Impaired sensory processing as a basis for object-recognition deficits in schizophrenia

OBJECTIVE

Individuals are able to recognize common objects even when portions of them are obscured from view, reflecting the operation of neural perceptual closure processes. This study evaluates the integrity of object recognition and perceptual closure as a function of sensory and cognitive manipulations.

METHOD

Object recognition was examined in 26 subjects with schizophrenia and 23 nonpsychiatric comparison subjects of similar age with a presentation of fragmented pictures by means of the ascending method of limits. The effects of prior exposure to subsets of stimuli and of word prompting were examined in separate testing phases. Demographic and clinical characteristics were evaluated as covariates.

RESULTS

Although they had impairments in perceptual closure, schizophrenic patients showed improvement in performance equivalent to that of nonpatient comparison subjects with prior exposure to the pictures (i.e., repetition priming) and with presentation of valid word prompts. A significant correlation was found between impaired performance and the severity of negative symptoms.

CONCLUSIONS

The results support models of widespread dysfunction in information processing in patients with schizophrenia involving both sensory and cognitive regions. Perceptual closure is significantly impaired in schizophrenic patients; however, this deficit in sensory precision is dissociated from the effects of higher-order repetition priming and word prompting. Furthermore, this work suggests that deficits in perceptual closure may contribute to the muted world experience of patients with the persistent negative symptoms of schizophrenia.

Recognition and source memory for pictures in children and adults

The present experiment investigated the developmental aspects of source compared to item memory. College students and 7-8-year-old children viewed pictures drawn in red or green during a study phase, and were asked either to remember the pictures for a subsequent recognition test, or to remember both the pictures and their associated colors for a subsequent source memory test. In the test phase, new and old pictures were presented in black. In the recognition task, participants were asked to make binary old/new recognition judgments, while in the source task, they were asked to make trinary old-green/old-red/new source judgements. Performance on all tasks improved with increasing age, but the age difference for source was much larger than that for item memory. It has been suggested that the frontal lobes play a critical role in the retrieval of source information, and that this brain region relative to the medial temporal lobes continues to develop into late adolescence. Thus, it is possible that immaturity of the frontal lobes may be causally related to the children's lower performance on the source memory task.

Remembering the color of objects: an ERP investigation of source memory

Subjects studied pictures of common objects outlined in either red or green and were asked to memorize the objects and their associated colors. Event-related potentials (ERPs) were recorded during subsequent inclusion (i.e. item) and exclusion (i.e. source) memory tasks. The main goal of the experiment was to determine if brain signatures for familiarity and recollection, two behavioral processes thought to account for episodic memory performance, would be observed in the pattern of ERP results. For correctly recognized items, early, posterior old/new effects were recorded (approximately 300--600 ms) that did not differ in magnitude or scalp distribution between item and source memory tasks. A subsequent long-duration occipitally focused negativity (approximately 800 ms peak) was evident in the source but not the item memory task. The ERPs associated with 'source errors' in the source memory task also showed robust early old/new effects. However, 'source error' ERPs lacked frontal scalp activity compared to those associated with correct source attribution. The data suggest that a recollective response may require frontal involvement whereas a decision based on familiarity may not.

Activation timecourse of ventral visual stream object-recognition areas: high density electrical mapping of perceptual closure processes

Object recognition is achieved even in circumstances when only partial information is available to the observer. Perceptual closure processes are essential in enabling such recognitions to occur. We presented successively less fragmented images while recording high-density event-related potentials (ERPs), which permitted us to monitor brain activity during the perceptual closure processes leading up to object recognition. We reveal a bilateral ERP component (N(cl)) that tracks these processes (onsets approximately 230 msec, maximal at approximately 290 msec). Scalp-current density mapping of the N(cl) revealed bilateral occipito-temporal scalp foci, which are consistent with generators in the human ventral visual stream, and specifically the lateral-occipital or LO complex as defined by hemodynamic studies of object recognition.

Does the generation effect occur for pictures?

The generation effect is the finding that self-generated stimuli are recalled and recognized better than read stimuli. The effect has been demonstrated primarily with words. This article examines the effect for pictures in two experiments: Subjects named complete pictures (name condition) and fragmented pictures (generation condition). In Experiment 1, memory was tested in 3 explicit tasks: free recall, yes/no recognition, and a source-monitoring task on whether each picture was complete or fragmented (the complete/incomplete task). The generation effect was found for all 3 tasks. However, in the recognition and source-monitoring tasks, the generation effect was observed only in the generation condition. We hypothesized that absence of the effect in the name condition was due to the sensory or process match effect between study and test pictures and the superior identification of pictures in the name condition. Therefore, stimuli were changed from pictures to their names in Experiment 2. Memory was tested in the recognition task, complete/incomplete task, and second source-monitoring task (success/failure) on whether each picture had been identified successfully. The generation effect was observed for all 3 tasks. These results suggest that memory of structural and semantic characteristics and of success in identification of generated pictures may contribute to the generation effect.

The picture superiority effect: support for the distinctiveness model

The form change paradigm was used to explore the basis for the picture superiority effect. Recognition memory for studied pictures and words was tested in their study form or the alternate form. Form change cost was defined as the difference between recognition performance for same and different form items. Based on the results of Experiment 1 and previous studies, it was difficult to determine the relative cost for studied pictures and words due to a reversal of the mirror effect. We hypothesized that the reversed mirror effect results from subjects' basing their recognition decisions on their assumptions about the study form. Experiments 2 and 3 confirmed this hypothesis and generated a method for evaluating the relative cost for pictures and words despite the reversed mirror effect. More cost was observed for pictures than words, supporting the distinctiveness model of the picture superiority effect.

A developmental trajectory in implicit memory is revealed by picture fragment completion

Dissociations between performance on implicit and explicit tasks have often been taken as evidence that different neural structures subserve the two types of memory. One such dissociation involves developmental differences that emerge in explicit tasks, but which appear to be absent in implicit tasks. Such findings are consistent with the idea that implicit memory is subserved by a more primitive system that evolves earlier at both phylogenetic and ontogenetic levels. The present paper reviews previous studies that claimed to find evidence that implicit memory is fully developed in very young children. Issues of measurement error, ceiling effects, and insufficient power brought up questions about those studies with respect to the developmental issue. The present study compares performance on implicit (picture fragment completion) and explicit (free recall and recognition) memory tasks with groups ranging in age from 5-28 years. We find a reliable developmental trend in both implicit and explicit performance in which the former cannot be attributed to the operation of explicit memory processes. Thus, we conclude that implicit memory, like explicit memory, develops with age.

Episodic priming and memory for temporal source: event-related potentials reveal age-related differences in prefrontal functioning

Event-related potentials (ERPs) were recorded from young (M = 25) and older (M = 71) adults during a recognition memory paradigm that assessed episodic priming. Participants studied two temporally distinct lists of sentences (each with two unassociated nouns). At test, in response to the nouns, participants made old-new, followed by remember (context)-know (familiarity) and source (i.e., list) judgments. Both young and older adults showed equivalent episodic priming effects. However, compared to the young adults, the older adults showed a greater source performance decrement than item memory performance decrement. Both age groups showed equivalent posterior-maximal old-new ERP effects. However, only the young produced a frontal-maximal, late onset old-new effect that differed as a function of subsequent list attribution. Because source memory is thought to be mediated by prefrontal cortex, we conclude that age-related memory differences may be due to a deficit in a prefrontal cortical system that underlies source memory and are not likely to be due to an age-related decline in episodic priming.

Episodic priming and memory for temporal source: event-related potentials reveal age-related differences in prefrontal functioning

Event-related potentials (ERPs) were recorded from young (M = 25) and older (M = 71) adults during a recognition memory paradigm that assessed episodic priming. Participants studied two temporally distinct lists of sentences (each with two unassociated nouns). At test, in response to the nouns, participants made old-new, followed by remember (context)-know (familiarity) and source (i.e., list) judgments. Both young and older adults showed equivalent episodic priming effects. However, compared to the young adults, the older adults showed a greater source performance decrement than item memory performance decrement. Both age groups showed equivalent posterior-maximal old-new ERP effects. However, only the young produced a frontal-maximal, late onset old-new effect that differed as a function of subsequent list attribution. Because source memory is thought to be mediated by prefrontal cortex, we conclude that age-related memory differences may be due to a deficit in a prefrontal cortical system that underlies source memory and are not likely to be due to an age-related decline in episodic priming.

On the generality of the perceptual closure effect

Perceptual closure is a process whereby an incomplete stimulus is perceived to be complete. J. G. Snodgrass and K. Feenan (1990) argued that perceptual closure during a study episode is an important factor in producing large priming effects in picture fragment identification. They found that a moderately fragmented study picture produced more priming than either a very fragmented or an intact study picture and argued that this inverted U-shaped function is a signature of the perceptual closure effect. The experiments in this study, extend these results to word fragment identification by showing that (a) the most effective prime, for both unspeeded and speeded word fragment identification is a moderately fragmented study word; (b) the sharpness of the U-shaped gradient is the same whether the perceptual feedback during study is a word (in a font different from that of the fragmented study word) or a picture; and (c) although a fragmented study picture primes subsequent word fragment identification, it does not produce the inverted U-shaped function, thereby showing that perceptual closure reflects perceptual rather than conceptual priming.

On the generality of the perceptual closure effect

Perceptual closure is a process whereby an incomplete stimulus is perceived to be complete. J. G. Snodgrass and K. Feenan (1990) argued that perceptual closure during a study episode is an important factor in producing large priming effects in picture fragment identification. They found that a moderately fragmented study picture produced more priming than either a very fragmented or an intact study picture and argued that this inverted U-shaped function is a signature of the perceptual closure effect. The experiments in this study, extend these results to word fragment identification by showing that (a) the most effective prime, for both unspeeded and speeded word fragment identification is a moderately fragmented study word; (b) the sharpness of the U-shaped gradient is the same whether the perceptual feedback during study is a word (in a font different from that of the fragmented study word) or a picture; and (c) although a fragmented study picture primes subsequent word fragment identification, it does not produce the inverted U-shaped function, thereby showing that perceptual closure reflects perceptual rather than conceptual priming.

Picture naming by young children: norms for name agreement, familiarity, and visual complexity

Researchers concerned with the development of cognitive functions are in need of standardized material that can be used with both adults and children. The present article provides normative measures for 400 line drawings viewed by 5- and 6-year-old children. The three variables obtained-name agreement, familiarity, and visual complexity-are important because of their potential effect on memory and other cognitive processes. The normative data collected in the present study indicate that young children are different from adults in both the name most frequently assigned and the number of alternative names provided. The alternative names given by the children are either coordinate names or names of objects that are visually similar to the pictured object. In addition, the failure (to name) rate is higher among young children compared to adults. Thus, we conclude that unequivocal interpretation of age-related differences in cognitive functions can be made only when age-appropriate pictorial stimuli are chosen.

ERPs during study as a function of subsequent direct and indirect memory testing in young and old adults

Event-related potentials (ERPs) were recorded from young and older adults while words were studied during structural and semantic encoding tasks. Items were presented twice to assess repetition effects. Subsequent memory effects (i.e. Dm or difference in subsequent memory) associated with non-target study items were also evaluated. Memory for non-target study items was tested either indirectly (word stem completion) or directly (cued recall). There were small, but unreliable age differences (favoring the young) on both the indirect and direct tests. These small differences were consistent with previous results for stem completion performance, but were counter to expectation for the cued recall test, where young adults were expected to show clear superiority. We conclude, based on task considerations, that for cued recall, subjects may have adopted an 'implicit' retrieval strategy. Because older adults typically have little difficulty with implicit retrieval, they fared almost as well as the young on cued recall. Dm effects were reliable for the young only. As Dm is thought to reflect elaborative encoding processes, the larger Dm magnitudes in the young than the old suggest that the small, though unreliable, age-related performance differences that resulted may have been mediated by such elaborative processing on the part of the younger adults.

Implicit retrieval processes in cued recall: implications for aging effects in memory

Aging produces deficits in what has come to be called explicit or direct memory, in which subjects must consciously retrieve information from long-term memory. In contrast, many studies have shown that when implicit or indirect memory is tested, old and young subjects perform equivalently. The present study manipulated orienting instructions (structural vs. semantic) for indirect (stem completion) and direct (cued recall) memory tasks for both young and old subjects. Contrary to previous research, older subjects produced equivalent performance to young subjects on the direct test as well as on the indirect test, and performance of both groups was worse in the direct than indirect test. In addition, semantic orienting activity at study led to greater learning on the indirect test than structural orienting for both groups, although the levels of processing effect was greater for the direct test. We attribute the unexpected lack of age difference on the direct test to its difficulty, which led subjects to adopt an implicit (generate + recognize) rather than an explicit retrieval strategy during the cued recall task. Because the elderly are not impaired with regard to either implicit retrieval or recognition, this strategy produced equivalent performance in the two groups.

Dissociations among implicit and explicit memory tasks: the role of stimulus similarity

This article compares the effect of picture fragmentation level at study on performance on a variety of implicit and explicit memory tests. Consistent with previous research, a moderately fragmented study picture produced the most learning on the implicit memory task of picture fragment completion (Experiment 1) and speeded picture identification (Experiment 4). In contrast, an intact study picture produced the most learning on the implicit memory task of naming intact pictures (Experiment 3). These results suggest that performance on 2 implicit memory tasks can be dissociated by differences in visual similarity between the study and test forms of a stimulus. More surprising, parallel effects were observed in recognition memory. Recognition memory was best when fragmentation levels of the study and test pictures matched (Experiment 2) or were comparable (Experiment 1). In contrast to many results in the literature, recognition memory was acutely sensitive to surface form differences. We discuss the results in terms of 2 types of study-test similarity-stimulus similarity and process similarity.

Dissociations among implicit and explicit memory tasks: the role of stimulus similarity

This article compares the effect of picture fragmentation level at study on performance on a variety of implicit and explicit memory tests. Consistent with previous research, a moderately fragmented study picture produced the most learning on the implicit memory task of picture fragment completion (Experiment 1) and speeded picture identification (Experiment 4). In contrast, an intact study picture produced the most learning on the implicit memory task of naming intact pictures (Experiment 3). These results suggest that performance on 2 implicit memory tasks can be dissociated by differences in visual similarity between the study and test forms of a stimulus. More surprising, parallel effects were observed in recognition memory. Recognition memory was best when fragmentation levels of the study and test pictures matched (Experiment 2) or were comparable (Experiment 1). In contrast to many results in the literature, recognition memory was acutely sensitive to surface form differences. We discuss the results in terms of 2 types of study-test similarity-stimulus similarity and process similarity.

Neighborhood effects in visual word recognition: facilitatory or inhibitory?

In five experiments, in which subjects were to identify a target word as it was gradually clarified, we manipulated the target's frequency of occurrence in the language and its neighborhood size--the number of words that can be constructed from a target word by changing one letter, while preserving letter position. In Experiments 1-4, visual identification performance to screen-fragmented words was measured. In Experiments 1 and 2, we used the ascending method of limits, whereas Experiments 3 and 4 presented a fixed-level fragment. In Experiment 1, there was no relation between overall accuracy and neighborhood size for words between three and six letters in length. However, more errors of commission (guesses) were made for high-neighborhood words and more errors of omission (blanks) were made for low-neighborhood words. Letter errors within guesses occurred at serial positions having many neighbors, and these positions were also likely to contain consonants rather than vowels. In Experiment 2, a small facilitatory effect of neighborhood size on both high- and low-frequency words was found. In contrast, in Experiments 3 and 4, using the same set of words, inhibitory effects of neighborhood size, but only for low-frequency words, were found. Experiment 5, using a speeded identification task, showed results parallel to those of Experiments 3 and 4. We suggest that whether neighborhood effects are facilitatory or inhibitory depends on whether feedback allows subjects to disconfirm initial hypotheses that the target is a high-frequency neighbor.

Priming effects in picture fragment completion: support for the perceptual closure hypothesis

The perceptual closure hypothesis says that priming will be optimum when just enough information is available in the prime to support closure. Across 5 experiments, a moderately complete fragmented image (Level 4) produced more priming than an almost complete (Level 7) or a very incomplete (Level 1) fragmented image. Only Level 4 priming was improved by increases in prime duration and by showing the prime again after Ss attempted to identify it. Explicit memory played little role in primed fragment completion except for Level 1 priming, in which specific fragment memory was responsible for the entire effect. In contrast, true perceptual learning was shown to be responsible for Level 4 and Level 7 priming. These priming effects cannot be accounted for by the transfer-appropriate procedures approach of Roediger and his colleagues because Level 1 priming produced less transfer to Level 1 identification at test than Level 4 priming did.

The effect of context on discrimination and bias in recognition memory for pictures and words

When the context accompanying a to-be-remembered word is changed between study and test, recognition memory is impaired. The deleterious effect of context change on recognition memory can be viewed as support for encoding specificity theory, semantic theory, or the existence of two bases for recognition. A fourth possible interpretation, examined here, is that the effect of context change on recognition memory is due to an accompanying change in response bias, rather than a "true" decrease in sensitivity to old and new items. In two experiments, the effect of context change on discrimination and bias in recognition of simple line drawings and their names was examined. Bias was measured using two measures shown by Snodgrass and Corwin (1988) to be theoretically independent of their associated discrimination measures. Context change produced marked conservatism in response bias in both experiments but demonstrated an effect on discrimination in the second experiment only. The shift from a neutral to a conservative response strategy as a result of context change may also be seen in other experiments, in which the same experimental paradigm was used with a variety of stimulus materials. We suggest that the major effect of context manipulation is to produce a change in bias. A stimulus in a familiar environment appears to be more familiar than a stimulus in a strange environment, regardless of its old/new status. In addition, there appears to be a true decrease in discrimination with context change, but this is more difficult to detect. The finding that pictures, which are less polysemous than words, are as affected by context change as words are supports encoding specificity theory over semantic theory.

Priming effects in picture fragment completion: Support for the perceptual closure hypothesis

The perceptual closure hypothesis says that priming will be optimum when just enough information is available in the prime to support closure. Across 5 experiments, a moderately complete fragmented image (Level 4) produced more priming than an almost complete (Level 7) or a very incomplete (Level 1) fragmented image. Only Level 4 priming was improved by increases in prime duration and by showing the prime again after Ss attempted to identify it. Explicit memory played little role in primed fragment completion except for Level 1 priming, in which specific fragment memory was responsible for the entire effect. In contrast, true perceptual learning was shown to be responsible for Level 4 and Level 7 priming. These priming effects cannot be accounted for by the transfer-appropriate procedures approach of Roediger and his colleagues because Level 1 priming produced less transfer to Level 1 identification at test than Level 4 priming did.

Perceptual identification thresholds for 150 fragmented pictures from the Snodgrass and Vanderwart picture set

This paper reports perceptual identification thresholds for 150 pictures from the 1980 Snodgrass and Vanderwart picture set. These pictures were fragmented and presented on the Apple Macintosh microcomputer in a picture-fragment completion task in which identification thresholds were obtained at three phases of learning: Train (initial presentation), New (initial presentation after training on a different set), and Old (repeated presentation of the Train set). Pictures were divided into five sets of two subsets of 15 pictures each, which served alternately as the Train and New sets. A total of 100 subjects participated in the task, with 10 subjects assigned to each subset. Individual thresholds for each picture at each phase of learning are presented, along with the fragmented pictures identified by 35% of the subjects across the Train and New learning phases. This set of fragmented pictures is provided for use in experiments in which a single level of fragmented image is presented for identification after a priming phase. Correlations between the Snodgrass and Vanderwart norms and identification thresholds at the three phases of learning are also reported.

Pragmatics of measuring recognition memory: applications to dementia and amnesia

This article has two purposes. The first is to describe four theoretical models of yes-no recognition memory and present their associated measures of discrimination and response bias. These models are then applied to a set of data from normal subjects to determine which pairs of discrimination and bias indices show independence between discrimination and bias. The following models demonstrated independence: a two-high-threshold model, a signal detection model with normal distributions using d' and C (rather than beta), and a signal detection model with logistic distributions and a bias measure analogous to C. C is defined as the distance of criterion from the intersection of the two underlying distributions. The second purpose is to use the indices from the acceptable models to characterize recognition memory deficits in dementia and amnesia. Young normal subjects, Alzheimer's disease patients, and parkinsonian dementia patients were tested with picture recognition tasks with repeated study-test trials. Huntington's disease patients, mixed etiology amnesics, and age-matched normals were tested by Butters, Wolfe, Martone, Granholm, and Cermak (1985) using the same paradigm with word stimuli. Demented and amnesic patients produced distinctly different patterns of abnormal memory performance. Both groups of demented patients showed poor discrimination and abnormally liberal response bias for words (Huntington's disease) and pictures (Alzheimer's disease and parkinsonian dementia), whereas the amnesic patients showed the worst discrimination but normal response bias for words. Although both signal detection theory and two-high-threshold discrimination parameters showed identical results, the bias measure from the two-high-threshold model was more sensitive to change than the bias measure (C) from signal detection theory. Three major points are emphasized. First, any index of recognition memory performance assumes an underlying model. Second, even acceptable models can lead to different conclusions about patterns of learning and forgetting. Third, efforts to characterize and ameliorate abnormal memory should address both discrimination and bias deficits.

The role of visual similarity in picture categorization

Categorization is usually assumed to require access to a concept's meaning. When pictures are categorized faster than words, they are assumed to be understood faster than words. However, pictures from the same category are more similar than pictures from different categories. The present article argues that the use of visual similarity as a cue to category membership may produce the picture advantage. The visual similarity hypothesis was tested in two experiments. In the first experiment, pictures showed a disadvantage for the visually similar categories of fruits and vegetables, but showed their usual advantage for the visually dissimilar categories of fruits and animals. In the second experiment, with a mixed list design, pictures were slower only for visually similar different decisions, but showed the usual advantage for all other decisions. The reliability of visual similarity as a cue to the decision accounted well for these results. Because visual similarity can be shown to have large effects on picture categorization, the use of categorization to compare speed of understanding of pictures and words is questionable.

The role of visual similarity in picture categorization

Categorization is usually assumed to require access to a concept's meaning. When pictures are categorized faster than words, they are assumed to be understood faster than words. However, pictures from the same category are more similar than pictures from different categories. The present article argues that the use of visual similarity as a cue to category membership may produce the picture advantage. The visual similarity hypothesis was tested in two experiments. In the first experiment, pictures showed a disadvantage for the visually similar categories of fruits and vegetables, but showed their usual advantage for the visually dissimilar categories of fruits and animals. In the second experiment, with a mixed list design, pictures were slower only for visually similar different decisions, but showed the usual advantage for all other decisions. The reliability of visual similarity as a cue to the decision accounted well for these results. Because visual similarity can be shown to have large effects on picture categorization, the use of categorization to compare speed of understanding of pictures and words is questionable.