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Creating a Recollection-Based Memory Through Drawing
Drawing a picture of to-be-remembered information substantially boosts memory performance in free-recall tasks. In the current work, we sought to test the notion that drawing confers its benefit to memory performance by creating a detailed recollection of the encoding context. In Experiments 1 and 2...
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Published in: | Journal of experimental psychology. Learning, memory, and cognition memory, and cognition, 2018-05, Vol.44 (5), p.734-751 |
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container_title | Journal of experimental psychology. Learning, memory, and cognition |
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creator | Wammes, Jeffrey D. Meade, Melissa E. Fernandes, Myra A. |
description | Drawing a picture of to-be-remembered information substantially boosts memory performance in free-recall tasks. In the current work, we sought to test the notion that drawing confers its benefit to memory performance by creating a detailed recollection of the encoding context. In Experiments 1 and 2, we demonstrated that for both pictures and words, items that were drawn by the participant at encoding were better recognized in a later test than were words that were written out. Moreover, participants' source memory (in this experiment, correct identification of whether the word was drawn or written) was superior for items drawn relative to written at encoding. In Experiments 3A and 3B, we used a remember-know paradigm to demonstrate again that drawn words were better recognized than written words, and further showed that this effect was driven by a greater proportion of recollection-, rather than familiarity-based responses. Lastly, in Experiment 4 we implemented a response deadline procedure, and showed that when recognition responses were speeded, thereby reducing participants' capacity for recollection, the benefit of drawing was substantially smaller. Taken together, our findings converge on the idea that drawing improves memory as a result of providing vivid contextual information which can be later called upon to aid retrieval. |
doi_str_mv | 10.1037/xlm0000445 |
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In the current work, we sought to test the notion that drawing confers its benefit to memory performance by creating a detailed recollection of the encoding context. In Experiments 1 and 2, we demonstrated that for both pictures and words, items that were drawn by the participant at encoding were better recognized in a later test than were words that were written out. Moreover, participants' source memory (in this experiment, correct identification of whether the word was drawn or written) was superior for items drawn relative to written at encoding. In Experiments 3A and 3B, we used a remember-know paradigm to demonstrate again that drawn words were better recognized than written words, and further showed that this effect was driven by a greater proportion of recollection-, rather than familiarity-based responses. Lastly, in Experiment 4 we implemented a response deadline procedure, and showed that when recognition responses were speeded, thereby reducing participants' capacity for recollection, the benefit of drawing was substantially smaller. Taken together, our findings converge on the idea that drawing improves memory as a result of providing vivid contextual information which can be later called upon to aid retrieval.</description><identifier>ISSN: 0278-7393</identifier><identifier>EISSN: 1939-1285</identifier><identifier>DOI: 10.1037/xlm0000445</identifier><identifier>PMID: 29094984</identifier><language>eng</language><publisher>United States: American Psychological Association</publisher><subject>Adolescent ; Adult ; Cognitive Processes ; Context Effect ; Familiarity ; Female ; Foreign Countries ; Free Recall ; Freehand Drawing ; Human ; Human Information Storage ; Humans ; Male ; Memory ; Mental Recall - physiology ; Multiple Regression Analysis ; Pattern Recognition, Visual - physiology ; Psychomotor Performance - physiology ; Reading ; Recall ; Recall (Psychology) ; Recognition ; Recognition (Psychology) ; Recognition (Psychology) - physiology ; Statistical Analysis ; Undergraduate Students ; Writing ; Young Adult</subject><ispartof>Journal of experimental psychology. Learning, memory, and cognition, 2018-05, Vol.44 (5), p.734-751</ispartof><rights>2017 American Psychological Association</rights><rights>(c) 2018 APA, all rights reserved).</rights><rights>2017, American Psychological Association</rights><rights>Copyright American Psychological Association May 2018</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a401t-9bfe84c3c4a02c22522da7de9f723e1f83faeb77c71fc25b7639c0b34aac9d653</citedby><orcidid>0000-0002-8923-5441</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27903,27904</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1178424$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/29094984$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>Greene, Robert L</contributor><contributor>Benjamin, Aaron S</contributor><creatorcontrib>Wammes, Jeffrey D.</creatorcontrib><creatorcontrib>Meade, Melissa E.</creatorcontrib><creatorcontrib>Fernandes, Myra A.</creatorcontrib><title>Creating a Recollection-Based Memory Through Drawing</title><title>Journal of experimental psychology. Learning, memory, and cognition</title><addtitle>J Exp Psychol Learn Mem Cogn</addtitle><description>Drawing a picture of to-be-remembered information substantially boosts memory performance in free-recall tasks. In the current work, we sought to test the notion that drawing confers its benefit to memory performance by creating a detailed recollection of the encoding context. In Experiments 1 and 2, we demonstrated that for both pictures and words, items that were drawn by the participant at encoding were better recognized in a later test than were words that were written out. Moreover, participants' source memory (in this experiment, correct identification of whether the word was drawn or written) was superior for items drawn relative to written at encoding. In Experiments 3A and 3B, we used a remember-know paradigm to demonstrate again that drawn words were better recognized than written words, and further showed that this effect was driven by a greater proportion of recollection-, rather than familiarity-based responses. Lastly, in Experiment 4 we implemented a response deadline procedure, and showed that when recognition responses were speeded, thereby reducing participants' capacity for recollection, the benefit of drawing was substantially smaller. 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Lastly, in Experiment 4 we implemented a response deadline procedure, and showed that when recognition responses were speeded, thereby reducing participants' capacity for recollection, the benefit of drawing was substantially smaller. Taken together, our findings converge on the idea that drawing improves memory as a result of providing vivid contextual information which can be later called upon to aid retrieval.</abstract><cop>United States</cop><pub>American Psychological Association</pub><pmid>29094984</pmid><doi>10.1037/xlm0000445</doi><tpages>18</tpages><orcidid>https://orcid.org/0000-0002-8923-5441</orcidid></addata></record> |
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subjects | Adolescent Adult Cognitive Processes Context Effect Familiarity Female Foreign Countries Free Recall Freehand Drawing Human Human Information Storage Humans Male Memory Mental Recall - physiology Multiple Regression Analysis Pattern Recognition, Visual - physiology Psychomotor Performance - physiology Reading Recall Recall (Psychology) Recognition Recognition (Psychology) Recognition (Psychology) - physiology Statistical Analysis Undergraduate Students Writing Young Adult |
title | Creating a Recollection-Based Memory Through Drawing |
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