Cognitive Science Program

A Dynamic Approach to Recognition Memory (2017)
Cox, G. E. & Shiffrin, R.M.
Psychological Review, 124 (6), 795-860

Abstract

We present a dynamic model of memory that integrates the processes of perception, retrieval from knowledge, retrieval of events, and decision making as these evolve from 1 moment to the next. The core of the model is that recognition depends on tracking changes in familiarity over time from an initial baseline generally determined by context, with these changes depending on the availability of different kinds of information at different times. A mathematical implementation of this model leads to precise, accurate predictions of accuracy, response time, and speed–accuracy trade-off in episodic recognition at the levels of both groups and individuals across a variety of paradigms. Our approach leads to novel insights regarding word frequency, speeded responding, context reinstatement, short-term priming, similarity, source memory, and associative recognition, revealing how the same set of core dynamic principles can help unify otherwise disparate phenomena in the study of memory.

Extending Bayesian induction (2016)
Chandramouli, S. H., & Shiffrin, R. M.
Journal of Mathematical Psychology, 72 38–42

Context effects produced by question orders reveal quantum nature of human judgments (2014)
Zheng Wang, Tyler Soloway, Richard Martin Shiffrin, and Jerome R. Busmeyer
Proceedings of the National Academy of Sciences, 111 (26), 9431-9436

Abstract

The hypothesis that human reasoning obeys the laws of quantum rather than classical probability has been used in recent years to explain a variety of seemingly “irrational” judgment and decision-making findings. This article provides independent evidence for this hypothesis based on an a priori prediction, called the quantum question (QQ) equality, concerning the effect of asking attitude questions successively in different orders. We empirically evaluated the predicted QQ equality using 70 national representative surveys and two laboratory experiments that manipulated question orders. Each national study contained 651–3,006 participants. The results provided strong support for the predicted QQ equality. These findings suggest that quantum probability theory, initially invented to explain noncommutativity of measurements in physics, provides a simple account for a surprising regularity regarding measurement order effects in social and behavioral science.

The Co-Evolution of Knowledge and Event Memory (2013)
Angela B. Nelson and Richard Martin Shiffrin
Psychological Review, 120 (2), 356-394

Abstract

We present a theoretical framework and a simplified simulation model for the co-evolution of knowledge and event memory, both termed SARKAE (Storing and Retrieving Knowledge and Events). Knowledge is formed through the accrual of individual events, a process that operates in tandem with the storage of individual event memories. In 2 studies, new knowledge about Chinese characters is trained over several weeks, different characters receiving differential training, followed by tests of episodic recognition memory, pseudo-lexical decision, and forced-choice perceptual identification. The large effects of training frequency in both studies demonstrated an important role of pure frequency in addition to differential context and differential similarity. The SARKAE theory provides a framework within which models for various tasks can be developed; we illustrate the way this could operate, and we make the verbal descriptions of the theory more precise with a simplified simulation model applied to the results.

Stereotype threat Prevents Perceptual Learning (2010)
Robert J. Rydell, Richard Martin Shiffrin, Kathryn L. Boucher, Katie Van Loo and Michael T. Rydell
Proceedings of the National Academy of Sciences, 107 (32), 14042-14047

Abstract

Stereotype threat (ST) refers to a situation in which a member of a group fears that her or his performance will validate an existing negative performance stereotype, causing a decrease in performance. For example, reminding women of the stereotype “women are bad at math” causes them to perform more poorly on math questions from the SAT and GRE. Performance deficits can be of several types and be produced by several mechanisms. We show that ST prevents perceptual learning, defined in our task as an increasing rate of search for a target Chinese character in a display of such characters. Displays contained two or four characters and half of these contained a target. Search rate increased across a session of training for a control group of women, but not women under ST. Speeding of search is typically explained in terms of learned “popout” (automatic attraction of attention to a target). Did women under ST learn popout but fail to express it? Following training, the women were shown two colored squares and asked to choose the one with the greater color saturation. Superimposed on the squares were task-irrelevant Chinese characters. For women not trained under ST, the presence of a trained target on one square slowed responding, indicating that training had caused the learning of an attention response to targets. Women trained under ST showed no slowing, indicating that they had not learned such an attention response.

The "One-Shot" Hypothesis for Context Storage (2005)
Kenneth J. Malmberg and Richard Martin Shiffrin
Journal of Experimental Psychology: Learning, Memory, and Cognition, 31 (2), 322-336

Abstract

In 3 experiments motivated by the implicit memory literature, the authors investigated the effects of different strengthening operations on the list strength effect (LSE) for explicit free recall, an effect posited by R. M. Shiffrin, R. Ratcliff, and S. E. Clark (1990) to be due to context cuing. According to the one-shot hypothesis, a fixed amount of context is stored when an item is studied for at least 1 or 2 s. Beyond the initial context storage, increases in study time or different orienting tasks do not influence the amount of context that is stored, and thus only spaced repetitions should produce a positive LSE. Consistent with prior findings, spaced repetitions always produced a positive LSE, but increases in depth of processing, study time, and massed repetitions did not. A model implements the one-shot hypothesis, and a role for context storage as a link between episodic and semantic memory is discussed.

Perception and Preference in Short-Term Word Priming (2001)
David E. Huber, Richard Martin Shiffrin, Keith B. Lyle and Kirsten I. Ruys
Psychological Review, 108 (1), 149-182

Abstract

Responding optimally with unknown sources of evidence (ROUSE) is a theory of short-term priming applied to associative, orthographic-phonemic, and repetition priming. In our studies, perceptual identification is measured with two-alternative forced-choice testing. ROUSE assumes features activated by primes are confused with those activated by the target. A near-optimal decision discounts evidence arising from such shared features. Too little discounting explains the finding that primed words were preferred after passive viewing of primes. Too much discounting explains the findings of reverse preference after active processing of primes. These preference changes highlight the need to use paradigms (like the present ones) capable of separating preferential and perceptual components of priming. Evidence of enhanced perception was found only with associative priming and was very small in magnitude compared with preference effects.

A Model for Recognition Memory: REM: Retrieving Effectively from Memory (1997)
Richard Martin Shiffrin and Mark Steyvers
Psychonomic Bulletin and Review, 4 (2), 145-166

Abstract

A new model of recognition memory is reported. This model is placed within, and introduces, a more elaborate theory that is being developed to predict the phenomena of explicit and implicit, and episodic and generic, memory. The recognition model is applied to basic findings, including phenomena that pose problems for extant models: the list-strength effect (e.g., Ratcliff, Clark, & Shiffrin, 1990), the mirror effect (e.g., Glanzer & Adams, 1990), and the normal-ROC slope effect (e.g., Ratcliff, McKoon, & Tindall, 1994). The model assumes storage of separate episodic images for different words, each image consisting of a vector of feature values. Each image is an incomplete and error prone copy of the studied vector. For the simplest case, it is possible to calculate the probability that a test item is "old," and it is assumed that a default "old" response is given if this probability is greater than .5. It is demonstrated that this model and its more complete and realistic versions produce excellent qualitative predictions.

Perceptual Learning of Alphanumeric‑Like Characters (1997)
Richard Martin Shiffrin and Nancy Lightfoot
Academic Press. 36 45-82

The List-Strength Effect: II. Theoretical Mechanisms (1990)
Richard Martin Shiffrin, Roger Ratcliff and Steven E. Clark
Memory & Cognition, 16 (2), 179-195

Abstract

Ratcliff, Clark, and Shiffrin (1990) examined the list-strength effect: the effect of strengthening (or weakening) some list items upon memory for other list items. The list-strength effect was missing or negative in recognition, missing or positive in cued recall, and large and positive in free recall. We show that a large number of current models fail to predict these findings. A variant of the SAM model of Gillund and Shiffrin (1984), involving a differentiation hypothesis, can handle the data. A variant of MINERVA 2 (Hintzman, 1986, 1988) comes close but has some problems. Successful variants of a variety of composite and network models were not found (e.g., Ackley, Hinton, & Sejnowski, 1985; Anderson, 1972,1973; Metcalfe Eich, 1982; Murdock, 1982; Pike, 1984). The results suggest constraints on the future development of such models.

Attention (1988)
Richard Martin Shiffrin
Stevens' Handbook of Experimental Psychology, 2nd Edition, 739-811

Abstract

Concepts, theories, and research concerning attention have come to play a major role in almost every subfield within psychology. Contributing to this prominence is the generality of the construct. Attention has been used to refer to all those aspects of human cognition that the subject can control (like those aspects that Atkinson and Shiffrin, 1988, termed control processes), and to all aspects of cognition having to do with limited resources or capacity, and methods of dealing with such constraints.

Search of Associative Memory (1981)
Jeroen G. W. Raaijmakers and Richard Martin Shiffrin
Psychological Review, 88 (2), 93-134

Abstract

A general theory of retrieval from long-term memory combines features of associative network models and random search models. It posits cue-dependent probabilistic sampling and recovery from an associative network, but the network is specified as a retrieval structure rather than a storage structure. The theory is labeled SAM, meaning Search of Associative Memory. A quantitative simulation of SAM is developed and applied to the part-list cuing paradigm. When free recall of a list of words is cued by a random subset of words from that list, the probability of recalling one of the remaining words is less than if no cues are provided at all. SAM predicts this effect in all its variations by making extensive use of interword associations in retrieval, a process that previous theorizing has dismissed.

Controlled and Automatic Human Information Processing: II. Perceptual Learning, Automatic Attending, and a General Theory (1977)
Richard Martin Shiffrin and Walter Schneider
Psychological Review, 84 (2), 127-190

Abstract

The two-process theory of detection, search, and attention presented by Schneider and Shiffrin is tested and extended in a series of experiments. The studies demonstrate the qualitative difference between two modes of information processing: automatic detection and controlled search. They trace the course of the learning of automatic detection, of categories, and of automatic-attention responses. They show the dependence of automatic detection on attending responses and demonstrate how such responses interrupt controlled processing and interfere with the focusing of attention. The learning of categories is shown to improve controlled search performance. A general framework for human information processing is proposed; the framework emphasizes the roles of automatic and controlled processing. The theory is compared to and contrasted with extant models of search and attention.

Visual Processing Capacity and Attentional Control (1972)
Richard Martin Shiffrin and Gerald T. Gardner
Journal of Experimental Psychology, 93 (1), 72-82

Abstract

Three experiments tested whether visual processing operates under attentional control, and with temporal-spatial capacity limitations. The 5s identified which of two key letters was present in briefly presented four-letter displays. The simultaneous condition presented the letters concurrently for t msec., preceded and followed by masking fields. The sequential condition presented the letters successively, each preceded and followed by a masking field, each for t msec. In the sequential condition, 5s were given the onset order of the four letters. Models postulating attentional control and limited capacity would predict an advantage for the sequential condition since in this case processing capacity need not be simultaneously shared among four letters. The results demonstrated simultaneous and sequential conditions to be equal. It was concluded that the initial stages of visual processing, up to at least the level of letter recognition, take place without capacity limitation and without attentional control.

Human Memory: A Proposed System and its Control Processes (1968)
Richard C. Atkinson and Richard M. Shiffrin
The Psychology of Learning and Motivation: Advances in Research and Theory, 2 89-195

Abstract

This chapter presents a general theoretical framework of human memory and describes the results of a number of experiments designed to test specific models that can be derived from the overall theory. This general theoretical framework categorizes the memory system along two major dimensions. The first categorization distinguishes permanent, structural features of the system from control processes that can be readily modified or reprogrammed at the will of the subject. The second categorization divides memory into three structural components: the sensory register, the short-term store, and the long-term store. Incoming sensory information first enters the sensory register, where it resides for a very brief period of time, then decays and is lost. The short-term store is the subject's working memory; it receives selected inputs from the sensory register and also from long-term store. The chapter also discusses the control processes associated with the sensory register. The term control process refers to those processes that are not permanent features of memory, but are instead transient phenomena under the control of the subject; their appearance depends on several factors such as instructional set, the experimental task, and the past history of the subject.