# PWR-105 — Episodic memory: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 20 min reading and worksheet pass Difficulty: Introductory Equipment: Common household or practice equipment — 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. Space: Room-scale practice space Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; Detailed research depth Automated method-quality band: Established Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context 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. Target outcome: Define episodic memory without inheriting mythology or broader claims. Explain what the current evidence supports and what it does not establish. Use the declared measurement boundary and recognise misleading proxies. Complete only the separately governed capability practice inside its declared limits. Make a retention, transfer, maintenance, provider or stop decision without overclaiming. ### Authority and setup conditions - 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. ### Required or supplied 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. ### Supplied fixture Blank eighteen-unit scoring frame. Open the staged source card only for the initial exposure and final correction; keep it closed during recall. | 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 | ## 1. 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. Why: “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. Success check: 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. Accessible alternative: Replace small or visual-only information with enlarged text, high-contrast display, spoken description or tactile/verbal cueing while preserving the same decision and success check. Use text-to-speech, enlarged text, keyboard navigation, shorter sessions, a support person or an equivalent non-practical record format as needed. Accessibility changes must not enlarge practical authority. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. 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. Why: 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.” Success check: 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.” Accessible alternative: Complete the same research action — “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.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “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.”” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. 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. Why: 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.” Success 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.” Accessible alternative: Complete “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.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success 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.”” Use text-to-speech, enlarged text, keyboard navigation, shorter sessions, a support person or an equivalent non-practical record format as needed. Accessibility changes must not enlarge practical authority. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Hide the card Hide the card. The learner writes or records free recall and a confidence estimate before seeing any prompt or source answer. Why: “Hide the card” carries the authored Episodic memory method into a reviewable output without adding an unstated task, dose or claim. Success check: 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.” Accessible alternative: Complete the same research action — “Hide the card. The learner writes or records free recall and a confidence estimate before seeing any prompt or source answer.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “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.”” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. 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. Why: “Offer the six neutral prompts once” creates the auditable value, condition or statement needed for the tutorial’s later comparison and conclusion. Success check: A legible entry directly completes “Offer the six neutral prompts once” and records the requested condition, decision or boundary without adding a new claim. Accessible alternative: Complete the same research action — “Offer the six neutral prompts once. Record any added details as prompted recall, not as free recall, and do not pressure guessing.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “A legible entry directly completes “Offer the six neutral prompts once” and records the requested condition, decision or boundary without adding a new claim.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. 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. Why: “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. Success check: 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. Accessible alternative: Complete the same research action — “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.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “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.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.