Memory for positive,negative and neutral events in younger and older adults: Does emotion influence binding in event memory?

When remembering an event, it is important to remember both the features of the event (e.g., a person and an action) and the connections among features (e.g., who performed which action). Emotion often enhances memory for stimulus features, but the relationship between emotion and the binding of features in memory is unclear. Younger and older adults attempted to remember events in which a person performed a negative, positive or neutral action. Memory for the action was enhanced by emotion, but emotion did not enhance the ability of participants to remember which person performed which action. Older adults were more likely than younger adults to make binding errors in which they incorrectly remembered a familiar actor performing a familiar action that had actually been performed by someone else, and this age-related associative deficit was found for both neutral and emotional actions. Emotion not only increased correct recognition of old events for older and younger adults but also increased false recognition of events in which a familiar actor performed a familiar action that had been performed by someone else. Thus, although emotion may enhance memory for the features of an event, it does not increase the accuracy of remembering who performed which action.     

Release from Pl in running memory: What does this tell us about developmental STM?

Several theories consider the development of short-term memory (STM) in children to reflect the development of processing operations. This article reports an experiment that tested some of these theories, using a release from proactive interference (PI) procedure in conjunction with a running memory task, to track down age-related improvements in the processing of various kinds of information. Although evidence for the development of PI release with age appeared for two kinds of information, namely class of item and acoustic similarity, there was no evidence whatsoever for the existence of a relationship between STM performance and PI release. It was concluded that the development of STM on the one hand, and of the capacity to process item or acoustic information on the other, proceed independently of each other. The discussion deals with the apparent conflict between this conclusion and the theoretical positions.     

Prospective memory and ageing: Is task importance relevant?

Memory for activities to be performed in the future, i.e., prospective memory, such as remembering to take medication or remembering to give a colleague a message, is a pervasive real‐world memory task that has recently begun to attract the attention of numerous researchers. Age effects in prospective memory have been found particularly in complex paradigms requiring participants to remember to switch between several subtasks in a limited time period (e.g., Kliegel, McDaniel, & Einstein, 2000). Here, most of the older adults try to complete one or two subtasks and to forget the prospective instruction to work on all subtasks. Since recent findings in this context show that one profits from tips regarding the relevant task in complex double tasks, it seems likely that age effects in prospective memory tasks might also be due to the lack of information about the importance of the prospective task. To test this hypothesis, the importance of the prospective task was varied in the present study with 104 young and old participants by providing motivational incentives to interrupt and switch during the introduction phase (plan formation) as well as during the execution phase. Also, interindividual differences regarding nonexecutive as well as executive cognitive resources were analysed, thus allowing estimation of the relationship between these factors and (age‐related) performance in complex prospective remembering. The results show age effects in favour of the younger group in all task components of the complex prospective multitask. In contrast, there was no effect of the present experimental manipulation of motivational incentives. Finally, in regression analyses, intention formation, in particular, was found to be a significant predictor of intention execution, explaining most of the age‐related variance. In sum, our results specifically highlight the fundamental importance of adequately planning the complex intention and do not support the hypothesis that age‐related decrements in performance are reflecting a lack of motivation in the present complex prospective memory paradigm.     

Connecting action control and agency: Does action-effect binding affect temporal binding?

The sense of agency, i.e., the notion that we, as agents, are in control of our own actions and can affect our environment by acting, is an integral part of human volition. Recent work has attempted to ground agency in basic mechanisms of human action control. Along these lines, action-effect binding has been shown to affect explicit judgments of agency. Here, we investigate if such action-effect bindings are also related to temporal binding which is often used as an implicit measure of agency. In two experiments, we found evidence for the establishment of short-term action-effect bindings as well as temporal binding effects. However, the two phenomena were not associated with each other. This finding suggests that the relation of action control and agency is not a simple one, and it adds to the evidence in favor of a dissociation between subjective agency and perceptual biases such as temporal binding.     

Integrated cross-domain object storage in working memory: Evidence from a verbal–spatial memory task

Working-memory theories often include domain-specific verbal and visual stores (e.g., the phonological and visuospatial buffers of Baddeley, 1986), and some also posit more general stores thought to be capable of holding verbal or visuospatial materials (Baddeley, 2000; Cowan, 2005). However, it is currently unclear which type of store is primarily responsible for maintaining objects that include components from multiple domains. In these studies, a spatial array of letters was followed by a single probe identical to an item in the array or differing systematically in spatial location, letter identity, or their combination. Concurrent verbal rehearsal suppression impaired memory in each of these trial types in a task that required participants to remember verbal–spatial binding, but did not impair memory for spatial locations if the task did not require verbal–spatial binding for a correct response. Thus, spatial information might be stored differently when it must be bound to verbal information. This suggests that a cross-domain store such as the episodic buffer of Baddeley (2000) or the focus of attention of Cowan (2001) might be used for integrated object storage, rather than the maintenance of associations between features stored in separate domain-specific buffers.     

Working memory and intelligence: the same or different constructs?

Several investigators have claimed over the past decade that working memory (WM) and general intelligence (g) are identical, or nearly identical, constructs, from an individual-differences perspective. Although memory measures are commonly included in intelligence tests, and memory abilities are included in theories of intelligence, the identity between WM and intelligence has not been evaluated comprehensively. The authors conducted a meta-analysis of 86 samples that relate WM to intelligence. The average correlation between true-score estimates of WM and g is substantially less than unity (p=.479). The authors also focus on the distinction between short-term memory and WM with respect to intelligence with a supplemental meta-analysis. The authors discuss how consideration of psychometric and theoretical perspectives better informs the discussion of WM-intelligence relations.     

Working and long-term memory deficits in schizophrenia: is there a common prefrontal mechanism?

This study tested the hypothesis that dorsolateral prefrontal cortex deficits contribute to both working memory and long-term memory disturbances in schizophrenia. It also examined whether such deficits were more severe for verbal than nonverbal stimuli. Functional magnetic resonance imaging was used to assess cortical activation during performance of verbal and nonverbal versions of a working memory task and both encoding and recognition tasks in 38 individuals with schizophrenia and 48 healthy controls. Performance of both working memory and long-term memory tasks revealed disturbed dorsolateral prefrontal cortex activation in schizophrenia, although medial temporal deficits were also present. Some evidence was found for more severe cognitive and functional deficits with verbal than nonverbal stimuli, although these results were mixed.     

Working memory in multilingual children: Is there a bilingual effect?

This research investigates whether early childhood bilingualism affects working memory performance in 6- to 8-year-olds, followed over a longitudinal period of 3 years. The study tests the hypothesis that bilinguals might exhibit more efficient working memory abilities than monolinguals, potentially via the opportunity a bilingual environment provides to train cognitive control by combating interference and intrusions from the non-target language. A total of 44 bilingual and monolingual children, matched on age, sex, and socioeconomic status, completed assessments of working memory (simple span and complex span tasks), fluid intelligence, and language (vocabulary and syntax). The data showed that the monolinguals performed significantly better on the language measures across the years, whereas no language group effect emerged on the working memory and fluid intelligence tasks after verbal abilities were considered. The study suggests that the need to manage several language systems in the bilingual mind has an impact on children's language skills while having little effects on the development of working memory.     

Working memory in multilingual children: is there a bilingual effect?

This research investigates whether early childhood bilingualism affects working memory performance in 6- to 8-year-olds, followed over a longitudinal period of 3 years. The study tests the hypothesis that bilinguals might exhibit more efficient working memory abilities than monolinguals, potentially via the opportunity a bilingual environment provides to train cognitive control by combating interference and intrusions from the non-target language. A total of 44 bilingual and monolingual children, matched on age, sex, and socioeconomic status, completed assessments of working memory (simple span and complex span tasks), fluid intelligence, and language (vocabulary and syntax). The data showed that the monolinguals performed significantly better on the language measures across the years, whereas no language group effect emerged on the working memory and fluid intelligence tasks after verbal abilities were considered. The study suggests that the need to manage several language systems in the bilingual mind has an impact on children's language skills while having little effects on the development of working memory.     

Intentionality and temporal binding: Do causality beliefs increase the perceived temporal attraction between events?

Intentional motor actions and their effects are bound together in temporal perception, resulting in the so-called intentional binding effect. In the current study, we address an alternative explanatory mechanism for the emergence of temporal binding by excluding the role of motor action. Employing a sensory-based Libet clock paradigm, we examined temporal perception of two different auditory stimuli, and tested the influence of beliefs about the causal relationship between the two auditory stimuli, thus simulating a crucial feature of intentional action. In two experiments, we found a robust temporal repulsion effect, indicating that instead of being attracted to each other, the auditory stimuli were shifted away from each other in temporal perception. Interestingly, repulsion was attenuated by causal beliefs, but this effect was fragile. Furthermore, temporal repulsion was unaffected by the intensity of prior learning. Findings are discussed in the context of intentional action awareness research and multisensory integration.     

Space–valence associations depend on handedness: evidence from a bimanual output task

Past studies have suggested important links between valence and perception and action in physical space. The present study aimed to test the associations between emotional valance for words or faces and manual responses in left- and right-handers. We employed a divided output (bimanual) reaction time paradigm in which participants had to discriminate emotional valance of words or faces presented on the center of the screen. The results revealed that right-handers were faster when responding to positive words or faces with their right hand and to negative words or faces with the left hand, whereas left-handers showed the opposite pattern. These results suggest that the association between space and valence depends on handedness, providing further evidence for the body-specificity hypothesis.     

Working memory in healthy aging and in Parkinson’s disease: evidence of interference effects

Focusing on relevant information while suppressing the irrelevant one are critical abilities for different cognitive processes. However, their functioning has been scarcely investigated in the working memory (WM) domain, in both healthy and pathological conditions. The present research aimed to study these abilities in aging and Parkinson’s disease (PD), testing three groups of healthy participants (young, older and elderly) and one of PD patients, employing a new experimental paradigm. Results showed that the transient storing of irrelevant information in WM causes substantial interference effects, which were remarkable in elderly individuals on both response latency and accuracy. Interestingly, PD patients responded faster and were equally accurate compared to a matched control group. Taken together, findings confirm the existence of similar mechanisms for orienting attention inwards to WM contents or outwards to perceptual stimuli, and suggest the suitability of our task to assess WM functioning in both healthy aging and PD.     

"1-2-3": is there a temporal number line? Evidence from a serial comparison task

Evidence suggests that numbers are intimately related to space (Dehaene, Bossini, & Giraux, 1993; Hubbard, Piazza, Pinel, & Dehaene, 2005). Recently, Walsh (2003) suggested that numbers might also be closely related to time. To investigate this hypothesis we asked participants to compare two digits that were presented in a serial manner, i.e., one after another. Temporally ascending digit pairs (such as 2-3) were responded to faster than temporally descending pairs (3-2). This effect was, in turn, qualified by a local SNARC (spatial numerical association of response codes) effect and a local semantic congruity effect (SCE). Moreover, we observed a global numerical SCE only for temporally descending digit pairs. However, we did not observe a global SNARC effect, i.e., an interaction of numerical magnitude and the right/left response hand. We discuss our results in terms of overlearned forward-associations ("1-2-3") as formed by our ubiquitous cognitive routines to count off objects or events.     

Jumping to conclusions in the less-delusion-prone? Further evidence from a more reliable beads task

BackgroundA single meta-analysis has found that healthy people with higher delusion-proneness tend to gather less information (i.e., make fewer draws to decision, or DTD) on the beads task, although the findings of contributing studies were mixed, and the pooled effect size was small. However, using a new and more reliable “distractor sequences” beads task, we recently found a positive relationship between delusion-proneness and DTD in a healthy sample. In the current study, we re-tested this relationship in a new sample, and tested the possibility that the relationship is driven by participant’s ability to understand and use odds or likelihood information (“odds literacy”).MethodsHealthy participants (N = 167) completed the distractor sequences beads task, the Peters Delusions Inventory (PDI) which measures delusion-proneness, a measure of odds literacy, and the Depression, Anxiety, and Stress scale.ResultsPDI and DTD were positively correlated, and comparing PDI quartiles on DTD confirmed a statistically significant trend of increasing DTD with PDI quartile. Odds literacy was positively rather than negatively associated with both DTD and PDI. Anxiety was positively correlated with PDI and DTD.ConclusionsWe replicated our earlier finding that DTD and delusion-proneness were positively related in a non-clinical sample, but found that increased odds-literacy did not drive lower PDI and DTD, and hence did not explain their covariance. It is possible however that anxiety and co-occurring risk aversion drive increased delusion-proneness and information-gathering, potentially accounting for the positive relationship between PDI and DTD.     

Involuntary memory chaining versus event cueing: Which is a better indicator of autobiographical memory organisation?

Involuntary memory chains are spontaneous recollections of the past that occur in a sequence. Much like semantic memory priming, this memory phenomenon has provided some insights into the nature of associations in autobiographical memory. The event-cueing procedure (a laboratory-based memory sequencing task) has also provided some insights into the nature of autobiographical memory organisation. However, while both of these memory-sequencing phenomena have exhibited the same types of memory associations (conceptual associations and general-event or temporal associations), both have also produced discrepant results with respect to the relative proportions of such associations. This study investigated the possibility that the results from event cueing are artefacts of various memory production responses. Using a number of different approaches we demonstrated that these memory production responses cause overestimates of general-event association. We conclude that for this reason, the data from involuntary memory chains provide a better picture of the organisation of autobiographical memory.     

What counts as evidence for working memory training? Problems with correlated gains and dichotomization

The question of whether computerized cognitive training leads to generalized improvements of intellectual abilities has been a popular, yet contentious, topic within both the psychological and neurocognitive literatures. Evidence for the effective transfer of cognitive training to nontrained measures of cognitive abilities is mixed, with some studies showing apparent successful transfer, while others have failed to obtain this effect. At the same time, several authors have made claims about both successful and unsuccessful transfer effects on the basis of a form of responder analysis, an analysis technique that shows that those who gain the most on training show the greatest gains on transfer tasks. Through a series of Monte Carlo experiments and mathematical analyses, we demonstrate that the apparent transfer effects observed through responder analysis are illusory and are independent of the effectiveness of cognitive training. We argue that responder analysis can be used neither to support nor to refute hypotheses related to whether cognitive training is a useful intervention to obtain generalized cognitive benefits. We end by discussing several proposed alternative analysis techniques that incorporate training gain scores and argue that none of these methods are appropriate for testing hypotheses regarding the effectiveness of cognitive training.     

What Influences Work-Family Conflict? The Function of Work Support and Working from Home

The current study examined how work support resources and working from home influenced forms of work-family conflict (WFC) in employees at a large corporation. Scales measuring employee’s general WFC, time-based WFC, and strain-based WFC were used to evaluate the extent to which employees experienced work-induced conflict at home. Two forms of working at home were assessed, days worked at home and extra hours worked at home, and five variables measured the extent of one’s support resources: work social support, organizational support, individual consideration from one’s manager, idealized influence from one’s manager and contingent reward from one’s manager. We predicted that days worked at home would be negatively related to the three forms of WFC, while the extra hours worked at home would be positively related. Moreover, we hypothesized that the five support variables would moderate the relationship between extra hours worked at home and the types of WFC. The data supported some of the predictions, and the implications of these findings are discussed.