Remembering and knowing

By J. Gardiner, Alan Richardson-Klavehn. 2000

479 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/86e28add07c6481c3166f26a64e76057e4e37d3b

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In Cognitive Neuroscience

Citations in the corpus

Functional-anatomic correlates of remembering and knowing (2004, methodology): “The remember/ know paradigm was developed as a method to examine different states of conscious awareness supporting memory retrieval (Tulving, 1985) and has since been studied extensively (e.g., Gardiner and Java, 1993; Gardiner and Richardson-Klavehn, 2000; Rajaram, 1993).”
Remembering and knowing in context (2003, background): “Mandler (1980) provided the classic example of knowing without remembering: when seeing a familiar person in an unusual context (e.g., the butcher on the bus) gives rise to a maddening feeling of knowing one has seen the person before without being able to remember who the person is.”
A Cross-Cultural Investigation of Autobiographical Memory (2005, background): “Autobiographical memory is the psychological history of the individual self and supports what Tulving (2002) has termed “mental time travel”: the recollective experience of the self in the past (see Gardiner & Richardson-Klavehn, 2000; Tulving, 1985).”
Memory for own- and other-race faces: A dual-process approach (2005, methodology): “19: 545–567 (2005) Remember-know judgments across own- and other-race faces When participants responded ‘Old’ to a face at test, they were asked to describe their memory for the target using the Remember-Know-Guess procedure (see Gardiner & Richardson-Klavehn, 2000).”
Non-commercial Research and Educational Use including without Limitation Use in Instruction at Your Institution, Sending It to Specific Colleagues That You Know, and Providing a Copy to Your Institution's Administrator. All Other Uses, Reproduction and Distribution, including without Limitation Comm (2005, unknown): “(1) in which all the dipole–dipole couplings and chemical shielding parameters are varied.”
Conceptual and perceptual factors in the picture superiority effect (2006, background): “Analyses of the subjective experience of memory (Gardiner & Richardson-Klavehn, 2000) have indicated that it is sometimes accompanied by a vivid sense of the full context (‘‘remember’’), and sometimes only a vague sense of familiarity (‘‘know’’).”
VDT versus paper-based text: reply to Mayes, Sims and Koonce (2003, methodology): “Donaldson’s model has been found to model effectively most Remember–Know response findings (Gardiner and Richardson-Klavehn, 2000).”
Levels of processing: Past, present... and future? (2002, background): “The distinction between ‘‘remember’’ and ‘‘know’’ judgements (e.g., Gardiner & Richardson-Klavehn, 2000) may be conceptualised as reflecting access to different levels of this hierarchy.”
Source monitoring 15 years later: What have we learned from fMRI about the neural mechanisms of source memory? (2009, background): “…and less-differentiated information arise from, respectively, recollection and familiarity processes (Jacoby, 1991), or correspond to the subjective experiences of remembering and knowing (see Gardiner, 2008; Gardiner & Richardson-Klavehn, 2000, for reviews of behavioral remember/know studies).”