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Psychological Review 103, 670–686; original distinction between verbally accessible and situationally accessible human memory.

Alan D. Castel studies human memory and metacognition. With Matthew G. Rhodes, he tested whether perceptual characteristics influence judgments of learning differently from later recall. Manipulating print size helped reveal a mismatch between a cue’s influence on prediction and its influence on performance. Measuring both outcomes makes it possible to identify a metacognitive illusion rather than assuming that an easily processed item will necessarily be remembered better. ^[ref]

A pathological impairment of human memory. Specify the affected time period, task and process rather than assuming loss of all forms of learning or all prior knowledge.

Impaired formation or retention of new human memory after onset of the condition, distinct from a general loss of sensory perception or intelligence.

Emotional significance assigned to objects, including their relation to human memory, identity or anticipated use. A research account must distinguish attachment from inability to categorize or act on a decision.

Björn Rasch studies human memory and sleep-associated processing. His odor-cue experiment presented a learning-associated odor during slow-wave sleep and measured later performance on a declarative memory task. Manipulating the timing and association of a cue helps distinguish reactivation of learned material from a general benefit of any odor or any interruption during sleep. ^[ref]

A neuropsychologist who, with William Beecher Scoville, described profound human memory impairment after bilateral medial temporal surgery. The study connected lesion location to severe difficulty acquiring new experiences while documenting other retained capacities. It helped establish that human memory cannot be understood as one undifferentiated faculty whose every component is equally disrupted by a lesion.^[ref]

Carolyn Rovee-Collier studied infant retention and human memory reactivation using mobile-conditioning paradigms. A learned response, a retention interval and a later reminder can be varied separately. Recovery after a reminder distinguishes failure to express an earlier human memory from the stronger claim that all information about the prior experience was permanently lost. ^[ref]

A clinical psychologist who coauthored the original dual representation theory of post-traumatic stress disorder. The account distinguishes verbally accessible recollections from representations activated by situational cues. This proposed difference explains how deliberately describing an event can diverge from involuntary reliving; it is a theoretical account of human memory, not a demonstration of two isolated anatomical stores.^[ref]

Cognition comprises processes involved in acquiring, retaining, transforming and using information. Attention, human memory, language and reasoning describe overlapping areas of investigation rather than completely independent boxes. A single task can require several processes, so researchers compare conditions or FIT explicit models to distinguish their contributions. Cognitive neuroscience connects these behavioral distinctions to biological mechanisms. ^[ref]

A cognitive psychologist studies processes such as attention, human memory, reasoning and language use. Experimental tasks make competing accounts predict different patterns of accuracy or reaction time. For example, a slower response can reflect a harder decision, more cautious responding or a motor delay; additional conditions are needed to distinguish these explanations. Cognitive models are useful when they specify how an internal process could generate the observations. ^[ref]

Diencephalic amnesia is impaired human memory associated with damage to diencephalic structures and their connections, including thalamic or mammillary pathways. It differs anatomically from damage confined to the hippocampus, although the relevant structures participate in connected systems. A comparative postmortem study linked anterior thalamic degeneration with amnesia in an alcohol-related clinical sample; associated pathology and case differences still limit assigning every deficit to one isolated structure. ^[ref]

Elizabeth Warrington studied human memory through selective patterns of preservation and impairment. With Tim Shallice, she investigated the patient published as K.F., whose auditory-verbal short-term memory was selectively impaired. Comparing that profile with other human memory measures constrains models of the relationship between temporary retention and longer-term learning, rather than reducing the case to one overall human memory score. ^[ref]

A developmental psychologist who investigated the relationship between early human memory and later language with Harlene Hayne. A distinctive apparatus created a documented event for later verbal and nonverbal testing. The work shows why a child’s failure to describe an early experience cannot, on its own, establish that no information about it was retained.^[ref]

A cognitive psychologist who applied information theory to limits on human information processing. His 1956 paper distinguished immediate human memory from judgments of isolated sensory magnitudes and emphasized that chunking changes how much information a remembered unit contains. Familiar groups of items can be retained as units, so a count of remembered units is not a universal limit on bits of information. ^[ref]

A developmental psychologist who, with Gabrielle Simcock, studied how preverbal experience can later be expressed. Children experienced a distinctive Magic Shrinking Machine event and later received verbal and nonverbal human memory tests. Differences between these measures help distinguish retaining an event from being able to describe it using subsequently acquired vocabulary.^[ref]

A reported or measured binding of features into a combination not present in the display, such as assigning one item's color to another item's shape. Such errors support a distinction between feature availability and correct assignment, while their perceptual, human memory and response contributions require task-specific controls.

Five experiments addressing short- and long-term verbal-human memory performance; coauthored by Elizabeth Warrington.

A choice task in which options differ in immediate outcomes and their accumulated future consequences. Performance combines learning, valuation, human memory and uncertainty; disadvantageous choices do not uniquely diagnose one emotional mechanism.

A cognitive psychologist whose research includes distributed representations, learning and human memory.^[ref]