This experiment is designed to measure two memory processes that are said and thought to serve as the basis for recognition memory decisions. This procedure is used in neuroimaging studies and other studies that involve amnesic patients. This is with the aim of identifying the brain structures that manage the memory processes. This process can be simply described as non-pure remember judgments and knowing judgments.
The hypothesis of this experiment is that there will be a large level of processing effect for the judgments of remembrance. There will be no levels of processing effect for the judgments of know.
The materials required for this experiment are participants who have to understand the process and be comfortable with it. A screen is also important for the displaying of the letters. The letters and words are to be of different case, and they should also be rhyming and single words.
The experiment is divided into three stages with each stage having its levels of judgment. The first phase a word and instruction will be shown to the participant. The instruction will be either a synonym or a rhyming word. The participant has to be very fast because each item is only shown for five seconds. In the second stage, half of the words shown in phase one will be repeated together with new words. Here the participant is supposed to remember if the word was there in phase one. If the word were there, the participant should decide to remember the word or know it. The words shown in phase one can be as many as eighty and the trial words in phase two can be as many as one hundred and sixty.
In this experiment, the independent variable is the study condition that is either deep for synonyms or shallow for rhyme. There are differences found between remember and know judgment. The level of remembering judgments is high while that for know judgment is low.
The experiment shows that there is good retention after equal remember to know, and reminiscence bump responses were reported. This is to mean that autobiographical memories are tied to semantic and episodic memories. This is to show that aging does not come along with a decline in the memory (episodic) as people always have though.
The remember-know paradigm can be used in understating some of the psychological disorders that people go through like epilepsy. The effect can also be compared with the knew-it-all-along effect and the tip-of-the-tongue effect.
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