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id="facet-form-submit" style="display:none">Search</button></div></aside><main id="maincontent"><section class="o-columnbox1"><header><h2 class="o-columnbox1__heading" aria-live="polite">Scholarly Works (17 results)</h2></header><div class="c-sortpagination"><div class="c-sort"><div class="o-input__droplist1"><label for="c-sort1">Sort By:</label><select name="sort" id="c-sort1" form="facetForm"><option selected="" value="rel">Relevance</option><option value="a-title">A-Z By Title</option><option value="z-title">Z-A By Title</option><option value="a-author">A-Z By Author</option><option value="z-author">Z-A By Author</option><option value="asc">Date Ascending</option><option value="desc">Date Descending</option></select></div><div class="o-input__droplist1 c-sort__page-input"><label for="c-sort2">Show:</label><select name="rows" id="c-sort2" form="facetForm"><option selected="" value="10">10</option><option value="20">20</option></select></div></div><input type="hidden" name="start" form="facetForm" value="0"/><nav class="c-pagination"><ul><li><a href="" aria-label="you are on result set 1" class="c-pagination__item--current">1</a></li><li><a href="" aria-label="go to result set 2" class="c-pagination__item">2</a></li></ul></nav></div><section class="c-scholworks"><div class="c-scholworks__main-column"><ul class="c-scholworks__tag-list"><li class="c-scholworks__tag-article">Article</li><li class="c-scholworks__tag-peer">Peer Reviewed</li></ul><div><h3 class="c-scholworks__heading"><a href="/uc/item/6wh3h007"><div class="c-clientmarkup">Responsible remembering: The role of metacognition, forgetting, attention, and retrieval in adaptive memory.</div></a></h3></div><div class="c-authorlist"><ul class="c-authorlist__list"><li class="c-authorlist__begin"><a href="/search/?q=author%3AMurphy%2C%20Dillon">Murphy, Dillon</a> </li></ul></div><div class="c-scholworks__publication"><a href="/uc/ucr_postprints">UC Riverside Previously Published Works</a> (2025)</div><div class="c-scholworks__abstract"><div class="c-clientmarkup">In our everyday lives, we must remember important information, especially if there are consequences for forgetting. In this review, I discuss recent work on responsible remembering: the strategic and effortful prioritization of important information with consequences for forgetting. Thus far, research regarding responsible remembering has revealed several key factors and mechanisms that work together to enhance memory for important information that will continue to be refined: the identification and selection of what to remember (metacognitive reflectivity), the forgetting of less important information to facilitate memory for items that do need to be remembered (responsible forgetting), the functional prioritization of attention at the expense of competing factors (responsible attention), and the selective recall of important information via efficient retrieval strategies (responsible retrieval). Together, these functions form a cohesive system that aims to selectively prioritize, encode, and recall information that is deemed important based on its anticipated utility or the consequences of forgetting, and considering the importance of information may be a critical memory adaptation as we age. Specifically, if younger and older adults learn to self-assess and prioritize important information that has negative consequences if forgotten, engage in strategic forgetting, efficiently allocate their attentional resources, and utilize effective retrieval operations, memory for said important information can be enhanced.</div></div><div class="c-scholworks__media"><ul class="c-medialist"></ul></div></div><div class="c-scholworks__ancillary"><a class="c-scholworks__thumbnail" href="/uc/item/6wh3h007"><img src="/cms-assets/cedb24af980040bb3f987089d4fe0db0e4d21a5f6a492f8166749da633b4141e" alt="Cover page: Responsible remembering: The role of metacognition, forgetting, attention, and retrieval in adaptive memory."/></a></div></section><section class="c-scholworks"><div class="c-scholworks__main-column"><ul class="c-scholworks__tag-list"><li class="c-scholworks__tag-article">Article</li><li class="c-scholworks__tag-peer">Peer Reviewed</li></ul><div><h3 class="c-scholworks__heading"><a href="/uc/item/3rh1k42t"><div class="c-clientmarkup">Knowing more than we know: metacognition, semantic fluency, and originality in younger and older adults.</div></a></h3></div><div class="c-authorlist"><ul class="c-authorlist__list"><li class="c-authorlist__begin"><a href="/search/?q=author%3AMurphy%2C%20Dillon">Murphy, Dillon</a>; </li><li class="c-authorlist__end"><a href="/search/?q=author%3ACastel%2C%20Alan">Castel, Alan</a> </li></ul></div><div class="c-scholworks__publication"><a href="/uc/ucla_postprints">UCLA Previously Published Works</a> (2024)</div><div class="c-scholworks__abstract"><div class="c-clientmarkup">We examined age-related similarities and differences in peoples metacognitive awareness of retrieval from semantic long-term memory as well as the originality of their responses. Participants completed several semantic fluency tasks, and before recalling items, made metacognitive predictions of their performance. Additionally, after retrieval, participants made metacognitive evaluations of the originality of their responses. Results revealed that both younger (Mage = 24.49) and older adults (Mage = 68.31) were underconfident in their performance, despite some metacognitive awareness of their ability to retrieve information from semantic memory. Younger and older adults became more metacognitively aware of their abilities with task experience, but there were no significant differences in participants metacognitive predictions and postdictions, although older adults believed that they were less original than younger adults. These findings revealed a skilled and unaware effect whereby participants were underconfident on the first trial and became less underconfident on later trials. These patterns may fit with a broader literature that has found a lack of adult age differences in metacognition for verbal skills but shows that older adults may believe that their access to original verbal knowledge may decline in older age.</div></div><div class="c-scholworks__media"><ul class="c-medialist"></ul></div></div><div class="c-scholworks__ancillary"><a class="c-scholworks__thumbnail" href="/uc/item/3rh1k42t"><img src="/cms-assets/9176d22cc9dc2b0e8049d730d9806810ea0eca93de24732584fea6fa068b44d9" alt="Cover page: Knowing more than we know: metacognition, semantic fluency, and originality in younger and older adults."/></a></div></section><section class="c-scholworks"><div class="c-scholworks__main-column"><ul class="c-scholworks__tag-list"><li class="c-scholworks__tag-article">Article</li><li class="c-scholworks__tag-peer">Peer Reviewed</li></ul><div><h3 class="c-scholworks__heading"><a href="/uc/item/5kj0h601"><div class="c-clientmarkup">Differential effects of proactive and retroactive interference in value-directed remembering for younger and older adults.</div></a></h3></div><div class="c-authorlist"><ul class="c-authorlist__list"><li class="c-authorlist__begin"><a href="/search/?q=author%3ACastel%2C%20Alan">Castel, Alan</a>; </li><li class="c-authorlist__end"><a href="/search/?q=author%3AMurphy%2C%20Dillon">Murphy, Dillon</a> </li></ul></div><div class="c-scholworks__publication"><a href="/uc/ucla_postprints">UCLA Previously Published Works</a> (2022)</div><div class="c-scholworks__abstract"><div class="c-clientmarkup">We are often presented with more information than we can remember, and we must selectively focus on the most valuable information to maximize memory utility. Most tests of value-based memory involve encoding and then being tested on a list of recently studied information. Thus, people are focused on memory for the current list and are encouraged to forget information from earlier lists. However, prior learning can influence later memory, in both interfering and beneficial ways, and there may be age-related differences in how younger and older adults are influenced by the costs and benefits of prior learning and interference. In the present study, we presented younger and older adults with words paired with point values to remember for a later test but rather than asking participants to only recall words from the just-studied list, participants were asked to recall all studied words on each recall test. Results revealed that younger adults were more likely to recall words from previous lists than older adults, indicating that older adults were more susceptible to retroactive interference. Moreover, although selectivity is often preserved in older adults when study-test cycles are independent, a buildup of proactive interference arising from previously studied words reduced memory selectivity in older adults. Thus, when presented with more information than one can remember, younger adults are better at combating interference and recalling valuable information, while older adults may engage in selective forgetting of prior lists to enhance a present-focused form of memory, possibly as a result of impaired inhibitory control. (PsycInfo Database Record (c) 2022 APA, all rights reserved).</div></div><div class="c-scholworks__media"><ul class="c-medialist"></ul></div></div><div class="c-scholworks__ancillary"><a class="c-scholworks__thumbnail" href="/uc/item/5kj0h601"><img src="/cms-assets/f76cef84889773b7b4c55666f2e4a5d1829ba6a8eba038733cfe30e7dc6aca58" alt="Cover page: Differential effects of proactive and retroactive interference in value-directed remembering for younger and older adults."/></a></div></section><section class="c-scholworks"><div class="c-scholworks__main-column"><ul class="c-scholworks__tag-list"><li class="c-scholworks__tag-article">Article</li><li class="c-scholworks__tag-peer">Peer Reviewed</li></ul><div><h3 class="c-scholworks__heading"><a href="/uc/item/2xx6c82q"><div class="c-clientmarkup">Responsible Remembering and Forgetting in Younger and Older Adults.</div></a></h3></div><div class="c-authorlist"><ul class="c-authorlist__list"><li class="c-authorlist__begin"><a href="/search/?q=author%3AMurphy%2C%20Dillon">Murphy, Dillon</a>; </li><li class="c-authorlist__end"><a href="/search/?q=author%3ACastel%2C%20Alan">Castel, Alan</a> </li></ul></div><div class="c-scholworks__publication"><a href="/uc/ucla_postprints">UCLA Previously Published Works</a> (2022)</div><div class="c-scholworks__abstract"><div class="c-clientmarkup">Although older adults are often concerned about instances of forgetting, forgetting can be a useful feature of our memory system. Specifically, strategically forgetting less important information can benefit memory for goal-relevant information (i.e., responsible remembering and responsible forgetting). In two experiments, we presented younger and older adults with a list of words (either unrelated words or items to bring on a camping trip) with a cue indicating whether participants (You) or their Friend was responsible for remembering each item. Results revealed that both younger and older adults engaged in responsible remembering and forgetting by better remembering items they were responsible for remembering, indicating a strategic utilization of their limited memory capacity. Additionally, regardless of age and the cue indicating who was responsible for remembering each item, participants used importance to guide the encoding and retrieval of information. Thus, people may be able to engage strategic cognitive mechanisms to maximize memory utility for important, goal-relevant information, and responsible forgetting can enhance memory utility in both younger and older adults by using importance to drive memory and reduce consequences for forgetting.</div></div><div class="c-scholworks__media"><ul class="c-medialist"></ul></div></div><div class="c-scholworks__ancillary"><a class="c-scholworks__thumbnail" href="/uc/item/2xx6c82q"><img src="/cms-assets/648a34a38ebdc09c6f18664f9f1311188793f9d9915e327e1b34e16b443f79cc" alt="Cover page: Responsible Remembering and Forgetting in Younger and Older Adults."/></a></div></section><section class="c-scholworks"><div class="c-scholworks__main-column"><ul class="c-scholworks__tag-list"><li class="c-scholworks__tag-article">Article</li><li class="c-scholworks__tag-peer">Peer Reviewed</li></ul><div><h3 class="c-scholworks__heading"><a href="/uc/item/468647f4"><div class="c-clientmarkup">Age-related differences in memory when offloading important information.</div></a></h3></div><div class="c-authorlist"><ul class="c-authorlist__list"><li class="c-authorlist__begin"><a href="/search/?q=author%3AMurphy%2C%20Dillon">Murphy, Dillon</a>; </li><li class="c-authorlist__end"><a href="/search/?q=author%3ACastel%2C%20Alan">Castel, Alan</a> </li></ul></div><div class="c-scholworks__publication"><a href="/uc/ucla_postprints">UCLA Previously Published Works</a> (2023)</div><div class="c-scholworks__abstract"><div class="c-clientmarkup">People can choose to use external memory aids and offload information to help them remember it, but it is unclear how objective and subjective value or importance influence offloading decisions in younger and older adults. We presented younger adults (n = 99; age range: 18-31) and older adults (n = 93; age range: 60-96) with items to remember for a later test and allowed them to offload a subset of the presented items. In Experiment 1, the to-be-remembered information was lists of associated words paired with point values counting toward participants scores if recalled. In Experiment 2, the to-be-remembered information was lists of items along a theme, such as packing for vacation, which differed in subjective value. Results revealed that when words were paired with objective point values, younger adults were more selective in their offloading decisions and subsequent recall than older adults (i.e., younger adults were more likely to offload and recall high-value items than low-value items relative to older adults). When the to-be-remembered items instead differed in subjective value, older adults were more selective in their offloading decisions than younger adults. Specifically, older adults were more likely to offload words they rated as important relative to items they rated as less important while younger adults displayed the opposite pattern-younger adults were more likely to offload words they rated as less important compared with items they rated as more important. This difference in offloading tendencies when to-be-remembered information varies in subjective value may be indicative of older adults engaging in a form of metacognitive control that can help ensure the use of responsible remembering. (PsycInfo Database Record (c) 2023 APA, all rights reserved).</div></div><div class="c-scholworks__media"><ul class="c-medialist"></ul></div></div><div class="c-scholworks__ancillary"><a class="c-scholworks__thumbnail" href="/uc/item/468647f4"><img src="/cms-assets/e8a294ccf98ba63ef88bfc10f26a3376d8712f9e5fdcebc7604cda5ca5502517" alt="Cover page: Age-related differences in memory when offloading important information."/></a></div></section><section class="c-scholworks"><div class="c-scholworks__main-column"><ul class="c-scholworks__tag-list"><li class="c-scholworks__tag-article">Article</li><li class="c-scholworks__tag-peer">Peer Reviewed</li></ul><div><h3 class="c-scholworks__heading"><a href="/uc/item/14c7k4w6"><div class="c-clientmarkup">Responsible attention: the effect of divided attention on metacognition and responsible remembering.</div></a></h3></div><div class="c-authorlist"><ul class="c-authorlist__list"><li class="c-authorlist__begin"><a href="/search/?q=author%3AMurphy%2C%20Dillon">Murphy, Dillon</a>; </li><li class="c-authorlist__end"><a href="/search/?q=author%3ACastel%2C%20Alan">Castel, Alan</a> </li></ul></div><div class="c-scholworks__publication"><a href="/uc/ucla_postprints">UCLA Previously Published Works</a> (2023)</div><div class="c-scholworks__abstract"><div class="c-clientmarkup">We are frequently exposed to situations where we need to remember important information when our attentional resources are divided; however, it was previously unclear how divided attention impacts responsible remembering: selective memory for important information to avoid consequences for forgetting. In the present study, we examined participants memory for valuable information, metacognitive accuracy, and goal-directed cognitive control mechanisms when under full and divided attention. In Experiment 1, participants were presented with words paired with point values counting towards their score if recalled but were required to bet on whether they would remember it. Results revealed that selective memory for high-value information was impaired under divided attention. In Experiment 2, we presented participants with unassociated word pairs and solicited metacognitive predictions of recall (i.e., JOLs). Results revealed that the relative accuracy of participants metacognitive judgments was enhanced when studying under divided attention. Experiment 3 examined cognitive control mechanisms to selectively remember goal-relevant information at the expense of information that could potentially be offloaded (i.e., responsible forgetting). Results revealed that participants ability to strategically prioritize goal-relevant information at the expense of information that could be offloaded was preserved under divided attention. Collectively, responsible attention encompasses how attentional resources impact ones ability to engage in responsible remembering and we demonstrate that responsible remembering can be impaired, enhanced, and preserved in certain contexts.</div></div><div class="c-scholworks__media"><ul class="c-medialist"></ul></div></div><div class="c-scholworks__ancillary"><a class="c-scholworks__thumbnail" href="/uc/item/14c7k4w6"><img src="/cms-assets/0f73c288e78357272d47832c522c019a737fdd619d0c88c41809cd463d37f721" alt="Cover page: Responsible attention: the effect of divided attention on metacognition and responsible remembering."/></a><a href="https://creativecommons.org/licenses/by/4.0/" class="c-scholworks__license"><img class="c-lazyimage" data-src="/images/cc-by-small.svg" alt="Creative Commons 'BY' version 4.0 license"/></a></div></section><section class="c-scholworks"><div class="c-scholworks__main-column"><ul class="c-scholworks__tag-list"><li class="c-scholworks__tag-article">Article</li><li class="c-scholworks__tag-peer">Peer Reviewed</li></ul><div><h3 class="c-scholworks__heading"><a href="/uc/item/3r3189fn"><div class="c-clientmarkup">Age-Related Differences in Overcoming Interference When Selectively Remembering Important Information.</div></a></h3></div><div class="c-authorlist"><ul class="c-authorlist__list"><li class="c-authorlist__begin"><a href="/search/?q=author%3AMurphy%2C%20Dillon">Murphy, Dillon</a>; </li><li class="c-authorlist__end"><a href="/search/?q=author%3ACastel%2C%20Alan">Castel, Alan</a> </li></ul></div><div class="c-scholworks__publication"><a href="/uc/ucr_postprints">UC Riverside Previously Published Works</a> (2024)</div><div class="c-scholworks__abstract"><div class="c-clientmarkup">We examined the effects of interference on value-based memory in younger and older adults by presenting participants with lists of words paired with point values counting toward their score if recalled. In Experiment 1, we created a situation where there was a buildup of interference such that participants could recall words from any studied list to earn points. However, to increase participants motivation to combat interference, we told participants that if they recalled words from previously studied lists, those words would be worth double the original point value of the word. In Experiment 2, to examine age-related differences in the absence of any interference, participants studied and were tested on the same set of words throughout several study-test cycles. The buildup of interference caused by participants needing to recall both just-studied and previously studied words in Experiment 1 impaired selectivity in older adults relative to younger adults and this effect was particularly pronounced when considering the recall of just prior-list words. However, in the absence of interference, there was not an overall recall deficit or any selectivity impairments in older adults. Thus, proactive and retroactive interference seem to be largely responsible for age-related deficits in selective memory for important information.</div></div><div class="c-scholworks__media"><ul class="c-medialist"></ul></div></div><div class="c-scholworks__ancillary"><a class="c-scholworks__thumbnail" href="/uc/item/3r3189fn"><img src="/cms-assets/8cd6913069d0951f7d34198575ce8804fb5f8d6e862d899adfda3c6034de7937" alt="Cover page: Age-Related Differences in Overcoming Interference When Selectively Remembering Important Information."/></a></div></section><section class="c-scholworks"><div class="c-scholworks__main-column"><ul class="c-scholworks__tag-list"><li class="c-scholworks__tag-thesis">Thesis</li><li class="c-scholworks__tag-peer">Peer Reviewed</li></ul><div><h3 class="c-scholworks__heading"><a href="/uc/item/39q5c3jw"><div class="c-clientmarkup">Maximizing Memory: Improving Learning and Memory for Important Information</div></a></h3></div><div class="c-authorlist"><ul class="c-authorlist__list"><li class="c-authorlist__begin"><a href="/search/?q=author%3AMurphy%2C%20Dillon">Murphy, Dillon</a> </li><li class="c-authorlist__begin"><span class="c-authorlist__heading">Advisor(s):</span> <a href="/search/?q=author%3ACastel%2C%20Alan%20D">Castel, Alan D</a> </li></ul></div><div class="c-scholworks__publication"><a href="/uc/ucla_etd">UCLA Electronic Theses and Dissertations</a> (2023)</div><div class="c-scholworks__abstract"><div class="c-clientmarkup"><p>The present dissertation investigated how goals and information importance influence remembering and forgetting processes. Results revealed that individuals strategically forget less important information to optimize memory for valuable information. Moreover, the use of external memory aids (i.e., offloading) is influenced by the objective and subjective value of the information. When information differs in objective value, people are most likely to offload high-value items but if the external store is unreliable, people often forget this valuable information. In contrast, if the information differs in subjective value, people use memory for important information. I also observed that metacognition and other cognitive abilities impact optimal offloading. Learners may strategically forget less important information to maximize memory for valuable information, which suggests a deliberate decision-making process regarding what information to offload or forget. Similarly, making decisions about what information to highlight may also involve a form of offloading, where learners decide to externalize or emphasize certain information by highlighting it for later reference, while potentially offloading or neglecting other information by not highlighting it. Moreover, metacognition, which involves monitoring and controlling one’s own cognitive processes, can be reactive, meaning that decisions about what information to remember and forget can influence what is ultimately remembered. However, I did not find evidence that requiring learners to choose what information to highlight from a passage of to-be-tested content improves comprehension compared to traditional highlighting methods. Lastly, I explored the relationship between value-directed remembering and desirable difficulties, which are cognitive strategies that can enhance learning and retention. However, the spacing effect, generation effect, and testing effect, which are known to benefit memory overall, did not interact with the value of the information being learned. Overall, this dissertation contributes to our understanding of how goals, information importance, offloading, metacognition, and desirable difficulties influence memory processes. The findings highlight the complex interplay between objective and subjective value, external memory aids, metacognitive decision-making, and cognitive strategies in shaping memory performance. These findings have implications for educational settings, where understanding how learners prioritize and remember information of different values can inform instructional strategies and enhance learning outcomes. </p></div></div><div class="c-scholworks__media"><ul class="c-medialist"></ul></div></div><div class="c-scholworks__ancillary"><a class="c-scholworks__thumbnail" href="/uc/item/39q5c3jw"><img src="/cms-assets/b468fe00409fe1a8d8cd9691b880dfe72c2925c97c280578f3e2748701b54e90" alt="Cover page: Maximizing Memory: Improving Learning and Memory for Important Information"/></a></div></section><section class="c-scholworks"><div class="c-scholworks__main-column"><ul class="c-scholworks__tag-list"><li class="c-scholworks__tag-article">Article</li><li class="c-scholworks__tag-peer">Peer Reviewed</li></ul><div><h3 class="c-scholworks__heading"><a href="/uc/item/3rw6c5nh"><div class="c-clientmarkup">Framing effects in value-directed remembering.</div></a></h3></div><div class="c-authorlist"><ul class="c-authorlist__list"><li class="c-authorlist__begin"><a href="/search/?q=author%3AMurphy%2C%20Dillon%20H">Murphy, Dillon H</a>; </li><li class="c-authorlist__end"><a href="/search/?q=author%3AKnowlton%2C%20Barbara%20J">Knowlton, Barbara J</a> </li></ul></div><div class="c-scholworks__publication"><a href="/uc/ucla_postprints">UCLA Previously Published Works</a> (2022)</div><div class="c-scholworks__abstract"><div class="c-clientmarkup">Changing how an issue is framed can influence both decision-making and metacognition, but framing a memory task in terms of gains and losses could also impact how learners prioritize information according to its value or importance. We investigated how framing task instructions and feedback in terms of gains and losses influences learners' ability to selectively remember valuable information at the expense of low-value information. Specifically, we presented learners with to-be-remembered words paired with point values and either told participants how many points they scored (the sum of the values of recalled words) or lost (the sum of the values of not-recalled words) on each list, with participants' goal being to maximize their scores or minimize their losses, respectively. Overall, participants were more selective for high-value words when their goals were framed in terms of point gains compared with when their goals were framed in terms of losses, and learners' metacognitive predictions of performance (JOLs) generally mapped onto this trend. Thus, framing in terms of losses for forgetting can reduce memory selectivity, perhaps because even small losses are salient, indicating that framing effects are not limited to decision-making but can influence memory and metacognitive processes as well.</div></div><div class="c-scholworks__media"><ul class="c-medialist"></ul></div></div><div class="c-scholworks__ancillary"><a class="c-scholworks__thumbnail" href="/uc/item/3rw6c5nh"><img src="/cms-assets/99a28cbc44a67051d07418c7686fd920aa06a7d0dc005b16e7e476f2e856dd35" alt="Cover page: Framing effects in value-directed remembering."/></a></div></section><section class="c-scholworks"><div class="c-scholworks__main-column"><ul class="c-scholworks__tag-list"><li class="c-scholworks__tag-article">Article</li><li class="c-scholworks__tag-peer">Peer Reviewed</li></ul><div><h3 class="c-scholworks__heading"><a href="/uc/item/7p24x5mj"><div class="c-clientmarkup">The dynamics of memory for United States presidents in younger and older adults</div></a></h3></div><div class="c-authorlist"><ul class="c-authorlist__list"><li class="c-authorlist__begin"><a href="/search/?q=author%3AMurphy%2C%20Dillon%20H">Murphy, Dillon H</a>; </li><li class="c-authorlist__end"><a href="/search/?q=author%3ACastel%2C%20Alan%20D">Castel, Alan D</a> </li></ul></div><div class="c-scholworks__publication"><a href="/uc/ucla_postprints">UCLA Previously Published Works</a> (2021)</div><div class="c-scholworks__abstract"><div class="c-clientmarkup"><b>ABSTRACT</b>Serial position effects are often observed within the free recall of unassociated words but also when recalling items from a semantic category like U.S. presidents. We investigated the dynamics of recall for U.S. presidents in younger and older adults to examine potential age-related differences in the organisation of retrieval from semantic long-term memory. Older adults recalled more presidents than younger adults and also demonstrated dual serial position effects such that, in addition to overall serial position effects, primacy (e.g., Eisenhower) and recency presidents (e.g., Obama) within older adults' lifetime were better recalled than presidents from the middle of their lives (e.g., Ford). Additionally, participants initiated recall with the most distinct presidents (highly familiar or memorable presidents like Washington, Obama, Trump), and conditional-response probabilities revealed that presidents from similar eras were recalled in close proximity, indicating that the retrieval of distinct presidents can facilitate memory for presidents from a similar era. Collectively, we demonstrate the potential interplay of the mechanisms that influence the organisation of retrieval such that distinctiveness and temporal contiguity effects may simultaneously impact recall. Specifically, semantic and temporal-contextual associations can drive semantic autobiographical memory and people likely organise retrieval from long-term memory according to familiarity and distinctiveness.</div></div><div class="c-scholworks__media"><ul class="c-medialist"></ul></div></div><div class="c-scholworks__ancillary"><a class="c-scholworks__thumbnail" href="/uc/item/7p24x5mj"><img src="/cms-assets/f8a86dc02d1261a80db30deafe06d758c0b2440ecf3fd98def5de8d5dcbe3a7d" alt="Cover page: The dynamics of memory for United States presidents in younger and older adults"/></a></div></section><nav class="c-pagination"><ul><li><a href="" aria-label="you are on result set 1" class="c-pagination__item--current">1</a></li><li><a href="" aria-label="go to result set 2" class="c-pagination__item">2</a></li></ul></nav></section></main></form></div><div><div class="c-toplink"><a href="javascript:window.scrollTo(0, 0)">Top</a></div><footer class="c-footer"><nav class="c-footer__nav"><ul><li><a href="/">Home</a></li><li><a href="/aboutEschol">About eScholarship</a></li><li><a href="/campuses">Campus Sites</a></li><li><a href="/ucoapolicies">UC Open Access Policy</a></li><li><a href="/publishing">eScholarship Publishing</a></li><li><a href="https://www.cdlib.org/about/accessibility.html">Accessibility</a></li><li><a href="/privacypolicy">Privacy Statement</a></li><li><a href="/policies">Site Policies</a></li><li><a href="/terms">Terms of Use</a></li><li><a href="/login"><strong>Admin Login</strong></a></li><li><a href="https://help.escholarship.org"><strong>Help</strong></a></li></ul></nav><div class="c-footer__logo"><a href="/"><img class="c-lazyimage" data-src="/images/logo_footer-eschol.svg" alt="eScholarship, University of California"/></a></div><div class="c-footer__copyright">Powered by the<br/><a href="http://www.cdlib.org">California Digital Library</a><br/>Copyright © 2017<br/>The Regents of the University of California</div></footer></div></div></div></div> <script src="/js/vendors~app-bundle-2aefc956e545366a5d4e.js"></script> <script src="/js/app-bundle-3c8ebc2ec05dcc3202fd.js"></script> </body> </html>