Helen Louise Williams

Keele University · School of Psychology

The Remember-Know paradigm is commonly used to examine experiential states during recognition. In this paradigm, whether a Know response is defined as a High-confidence state of certainty or a Low-confidence state based on familiarity varies across researchers, and differences in definitions and instructions have been shown to influence participant...

Older adults have considerable impairment in associative recognition despite minimal age differences in item recognition. The magnitude of this associative deficit varies by type of stimuli, strategy utilization, and other mediators and moderators (Old & Naveh-Benjamin, 200863. Old, S. R., & Naveh-Benjamin, M. (2008). Differential effects of age on...

Introduction: Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder primarily affecting social interaction and communication. Recently, there has been interest in whether people with ASD also show memory deficits as a result of abnormal brain development. However, at least in adolescents with ASD, the recollection component of episodic m...

[This corrects the article DOI: 10.1371/journal.pone.0220526.].

Previous work supports an age-specific impairment for recognition memory of pairs of words and other stimuli. The present study tested the generalization of an associative deficit across word, name, and nonword stimulus types in younger and older adults. Participants completed associative and item memory tests in one of three stimulus conditions an...

Unlabelled: BACKGROUND/STUDY CONTEXT: Older adults have more complex and differentiated views of aging than do younger adults, but less is known about age-related perceptions of Alzheimer's disease. This study investigated age-related perceptions of competence of an older adult labeled as "in good health" (healthy) or "has Alzheimer's disease" (AD...

In the Remember-Know paradigm whether a Know response is defined as a high-confidence state of certainty or a low-confidence state based on familiarity varies across researchers and can influence participants' responses. The current experiment was designed to explore differences between the states of Know and Familiar. Participants studied others'...

Cognitive theories suggest that individuals often ignore information of no personal relevance, while attending to and remembering information important to them. Will this tendency become more salient in a context of culturally sustained egocentrism and self-focus, influencing how individuals perceive and retain information beyond immediate personal...

Flashbulb memory (FBM) refers to the vivid memory for the context of learning about a public news event. Past research has identified a number of factors that influence the formation of FBM, such as the importance of the event, the experience of intense emotions, and the amount of post-event rehearsal. Although such factors may be universal in pred...

Metamemory is the experience and knowledge we have about our own cognitive processes and concerns the relationship between monitoring and control of memory processes (e.g., Nelson & Narens, 1990). This is particularly pertinent in memory impairment. For instance, Alzheimer’s disease (AD) patients who are more aware of their memory problems benefit...

An individual's autobiographical memory is made up of their episodic memory, memory for specific episodes of their lives, and their conceptual, generic, and schematic knowledge of their personal history: their autobiographical knowledge. In a typical act of remembering, these two types are brought together and a specific memory from one's life is r...

This text introduces students, scholars, and interested educated readers to the issues of human memory broadly considered, encompassing both individual memory, collective remembering by societies, and the construction of history. The book is organised around several major questions: How do memories construct our past? How do we build shared collect...

We effortlessly remember all sorts of events — from simple events like people walking to complex events like leaves blowing in the wind. We can also remember and describe these events, and in general, react appropriately to them, for example, in avoiding an approaching object. Our phenomenal ease interacting with events belies the complexity of the...