Explicit Sequence Memory in Recall of Temporally-structured Episodes
Bibliographic record
Abstract
The order in which events unfold over time is an important scaffold aiding recollection. This study asks whether explicit order memory is enhanced for items sharing similar internally-driven temporal contexts. To tap internally-driven temporal context, we capitalized on the Temporal Contiguity Effect whereby recollection of one item promotes recall of adjacently-encoded items. We compared pairs encoded and retrieved contiguously (cont-enc-ret), whose items share internally-driven temporal contexts, to pairs retrieved, but not encoded, contiguously (cont-ret) and to pairs encoded, but not retrieved, contiguously (cont-enc). Cont-enc-ret pairs exhibited superior relative order over cont-ret pairs, supporting accounts emphasizing shared temporal context as opposed to temporal distinctiveness in driving sequence memory. No difference was found in absolute order between the pair types, in line with theories suggesting a dissociation between relative and absolute order. Additionally, cont-enc-ret and cont-enc pairs exhibited equivalent relative order, supporting the role of encoding as opposed to retrieval in the enhancement of relative order. Finally, cont-enc-ret pairs were perceived as closer than cont-enc pairs, supporting the claim that cont-enc-ret pairs constitute part of a temporally-coherent episode. Together, these results implicate internally-driven temporal context in the formation of temporally-structured episodes that enhances sequence memory of the items within the episode.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".