Event-related potentials during conscious and automatic memory retrieval

Specifying the neural basis of the spacing effect with multivariate ERP

The spacing effect refers to the finding that, given a fixed amount of study time, a longer interval between study repetitions improves long-term retention (e.g., Cepeda et al., 2006; Ebbinghaus, 1885/1967; Melton, 1970). Although the spacing effect is a robust and reliable finding in the memory literature, its cognitive and neural mechanisms remain unclear. We used event-related potentials (ERPs) to investigate the neural correlates of the spacing effect in the context of the study-phase retrieval hypothesis, which posits that repeated exposure of an item serves as a reminder of one's previous experience with the item, thereby promoting long-term retention. ERPs were recorded from 30 healthy young adults as they studied pairs of words under three levels of lag, corresponding to 0, 4, or 12 intervening pairs between the first and second occurrences of a target pair. We used two study-phase tasks that differed in the degree of retrieval that was required. During the test phase, participants were tested on paired-associate recall. The results demonstrated a significant effect of spacing on memory performance. However, the effect of encoding task and the interaction between encoding task and spacing were not significant. The results of the partial least squares analyses, which are not constrained by time window or electrode selection, revealed a spacing effect on the ERP data for both study-phase tasks; this effect occurred late in the epoch and was most salient over the centro-parietal scalp region. The results add to the literature on the neural correlates of the spacing effect by providing a more comprehensive account compared to past ERP findings that were focused on testing specific ERP components. They also call for further investigation on the various theoretical accounts of the spacing effect.

What Happens to Information to be Suppressed in Working–Memory Tasks? Short and Long Term Effects

The study explored, from an individual differences point of view, what happens to information to be suppressed in a working–memory task at short and long term. In particular, it was examined whether control mechanisms of irrelevant information in working memory imply their complete elimination from working memory or just the modulation of their activation. To this end, we compared the fate of irrelevant information in groups of subjects with high and low reading comprehension (Experiments 1 and 2) and subjects with high and low working memory (Experiments 1, 2, 3, and 4). All the experiments presented a working–memory task devised by De Beni, Palladino, Pazzaglia, and Cornoldi (1998), which required participants to process lists of words, to tap when a word from a particular category was presented, and then to recall only the last items in each list. Results confirmed that participants with high reading comprehension also have higher working memory and make less intrusion errors due to irrelevant items that have to be processed but then discarded. Furthermore, it was found that participants with low working memory have slightly better implicit (Experiment 1) and explicit memory (Experiments 3 and 4) of highly activated irrelevant information. Nevertheless, in a long–term recognition test, participants with high and low reading comprehension/working memory presented a similar pattern of memory for different types of irrelevant information (Experiment 2), whereas in a short–term memory recognition test, low–span participants presented a facilitation effect in the time required for the recognition of highly activated irrelevant information (Experiment 4). It was concluded that efficient working–memory performance is related to the temporary reduction of activation of irrelevant information but does not imply its elimination from memory.

Objective and subjective measures of cross-situational learning

Statistical learning is often considered to be automatic and implicit, but little is known about the extent to which the resulting representations are available to conscious awareness. In the present study, we focus on whether the knowledge acquired in statistical learning of word-referent pairs is available to conscious control. Using a cross-situational learning paradigm, adult participants were first exposed to a set of pictures associated with auditorily presented words. Immediately thereafter, they were exposed to a second set of word-picture pairs. After the exposure phase, learning and conscious accessibility to the acquired knowledge were measured by using an adaptation of the Process Dissociation Procedure (Jacoby, 1991): two recognition tasks that only differed by instructions. In the Inclusion task, participants were instructed to accept all the correct associations (either from the first or the second set) and reject all the incorrect associations. In the Exclusion task, they had to accept all the correct associations from one of the sets and reject both the correct associations from the other set as well as all incorrect associations. Moreover, binary confidence judgments were recorded after each trial. Results show that participants were able to control the acquired knowledge. However, confidence judgments revealed that participants correctly identified the learned associations even when they claimed to guess, suggesting that cross-situational learning involves a mixture of both conscious and unconscious influences.

Awareness of sensorimotor adaptation to visual rotations of different size

Previous studies on sensorimotor adaptation revealed no awareness of the nature of the perturbation after adaptation to an abrupt 30° rotation of visual feedback or after adaptation to gradually introduced perturbations. Whether the degree of awareness depends on the magnitude of the perturbation, though, has as yet not been tested. Instead of using questionnaires, as was often done in previous work, the present study used a process dissociation procedure to measure awareness and unawareness. A naïve, implicit group and a group of subjects using explicit strategies adapted to 20°, 40° and 60° cursor rotations in different adaptation blocks that were each followed by determination of awareness and unawareness indices. The awareness index differed between groups and increased from 20° to 60° adaptation. In contrast, there was no group difference for the unawareness index, but it also depended on the size of the rotation. Early adaptation varied between groups and correlated with awareness: The more awareness a participant had developed the more the person adapted in the beginning of the adaptation block. In addition, there was a significant group difference for savings but it did not correlate with awareness. Our findings suggest that awareness depends on perturbation size and that aware and strategic processes are differentially involved during adaptation and savings. Moreover, the use of the process dissociation procedure opens the opportunity to determine awareness and unawareness indices in future sensorimotor adaptation research.

Can unconscious knowledge allow control in sequence learning?

This paper investigates the conscious status of both the knowledge that an item is legal (judgment knowledge) and the knowledge of why it is legal (structural knowledge) in sequence learning. We compared ability to control use of knowledge (Process Dissociation Procedure) with stated awareness of the knowledge (subjective measures) as measures of the conscious status of knowledge. Experiment 1 showed that when people could control use of judgment knowledge they were indeed conscious of having that knowledge according to their own statements. Yet Experiment 2 showed that people could exert such control over the use of judgment knowledge when claiming they had no structural knowledge: i.e. conscious judgment knowledge could be based on unconscious structural knowledge. Further implicit learning research should be clear over whether judgment or structural knowledge is claimed to be unconscious as the two dissociate in sequence learning.

Implicit sequence learning and conscious awareness

This paper uses the Process Dissociation Procedure to explore whether people can acquire unconscious knowledge in the serial reaction time task [Destrebecqz, A., & Cleeremans, A. (2001). Can sequence learning be implicit? New evidence with the Process Dissociation Procedure. Psychonomic Bulletin &Review, 8, 343-350; Wilkinson, L., & Shanks, D. R. (2004). Intentional control and implicit sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 354-369]. Experiment 1 showed that people generated legal sequences above baseline levels under exclusion instructions. Reward moved exclusion performance towards baseline, indicating that the extent of motivation in the test phase influenced the expression of unconscious knowledge. Experiments 2 and 3 revealed that even with reward, adding noise to the sequences or shortening training led to above-baseline exclusion performance, suggesting that task difficulty and the amount of training also affected the expression of unconscious knowledge. The results help resolve some current debates about the role of conscious awareness in sequence learning.

The obligatory effects of memory on eye movements

Previous work has shown that eye movement behaviour is affected by previous experience, such that alterations in viewing patterns can be observed to previously viewed compared to novel displays. The current work addresses the extent to which such effects of memory on eye movement behaviour are obligatory; that is, we examined whether prior experience could alter subsequent eye movement behaviour under a variety of testing conditions, for stimuli that varied on the nature of the prior exposure. While task demands influenced whether viewing was predominantly directed to the novel versus familiar faces, viewing of the familiar faces was distinguished from viewing of the novel faces, regardless of whether the task required incidental encoding or intentional retrieval. Changes in scanning of previously viewed over novel faces emerged early in viewing; in particular, viewing duration of the first fixation to the familiar faces was often significantly different from the duration of the first fixation directed to the novel faces, regardless of whether prior exposure was solely in the context of the experiment or due to real-world exposure. These findings suggest that representations maintained in memory may be retrieved and compared with presented information obligatorily.

An electrophysiological comparison of recollection for emotional words using an exclusion recognition paradigm

The positive-going shift of event-related potential (ERP) components that occur when recognizing emotional words has been thought to be due to valence effects on either recollection or familiarity. This study investigated the independent contributions of recollection and familiarity on recognition of emotional words in order to examine which is thus responsible for the greater magnitude of ERP components seen in response to recognition of emotional, as opposed to neutral words. ERPs were measured while participants completed an exclusion recognition task. In the test phase, participants were required to respond "old" only to target items, which were included in one of two lists that were presented in the study phase. They were also asked to respond "new" to distracters and non-target items that were in the other previously presented list. "Old" responses to targets and non-targets were contrasted with an ERP analysis. Results suggested that the late positivity reflected recollection. The magnitude of this positivity, elicited around the left parietal area, was greater for negative stimuli compared to neutral and positive stimuli. The findings of the present study suggested that enhanced recollection of negative words may contribute to increased magnitudes of components such as the LPC. The emotional valence of words may have separate behavioral and electrophysiological effects on recollection and familiarity.

Neural evidence of effects of emotional valence on word recognition

There are no clear reports of electrophysiological evidence of the facilitating effect of negative valence on word recognition. However, behavioral psychological studies have suggested that negative words can be recognized more accurately than positive and neutral words. This study aimed to examine whether, and if so how, the valence of words could influence accuracy and event-related potentials (ERPs) in a recognition task. ERPs were recorded from 20 healthy subjects during performance of a word recognition task. We found a behavioral advantage in discriminability between old and new items for negative words. As for ERPs, the positive-going shift was evident for correct responses to targets in late latency at midline and left centro-parietal sites. Additionally, the magnitude of this component was greatest for negative targets, next for positive targets, and least for neutral targets. The findings offer support for the idea that negative content greatly accelerates recognition memory compared to positive and neutral words.

Electrophysiological study of contextual variations in a short-term face recognition task

Event-related potentials (ERPs) were recorded during two short-term recognition tasks using unfamiliar faces. These experiments are based on the process dissociation procedure (PDP), whereby the exclusion criterion was an intrinsic context or extrinsic context, the facial expression (Experiment 1) or background (Experiment 2), respectively. The results indicate that retrieval orientation, in addition to extensive strategic control, affects both the frontal (N250) and temporoparietal (P3b) components. Furthermore, these data indicate that an early frontal modulation interacts between processing that bears on the face (interactive intrinsic context) and processing that bears on two objects at the same time (interactive extrinsic context), in which, in the latter case, that the background change led to an early modulation at the frontal sites in the left hemisphere. These results are consistent with the idea that frontal effects reflect differences in the nature of the information during retrieval and postretrieval processes involved. Furthermore, that the left posterior repetition effect appears to be a manifestation of the retrieval of relevant contextual information that perturbs the recognition decision, whereas the right posterior repetition effect reflects to be the outcome of the retrieval of the face as a whole. Finally, results are in concordance with the hypothesis that the difference during recognition with or without source memory may be in the strength of the relationship between the target and the contextual information to be retrieved. In essence, that automatic and controlled processes in a given context depends on both task-related and target-related constraints.

Event-related brain potentials during auditory and visual word recognition memory tasks

Event-related brain potentials (ERPs) recorded during presentation of a series of words or pictures show enhanced positivity between 300 and 800 ms after presentation of repeated items. However, little attention has been directed to the characterization of this ERP recognition memory effect using auditory stimuli. The present study directly compared the ERP 'old/new effect' for words presented in the visual and auditory modalities. Nose-referenced ERPs were recorded from 30 electrode sites while participants (N=16) were engaged in visual and auditory continuous word recognition memory tasks. Spatially and temporally overlapping ERP components were identified and measured by covariance-based principal components analysis. The expected old/new effect was observed in both modalities, with a comparable time course peaking at 560 ms, but having a more anterior scalp topography for visual items. This suggests a common cognitive process (i.e. successful retrieval of information from memory) associated with separable neural generators in each modality. Despite this temporal synchronization, the old/new effect overlapped ERP components having distinct scalp topographies (N2) or peak latencies (P3) for each modality. The positive-going old/new effect was preceded by an earlier negativity peaking at 370 ms that was greater across modalities for old than new words, likely reflecting semantic processing aspects of word recognition memory. A late (beyond 900 ms), broadly-distributed negativity was also greater for old than new words, prolonged for auditory items, and may represent activity of a post-retrieval process.

Event-related neural activity associated with habit and recollection

The neural activity associated with conscious recollection and habit was examined using event-related brain potentials. In a training phase, participants learned A-B, A-C word associations in which the probability of specific responses was varied. Once a habit was established, participants studied and were tested on a series of short lists consisting of word pairs seen in training. The process-dissociation procedure was used to estimate the contribution of habit and recollection to memory performance. Habit estimates reflected the probability with which information was presented in training but recollection estimates did not show this effect. Recollection was associated with sustained negativity over the parieto-occipital region, which was opposite in polarity over the frontal regions. Indices of habit strength were associated with a sustained positivity over left fronto-temporal regions and a sustained negativity over right fronto-central regions. Partial-least squares analyses revealed two significant latent variables that distinguished recollection and habit, consistent with the distinction between consciously controlled and automatic influences of memory.