority of memory research has focused on short retention periods of seconds, minutes or hours. The reasons for this emphasis lie in the history and the sociology of our science. We begin our narrative with an introduction that explains the origins and consequences of this long tradition.
Book Chapter