Figure 5
Cueing memory benefits are related to initial learning or memory. (a) Individual differences in the cueing memory benefit (mean uncued minus cued error or distance between object placement from immediate to delayed memory testing) are shown as a function of initial learning/memory performance. The initial learning score represents a single factor score or the first principal component derived across learning measures (mean spatial error during immediate memory testing and the average number of rounds to reach learning criterion). Lower scores indicate better memory and faster learning, while higher scores indicate worse memory and slower learning. (b) Cueing memory benefits as a function of item-level differences in initial memory. A split half analysis was performed on cued and uncued associations for each participant. Cueing did not reliably influence memory stability (distance between object placement from immediate to delayed testing) for associations with the lowest error or best memory during initial memory testing (left bars), while a benefit in memory stability was found for cued versus uncued associations with the highest or worst memory during initial testing (right bars).
