Section 287 of 440
Complete canonical tutorial. This reader section contains the same teaching body as PWR-105 · Episodic memory. Open the Power dossier.
PWR-105 · Memory, Learning & Skill Acquisition
Recall and correct one fictional seed-library event
This pack supplies one benign fictional event, a cover-and-recall procedure and an objective source key. It practises recall of who, what, where and when without asking for autobiographical disclosure. Read or listen to the event once, hide it, recall freely, then answer neutral prompts before checking the source. Correct details, omissions and intrusions are separate measures; confidence does not turn a memory into evidence. Never substitute a traumatic event, real dispute, eyewitness account, allegation or another person’s private life. Do not use this exercise to recover hidden memories or settle what happened. Stop if uncertainty triggers distress, conflict, repeated checking or pressure to invent an answer. Concerning memory change, trauma-related material or functional impairment belongs with an appropriate professional. A neutral text, audio version, assistive recall method or non-participation is valid.
Tutorial curriculum · current public edition · Revision 7T · Full Tutorial Edition
Revision 7T · Full Tutorial Edition · complete governed practice tutorial
Recall and correct one fictional seed-library event
This pack supplies one benign fictional event, a cover-and-recall procedure and an objective source key. It practises recall of who, what, where and when without asking for autobiographical disclosure. Read or listen to the event once, hide it, recall freely, then answer neutral prompts before checking the source. Correct details, omissions and intrusions are separate measures; confidence does not turn a memory into evidence. Never substitute a traumatic event, real dispute, eyewitness account, allegation or another person’s private life. Do not use this exercise to recover hidden memories or settle what happened. Stop if uncertainty triggers distress, conflict, repeated checking or pressure to invent an answer. Concerning memory change, trauma-related material or functional impairment belongs with an appropriate professional. A neutral text, audio version, assistive recall method or non-participation is valid.
Authority and safety
- Use only the bounded configuration. Use a neutral object scene, short public-domain clip or fictional event. Do not use trauma, disputes, eyewitness claims or another person’s private life.
- Stop if the frame prompts repeated checking, autobiographical probing, trauma recall or attempts to verify a disputed event.
- Stop if uncertainty about memory causes distress or conflict.
Exact materials
- Event card printed exactly: ‘At 2:10 on Thursday, Leila entered the Northgate reading room carrying a green folder and a paper bag. She placed the folder on a square table beside the east window. From the bag she removed three wooden labels. Using a black marker, she wrote BASIL, MINT and THYME. She put the THYME label beside a small blue pot and the other two labels beside two empty trays. At 2:14 a desk bell chimed. Leila capped the marker, left the green folder on the table, and carried the paper bag out through the west door.’
- Opaque cover sheet or a control that hides the event card after one reading.
- Free-recall sheet headed ‘Write only what you remember; uncertainty and blanks are allowed.’
- Prompt card: ‘Who was present? Where and when did the event begin? What arrived? What was written? Where were items placed? What happened at the end?’
- Correction sheet with three columns: original recall; source-confirmed detail; omission or intrusion. Keep the corrected account separate from the original.
- Eighteen-unit source key in the fixture, plus confidence 0–100 and burden 0–5 fields.
Set up in this order
- Confirm that the fictional seed-library event is emotionally neutral for the learner. Choose text, audio or another accessible presentation and agree that the learner may stop or leave blanks.
- Predeclare the immediate-correction route used in this worked example: one reading, up to two minutes of observation, free recall before prompts and source checking in the same session. If choosing a 24–72-hour delayed route instead, seal the source key and omit immediate correction; do not mix the two routes.
- Present the event card once. Do not hint which details will be scored and do not ask the learner to connect it to personal experience.
- Hide the card. The learner writes or records free recall and a confidence estimate before seeing any prompt or source answer.
- Offer the six neutral prompts once. Record any added details as prompted recall, not as free recall, and do not pressure guessing.
- For the immediate route, reveal the source key, mark correct units, omissions and intrusions, write a separate corrected account, record burden and stop. For the delayed alternative, seal the first response and source, recall again after the predeclared 24–72-hour interval, and only then reveal and correct.
Supplied fixture
| Unit | Event segment |
|---|---|
| 1 | Beginning |
| 2 | Beginning |
| 3 | Beginning |
| 4 | Beginning |
| 5 | Beginning |
| 6 | Beginning |
| 7 | Middle |
| 8 | Middle |
| 9 | Middle |
| 10 | Middle |
| 11 | Middle |
| 12 | Middle |
| 13 | End |
| 14 | End |
| 15 | End |
| 16 | End |
| 17 | End |
| 18 | End |
Check your work only after you finish
Lock every response first. The checking page is separate so the answers are not exposed inside this exercise.
Scoring rule
For free recall, award 1 point for each of the 18 source units whose whole keyed detail is preserved and 0 otherwise; do not award half points. Count intrusions separately, one per distinct unsupported or contradicted detail, and do not subtract them from the 18-point accuracy score. Then record how many additional source units appear only after prompting. Report free correct/18, prompted additions, intrusion count, confidence and burden. A useful practice change is more source-confirmed detail or fewer intrusions on a later comparable neutral event without higher burden. No score verifies a real event, eyewitness accuracy, memory health or personal truth.
Worked example
- A fictional learner recalls: ‘On Thursday at 2:10, Leila entered the Northgate reading room with a green folder. She put it on a square table by the east window, used a black marker to write BASIL, MINT and THYME, and put THYME by a small blue pot.’
- That passage earns units 1, 2, 3, 4, 5, 7, 9, 10 and 11: 9 correct units. It omits the paper bag, wooden-label count and the placement of the other labels.
- The learner continues: ‘At 2:14 a desk bell chimed. She carried the folder out through the east door.’ Units 13 and 14 are correct, bringing the free score to 11/18.
- ‘Carried the folder out’ contradicts unit 16, and ‘east door’ contradicts unit 18, so the record contains two intrusions. The prompts later elicit ‘paper bag’ and ‘three wooden labels,’ recorded as two prompted additions, not free-recall points.
- After checking the card, the learner writes a corrected ending separately: ‘She capped the marker, left the folder, carried the bag out through the west door.’ The original 11/18 record remains unchanged.
Correct result: Free recall is 11/18, with two intrusions, two prompted additions, confidence 70/100 and burden 1/5. The corrected account demonstrates source checking; it does not retroactively raise the recall score or prove accuracy outside this fictional event.
Right and wrong
| Moment | Right / safer | Wrong / riskier | Why |
|---|---|---|---|
| Choosing material | Use the supplied fictional seed-library event. | Replace it with a disputed family memory or traumatic event. | The lesson permits benign staged material and excludes distressing, autobiographical and evidentiary use. |
| Retrieval order | Recall freely before seeing prompts or the source. | Restudy the event immediately before writing the ‘recall’ response. | Restudy would turn the measure into supported exposure rather than free retrieval. |
| Handling uncertainty | Leave a blank or write ‘unsure.’ | Guess until every field is filled. | Pressure to answer increases intrusions and misrepresents uncertainty. |
| Correcting the account | Preserve the original, compare it with the source and write corrections in a separate column. | Edit the original until it looks as if every detail was remembered. | Keeping retrieval and correction separate preserves an honest error record. |
| Interpreting confidence | Report confidence alongside correct units and intrusions. | Treat high confidence as proof that an unsupported detail occurred. | Confidence is not source verification. |
Common mistakes and fixes
| Mistake | Fix |
|---|---|
| The learner sees the fixture while recalling. | Give the fixture to the scorer only and hide every source answer until recall and prompts are complete. |
| Two partial fragments are combined into one full point. | Use the atomic unit rule exactly; an incomplete keyed unit scores 0 and may be noted descriptively. |
| Prompted details are added to the free-recall numerator. | Keep a separate prompted-additions count so cue dependence remains visible. |
| A correction erases the intrusion from the log. | Preserve the intrusion count and place the corrected source statement in the separate correction field. |
| The exercise is used to judge a concerning real-world memory change. | Stop interpretation at this fictional task and seek appropriate professional assessment for functional concerns. |
Evidence boundary
What the tutorial may—and may not—claim.
Supportable claim
People can improve recall for selected material using tested retrieval and mnemonic methods, with durability demonstrated for some configured tasks.
Measurement boundary
Declare material, encoding, cueing, assistance, accuracy, false alarms, confidence, delay and ecological task; recall quantity is not truth verification.
Unlock photographic memory
MetricAccuracy, false alarms and confidence for declared material after a declared delay
BoundaryNo laboratory score proves complete or historically infallible autobiographical memory.
Negative and limiting findings
- Laboratory recall gains do not establish more accurate autobiographical memory.
- Suggestion can produce confident reports of events that did not occur.
Prohibited wording
- photographic memory
- perfect autobiographical recall
- recover hidden memories
- brain rewiring proves superior memory
Direct source register
Evidence that supports—and limits—the route.
Martin Dresler; William R. Shirer; Boris N. Konrad; Nils C. J. Müller; Isabella C. Wagner; Guillén Fernández; Michael Czisch; Michael D. Greicius · 2017 · PRIMARY_RESEARCH
Supports only the bounded empirical proposition in the declared configurations. Constrains generalisation, transfer, certainty or efficacy; it is not optional context.
Ewa A. Miendlarzewska; Sara Ciucci; Carlo V. Cannistraci; Daphne Bavelier; Sophie Schwartz · 2018 · PRIMARY_RESEARCH
Supports only the bounded empirical proposition in the declared configurations. Constrains generalisation, transfer, certainty or efficacy; it is not optional context.
Gillian Murphy; Caroline A. Dawson; Charlotte Huston; Lisa Ballantyne; Elizabeth Barrett; Conor S. Cowman; Christopher Fitzsimons; Julie Maher; Katie M. Ryan; Ciara M. Greene · 2023 · PRIMARY_RESEARCH
Constrains generalisation, transfer, certainty or efficacy; it is not optional context.
Catherine-Noémie Alexandrina Guran; Lorena Deuker; Martin Göttlich; Nikolai Axmacher; Nico Bunzeck · 2022 · PRIMARY_RESEARCH
Supports only the bounded empirical proposition in the declared configurations. Constrains generalisation, transfer, certainty or efficacy; it is not optional context.
I. C. Wagner; B. N. Konrad; P. Schuster; S. Weisig; D. Repantis; K. Ohla; S. Kühn; G. Fernández; A. Steiger; C. Lamm; M. Czisch; M. Dresler · 2021 · PRIMARY_RESEARCH
Supports only the bounded empirical proposition in the declared configurations. Constrains generalisation, transfer, certainty or efficacy; it is not optional context.
Tutorial delivery controls
Learn, adapt, troubleshoot and resume
Progress is saved only in this browser on this device.
Step-by-step learner mode
Each activity includes its success check, a nearby accessible alternative and an “I’m stuck” correction path. Alternatives preserve the target where possible; when they change the task, Titan labels them as related rather than equivalent.
Confirm that the fictional seed-library event is emotionally neutral for the learner
Confirm that the fictional seed-library event is emotionally neutral for the learner. Choose text, audio or another accessible presentation and agree that the learner may stop or leave blanks.
“Confirm that the fictional seed-library event is emotionally neutral for the learner” keeps this lesson inside its declared record-analysis boundary and prevents the supplied scenario from being mistaken for physical practice.
The learner can verify “Confirm that the fictional seed-library event is emotionally neutral for the learner” from the declared materials, position or recorded choice before continuing.
I’m stuck on this step
Reset: Re-read this authored instruction — “Confirm that the fictional seed-library event is emotionally neutral for the learner. Choose text, audio or another accessible presentation and agree that the learner may stop or leave blanks.” — and its success check, then attempt only this step.
Possible snag: The exercise is used to judge a concerning real-world memory change.
Correction: Stop interpretation at this fictional task and seek appropriate professional assessment for functional concerns.
Stop / get help: A governed step-by-step lesson may be completed independently inside its stated limits. Stop if the declared configuration cannot be maintained, uncertainty becomes material, adverse effects appear, or qualified authority is required.
Predeclare the immediate-correction route used in this worked example: one reading, up…
Predeclare the immediate-correction route used in this worked example: one reading, up to two minutes of observation, free recall before prompts and source checking in the same session. If choosing a 24–72-hour delayed route instead, seal the source key and omit immediate correction; do not mix the two routes.
Keep this exact Episodic memory action explicit and reviewable: “Predeclare the immediate-correction route used in this worked example: one reading, up to two minutes of observation, free recall before prompts and source checking in the same session. If choosing a 24–72-hour delayed route instead, seal the source key and omit immediate correction; do not mix the two routes.”
Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Predeclare the immediate-correction route used in this worked example: one reading, up to two minutes of observation, free recall before prompts and source checking in the same session. If choosing a 24–72-hour delayed route instead, seal the source key and omit immediate correction; do not mix the two routes.”
I’m stuck on this step
Reset: Re-read this authored instruction — “Predeclare the immediate-correction route used in this worked example: one reading, up to two minutes of observation, free recall before prompts and source checking in the same session. If choosing a 24–72-hour delayed route instead, seal the source key and omit immediate correction; do not mix the two routes.” — and its success check, then attempt only this step.
Possible snag: Two partial fragments are combined into one full point.
Correction: Use the atomic unit rule exactly; an incomplete keyed unit scores 0 and may be noted descriptively.
Stop / get help: A governed step-by-step lesson may be completed independently inside its stated limits. Stop if the declared configuration cannot be maintained, uncertainty becomes material, adverse effects appear, or qualified authority is required.
Present the event card once
Present the event card once. Do not hint which details will be scored and do not ask the learner to connect it to personal experience.
Keep this exact Episodic memory action explicit and reviewable: “Present the event card once. Do not hint which details will be scored and do not ask the learner to connect it to personal experience.”
Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Present the event card once. Do not hint which details will be scored and do not ask the learner to connect it to personal experience.”
I’m stuck on this step
Reset: Re-read this authored instruction — “Present the event card once. Do not hint which details will be scored and do not ask the learner to connect it to personal experience.” — and its success check, then attempt only this step.
Possible snag: The result from “Present the event card once. Do not hint which details will be scored and do not ask the learner to connect it to personal experience.” does not yet meet this declared check: Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Present the event card once. Do not hint which details will be scored and do not ask the learner to connect it to personal experience.”
Correction: Return to the start of “Present the event card once”, reduce complexity or pace, and repeat only the part needed to satisfy: “Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Present the event card once. Do not hint which details will be scored and do not ask the learner to connect it to personal experience.””
Stop / get help: A governed step-by-step lesson may be completed independently inside its stated limits. Stop if the declared configuration cannot be maintained, uncertainty becomes material, adverse effects appear, or qualified authority is required.
Hide the card
Hide the card. The learner writes or records free recall and a confidence estimate before seeing any prompt or source answer.
“Hide the card” carries the authored Episodic memory method into a reviewable output without adding an unstated task, dose or claim.
Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Hide the card. The learner writes or records free recall and a confidence estimate before seeing any prompt or source answer.”
I’m stuck on this step
Reset: Re-read this authored instruction — “Hide the card. The learner writes or records free recall and a confidence estimate before seeing any prompt or source answer.” — and its success check, then attempt only this step.
Possible snag: The learner sees the fixture while recalling.
Correction: Give the fixture to the scorer only and hide every source answer until recall and prompts are complete.
Stop / get help: A governed step-by-step lesson may be completed independently inside its stated limits. Stop if the declared configuration cannot be maintained, uncertainty becomes material, adverse effects appear, or qualified authority is required.
Offer the six neutral prompts once
Offer the six neutral prompts once. Record any added details as prompted recall, not as free recall, and do not pressure guessing.
“Offer the six neutral prompts once” creates the auditable value, condition or statement needed for the tutorial’s later comparison and conclusion.
A legible entry directly completes “Offer the six neutral prompts once” and records the requested condition, decision or boundary without adding a new claim.
I’m stuck on this step
Reset: Re-read this authored instruction — “Offer the six neutral prompts once. Record any added details as prompted recall, not as free recall, and do not pressure guessing.” — and its success check, then attempt only this step.
Possible snag: Prompted details are added to the free-recall numerator.
Correction: Keep a separate prompted-additions count so cue dependence remains visible.
Stop / get help: A governed step-by-step lesson may be completed independently inside its stated limits. Stop if the declared configuration cannot be maintained, uncertainty becomes material, adverse effects appear, or qualified authority is required.
For the immediate route, reveal the source key, mark correct units, omissions…
For the immediate route, reveal the source key, mark correct units, omissions and intrusions, write a separate corrected account, record burden and stop. For the delayed alternative, seal the first response and source, recall again after the predeclared 24–72-hour interval, and only then reveal and correct.
“For the immediate route, reveal the source key, mark correct units, omissions and intrusions, write a separate corrected account, record burden and stop” creates the auditable value, condition or statement needed for the tutorial’s later comparison and conclusion.
A legible entry directly completes “For the immediate route, reveal the source key, mark correct units, omissions and intrusions, write a separate corrected account, record burden and stop” and records the requested condition, decision or boundary without adding a new claim.
I’m stuck on this step
Reset: Re-read this authored instruction — “For the immediate route, reveal the source key, mark correct units, omissions and intrusions, write a separate corrected account, record burden and stop. For the delayed alternative, seal the first response and source, recall again after the predeclared 24–72-hour interval, and only then reveal and correct.” — and its success check, then attempt only this step.
Possible snag: A correction erases the intrusion from the log.
Correction: Preserve the intrusion count and place the corrected source statement in the separate correction field.
Stop / get help: A governed step-by-step lesson may be completed independently inside its stated limits. Stop if the declared configuration cannot be maintained, uncertainty becomes material, adverse effects appear, or qualified authority is required.
Correct versus incorrect execution
These accessible process diagrams are built from the tutorial’s own right/wrong teaching. They are not anatomical illustrations and do not add technique beyond the canonical tutorial.
Use the supplied fictional seed-library event.
Replace it with a disputed family memory or traumatic event.
Recall freely before seeing prompts or the source.
Restudy the event immediately before writing the ‘recall’ response.
Leave a blank or write ‘unsure.’
Guess until every field is filled.
Preserve the original, compare it with the source and write corrections in a separate column.
Edit the original until it looks as if every detail was remembered.
Report confidence alongside correct units and intrusions.
Treat high confidence as proof that an unsupported detail occurred.
Method-structure checklist
10 of 10 structural checks present
- Ordered, Power-specific instructions — present
- Every activity has a success check — present
- Materials or supplied records are declared — present
- Measurement or assessment rule is present — present
- Tutorial-specific troubleshooting is present — present
- Stopping or escalation boundary is present — present
- Every activity has an adjacent alternative — present
- Correct-versus-incorrect comparison is present — present
- Evidence context is bound to the Power record — present
- Planning metadata is present — present
The method-readiness band and presence checklist assess tutorial presentation and are separate from evidence quality for the underlying Power. They are automated editorial aids, not human approval.
Manual editorial sign-off: Pending. This tutorial must not display a human-approved state until an identified editor signs the exact content hash.