Retrieval Effects on Feature INformation of Episodes: The Role of Active Remembering in Memory Transformation

Does the way we remember shape our memory? Active remembering is known to benefit memory far more than re-reading information. This testing effect critically informs education, where teachers use quizzes not only to assess but also to enhance learning. Most research, however, has focused on the amount of information retained, treating memory as simply present or absent. Yet it matters not only that we remember but also how—whether we can recollect vivid details or only the gist of an experience. Recent evidence indicates that active remembering may favor semantic features at the cost of episodic detail, facilitating the transformation of memories from detailed to more gist-like, semanticized forms. REFINE will test whether this shift is inevitable or whether active remembering can be guided to preserve episodic detail over time. Two complementary studies will manipulate whether remembering focuses on semantic or perceptual features. A behavioural study will track effects on memory quality after 1 and 14 days, while an fMRI study will examine neural underpinnings after 2 days, specifically the hippocampal and neocortical contributions, expected to support detailed recollection and semanticized memory, respectively. By combining innovative measures of memory quality with state-of-the-art neuroimaging, REFINE will reveal how active remembering transforms memory and whether it can be guided to preserve episodic detail or foster generalization—unlocking new ways to harness active recall in the classroom and beyond.