Picture memory: how the action schema affects retention

Learning exceptions to the rule in human and model via hippocampal encoding

Category learning helps us process the influx of information we experience daily. A common category structure is "rule-plus-exceptions," in which most items follow a general rule, but exceptions violate this rule. People are worse at learning to categorize exceptions than rule-following items, but improved exception categorization has been positively associated with hippocampal function. In light of model-based predictions that the nature of existing memories of related experiences impacts memory formation, here we use behavioural and computational modelling data to explore how learning sequence impacts performance in rule-plus-exception categorization. Our behavioural results indicate that exception categorization accuracy improves when exceptions are introduced later in learning, after exposure to rule-followers. To explore whether hippocampal learning systems also benefit from this manipulation, we simulate our task using a computational model of hippocampus. The model successful replicates our behavioural findings related to exception learning, and representational similarity analysis of the model's hidden layers suggests that model representations are impacted by trial sequence: delaying the introduction of an exception shifts its representation closer to its own category members. Our results provide novel computational evidence of how hippocampal learning systems can be targeted by learning sequence and bolster extant evidence of hippocampus's role in category learning.

Schematic memories develop quickly, but are not expressed unless necessary

Episodic memory retrieval is increasingly influenced by schematic information as memories mature, but it is unclear whether this is due to the slow formation of schemas over time, or the slow forgetting of the episodes. To address this, we separately probed memory for newly learned schemas as well as their influence on episodic memory decisions. In this experiment, participants encoded images from two categories, with the location of images in each category drawn from a different spatial distribution. They could thus learn schemas of category locations by encoding specific episodes. We found that images that were more consistent with these distributions were more precisely retrieved, and this schematic influence increased over time. However, memory for the schema distribution, measured using generalization to novel images, also became less precise over time. This incongruity suggests that schemas form rapidly, but their influence on episodic retrieval is dictated by the need to bolster fading memory representations.

Transient medial prefrontal perturbation reduces false memory formation

Knowledge extracted across previous experiences, or schemas, benefit encoding and retention of congruent information. However, they can also reduce specificity and augment memory for semantically related, but false information. A demonstration of the latter is given by the Deese-Roediger-McDermott (DRM) paradigm, where the studying of words that fit a common semantic schema are found to induce false memories for words that are congruent with the given schema, but were not studied. The medial prefrontal cortex (mPFC) has been ascribed the function of leveraging prior knowledge to influence encoding and retrieval, based on imaging and patient studies. Here, we used transcranial magnetic stimulation (TMS) to transiently perturb ongoing mPFC processing immediately before participants performed the DRM-task. We observed the predicted reduction in false recall of critical lures after mPFC perturbation, compared to two control groups, whereas veridical recall and recognition memory performance remained similar across groups. These data provide initial causal evidence for a role of the mPFC in biasing the assimilation of new memories and their consolidation as a function of prior knowledge.

Getting to Know You: Familiarity, Stereotypes, and Children's Eyewitness Memory

The present study concerned how the acquisition of social information, specifically knowledge about personal characteristics, influences young children's memory and suggestibility. Effects of two sources of knowledge about a target person were systematically examined: familiarity and stereotypes. Children, aged 4-5 and 7-9 years (N = 145), were randomly assigned, per age group, to experimental conditions based on a familiarity (6 hours vs. no prior exposure) × stereotype (negative depiction as messy and clumsy vs. no stereotype) factorial design. Children then watched the target person engage in a target event (a series of contests) at a preschool ("Camp Ingrid"). The children's memory and suggestibility about the target person and target event were tested after a delay of 2 weeks. Results indicated that the negative stereotype resulted in an increase in children's correct responses both to free-recall stereotype-related questions (when children were unfamiliar with the target person) and to closed-ended questions overall (for younger children). However, the stereotype was associated with greater error to stereotype-related closed-ended questions. Moreover, familiarity increased children's accuracy to closed-ended questions. Implications for theory and application are discussed. Copyright © 2016 John Wiley & Sons, Ltd.

Parietal cortex integrates contextual and saliency signals during the encoding of natural scenes in working memory

The Brief presentation of a complex scene entails that only a few objects can be selected, processed indepth, and stored in memory. Both low-level sensory salience and high-level context-related factors (e.g., the conceptual match/mismatch between objects and scene context) contribute to this selection process, but how the interplay between these factors affects memory encoding is largely unexplored. Here, during fMRI we presented participants with pictures of everyday scenes. After a short retention interval, participants judged the position of a target object extracted from the initial scene. The target object could be either congruent or incongruent with the context of the scene, and could be located in a region of the image with maximal or minimal salience. Behaviourally, we found a reduced impact of saliency on visuospatial working memory performance when the target was out-of-context. Encoding-related fMRI results showed that context-congruent targets activated dorsoparietal regions, while context-incongruent targets de-activated the ventroparietal cortex. Saliency modulated activity both in dorsal and ventral regions, with larger context-related effects for salient targets. These findings demonstrate the joint contribution of knowledge-based and saliency-driven attention for memory encoding, highlighting a dissociation between dorsal and ventral parietal regions.

Giving and taking: representational building blocks of active resource-transfer events in human infants

Active resource transfer is a pervasive and distinctive feature of human sociality. We hypothesized that humans possess an action schema of giving specific for representing social interactions based on material exchange, and specified the set of necessary assumptions about giving events that this action schema should be equipped with. We tested this proposal by investigating how 12-month-old infants interpret abstract resource-transfer events. Across eight looking-time studies using a violation-of-expectation paradigm we found that infants were able to distinguish between kinematically identical giving and taking actions. Despite the surface similarity between these two actions, only giving was represented as an object-mediated social interaction. While we found no evidence that infants expected the target of a giving or taking action to reciprocate, the present results suggest that infants interpret giving as an inherently social action, which they can possibly use to map social relations via observing resource-transfer episodes.

Forced to remember: when memory is biased by salient information

The last decades have seen a rapid growing in the attempt to understand the key factors involved in the internal memory representation of the external world. Visual salience have been found to provide a major contribution in predicting the probability for an item/object embedded in a complex setting (i.e., a natural scene) to be encoded and then remembered later on. Here I review the existing literature highlighting the impact of perceptual- (based on low-level sensory features) and semantics-related salience (based on high-level knowledge) on short-term memory representation, along with the neural mechanisms underpinning the interplay between these factors. The available evidence reveal that both perceptual- and semantics-related factors affect attention selection mechanisms during the encoding of natural scenes. Biasing internal memory representation, both perceptual and semantics factors increase the probability to remember high- to the detriment of low-saliency items. The available evidence also highlight an interplay between these factors, with a reduced impact of perceptual-related salience in biasing memory representation as a function of the increasing availability of semantics-related salient information. The neural mechanisms underpinning this interplay involve the activation of different portions of the frontoparietal attention control network. Ventral regions support the assignment of selection/encoding priorities based on high-level semantics, while the involvement of dorsal regions reflects priorities assignment based on low-level sensory features.

False memory for trauma-related Deese-Roediger-McDermott lists in adolescents and adults with histories of child sexual abuse

The purpose of the present research was to examine Deese-Roediger-McDermott false memory for trauma-related and nontrauma-related lists in adolescents and adults with and without documented histories of child sexual abuse (CSA). Individual differences in psychopathology and adult attachment were also explored. Participants were administered free recall and recognition tests after hearing CSA, negative, neutral, and positive Deese-Roediger-McDermott lists. In free recall, CSA and negative lists produced the most false memory. In sharp contrast, for recognition, CSA lists enjoyed the highest d' scores. CSA-group adolescents who evinced greater posttraumatic stress disorder (PTSD) symptoms had higher rates of false memory compared to (a) non-CSA group adolescents with higher PTSD symptom scores (free recall), and (b) CSA-group adolescents with lower PTSD symptom scores (recognition). Regression analyses revealed that individuals with higher PTSD scores and greater fearful-avoidant attachment tendencies showed less proficient memory monitoring for CSA lists. Implications for trauma and memory development and for translational research are discussed.

Perception d'une annonce créative par le consommateur: construction et validation d'une échelle de mesure

L'objet de cet article est de clarifier la perception de la créativité publicitaire. Alors que la créativité en publicité est actuellement mesurée par les professionnels du secteur, notre démarche s'appuie sur les jugements des consommateurs (créativité perçue). Notre première étude est constituée d'entretiens qualitatifs exploratoires permettant de mieux cerner la vision implicite des consommateurs en matière de créativité publicitaire. La seconde étude nous a permis de développer une échelle de mesure de la créativité publicitaire perçue. Les publicités perçues comme créatives par le consommateur comporteraient trois dimensions: la nouveauté, la complexité et l'esthétique. La nouveauté correspond à l'association de stimuli à la fois inattendus et pertinents par rapport au message publicitaire. La complexité est associée à un message publicitaire riche de significations multiples. L'esthétique a trait au design spécifique des publicités créatives. Notre recherche permet une meilleure compréhension de la perception de la créativité par les consommateurs, et offre la possibilité pour les praticiens d'améliorer la créativité de leurs campagnes.

Vancouver, Toronto, Montreal, Austin: enhanced oddball memory through differentiation, not isolation

What makes a person, event, or object memorable? Enhanced memory for oddball items is long established, but the basis for these effects is not well understood. The present work clarifies the roles of isolation and differentiation in establishing new memories. According to the isolation account, items that are highly dissimilar to other items are better remembered. In contrast, recent category learning studies suggest that oddball items are better remembered because they must be differentiated from similar items. The present work pits the differentiation and isolation accounts against each other. The results suggest that differentiation, not isolation, leads to more accurate memory for deviant items. In contrast, gains for isolated items are attributable to reduced confusion with other items, as opposed to preferential storage.

Schematic Influences on Category Learning and Recognition Memory

The results from 3 category learning experiments suggest that items are better remembered when they violate a salient knowledge structure such as a rule. The more salient the knowledge structure, the stronger the memory for deviant items. The effect of learning errors on subsequent recognition appears to be mediated through the imposed knowledge structure. The recognition advantage for deviant items extends to unsupervised learning situations. Exemplar-based and hypothesis-testing models cannot account for these results. The authors propose a clustering account in which deviant items are better remembered because they are differentiated from clusters that capture regularities. The function of clusters is akin to that of schemas. Their results and analyses expose connections among research in category learning, schemas, stereotypes, and analogy.

Testing a conceptual locus

Changes to objects that are inconsistent with the scene in which they appear are detected more accurately than changes to consistent objects. In three experiments, we tested whether this inconsistent object advantage derives from the differential retention of conceptual codes generated from a brief view of a real-world scene in accordance with a conceptual short-term memory (CSTM) hypothesis. A scene was presented for 250 msec, followed by a brief mask and a test scene in which a target object was either changed or not changed. In Experiment 1, changes that altered conceptual content (object deletion) were contrasted with visual changes (left-right orientation changes). In Experiment 2, the duration of the mask was manipulated to vary the amount of time available for conceptual consolidation of the initial scene. In Experiment 3, the type of mask was manipulated: Either a meaningless pattern mask or a meaningful, and thus conceptually disruptive, scene was shown. The inconsistent object advantage was obtained in each experiment, yet in none was it modulated in the direction predicted by the CSTM hypothesis. Instead, the inconsistent object advantage is likely to be caused by contextual influence on memory for visual object representations.

How does schema theory apply to real versus virtual memories?

Schemas are cognitive frameworks that guide memory, aide in the interpretation of events, and influence how we retrieve stored memories. The purpose of this study was to explore how schemas operate in a well-known environment and to examine whether or not schemas operate differently in real versus virtual environments. Twenty-four undergraduate students from a small liberal arts college in the northeast participated for course credit. Two identical offices (a real office and a virtual office) were created and filled with eight consistent and eight inconsistent items. Each participant explored either the real office or the virtual office for 20 seconds without any knowledge that their memory would be tested. After leaving the office, participants completed a recognition task and a short demographic questionnaire. Overall sensitivity and higher confidence in recognition memory scores was found for inconsistent compared to consistent items. Greater support for the consistency effect was observed in this study and interpreted in terms of the dynamic memory model and the schema-plus-correction model. The results also demonstrate that virtual reality paradigms may produce similar outcomes compared to the real world in terms of some memory processes, but additional design factors must be considered if the researcher's goal is to create equivalent paradigms.

Addition and deletion of objects on memory for composition of scenes

The present study examined the effect of addition and deletion of stimuli to the current environment on perceivers' performance of memory task. Further, the robustness of the asymmetric effects of addition and deletion was investigated. 48 objects in a room were grouped into four schematically consistent or inconsistent conditions. In the experiment, participants viewed a series of an original scene and a target scene with the placement of an object changed from the original scene before the recall and the recognition tasks. Participants were asked whether they noticed change from the original scene to the target scene. The recall tasks were performed both verbal and written. In the recognition task, each of the 24 objects (17 objects were actually present in the scene, but seven were not) was visually presented on the computer display along with confidence ratings. Analysis showed that participants were more likely to recall placement of objects classified as highly expected and highly salient according to an hypothesized schema of placement. There was also a significant effect of addition on recall performance when objects were classified as low in expectation but highly salient were added to the target scene. The effects of addition on schema-inconsistent information were discussed in terms of informativeness of the information.

Incidental memory of differently processed odors

10 odors were presented to three different groups of 20 subjects each (10 men and 10 women) to investigate the relationships among encoding conditions and both immediate and delayed incidental recognition of odors. Subjects who were not told to memorize the material and not informed of the final recognition test had to evaluate the intensity of each odor (Task 1), to judge the similarity of each odor to mint (Task 2), or to score each odor for pleasantness and sourness (Task 3). The subjects had to recognize test odors, represented one at a time, together with some distractors, immediately thereafter (Immediate Test) and one week later (Delayed Test). Task 1 and Task 2 produced better performances (77% and 75% of items recognized immediately; 66% and 69% recognized after a week) than Task 1. The performance on Task 3, more conceptually driven, was the worst, both immediately (67%) and a week later (52%). Sex and task reliably interacted: women performed better than men on Tasks 1 and 3, men on Task 2. Accuracy did not vary by task but by test time (immediate or delayed). Better performance on Tasks 1 and 2 may depend not only on more effective storage but also on the better fit between the task and the test.

Understanding aspects of pictures: the development of scene schemata in young children

The focus of this research was on preschool children's understanding of information depicted in pictures. Children were presented tasks assessing their understanding of object likelihoods, object positions, object sizes, and depth in scenes. The results indicated that knowledge about object likelihoods and positions show parallel patterns of development and share significant common variation, suggesting that they are early-developing aspects of scene schemata. Knowledge about size and depth seem to develop more slowly and were related to knowledge about object likelihoods only for older preschool children. Size and depth do not appear to form part of the scene schemata of young children.

Can we have a distinctive theory of memory?

The current status of the concept of distinctiveness an applied to memory research is discussed. In spite of the fact that distinctiveness is difficult to define, an increasing number of memory phenomena have been explained in terms of distinctiveness. These phenomena are grouped into four classes, which vary in how distinctiveness is operationalized. Distinctiveness has different effects on memory performance, depending on how it is defined, suggesting that the concept of distinctiveness has been overapplied. In addition, current theoretical explanations of the effects of distinctiveness on memory fail to specify what the different definitions of distinctiveness have in common, and fail to encompass adequately the broad range of phenomena to be explained. A limited theory of distinctiveness is proposed, in order to explain why conceptually incongruent material is remembered well.

Recognition of added and deleted details in scripts

Recognition of script actions that varied in specificity and expectancy of details was investigated. In Experiment 1, subjects indicated whether each action was the same or changed on an immediate or delayed yes/no recognition test. Changes that involved added details were recognized better than changes that involved deleted details. Unexpected added details were detected better than expected ones, but expectancy had no effect on deleted details. Experiment 2 tested whether the poor recognition of changes in actions with deleted details was due to a failure to retrieve those details. The recognition test was a forced-choice test with details present in the correct alternative, so their retrieval was not necessary for correct choices. Still, recognition of originally generic actions was better than recognition of originally detailed actions. Thus, a failure to retrieve details could not completely explain the results of Experiment 1. The subjects probably recognized originally generic actions better because they processed the material schematically so that the detailed actions subsumed the generic idea. Recognition decisions may then have been based either on the plausibility of the alternatives or on their familiarity within the experimental context.

Surface Information Loss in Comprehension

Shortly after a sentence has been comprehended, information about its exact surface form (e.g., its word order) becomes less available. The present research demonstrated this phenomenon during the comprehension of nonverbal stimuli (picture stories). In Experiment 1, significantly more surface (left/right orientation) information was lost after comprehending several picture stories than just one; in Experiment 2, more was lost after comprehending an entire picture story than half of one. In Experiment 3, subjects segmented the picture stories into their constituents; in Experiment 4, significantly more surface information was lost after crossing these constituents' boundaries than before. The present research also investigated why surface information is lost. Four explanations were considered: Surface information loss is the result of performing grammatical transformations (the linguistic hypothesis), exceeding short-term memory limitations (the memory limitations hypothesis), integrating information into gist (the integration hypothesis), shifting from building one substructure to initiating another (the processing shift hypothesis). The linguistic and memory limitations hypotheses were considered inadequate; the integration and the processing shift hypotheses were tested in the last set of experiments. In Experiment 5 (using nonverbal stimuli), the predictions made by the processing shift hypothesis were confirmed; in Experiment 6 (using verbal stimuli), these results were replicated. Other implications of the processing shift hypothesis concerning surface information loss are discussed.

Differential acquisition rates for different types of information from pictures

In three picture-recognition experiments, we investigated the characteristics of “specific feature” and “holistic” information hypothesized to be extracted from pictures. In each experiment, exposure time was varied at study. The recognition test was two-alternative forced-choice in which the target/distractor relationship was manipulated in such a way that responding on the basis of one type of information or the other was required. The results indicated that following one fixation on a picture at the time of initial study, performance based on holistic information was superior to performance based on specific feature information, whereas the reverse was true following sufficient study time for multiple fixations. These results support a view of pictorial information acquisition which postulates that most holistic information extracted from a picture is extracted during the first eye fixation on the picture, whereas subsequent fixations have the primary purpose of seeking out specific, informative features.