# PWR-176 — Social memory: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 30 min reading and worksheet pass Difficulty: Intermediate Equipment: Common household or practice equipment — Declared Social memory fixture: Six fictional conference cards show a face illustration, first name, role and one public task: Lina–lighting, Omar–registration, Mei–audio, Tomas–catering, Asha–access, Ben–stage.; Setup aid for Read one card at a time: Prepare a quiet ten-minute delay task and a shuffled answer sheet.; Social memory log: Correct identification, false alarms and retained name/role recall after a declared delay; retain Social memory errors, assistance, stop and fallback.; Memory-source comparison: for “Training gains and transfer effects after mnemonic strategy training in mild cognitive impairment” and “The Effects of High-Intensity Acute Exercise on Face-Name Memory in Healthy Young Adults”, record population, manipulation, name–face measure, delay and transfer limit. Use those rows to distinguish a mnemonic strategy from an acute exercise effect. The worker-monitoring guidance rules out biometric identification use.; Supplied delayed card set B: Nia—projection—yellow triangle avatar; Leo—tickets—green circle avatar; Imani—captions—purple square avatar; Rui—transport—orange star avatar; Sora—volunteers—blue hexagon avatar; Hugo—signage—red diamond avatar. Shuffle the six cards and test name, public role and task after the same ten-minute delay.; Supplied two-week card set C: Ada—permits—silver circle avatar; Ravi—seating—teal triangle avatar; Zoe—photography—gold square avatar; Malik—first aid—navy star avatar; Eva—supplies—pink hexagon avatar; Ken—recycling—brown diamond avatar. A response counts only when the name matches its role and task; uncertainty or a request to check is not a false identification. Space: Desk / seated Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; Focused research depth Automated method-quality band: Comprehensive 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 Six consented conference cards provide names, roles and public tasks for a delayed recall exercise. Encode the links, retrieve without guessing, mark uncertainty and count false identifications as well as correct answers. Recalling five pairs here is useful task evidence, but it is not identity verification, face-recognition clearance or proof of everyday transfer. Target outcome: The learner recalls names and roles from a consented fictional set after a delay, marks uncertainty, checks against the source and reports both correct recalls and false alarms. ### Authority and setup conditions - Confirm that every card is fictional or consented and set a deletion date. - Prepare a quiet ten-minute delay task and a shuffled answer sheet. - Start check for Social memory: Every item is permitted, minimal and has a deletion date. - Top-of-sheet stop for Social memory: Stop if the material contains private, biometric or protected information without clear permission. ### Required or supplied materials - Declared Social memory fixture: Six fictional conference cards show a face illustration, first name, role and one public task: Lina–lighting, Omar–registration, Mei–audio, Tomas–catering, Asha–access, Ben–stage. - Setup aid for Read one card at a time: Prepare a quiet ten-minute delay task and a shuffled answer sheet. - Social memory log: Correct identification, false alarms and retained name/role recall after a declared delay; retain Social memory errors, assistance, stop and fallback. - Memory-source comparison: for “Training gains and transfer effects after mnemonic strategy training in mild cognitive impairment” and “The Effects of High-Intensity Acute Exercise on Face-Name Memory in Healthy Young Adults”, record population, manipulation, name–face measure, delay and transfer limit. Use those rows to distinguish a mnemonic strategy from an acute exercise effect. The worker-monitoring guidance rules out biometric identification use. - Supplied delayed card set B: Nia—projection—yellow triangle avatar; Leo—tickets—green circle avatar; Imani—captions—purple square avatar; Rui—transport—orange star avatar; Sora—volunteers—blue hexagon avatar; Hugo—signage—red diamond avatar. Shuffle the six cards and test name, public role and task after the same ten-minute delay. - Supplied two-week card set C: Ada—permits—silver circle avatar; Ravi—seating—teal triangle avatar; Zoe—photography—gold square avatar; Malik—first aid—navy star avatar; Eva—supplies—pink hexagon avatar; Ken—recycling—brown diamond avatar. A response counts only when the name matches its role and task; uncertainty or a request to check is not a false identification. ## 1. Set the privacy rule Use fictional cards or information people explicitly offered for this purpose. Exclude sensitive traits and never build a covert face database. Why: Every item is permitted, minimal and has a deletion date. Success check: Every item is permitted, minimal and has a deletion date. Accessible alternative: A supported, seated, reduced-range or slower version of “Use fictional cards or information people explicitly offered for this purpose. Exclude sensitive traits and never build a covert face database.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “Every item is permitted, minimal and has a deletion date.” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Read one card at a time Say or display the name, role and task together for five seconds. Why: The three facts are attended to as one link. Success check: The three facts are attended to as one link. 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 names in audio, large print, braille, symbols or text-only profiles; the task is the link, not visual face processing. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Make a distinctive safe association Connect the name to the public task, such as “Mei checks the mic,” using sound, image or meaning without mocking appearance. Why: Each card has one non-sensitive association. Success check: Each card has one non-sensitive association. 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. Reduce the set to three cards and lengthen the delay gradually while keeping the false-identification rule. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Retrieve before re-reading Turn the card over and state the name and role. Mark “unsure” rather than selecting a different person. Why: The first retrieval is recorded before correction. Success check: The first retrieval is recorded before correction. Accessible alternative: Complete “Turn the card over and state the name and role. Mark “unsure” rather than selecting a different person.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The first retrieval is recorded before correction.” Use names in audio, large print, braille, symbols or text-only profiles; the task is the link, not visual face processing. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Correct from the card Reopen the source, write the right pair and rehearse only the missed link once. Why: Corrections come from the card, not another guess. Success check: Corrections come from the card, not another guess. Accessible alternative: Complete the same research action — “Reopen the source, write the right pair and rehearse only the missed link once.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “Corrections come from the card, not another guess.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Insert a delay After ten minutes of another quiet task, test all six cards in a shuffled order. Why: Delayed responses are separate from immediate practice. Success check: Delayed responses are separate from immediate practice. Accessible alternative: Complete “After ten minutes of another quiet task, test all six cards in a shuffled order.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Delayed responses are separate from immediate practice.” Use names in audio, large print, braille, symbols or text-only profiles; the task is the link, not visual face processing. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Count hits and false alarms Score correct name–role pairs, omissions and wrong-person identifications. Do not count a confident wrong answer as partial success. Why: All six cards are accounted for and false identifications have their own count. Success check: All six cards are accounted for and false identifications have their own count. Accessible alternative: Complete “Score correct name–role pairs, omissions and wrong-person identifications. Do not count a confident wrong answer as partial success.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “All six cards are accounted for and false identifications have their own count.” Reduce the set to three cards and lengthen the delay gradually while keeping the false-identification rule. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Test a new set After 48 hours, use four unused fictional cards and apply a recognition threshold: if unsure, ask or check rather than identify. Why: The new-set log includes uncertainty and no forced identification. Success check: The new-set log includes uncertainty and no forced identification. Accessible alternative: Complete the same research action — “After 48 hours, use four unused fictional cards and apply a recognition threshold: if unsure, ask or check rather than identify.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The new-set log includes uncertainty and no forced identification.” 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.