Mark L Howe
Biographic Data
| ID | 3839655 |
|---|---|
| NAME | Mark L Howe |
| GIVEN NAMES | Mark L |
| FAMILY NAME | Howe |
| SIGNATURE | HOWE M L |
| AFFILIATIONS | Memorial University of Newfoundland |
| ORCID | 0000-0002-5747-5571 |
| VERIFIED | Yes |
| TOTAL WORKS | 53 |
| TOTAL CITATIONS | 68 |
| AUTHOR COUNT | 52 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1935 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Border Water: The Politics of U.S.–Mexico Transboundary Water Management, 1945–2015
Meaningful approaches to assessing the size of effects in memory research: Applications and Recommendations for Study Design, Interpretation, and Analysis
Testing memory
The unique and remarkable contributions to our understanding of memory that is the legacy of Martin A. Conway
Memory develops
What science tells us about false and repressed memories
What does science tell us about memory phenomena such as false and repressed memories? This issue is highly pressing as incorrect knowledge about these memory phenomena might contribute to egregious effects in the courtroom such as false accusations of abuse. In the current article, we provide a succinct review of the scientific nature of false and repressed memories. We demonstrate that research has shown that about 30% of tested subjects formed…
Memory construction: A brief and selective history
In this short article, we provide a brief introduction to the idea that memory involves constructive processes. The importance of constructive processes in memory has a rich history, one that stretches back more than 125 years. This historical context provides a backdrop for the articles appearing in this special issue of Memory, articles that outline the current thinking about the constructive nature of memory. We argue that memory construction,…
Memory Changes
On the nature of human memory
Generative processing and emotional false memories: A generation “cost” for negative false memory formation but only after delay
Previous research shows that manipulations (e.g. levels-of-processing) that facilitate true memory often increase susceptibility to false memory. An exception is the generation effect. Using the Deese/Roediger-McDermott (DRM) paradigm, Soraci et al. found that generating rather than reading list items led to an increase in true but not false memories. They argued that generation led to enhanced item-distinctiveness that drove down false memory pr…
Self-Enhanced False Memory Across the Life Span
Although self-reference increases false memory in both younger and older adults, the underlying mechanisms are different in that older adults have more self-relevant false familiarity while younger adults generate more self-relevant phantom recollection. The current study also has implications for eyewitness reports, suggesting that the self-relevance of memory may be one relevant factor to consider when evaluating potential risk factors of false…
Belief in Unconscious Repressed Memory Persists
On the basis of converging research, we concluded that the controversial topic of unconscious blockage of psychological trauma (i.e., repressed memory) remains very much alive in clinical, legal, and academic contexts. In his commentary, Brewin (this issue, p. 443) conducted a cocitation analysis and concluded that scholars do not adhere to the concept of unconscious repression. Furthermore, he argued that previous survey research did not specifi…
Theoretically important failures to reject the null hypothesis: Introduction to a special section of Memory
status: Published
The impact of false denials on forgetting and false memory
The Western Borderlands of the United States and Mexico - History not Forgotten
The United States – Mexico War (1846–1848) and the division of the two countries by both land and water boundaries changed the border landscape. One change was the establishment of International Boundary Monuments. These extend from the Rio Grande river in El Paso, Texas to the Pacific Ocean, marked first with rock piles, but later replaced with permanent obelisks. Today many original monuments are mistaken for rocks or graves and not the history…
Manipulating memory associations changes decision-making preferences in a preconditioning task
The role of attention in immediate emotional false memory enhancement
Two experiments examined the effect of reduced attentional resources on false memory production for emotionally valenced stimuli using the Deese/Roediger-McDermott (DRM) paradigm. Prior research has demonstrated that emotional information is often better remembered than neutral information and that enhanced memory for emotional information is dependent on either automatic or controlled neural processing (Kensinger & Corkin, 2004). Behavioral stud…
Can False Memories Prime Problem Solutions for Healthy Older Adults and Those With Alzheimer’s Disease
These findings are consistent with predictions from theories of associative activation and demonstrate the importance of automatic spreading activation processes in memory across the life span
Eliminating age differences in children’s and adults’ suggestibility and memory conformity effects
We examined whether typical developmental trends in suggestion-induced false memories (i.e., age-related decrease) could be changed. Using theoretical principles from the spontaneous false memory field, we adapted 2 often-used false memory procedures: misinformation (Experiment 1) and memory conformity (Experiment 2). In Experiment 1, 7- to 9-year-old children (n = 33) and adults (n = 39) received stories containing associatively related details.…
Expansion at Memory
Discrete emotion-congruent false memories in the DRM paradigm
Research has shown that false-memory production is enhanced for material that is emotionally congruent with the mood of the participant at the time of encoding. So far this research has only been conducted to examine the influence of generic negative affective mood states and generic negative stimuli on false-memory production. In addition, much of the research is limited as it focuses on valence and arousal dimensions, and fails to take into acc…
What if you went to the police and accused your uncle of abuse? Misunderstandings concerning the benefits of memory distortion: A commentary on Fernández (2015)
To watch or not to watch: Infants and toddlers in a brave new electronic world
What is false memory development the development of? Comment on Brainerd, Reyna, and Ceci (2008)
In this commentary, assumptions about the nature and development of children's false memories as described in a recent article by C. J. Brainerd, V. F. Reyna, and S. J. Ceci (2008) are reviewed. Specifically, questions are raised about what drives the development of false memories in fuzzy-trace theory (FTT). Recent studies that challenge a core assumption of FTT, that false memory illusions increase across development as children learn to establ…
Developmental invariance in distinctiveness effects in memory
Improvements in 5- and 7-year-olds' acquisition and retention of related concept pairings were examined when additional similarities and differences between pair members were provided. Using a standard paired-associate learning paradigm, children learned 18 related picture pairs; some of the children either were given or produced additional similarities or differences between pair members at the time of learning. Three weeks after learning was co…
On resolving the enigma of infantile amnesia
Historical and current theories of infantile amnesia are examined. To evaluate the viability of these theories, as well as the phenomenon of infantile amnesia itself, a review of memory development from birth through the preschool years is provided, including an overview of relevant perceptual and neurological maturation. In the context of this review, extant theories of infantile amnesia are shown to falter, and it is concluded that infantile am…
Misleading children's story recall: Forgetting and reminiscence of the facts
Reasons for the transient nature of misinformation effects in children's long-term recollection are discussed. Two of the key issues are initial encoding confounds and analytical insensitivity. A recently developed model of long-term retention that eliminates these problems is outlined and used to analyze the data from two experiments on children's (kindergarten and Grade 2) story recall. The main results show that (a) misinformation effects were…
Reinstating preschoolers' memories
Effects of reinstatement were examined in 2 1/2-year-olds' (Experiment 1) and 3 1/2-year-olds' (Experiments 2 and 3) long-term retention. Children learned object-location pairings and, 3 weeks later, were provided with postevent information consistent with the originally acquired pairings. One week later (4 weeks since acquisition), children were given 4 test trials. Analyses based on the trace-integrity framework indicated that, regardless of ag…
Distinctiveness effects in children's long-term retention
In 3 experiments, kindergarten and second-grade children's retention was examined in the context of 2 distinctiveness manipulations, namely, the von Restorff and bizarre imagery paradigms. Specifically, children learned lists of pictures (Experiments 1a and 1b) or interactive images (Experiment 2) and were asked to recall them 3 weeks later. In Experiments 1a and 1b, distinctiveness was manipulated perceptually (changing colors) and conceptually …
From infant to child: The dynamics of cognitive change in the second year of life
The authors review several key areas of early cognitive development in which an abrupt shift in ability at the end of the second year of life has been traditionally assumed. These areas include deferred imitation, self-recognition, language, and categorization. Contrary to much conventional theorizing, the evidence shows robust continuities in all domains of early cognitive development. Where there is evidence of a reorganization of behavior that…
Interference effects in young children's long-term retention
Classical interference effects were examined in preschool and kindergarten children's paired-associate recall (Experiment 1) and free recall (Experiment 2). Children in the control conditions learned a single picture list, whereas children in the experimental conditions learned 2 picture lists in succession. After 24 hr, children recalled items from the one list they had learned (control conditions), items from only List I (retroactive interferen…
Fuzzy-trace theory and cognitive triage in memory development
When children and adults retrieve words during unconstrained recall, it is commonly supposed that words will present themselves to consciousness in decreasing order of memory strength, which means that their order of readout should be stronger-- ~ weaker. In contrast, fuzzy-trace theory proposes a counterintuitive nonmonotonic relationship between order of readout and memory strength. This relationship, which we call cognitive triage, arises from…
The role of intentional forgetting in reducing children's retroactive interference
Preschool and kindergarten children's retention of stories was examined in the presence of interfering information and instructions to forget. Children learned 2 stories and, 24 hr later, were asked to recall the 1st or 2nd story learned. Some of the children were instructed, either following acquisition or just prior to the retention test, to forget the 2nd, or interfering, story. A model was used to isolate storage and retrieval effects, and th…
Preschoolers report misinformation despite accurate memory
A model of long-term retention was used to eliminate problems in past studies regarding the effects postevent misinformation has on preschoolers' testimony and memory. Half of the 216 preschoolers received a single slide presentation and the remaining half received consecutive presentations until they learned the material to criterion. Children either did not receive postevent information or received either correct or misleading information, pres…
Meaningful approaches to assessing the size of effects in memory research: Applications and Recommendations for Study Design, Interpretation, and Analysis
Self-Enhanced False Memory Across the Life Span
Although self-reference increases false memory in both younger and older adults, the underlying mechanisms are different in that older adults have more self-relevant false familiarity while younger adults generate more self-relevant phantom recollection. The current study also has implications for eyewitness reports, suggesting that the self-relevance of memory may be one relevant factor to consider when evaluating potential risk factors of false…
What is false memory development the development of? Comment on Brainerd, Reyna, and Ceci (2008)
In this commentary, assumptions about the nature and development of children's false memories as described in a recent article by C. J. Brainerd, V. F. Reyna, and S. J. Ceci (2008) are reviewed. Specifically, questions are raised about what drives the development of false memories in fuzzy-trace theory (FTT). Recent studies that challenge a core assumption of FTT, that false memory illusions increase across development as children learn to establ…
The Role of Conceptual Recoding in Reducing Children's Retroactive Interference
Reductions in children's retroactive interference were examined with conceptual recoding. Children learned two 10-item lists of toys; items on the 2nd list could also be classified as vehicles. Some children were not told about this 2nd category, whereas others were told either at the end of acquisition or just prior to the retention test 24 hr later. The results showed that (a) children benefited from the recoding instruction, (b) younger but no…
Records of the Vice-Admiralty Court of Rhode Island, 1716-1752
Select Cases of the Mayor's Court of New York City, 1674-1784
A Constitutional History of the United States
Records of the Vice-Admiralty Court of Rhode Island, 1716-1752
Stages-of-learning analysis of developmental interactions in memory, with illustrations from developmental interactions in picture-word effects
The general theory of two-stage learning: A mathematical review with illustrations from memory development
The general theory of two-stage learning: A mathematical review with illustrations from memory development
Long-term memory in adulthood: An examination of the development of storage and retrieval processes at acquisition and retention
Development of children's long-term retention
Resource panacea? Or just another day in the developmental forest
Gist another panacea? Or just the illusion of inclusion
Misleading children's story recall: Forgetting and reminiscence of the facts
Reasons for the transient nature of misinformation effects in children's long-term recollection are discussed. Two of the key issues are initial encoding confounds and analytical insensitivity. A recently developed model of long-term retention that eliminates these problems is outlined and used to analyze the data from two experiments on children's (kindergarten and Grade 2) story recall. The main results show that (a) misinformation effects were…
Fuzzy-trace theory and cognitive triage in memory development
When children and adults retrieve words during unconstrained recall, it is commonly supposed that words will present themselves to consciousness in decreasing order of memory strength, which means that their order of readout should be stronger-- ~ weaker. In contrast, fuzzy-trace theory proposes a counterintuitive nonmonotonic relationship between order of readout and memory strength. This relationship, which we call cognitive triage, arises from…
Development of Long-Term Retention
Reinstating preschoolers' memories
Effects of reinstatement were examined in 2 1/2-year-olds' (Experiment 1) and 3 1/2-year-olds' (Experiments 2 and 3) long-term retention. Children learned object-location pairings and, 3 weeks later, were provided with postevent information consistent with the originally acquired pairings. One week later (4 weeks since acquisition), children were given 4 test trials. Analyses based on the trace-integrity framework indicated that, regardless of ag…
On resolving the enigma of infantile amnesia
Historical and current theories of infantile amnesia are examined. To evaluate the viability of these theories, as well as the phenomenon of infantile amnesia itself, a review of memory development from birth through the preschool years is provided, including an overview of relevant perceptual and neurological maturation. In the context of this review, extant theories of infantile amnesia are shown to falter, and it is concluded that infantile am…
How Can I Remember When "I" Wasn′t There: Long-Term Retention of Traumatic Experiences and Emergence of the Cognitive Self
Metamemory and Memory Construction
Interference effects in young children's long-term retention
Classical interference effects were examined in preschool and kindergarten children's paired-associate recall (Experiment 1) and free recall (Experiment 2). Children in the control conditions learned a single picture list, whereas children in the experimental conditions learned 2 picture lists in succession. After 24 hr, children recalled items from the one list they had learned (control conditions), items from only List I (retroactive interferen…
Preschoolers report misinformation despite accurate memory
A model of long-term retention was used to eliminate problems in past studies regarding the effects postevent misinformation has on preschoolers' testimony and memory. Half of the 216 preschoolers received a single slide presentation and the remaining half received consecutive presentations until they learned the material to criterion. Children either did not receive postevent information or received either correct or misleading information, pres…
What Children's Memories Tell Us about Recalling Our Childhoods: A Review of Storage and Retrieval Processes in the Development of Long-Term Retention
Distinctiveness effects in children's long-term retention
In 3 experiments, kindergarten and second-grade children's retention was examined in the context of 2 distinctiveness manipulations, namely, the von Restorff and bizarre imagery paradigms. Specifically, children learned lists of pictures (Experiments 1a and 1b) or interactive images (Experiment 2) and were asked to recall them 3 weeks later. In Experiments 1a and 1b, distinctiveness was manipulated perceptually (changing colors) and conceptually …
The role of intentional forgetting in reducing children's retroactive interference
Preschool and kindergarten children's retention of stories was examined in the presence of interfering information and instructions to forget. Children learned 2 stories and, 24 hr later, were asked to recall the 1st or 2nd story learned. Some of the children were instructed, either following acquisition or just prior to the retention test, to forget the 2nd, or interfering, story. A model was used to isolate storage and retrieval effects, and th…
From infant to child: The dynamics of cognitive change in the second year of life
The authors review several key areas of early cognitive development in which an abrupt shift in ability at the end of the second year of life has been traditionally assumed. These areas include deferred imitation, self-recognition, language, and categorization. Contrary to much conventional theorizing, the evidence shows robust continuities in all domains of early cognitive development. Where there is evidence of a reorganization of behavior that…
When autobiographical memory begins
Advances in early memory development research: Insights about the dark side of the moon
Psychology (41 works) · Cognitive psychology (37 works) · Memory Processes and Influences (29 works) · Cognition (24 works) · Developmental psychology (24 works) · Recall (19 works) · Neuroscience (18 works) · Cognitive science (16 works) · Social Psychology (15 works) · Computer Science (14 works)