Object Recall Task
Object Recall Task - Related Videos
11:45
Three-Dimensional Kinematic Characterization of an Object Pick-Up Task Using Motion Capture
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2026
This protocol presents a standardized full-body motion capture approach for assessing the object pick-up task, illustrating how distinct movement strategies and compensatory patterns can be quantitatively characterized during this common functional activity.
06:43
The Crossmodal Congruency Task as a Means to Obtain an Objective Behavioral Measure in the Rubber Hand Illusion Paradigm
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Cited by 22 •
2013
We demonstrate how an objective measure can be employed in the widely employed rubber hand illusion paradigm. This measure is obtained by modifying the well-established crossmodal congruency task. This task allows the investigation of multisensory processes which are critical for modulations of body representations as in the rubber hand illusion.
06:35
Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
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Cited by 4 •
2016
The elicited imitation procedure was established to examine the development of recall memory in infancy and early childhood. This procedure has been widely used to establish a solid foundation of the nature of recall memory in infancy and early childhood.
11:14
Learning and Memory: The Remember-Know Task
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2023
Source: Laboratories of Jonas T. Kaplan and Sarah I. Gimbel—University of Southern California Our experience of memory is varied and complex. Sometimes we remember events in vivid detail, while other times we may only have a vague sense of familiarity. Memory researchers have made a distinction between memories that are recollected versus those that are familiar. A recollected item is one that is not only remembered, but carries with it details of the time at which it was learned or encoded.
09:28
A Within-Subject Experimental Design using an Object Location Task in Rats
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Cited by 6 •
2021
This protocol provides detailed steps for an object location task with four repetitions using the same cohort of rats. Weak and strong encoding can produce short- and long-term memories. The flexibility of the protocol with repetition can be beneficial for studies involving surgical operations by saving time and labor.
FAQs
Encoding depends on attention and visual processing as participants study the presented objects. These processes create the memory representation that later supports retrieval. If attention is limited during study, the resulting representation may be less effective, making later recognition or recall more difficult. This makes encoding a key point for examining how learning influences memory performance.
A delay, distraction, or change in context tests whether an object representation remains available and can be retrieved after study has ended. These conditions separate immediate processing from memory maintenance and later access. Comparing performance across such conditions helps researchers examine how effectively information persists and whether retrieval is sensitive to the surrounding context.
Accuracy indicates how often participants retrieve the studied information correctly, while omissions show instances in which expected information is not reported. Broader response patterns can reveal whether difficulty reflects problems maintaining information, recognizing an object, or producing a response. Together, these measures provide more detail than a single overall score and help characterize memory performance.
A typical sequence begins with presenting objects for study, allowing encoding through attention and visual processing. Participants then complete a delay, distraction, or context change before attempting retrieval. Researchers record accuracy, omissions, and response patterns during the memory test. The sequence can therefore compare performance after different conditions affecting maintenance and retrieval.
Researchers can compare performance across differences in age, attentional engagement, or learning experience. Accuracy and response patterns may show how these factors influence the formation, maintenance, or retrieval of object memories. Because the task produces observable memory outcomes, it can help connect changes in cognitive performance with specific influences on learning and recall.
The task provides a structured way to investigate memory impairment and the cognitive processes involved in identifying objects. Performance patterns can be examined in relation to neurological conditions without relying only on a general impression of memory ability. Its focus on previously encountered objects also connects experimental memory measures with the demands of recognizing objects in everyday situations.