The role of context in producing item interactions and false memories

Tehan, Gerald and Humphreys, Michael S. and Tolan, G. Anne and Pitcher, Cameron (2004) The role of context in producing item interactions and false memories. Journal of Experimental Psychology: Learning Memory and Cognition, 30. pp. 107-119. ISSN 0278-7393

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Abstract

[Abstract]: Cued recall with an extralist cue posed a challenge for traditional learning theory and is
still a challenge for contemporary memory theory. Two of the contemporary challenges
are to explain how episodic and semantic information is combined to and the presence of
item interaction effects in this task. Five experiments demonstrate item interactions
between an associate of the cue and words in the study list which are phonologically
similar to that associate but otherwise unrelated to the cue. These interactions are far
stronger in cued recall than in primed free association and they include false memories.
The combination of episodic and semantic information and the item interactions can be
explained by a class of models which posit distributed representations and which assume
that the cue activates its associates and a contextual cue activates the list items. Linkages
are drawn between the use of context in this setting and in other settings.

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Item Type:	Article (Commonwealth Reporting Category C)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	Deposited in accordance with the copyright policy of the publisher. © American Psychological Association. 'This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.'
Faculty/School / Institute/Centre:	Historic - Faculty of Sciences - Department of Psychology (Up to 30 Jun 2013)
Faculty/School / Institute/Centre:	Historic - Faculty of Sciences - Department of Psychology (Up to 30 Jun 2013)
Date Deposited:	11 Oct 2007 00:54
Last Modified:	02 Jul 2013 22:41
Uncontrolled Keywords:	cued recall, memory, context
Fields of Research (2008):	17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
URI:	http://eprints.usq.edu.au/id/eprint/1975

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