Learning and remembering are fundamental to our lives, so what causes us to forget? Answers often highlight preparatory processes that precede learning, as well as mnemonic processes during the act of encoding or retrieval. Importantly, evidence now indicates that preparatory processes that precede retrieval attempts also have powerful influences on memory success or failure. Here, we review recent work from neuroimaging, electroencephalography, pupillometry, and behavioral science to propose an integrative framework of retrieval-period dynamics that explains variance in remembering in the moment and across individuals as a function of interactions among preparatory attention, goal coding, and mnemonic processes. Extending this approach, we consider how a ‘readiness to remember’ (R2R) framework explains variance in high-level functions of memory and mnemonic disruptions in aging.

学习和记忆是我们生活的基础，那么是什么导致我们忘记呢？答案通常会强调学习之前的准备过程，以及编码或检索过程中的助记过程。重要的是，现在的证据表明，检索尝试之前的准备过程也对记忆的成功或失败有很大的影响。在这里，我们回顾了神经影像学、脑电图、瞳孔测量和行为科学的最新研究，提出了一个检索期动态的综合框架，该框架解释了当下和个体之间记忆的差异，作为准备注意力、目标编码和记忆之间相互作用的函数。助记过程。扩展这种方法，我们考虑“记忆准备”（R2R）框架如何解释高级记忆功能的差异和衰老过程中的助记符破坏。