Ihre Suche
Ergebnisse 3 Einträge
-
An approach toward detecting hidden knowledge is the Concealed Information Test (CIT). It relies on the memory of crime-relevant information. This study investigated whether its validity is susceptible to memory distortion by misleading information. A misleading information paradigm was employed to distort memory prior to an interrogation with a CIT. Forty-one participants watched a video with specific crime-related information. After a 1-week retention interval, misleading information was introduced. Afterward, a CIT was performed, followed by a threefold memory test. When misleading information was presented, memory performance was reduced, and no physiological response differences between crime-relevant and crime-irrelevant information were found. Without presenting misleading information, physiological responses differed between responses to crime-relevant and crime-irrelevant information. However, responses in all physiological measures also differed between misleading and irrelevant information. The results indicate that the CIT is susceptible to misleading information, which reduces its validity in specific constellations.
-
Introduction: Consolidation is defined as the time necessary for memory stabilization after learning. In the present study we focused on effects of interference during the first 12 consolidation minutes after learning. Participants had to learn a set of German - Japanese word pairs in an initial learning task and a different set of German - Japanese word pairs in a subsequent interference task. The interference task started in different experimental conditions at different time points (0, 3, 6, and 9 min) after the learning task and was followed by subsequent cued recall tests. In a control experiment the interference periods were replaced by rest periods without any interference. Results: The interference task decreased memory performance by up to 20%, with negative effects at all interference time points and large variability between participants concerning both the time point and the size of maximal interference. Further, fast learners seem to be more affected by interference than slow learners. Discussion: Our results indicate that the first 12 min after learning are highly important for memory consolidation, without a general pattern concerning the precise time point of maximal interference across individuals. This finding raises doubts about the generalized learning recipes and calls for individuality of learning schedules.
-
Repeated learning improves memory. Temporally distributed ("spaced") learning can be twice as efficient than massed learning. Importantly, learning success is a non-monotonic maximum function of the spacing interval between learning units. Further optimal spacing intervals seem to exist at different time scales from seconds to days. We briefly review the current state of knowledge about this "spacing effect" and then discuss very similar but so far little noticed spacing patterns during a form of synaptic plasticity at the cellular level, called long term potentiation (LTP). The optimization of learning is highly relevant for all of us. It may be realized easily with appropriate spacing. In our view, the generality of the spacing effect points to basic mechanisms worth for coordinated research on the different levels of complexity.
Erkunden
Eintragsart
Sprache
- Englisch (3)
Thema
- memory
- concealed information test (1)
- consolidation (1)
- *Crime (1)
- decay (1)
- *Deception (1)
- Electrocardiography (1)
- eyewitness (1)
- false memory (1)
- Female (1)
- Fingers/physiology (1)
- forensic anthropology (1)
- forensic science (1)
- Galvanic Skin Response/physiology (1)
- Heart Rate/physiology (1)
- Humans (1)
- learning (2)
- Logistic Models (1)
- long term potentiation (LTP) (1)
- Male (1)
- Memory/*physiology (1)
- Plethysmography (1)
- Respiratory Rate/physiology (1)
- retroactive interference (1)
- spacing effect (1)
- synaptic plasticity (1)
- Young Adult (1)