Value-directed memory effects on item and context memory.
The ability to prioritize learning some information over others when that information is considered important or valuable is known as value-directed remembering. In these experiments, we investigate how value influences different aspects of memory, including item memory (memory for the to-be-learned...
| Published in: | Memory & Cognition Vol. 49; no. 6; pp. 1082 - 1101 |
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| Main Authors: | , , , , , |
| Format: | Article |
| Published: |
Springer Nature
Aug2021
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=151585030&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 151585030 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0090502X MEG jtl: Memory & Cognition issn: 0090502X maglogo: N pubinfo: dt: Aug2021 vid: 49 iid: 6 pid: 237 pub: Springer Nature artinfo: ui: 151585030 10.3758/s13421-021-01153-6 ppf: 1082 ppct: 19 formats: fmt: @attributes: type: P size: 1.4MB tig: atl: Value-directed memory effects on item and context memory. aug: au: Villaseñor, Jonathan J. Sklenar, Allison M. Frankenstein, Andrea N. Levy, Pauline Urban McCurdy, Matthew P. Leshikar, Eric D. affil: Department of Psychology, University of Illinois at Chicago, 1007 W Harrison St (M/C 285), 60607, Chicago, IL, USA su: Memory Task performance Cognition Learning sug: subj: Memory Task performance Cognition Learning keyword: Context memory Item memory Memory characteristics questionnaire Source memory Value-directed remembering Context memory Item memory Memory characteristics questionnaire Source memory Value-directed remembering ab: The ability to prioritize learning some information over others when that information is considered important or valuable is known as value-directed remembering. In these experiments, we investigate how value influences different aspects of memory, including item memory (memory for the to-be-learned materials) and context memory (memory for peripheral details that occurred when studying items) to get a better understanding of how people prioritize learning information. In this investigation, participants encoded words associated with a range of values (binned into higher, medium, and lower value in Experiment 1, and into higher and lower value in Experiment 2) for a subsequent memory test that measured item memory (Is this item old or new?) as well as both objective context memory (memory for an objectively verifiable contextual detail: In which voice was this item spoken?) and subjective context memory (How many visual, auditory, and extraneous thoughts/feelings can you remember associated with this item?). Results indicated that value influenced item memory but had no effect on objective context memory in both Experiments. In Experiment 2, results showed better subjective context memory for multiple episodic details for higher-value relative to lower-value materials. Overall, these findings suggest that value has a strong influence over some aspects of memory, but not others. This work gives a richer understanding of how people prioritize learning more important over less important information. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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