Eye movement analyses of strong and weak memories and goal-driven forgetting

The role of prior familiarisation and meaningfulness of verbal and visual stimuli on directed forgetting

ABSTRACTIntentional forgetting of unwanted information is a crucial cognitive function that is often studied with directed forgetting (DF) procedure, whereby cuing some study materials with Forget (F) instruction impairs their memory compared to cuing with Remember (R) instruction. This study investigates how the nature of information (verbal or pictorial), its semantic significance (meaningful or meaningless), and the degree of prior episodic familiarity influence DF. Before the DF phase, stimuli were familiarised by pre-exposing them 0, 2, or 6 times in a prior preview phase. Finally, memory for all items was assessed with old/new recognition test. Experiment 1 employed words, Experiment 2 utilised fractal images, Experiment 3 featured both meaningful and meaningless object images, and Experiment 4 used words and nonwords. Our results indicate that materials that produced better memory performance are not always harder to intentionally forget. Previewed items showed reduced DF compared to non-previewed items regardless of the nature of information, and meaningless stimuli are challenging to intentionally forget regardless of their degrees of familiarisation unless they are meaningless verbal materials. Collectively, the results highlight the importance of joint consideration of the stimulus format, its meaningfulness, and its episodic familiarity in understanding conditions that interact with intentional forgetting.

Concerns about confounds: False memory as an explanation for a hippocampus-supported implicit eye-movement-based relational memory effect

Steinkrauss and Slotnick (2024) propose that implicit eye-movement-based relational memory effects, predicted by hippocampal activity differences (Hannula & Ranganath, 2009), are due to an explicit false memory confound. However, the logic behind this claim is insufficiently fleshed out and alternative accounts of how false memory may have played out in this task were not considered. One such account would predict a pattern of results counter to the observed fMRI results, and another would be consistent with our original conclusions. These alternatives are described along with converging evidence from an additional fMRI study that was not considered by Steinkrauss and Slotnick.

The effect of part-list cuing on associative recognition

The modulation of part-list cuing on item memory has been well-documented, whereas its impact on associative memory remains largely unknown. The present study explored the effect of part-list cuing on associative recognition and, more specifically, whether this forgetting effect caused by part-list cuing is more sensitive to recollection or familiarity in recognition memory. Experiments 1a and 1b combined the intact/rearranged/new judgement task of associative recognition with the classical part-list cuing paradigm, and the result showed that part-list cuing impaired the recognition accuracy of "intact" and "rearranged" face-scene pairs. Moreover, the discriminability score of relational recognition and item recognition was significantly decreased in the part-list cuing condition compared to the no-part-list cuing condition. Experiments 2a and 2b further used the Remember/Know/Guess task to explore which recognition processes (recollection vs. familiarity) were sensitive to the presentation of part-list cuing. The results showed that part-list cuing reduced the familiarity of relational recognition and the recollection and familiarity of item recognition. These findings suggest that part-list cuing was harmful to the recognition of relationships (familiarity) and items (recollection and familiarity) in associative memory.

Separation of item and context in item-method directed forgetting

Contextual information plays a critical role in directed forgetting (DF) of lists of items, whereas DF of individual items has been primarily associated with item-level processing. This study was designed to investigate whether context processing also contributes to the forgetting of individual items. Participants first viewed a series of words, with task-irrelevant scene images (used as "context tags") interspersed between them. Later, these words reappeared without the scenes and were followed by an instruction to remember or forget that word. Multivariate pattern analyses of fMRI data revealed that the reactivation of context information associated with the studied words (i.e., scene-related activity) was greater whereas the item-related information diminished after a forget instruction compared to a remember instruction. Critically, we found the magnitude of the separation between item information and context information predicted successful forgetting. These results suggest that the unbinding of an item from its context may support the intention to forget, and more generally they establish that contextual processing indeed contributes to item-method DF.

Separable neural mechanisms support intentional forgetting and thought substitution

Psychological and neuroscientific experiments have established that people can intentionally forget information via different strategies: direct suppression and thought substitution. However, few studies have directly compared the effectiveness of these strategies in forgetting specific items, and it remains an open question if the neural mechanisms supporting these strategies differ. Here, we developed a novel item-method directed forgetting paradigm with Remember, Forget, and Imagine cues, and recorded EEG to directly compare these strategies. Behaviorally, Forget and Imagine cues produced similar forgetting compared to Remember cues, but through separable neural processes; Forget cues elicited frontal oscillatory power changes that were predictive of future forgetting, whereas item-cue representational similarity was predictive of later accuracy for Imagine cues. These results suggest that both strategies can lead to intentional forgetting, but directed forgetting may rely on frontally-mediated suppression, while thought substitution may lead to contextual shifting, impairing successful retrieval.