ERP Subsequent Memory Effects Differ between Inter-Item and Unitization Encoding Tasks

Examining the role of stimulus complexity in item and associative memory

Episodic memory comprises memory for individual information units (item memory) and for the connections among them (associative memory). In two experiments using an object pair learning task, we examined the effect of visual stimulus complexity on memory encoding and retrieval mechanisms and on item and associative memory performance. Subjects encoded pairs of black monochrome object images (low complexity, LC condition) or color photographs of objects (high complexity, HC condition) via interactive imagery, and subsequently item and associative recognition were tested. In Experiment 1, event-related potentials (ERPs) revealed an enhanced frontal N2 during encoding and an enhanced late posterior negativity (LPN) during item recognition in the HC condition, suggesting that memory traces containing visually more complex objects elicited a stronger effort in reconstructing the past episode. Item memory was consistently superior in the HC compared to the LC condition. Associative memory was either statistically unaffected by complexity (Experiment 1) or improved (Experiment 2) in the HC condition, speaking against a tradeoff between resources allocated to item versus associative memory, and hence contradicting results of some prior studies. In Experiment 2, in both young and older adults, both item and associative memory benefitted from stimulus complexity, such that the magnitude of the age-related associative deficit was not influenced by stimulus complexity. Together, these results suggest that if familiar objects are presented in a form that exhibits a higher visual complexity, which may support semantic processing, complexity can benefit both item and associative memory. Stimulus properties that enhance item memory can scaffold associative memory in this situation.

Event-related potentials during encoding coincide with subsequent forced-choice mnemonic discrimination

Computational models and eye-tracking research suggest that encoding variability accounts for the reduced recognition of targets (A) when paired with non-corresponding lures (B') relative to corresponding lures (A'). The current study examined whether neural activity during learning coincided with subsequent performance on the forced-choice Mnemonic Similarity Task (MST). Event-related potential responses were collected during encoding while young adults completed A-B' and A-A' trials of the forced-choice MST. Consistent with previous research, performance was lower on A-B' trials than A-A' trials. The subsequent memory effect was not significant for the A-A' test format. However, for A-B' trials, we observed a significant Accuracy × Stimulus interaction 1000-1200 ms poststimulus onset across frontal and fronto-central electrodes. As hypothesized, subsequently correct A-B' trials were associated with a larger amplitude response at encoding to the target (A) than the original version of the non-corresponding lure (B). However, subsequently incorrect trials were associated with a larger amplitude response to the non-corresponding lure (B) than the target stimulus (A). These findings provide additional support for the effect of encoding variability on mnemonic discrimination.

Observing memory encoding while it unfolds: Functional interpretation and current debates regarding ERP subsequent memory effects

Our ability to remember the past depends on neural processes set in train in the moment an event is experienced. These processes can be studied by segregating brain activity according to whether an event is later remembered or forgotten. The present review integrates a large number of studies examining this differential brain activity, labeled subsequent memory effect (SME), with the ERP technique, into a functional organization and discusses routes for further research. Based on the reviewed literature, we suggest that memory encoding is implemented by multiple processes, typically reflected in three functionally different subcomponents of the ERP SME elicited by study stimuli, which presumably interact with preparatory SME activity preceding the to be encoded event. We argue that ERPs are a valuable method in the SME paradigm because they have a sufficiently high temporal resolution to disclose the subcomponents of encoding-related brain activity. Implications of the proposed functional organization for future studies using the SME procedure in basic and applied settings will be discussed.

Neurophysiological markers of successful learning in healthy aging

The capacity to learn and memorize is a key determinant for the quality of life but is known to decline to varying degrees with age. However, neural correlates of memory formation and the critical features that determine the extent to which aging affects learning are still not well understood. By employing a visual sequence learning task, we were able to track the behavioral and neurophysiological markers of gradual learning over several repetitions, which is not possible in traditional approaches that utilize a remember vs. forgotten comparison. On a neurophysiological level, we focused on two learning-related centro-parietal event-related potential (ERP) components: the expectancy-driven P300 and memory-related broader positivity (BP). Our results revealed that although both age groups showed significant learning progress, young individuals learned faster and remembered more stimuli than older participants. Successful learning was directly linked to a decrease of P300 and BP amplitudes. However, young participants showed larger P300 amplitudes with a sharper decrease during the learning, even after correcting for an observed age-related longer P300 latency and increased P300 peak variability. Additionally, the P300 amplitude predicted learning success in both age groups and showed good test-retest reliability. On the other hand, the memory formation processes, reflected by the BP amplitude, revealed a similar level of engagement in both age groups. However, this engagement did not translate into the same learning progress in the older participants. We suggest that the slower and more variable timing of the stimulus identification process reflected in the P300 means that despite the older participants engaging the memory formation process, there is less time for it to translate the categorical stimulus location information into a solidified memory trace. The results highlight the important role of the P300 and BP as a neurophysiological marker of learning and may enable the development of preventive measures for cognitive decline.

Neural distinctiveness and discriminability underlying unitization and associative memory in aging

Previous work has suggested unitized pairs behave as a single unit and more critically, are processed neurally different than those of associative memories. The current works examines the neural differences between unitization and non-unitized memory using fMRI and multivoxel analyses. Specifically, we examined the differences across face-occupation pairings as a function of whether the pairing was viewed as a person performing the given job (unitized binding) or a person saying they knew someone who had a particular job (non-unitized binding). The results show that at encoding and retrieval, the angular gyrus can discriminate between unitized and non-unitized target trials. Additionally, during encoding, the medial temporal lobe (hippocampus and perirhinal cortex), frontal parietal regions (angular gyrus and medial frontal gyrus) and visual regions (middle occipital cortex) exhibit distinct neural patterns to recollected unitized and non-unitized targets. Furthermore, the perirhinal cortex and medial frontal gyrus show greater neural similarity within subsequently recollected unitized trials compared to non-unitized trials. We conclude that an encoding based strategy to elicit unitization can produce greater associative memory compared to non-unitized trials in older adults. Additionally, when unitized trials are subsequently recollected in the perirhinal cortex older adults show greater neural similarity within unitized trials compared to non-unitized trials.

With or without Feedback?-How the Presence of Feedback Affects Processing in Children with Developmental Language Disorder

Language acquisition depends on the ability to process and learn probabilistic information, often through the integration of performance feedback. Children with developmental language disorder (DLD) have demonstrated weaknesses in both probabilistic learning and feedback processing, but the individual effects of each skill are poorly understood in this population. This study examined school-aged children with DLD (n = 29) and age- and gender-matched children with typical development (TD; n = 44) on a visual probabilistic classification learning task presented with and without feedback. In the feedback-based version of the task, children received performance feedback on a trial-by-trial basis during the training phase of the task. In the feedback-free version, children responded after seeing the correct choice marked with a green border and were not presented with feedback. Children with TD achieved higher accuracy than children with DLD following feedback-based training, while the two groups achieved similar levels of accuracy following feedback-free training. Analyses of event-related potentials (ERPs) provided insight into stimulus encoding processes. The feedback-free task was dominated by a frontal slow wave (FSW) and a late parietal component (LPC) which were not different between the two groups. The feedback-based task was dominated by a parietal slow wave (PSW) and an LPC, both of which were found to be larger in the TD than in the DLD group. In combination, results suggest that engagement with feedback boosts learning in children with TD, but not in children with DLD. When the need to process feedback is eliminated, children with DLD demonstrate behavioral and neurophysiological responses similar to their peers with TD.

Pre-associative item encoding influences associative memory: Behavioral and ERP evidence

It is unknown whether the manner with which an item is encoded in isolation, immediately before it is encoded into an inter-inter association, influences associative memory. We therefore presented the items of to-be-encoded associative pairings sequentially and manipulated how each first item of a pair was encoded (before associative encoding could begin). Furthermore, we recorded ERPs during memory encoding to investigate the neurocognitive processes that might relate pre-associative item encoding to subsequent associative memory performance. Behaviorally, we found that pre-associative item elaboration (vs. no elaboration) led to a memory tradeoff-enhanced item memory relative to impaired associative memory. This tradeoff likely reflected that item elaboration reduced cognitive resources for ensuing associative encoding, indexed by a reduced P300 and frontal slow wave at the time of associative encoding. However, frontal slow wave subsequent memory effects measured during pre-associative item encoding revealed that, for a given item, greater semantic elaboration was related to better item and associative memory while greater visual elaboration was related to better item and worse associative memory. Thus, there are likely two opposing ways in which pre-associative item encoding can influence associative memory: (1) by depleting encoding resources to impair associative memory and (2) by scaffolding inter-item associations to enhance associative memory. When item encoding occurs immediately before associative encoding, it appears that the temporary depletion of encoding resources is more important in determining later memory performance. Future research should compare the independent effects of resource depletion and encoding strategy during pre-associative item encoding.

Self-deception: Distorted metacognitive process in ambiguous contexts

As one of the commonly used folk psychological concepts, self-deception has been intensively discussed yet is short of solid ground from cognitive neuroscience. Self-deception is a biased cognitive process of information to obtain or maintain a false belief that could be both self-enhancing or self-diminishing. Study 1 (N = 152) captured self-deception by adopting a modified numerical discrimination task that provided cheating opportunities, quantifying errors in predicting future performance (via item-response theory model), and measuring the belief of how good they are at solving the task (i.e., self-efficacy belief). By examining whether self-efficacy belief is based upon actual ability (true belief) or prediction errors (false belief), Study 1 showed that self-deception occurred in the effortless (easier access to answer cues) rather than effortful (harder access to answer cues) cheating opportunity conditions, suggesting high ambiguity in attributions facilitates self-deception. Studies 2 and 3 probed the neural source of self-deception, linking self-deception with the metacognitive process. Both studies replicated behavioral results from Study 1. Study 2 (ERP study; N = 55) found that the amplitude of frontal slow wave significantly differed between participants with positive/self-enhancing and negative/self-diminishing self-deceiving tendencies in incorrect predictions while remaining similar in correct predictions. Study 3 (functional magnetic resonance imaging study; N = 33) identified self-deceiving associated activity in the anterior medial prefrontal cortex and showed that effortless cheating context increased cheating behaviors that further facilitated self-deception. Our findings suggest self-deception is a false belief associated with a distorted metacognitive mental process that requires ambiguity in attributions of behaviors.

Benefits and costs of predictive processing: How sentential constraint and word expectedness affect memory formation

This study investigated how the strength of schema support provided by strongly (SC) and weakly constraining (WC) sentences affects the encoding of expected and unexpected words, and how this is reflected in event-related potentials (ERPs). In a surprise recognition memory test, words studied on the previous day were presented together with new words and lures that were expected but not presented in the study phase. ERPs recorded in the study phase were compared for subsequently remembered and forgotten words. Better memory performance for expected over unexpected words was electrophysiologically supported by a parietal subsequent memory effect (SME) reflecting enhanced item-specific encoding of contextually expected words. SC sentences not only facilitated the semantic integration of sentence-ending words, as reflected in reduced N400 amplitudes, but also enabled the rapid successful encoding of these words into memory, which is evidenced by an SC > WC pattern in memory performance and correlations between pre- and post-stimulus SMEs for SC sentences. In contrast, words processed in WC sentence contexts necessitated sustained elaborative encoding processes as reflected in a late frontal slow wave SME. Expected but not presented words were associated with high rates of false positive memory decisions, indicating that these words remained in a state of high accessibility in memory even one day after the study phase. These mnemonic costs of predictive processing were more pronounced for expected words from SC sentences than from WC sentences and could reflect the lingering of strong semantic predictions which were associated with the pre-updating of sentence representations.

The more you know: Schema-congruency supports associative encoding of novel compound words. Evidence from event-related potentials

We aimed to investigate the neurocognitive mechanisms of event congruency with prior (schema) knowledge for the learning of novel compound words. Event-related potentials (ERPs) were recorded during an incidental learning task, in which novel noun-noun compounds were presented in a semantically congruent context, enabling schema-supported processing, or in a neutral context. As expected, associative memory performance was better for compounds preceded by a congruent context. Although the N400 was attenuated in the congruent condition, subsequent memory effects (SMEs) in the N400 time interval did not differ across conditions, suggesting that the processes reflected in the N400 cannot account for the memory advantage in the congruent condition. However, a parietal SME was obtained for compounds preceded by a congruent context, only, which we interpret as reflecting the schema-supported formation of a conceptual compound representation. A late frontal SME was obtained in both conditions, presumably reflecting the more general inter-item associative encoding of compound constituents.

Is there a self-positivity bias for destination memory? Behavioral and ERP evidence

Despite extensive existing research concerning source memory (i.e., memory for what has been said, given, or done to us by whom) during social interaction, destination memory (i.e., memory for what we have said, given, or done to whom) remains to be explored. Furthermore, although destination memory is believed to involve a self-reference process, it remains unclear whether such a process is sufficient to trigger a self-positivity bias. To address these issues, we combined the destination memory paradigm with the social dilemma game to compare destination memory for cooperation and cheating. Both behavioral performance and the neural index of successful encoding, the Dm (difference due to memory) effect, were concerned. Behaviorally, destination memory for cooperative, cheating, and neutral behaviors decreased successively. For neural activities, the pre-400 ms Dm effects during 200-400 ms were non-significant under any condition. In the latency windows of 400-800 ms and 800-1000 ms, the post-400 ms Dm effects were reliably observed for both cooperative and cheating behaviors and were statistically comparable between the two behavior types, but the effect was not obtained for neutral behaviors. These data suggest a self-positivity bias in the behavioral performance but not in the encoding-related Dm effects of destination memory.

Survival processing modulates the neurocognitive mechanisms of episodic encoding

Memories formed in the context of an imagined survival scenario are more easily remembered, but the mechanisms underlying this effect are still under debate. We investigated the neurocognitive processes underlying the survival processing effect by examining event-related potentials (ERPs) during memory encoding. Participants imagined being either stranded in a foreign land and needing to survive, or in an overseas moving (control) scenario, while incidentally encoding a list of words. Words encountered in the survival context were associated with improved recall and reduced false-memory intrusions during a later memory test. Survival processing was associated with an increased frontal slow wave, while there was no effect on the overall P300 amplitude, relative to the control scenario. Furthermore, a subsequent memory effect in the P300 time window was found only in the control scenario. These findings suggest that survival processing leads to a shift away from lower level encoding processes, which are sensitive to motivation and stimulus salience and which were evident in the control scenario, to more active and elaborative forms of encoding. The results are consistent with a richness of encoding account of the survival processing effect and offer novel insights into the encoding processes that lead to enhanced memory for fitness-relevant information.

Subsequent memory effects on event-related potentials in associative fear learning

Studies of human fear learning suggest that a reliable discrimination between safe and threatening stimuli is important for survival and mental health. In the current study, we applied the subsequent memory paradigm in order to identify neurophysiological correlates of successful threat and safety learning. We recorded event-related potentials, while participants incidentally learned associations between multiple neutral faces and an aversive outcome [unconditioned stimulus (US)/conditioned stimulus (CS)+] or no outcome (noUS/CS-). We found that an enhanced late positive potential (LPP) to both CS+ and CS- during learning predicted subsequent memory. A quadratic relationship between LPP and confidence in memory indicates a possible role in both correct and false fear memory. Importantly, the P300 to the omission of the US (following CS-) was enhanced for remembered CS-, while there was a positive correlation between P300 amplitude to both US occurrence and omission and individual memory performance. A following re-exposure phase indicated that memory was indeed related to subjective fear of the CS+/CS-. These results highlight the importance of cognitive resource allocation to both threat and safety for the acquisition of fear and suggest a potential role of the P300 to US omission as an electrophysiological marker of successful safety learning.

Effects of age differences in memory formation on neural mechanisms of consolidation and retrieval

Episodic memory decline is a hallmark of cognitive aging and a multifaceted phenomenon. We review studies that target age differences across different memory processing stages, i.e., from encoding to retrieval. The available evidence suggests that age differences during memory formation may affect the quality of memory representations in an age-graded manner with downstream consequences for later processing stages. We argue that low memory quality in combination with age-related neural decline of key regions of the episodic memory network puts older adults in a double jeopardy situation that finally results in broader memory impairments in older compared to younger adults.

Effects of excessive violent video game playing on verbal memory: an event-related brain potentials study

The goal of the study was to investigate temporal dynamics of excessive violent game playing. We compared behavioral data and event-related potentials (ERPs) of excessive video game players (EVGPs, n = 21) and non-players (NPs, n = 21) using a classical learning, cued recall and recognition paradigm, featuring violent and non-violent words. During the recognition phase, EVGPs performed better for violent words, but worse for non-violent words compared to NPs. Also, EVGPs showed slower reaction times than NPs when responding to new violent words. We found significant group differences in parietal P300 and FN400 amplitudes. The EVGP group showed larger P300 amplitudes for violent words, and more negative FN400 amplitudes for new violent words compared to NPs. The results imply that EVGPs differ from NPs in their cognitive and ERP responses to violent and non-violent verbal stimuli. The cognitive processes of EVGPs are consistent with a model of attention and memory bias rather than with desensitization to violence.

Adaptive Memory: Independent Effects of Survival Processing and Reward Motivation on Memory

Humans preferentially remember information processed for their survival relevance, a memorial benefit known as the survival processing effect. Memory is also biased towards information associated with the prospect of reward. Given the adaptiveness of these effects, they may depend on similar mechanisms. We tested whether motivation drives both effects, with reward incentives that are known to boost extrinsic motivation and survival processing perhaps stimulating intrinsic motivation. Accordingly, we manipulated survival processing and reward incentive independently during an incidental-encoding task in which participants chose between pairs of words concerning their relevance for a scenario, and examined the effects on encoding event-related potentials (ERP) activity and later performance on a surprise recall test. We hypothesized that if survival processing fosters intrinsic motivation, it should reduce the beneficial effects of extrinsic motivation (reward incentive). In contrast to this prediction, we found that reward incentive and survival processing independently improved memory and that the P300, a measure of lower-level cognitive resource allocation, was increased by reward incentive independent of survival processing. Further, survival processing and reward incentive independently increased the frontal slow wave (FSW), a measure of higher-level elaboration. These findings suggest that while survival processing and reward incentive may both increase encoding elaboration, the memory-enhancing effect of survival processing does not depend on increased intrinsic motivation. Additionally, we replicated a recent finding whereby the survival processing effect generalizes to a choice-based encoding task and further showed that the beneficial effect of choice on memory likely does not interact with either survival processing or reward.

Predicting memory from study-related brain activity

For both basic and applied reasons, an important goal is to identify brain activity present while people study materials that enable us to predict whether they will remember those materials. We show that this is possible with the conventional event-related potential “subsequent-memory-effect” signals as well as with machine learning classifiers, but only to a small degree. This is in line with behavioral research, which supports many determinants of memory apart from the cognitive processes during study.

Environmental rhythms orchestrate neural activity at multiple stages of processing during memory encoding: Evidence from event-related potentials

Accumulating evidence suggests that rhythmic temporal structures in the environment influence memory formation. For example, stimuli that appear in synchrony with the beat of background, environmental rhythms are better remembered than stimuli that appear out-of-synchrony with the beat. This rhythmic modulation of memory has been linked to entrained neural oscillations which are proposed to act as a mechanism of selective attention that prioritize processing of events that coincide with the beat. However, it is currently unclear whether rhythm influences memory formation by influencing early (sensory) or late (post-perceptual) processing of stimuli. The current study used stimulus-locked event-related potentials (ERPs) to investigate the locus of stimulus processing at which rhythm temporal cues operate in the service of memory formation. Participants viewed a series of visual objects that either appeared in-synchrony or out-of-synchrony with the beat of background music and made a semantic classification (living/non-living) for each object. Participants’ memory for the objects was then tested (in silence). The timing of stimulus presentation during encoding (in-synchrony or out-of-synchrony with the background beat) influenced later ERPs associated with post-perceptual selection and orienting attention in time rather than earlier ERPs associated with sensory processing. The magnitude of post-perceptual ERPs also differed according to whether or not participants demonstrated a mnemonic benefit for in-synchrony compared to out-of-synchrony stimuli, and was related to the magnitude of the rhythmic modulation of memory performance across participants. These results support two prominent theories in the field, the Dynamic Attending Theory and the Oscillation Selection Hypothesis, which propose that neural responses to rhythm act as a core mechanism of selective attention that optimize processing at specific moments in time. Furthermore, they reveal that in addition to acting as a mechanism of early attentional selection, rhythm influences later, post-perceptual cognitive processes as events are transformed into memory.

Neural measures of subsequent memory reflect endogenous variability in cognitive function

Human cognition exhibits a striking degree of variability: Sometimes we rapidly forge new associations whereas at other times new information simply does not stick. Correlations between neural activity during encoding and subsequent retrieval performance have implicated such "subsequent memory effects" (SMEs) as important for understanding the neural basis of memory formation. Uncontrolled variability in external factors that also predict memory performance, however, confounds the interpretation of these effects. By controlling for a comprehensive set of external variables, we investigated the extent to which neural correlates of successful memory encoding reflect variability in endogenous brain states. We show that external variables that reliably predict memory performance have relatively small effects on electroencephalographic (EEG) correlates of successful memory encoding. Instead, the brain activity that is diagnostic of successful encoding primarily reflects fluctuations in endogenous neural activity. These findings link neural activity during learning to endogenous states that drive variability in human cognition. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The effect of shared distinctiveness on source memory: An event-related potential study

An illusory correlation (IC) is the erroneous perception that two actually uncorrelated categories are correlated. The Shared Distinctiveness Approach (SDA) explains ICs with heightened accessibility of distinctive category combinations in episodic memory. However, empirical evidence for this approach is heterogeneous. In the present event-related potential (ERP) study, we exploited the fact that more distinctive items elicit larger P300 responses than less distinctive items, which potentially predict subsequent memory performance differences for such items. Distinctiveness at encoding was created by presenting words that differed from frequently presented, positive words in valence, font color, or both. We hypothesized that shared distinctiveness (deviation in both color and valence) would lead to an enhanced P300 subsequent memory effect (SME), better source memory performance, and an overestimation of the frequency of shared distinctive items. Behavioral results indicated the presence of shared distinctiveness effects on source memory and frequency estimation. Unexpectedly, memory also was enhanced for positive items in the frequent color. This pattern also was reflected in the P300 for highly positive and negative items. However, shared distinctiveness did not modulate the P300 SME, indicating that the processing of distinctive features might only indirectly contribute to better encoding. This study shows that shared distinctiveness indeed is associated with better source memory and ICs. Because effects were observed for the most frequent and the least frequent category combination, our results imply that the processing of distinctiveness might involve attention allocation to diametrical category combinations, thereby accentuating the differences between the categories.

The neurocognitive basis of metamemory: Using the N400 to study the contribution of fluency to judgments of learning

Metamemory is crucial for monitoring, evaluating, and optimizing memory performance. The basis of metamemory, however, is a matter of considerable debate. In the present study, we examined the contribution of processing fluency-the ease of processing information during learning-to metamemory judgments. We recorded event-related potentials (ERPs) while participants studied related and unrelated word pairs across two study-test cycles in a judgment of learning (JOL) task. In the first study-test cycle, related pairs were associated with better cued recall, higher JOLs, and a reduced N400 amplitude than unrelated pairs. Crucially, between- and within subject correlational analyses indicated that reduced N400 amplitudes, indexing more fluent processing, were associated with higher JOLs. Furthermore, single-trial N400 mediated a small but significant portion of the relatedness effect on JOLs. In the second study-test cycle, relatedness still increased recall and JOLs. However, related and unrelated pairs did not differ in N400 amplitude. Rather, unrelated pairs elicited a parietal positivity in a later time window that partially mediated the relatedness effect on JOLs. Together, these results suggest that processing fluency, indexed by the N400, contributes to the relatedness effect on JOLs when novel word pairs are learned, but not when previously studied pairs are relearned. Our results also imply that aspects of fluency not captured by the N400 and/or explicit beliefs about memory contribute to JOLs. This study demonstrates the utility of ERPs in gaining new insights into the neurocognitive mechanisms of metamemory.

The congruent, the incongruent, and the unexpected: Event-related potentials unveil the processes involved in schematic encoding

Learning is most effective when new information can be related to a preexisting knowledge structure or schema. In the present study, event-related potentials (ERPs) were used to investigate the temporal dynamics of the processes by which activated schemata support the encoding of schema-congruent information. Participants learned category exemplar words that were either semantically congruent or incongruent with a preceding category cue phrase. Congruent words were composed of expected (high typicality, HT) and unexpected (low typicality, LT) category exemplars. On the next day, recognition memory for the exemplars and the category cues they were presented with was tested. Semantically related lures were used in order to ascertain that memory judgements were based on episodic memory for specific category exemplars. Generally, congruent (HT and LT) exemplars were remembered better than incongruent exemplars. ERPs recorded during the encoding of the exemplar words were compared for subsequently remembered and forgotten items. Subsequent memory effects (SME) emerged in the N400 time window at frontal electrodes and did not differ between congruent and incongruent exemplars. In the same epoch, an SME with a parietal distribution was specific for congruent exemplars, suggesting that activated schemata strengthened memory for congruent exemplars by supporting the encoding of item-specific details. Subsequently remembered LT exemplars were associated with a late frontal positivity that is assumed to reflect expectancy mismatch-related processing such as the contextual integration of an unexpected word by the suppression of strongly expected words. A correlation analysis revealed that the greater the involvement of the processes reflected by the frontal positivity, the lower the level of false positive memory responses in the test phase one day later. These results suggest that the contextual integration of schema-congruent but unexpected events involves a weakening of the representations of semantically related, but unstudied items in memory and by this benefits subsequent memory.