Retrieval Cue
Retrieval Cue - Related Videos
07:51
Spatial Cueing
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2023
Source: Laboratory of Jonathan Flombaum—Johns Hopkins University Attention refers to the limited human ability to select some information for processing at the expense of other stimuli in the environment. Attention operates in all sensory modalities: vision, hearing, touch, even taste and smell. It is most often studied in the visual domain though. A common way to study visual attention is with a spatial cueing paradigm. This paradigm allows researchers to measure the consequences of focusing...
08:42
Retrieval of Mouse Oocytes
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Cited by 13 •
2007
This protocol illustrates the technique for extracting oocytes or early-stage fertilized embryos from the oviduct of mice. The ability to identify the infindibulum and insert a blunt end needle into it is essential to correctly performing the procedure.
08:04
Measuring Sensitivity to Viewpoint Change with and without Stereoscopic Cues
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Cited by 1 •
2013
We discuss a novel method forviewpoint-rotation of visual stimuli, and demonstrate using a mirror stereoscopethe three-dimensional percept of rotation-in-depth. The technique can be used to investigate the role of stereoscopic cues in encoding viewpoint-rotated figures.
01:29
Non-Verbal Cues
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2025
Non-verbal communication extends beyond gestures and facial expressions to include vocal elements known as paralanguage. Paralanguage consists of non-verbal vocal cues such as pitch, loudness, speech rate, pauses, and non-verbal vocalizations like laughter, sighs, and moans. These elements not only accompany speech but also provide critical emotional and contextual information.The Role of Paralanguage in CommunicationParalanguage adds depth to spoken language by conveying emotions and...
01:12
Retrieval
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2025
Retrieval is the process of getting information out of memory storage and back into conscious awareness. This ability is essential for daily tasks like brushing hair and teeth, driving to work, and performing job duties. Retrieval occurs in three ways: recall, recognition, and relearning. Recall involves accessing information without cues, such as during an essay test, where individuals must retrieve facts and concepts from memory unaided. Another example is remembering the name of a colleague...
FAQs
Overlap matters because encoding forms associations between information and features present during learning. When a later cue shares sensory details, emotional qualities, or related concepts with that original context, it can activate those connected associations more effectively. This helps explain why recall may vary across situations and why matching contextual features is important in memory research.
A stimulus, thought, or piece of information may connect with stored material through different kinds of associations. Sensory details can relate to perceptual aspects of learning, emotions can connect with affective features, and related concepts can provide meaning-based pathways. Comparing these cue types helps researchers examine how varied information supports or limits recall.
When recall improves after a relevant cue appears, the result can indicate that stored information remains connected to an appropriate association even when spontaneous access is difficult. Conversely, weak or poorly matched cues may produce limited recall. Researchers therefore examine cue effects when studying forgetting, because unsuccessful retrieval does not by itself describe how memory was formed.
Researchers examine how access to stored information changes when cues overlap with features present during learning. They can use the resulting recall patterns to investigate memory formation and assess whether remembered information is accurate. This approach links the conditions surrounding encoding with later performance, allowing studies to evaluate how associations influence what people remember.
In eyewitness memory, cues can influence which stored details become accessible, making cue selection relevant to evaluating recall accuracy. In decision-making, related thoughts or information may activate associated memories that shape how a person interprets a situation. These applications extend cue research beyond laboratory memory questions into important forms of behavior and cognition.
Environmental signals and prompts can influence behavior by activating learned associations connected with particular actions or information. Their effects depend on the relationship between the cue and what was previously learned. Applied studies use this principle to examine how surroundings, reminders, and associated meanings may support changes in behavior, while also considering whether the cue effectively triggers access.