On the relation between perceptual priming and recognition memory

Two experiments evaluated the hypothesis that perceptual fluency is used to infer prior occurrence. Subjects heard (Experiment 1) or saw (Experiment 2) a list of words and then were presented in the same modality with both these and other words twice in succession: first in a more or less impoverished fashion, and then in clear fashion. For the first of these two presentations, the subjects tried to identify the word; for the second, they gave a recognition judgement. As predicted by the perceptual fluency hypothesis, and as has been found in previous research, the recognition judgments were more positive for identified words than for unidentified words. However, degree of impoverishment, by which apparent perceptual fluency was brought under experimental control, did not affect the recognition judgments. The perceptual fluency hypothesis was therefore not supported, and the observed relation between identification and recognition was attributed to an item selection effect.     

Asymptotic learning of alphanumeric coding in autobiographical memory

Studies of autobiographical memory have shown that observed levels of incidental learning are often relatively low. Do low levels of retention result simply from a low learning rate, or is learning also asymptotic? To address this question, it is necessary to trace performance over a large number of learning opportunities, and this was carried out in the context of the recent development of widespread texting behaviour. It was found that memory for the alphanumeric layout of a phone improved as a function of sending approximately the first 500 texts, but then the improvement stopped. The incidence of memory error was incompatible with a simple power-law relation but was modelled closely by an asymptotic relation. It is suggested that this pattern reflects a movement towards automaticity in the primary task which progressively closes down the possibility that incidental learning can occur.     

The relation between verbal and visuospatial memory and autobiographical memory

The basic-systems approach (Rubin, 2005, 2006) states that autobiographical memory is supported by other cognitive systems and argues that autobiographical memories are constructed from interactions between cognitive systems, such as language, vision and emotion. Although deficiencies in one or more of the basic systems influence the properties of autobiographical memories, little is known about how these cognitive abilities and autobiographical memory are related. To assert whether participants with stronger cognitive abilities also perform better on autobiographical memory tests, participants who completed verbal and visuospatial memory tests also recorded one personal event, which they recalled after a certain interval. Participants who performed well on the verbal memory tests also had better retention for the personal event, providing support for the basic-systems approach to autobiographical memory and preliminary support for the view that people have more memories from adolescence and early adulthood because the memory system works optimally in these lifetime periods.     

On the relationship between recall and recognition memory.

The relationship between recall and recognition has been a central topic for the study of memory. A test of alternative views about recall and recognition was arranged by studying amnesic patients. In amnesia, damage has occurred to a brain system important for declarative (conscious) memory, but skill learning, priming, and other forms of nonconscious memory are intact. Recall and recognition were found to be proportionately impaired in amnesic patients, and confidence ratings for the recognition judgments were commensurate with the level of impaired performance. The results are contrary to views that either recognition memory or associated confidence judgments are ordinarily supported significantly by nonconscious memory. The results favor the view that recall and recognition are related functions of declarative memory and equivalently dependent on the brain system damaged in amnesia.     

A dysphoric's TALE: The relationship between the self-reported functions of autobiographical memory and symptoms of depression

Autobiographical memory (AM) is believed to serve self, social and directive functions; however, little is known regarding how this triad of functions operates in depression. Using the Thinking About Life Experiences questionnaire [Bluck, S., & Alea, N. (2011). Crafting the TALE: Construction of a measure to assess the functions of autobiographical remembering. Memory, 19, 470–486.; Bluck, S., Alea, N., Habermas, T., & Rubin, D. C. (2005). A TALE of three functions: The self–reported uses of autobiographical memory. Social Cognition, 23, 91–117.], two studies explored the relationship between depressive symptomology and the self-reported frequency and usefulness of AMs for self, social and directive purposes. Study 1 revealed that thinking more frequently but talking less frequently about past life events was significantly associated with higher depression scores. Recalling past events more frequently to maintain self-continuity was also significantly associated with higher depressive symptomology. However, results from Study 2 indicated that higher levels of depression were also significantly associated with less-frequent useful recollections of past life events for self-continuity purposes. Taken together, the findings suggest atypical utilisations of AM to serve self-continuity functions in depression and can be interpreted within the wider context of ruminative thought processes.     

The relationship between autobiographical memory,cognition, and emotion in older adults: a review

Over the past 30 years, the concept of “autobiographical memory” has been highlighted in numerous behavioral and neuroanatomical studies. Importantly, episodic autobiographical memory, an aspect of autobiographical memory, has been shown to decrease with age but can be improved by training. Autobiographical memory is deeply associated with the default mode network (especially posterior cingulate cortex and medial prefrontal cortex), which is particularly interesting in the context of better understanding the relationship between autobiographical memory, cognition, and emotion in older adults. This article provides an overview of the behavioral and neuroanatomical characteristics of autobiographical memory, as well as its relationship with the default mode network, cognition, emotion, and aging. This article also provides an overall review of autobiographical memory training.     

Sampling autobiographical memory

An empirical procedure for probing autobiographical memory was assessed. Words designating common objects, activities, and feelings were used as guides for recall of discrete experiences. Four properties of the recollections were assessed: latency, age of occurrence, temporal specificity of memory report, and type of experience. The three results of most general interest were: (1) consistent differences in properties of reports elicited by affect terms and those elicited by object and activity words; (2) a curvilinear relationship between latency and event age; and (3) reliable sex differences. Several proposals regarding the organization of autobiographical memory, and voluntary recall of personal experiences are discussed.     

On the perceptual specificity of memory representations

The present paradigm involved manipulating the congruency of the perceptual processing during the study and test phases of a recognition memory task. During each trial, a gaze-contingent window was used to limit the stimulus display to a region either inside or outside a 10 degrees square centred on the participant's point of gaze, constituting the Central and Peripheral viewing modes respectively. The window position changed in real time in concert with changes in gaze position. Four experiments documented better task performance when viewing modes at encoding and retrieval matched than when they mismatched (i.e., perceptual specificity effects). Viewing mode congruency effects were demonstrated with both verbal and non-verbal stimuli. The present research is motivated and discussed in terms of theoretical views proposed in the 1970s including the levels-of-processing framework and the proceduralist viewpoint. In addition, implications for current processing and multiple systems views of memory are outlined.     

On the perceptual specificity of memory representations

The present paradigm involved manipulating the congruency of the perceptual processing during the study and test phases of a recognition memory task. During each trial, a gaze-contingent window was used to limit the stimulus display to a region either inside or outside a 10° square centred on the participant's point of gaze, constituting the Central and Peripheral viewing modes respectively. The window position changed in real time in concert with changes in gaze position. Four experiments documented better task performance when viewing modes at encoding and retrieval matched than when they mismatched (i.e., perceptual specificity effects). Viewing mode congruency effects were demonstrated with both verbal and non-verbal stimuli. The present research is motivated and discussed in terms of theoretical views proposed in the 1970s including the levels-of-processing framework and the proceduralist viewpoint. In addition, implications for current processing and multiple systems views of memory are outlined.     

Meta-analysis of the association between rumination and reduced autobiographical memory specificity

The CaRFAX model, proposed by Williams J. M. G. (2006. Capture and rumination, functional avoidance, and executive control (CaRFAX): Three processes that underlie overgeneral memory. Cognition and Emotion, 20, 548–568. doi:10.1080/02699930500450465; Williams, J. M. G., Barnhofer, T., Crane, C., Herman, D., Raes, F., Watkins, E., &; Dalgleish, T. (2007). Autobiographical memory specificity and emotional disorder. Psychological Bulletin, 133(1), 122–148. doi:10.1037/0033-2909.133.1.122) posits that reduced autobiographical memory specificity, a key factor associated with the emergence and maintenance of emotional disorders, may result from heightened rumination. We provide the first meta-analysis of the relation between autobiographical memory specificity and trait rumination. PsycINFO, PsycARTICLES and MEDLINE databases were searched and the following were extracted: the correlation between the number of specific memories recalled in the Autobiographical Memory Test and self-reported trait rumination scores, and its sub-factors – brooding and reflection. The pooled effect size for the correlation between memory specificity and trait rumination was small (d?=??.05) and did not differ significantly from zero (p?=?.09). The effect sizes for the correlation with brooding and reflection were not significantly different from zero. There is limited support for the association between trait rumination and memory specificity suggested in CaRFAX.     

Rumination and overgeneral autobiographical memory

Two studies investigated the effects of rumination on the retrieval of autobiographical memories in high-depressed and low-depressed individuals. Experiment 1 administered either a rumination or distraction task prior to a cued autobiographical memory task. High-depressed participants recalled more overgeneral memories following rumination relative to distraction, whereas experimental inductions did not influence low-depressed participants. Experiment 2 administered either a positive or negative rumination task prior to a cued autobiographical memory task. Negatively valenced rumination led high-depressed participants to recall more overgeneral memories than positively valenced rumination; this effect was not observed in low-depressed participants. These findings accord with the proposal that rumination is a mediating mechanism in the retrieval of overgeneral memories, and extends this proposal by indicating that negatively valenced ruminative content is particularly instrumental in inducing overgeneral retrieval.     

Ruminative self-focus and autobiographical memory

Many studies have shown a positive relationship between elevated dispositional self-focus and emotional disorder. Trapnell and Campbell (1999) proposed that this relationship was only true for ruminative forms of self-focus, reflective self-focus being associated with psychological health. The present study aimed: (1) to examine the replicability of Trapnell and Campbell's (1999) questionnaire-based differentiation of reflective and ruminative dispositional self-focus; (2) to see whether reflection and rumination could also be differentiated using measures of autobiographical memory; (3) to see whether such memory measures could elucidate mechanisms underlying different forms of dispositional self-focus. 130 volunteers retrieved autobiographical memories to neutral cue words and completed questionnaires. Questionnaires differentiated reflection and rumination: reflection correlated with openness to experience, whereas rumination correlated with neuroticism, replicating previous findings that it is specifically ruminative self-focus that is maladaptive. Memory measures also differentiated reflection and rumination: reflection was unrelated to the affective qualities of memories, whereas rumination correlated with measures of the happiness, unhappiness and at-oneness of memories. Dispositional ruminative self-focus, like neuroticism, was specifically related to increased accessibility of memories of events where individuals felt “not at all at-one with things”. This style of memory access could underpin dispositional ruminative self-focus, which is closely linked to neuroticism.     

A role for the perceptual representation memory system in category learning

There is growing evidence that working memory, episodic/semantic memory, and procedural memory all play important roles in at least some types of category learning. Little is known, however, about the role of the perceptual representation memory system (PRS). Two experiments are reported that provide evidence that under certain conditions, the PRS, by itself, is sufficient to mediate category learning. Both experiments compared performance in (A, not A) and (A, B) prototype distortion category-learning tasks, in which category exemplars are created by randomly distorting one category prototype in the (A, not A) conditions or two prototypes in the (A, B) conditions. Results showed that (A, not A) performance was more sensitive to prototype similarity and less affected by the removal of feedback than (A, B) performance. These results support the hypothesis that (A, not A) performance was mediated by the PRS, but that (A, B) performance recruited other memory systems.     

When autobiographical memory begins

The authors review competing theories concerning the emergence and early development of autobiographical memory. It is argued that the differences between these accounts, although important, may be more apparent than real. The crux of these disagreements lies not in what processes are important, but rather, the role these different processes play in the emergence of autobiographical memory and the temporal primacy of these controlling variables. These differences are explored theoretically and then extant as well as new data are brought to bear on these issues. What emerges is a new, more inclusive, multifactorial framework that integrates the controlling variables from diverse perspectives providing a more complete account of the beginnings of autobiographical memory.     

On the relationship between memory and perception: sequential dependencies in recognition memory testing

Many models of recognition are derived from models originally applied to perception tasks, which assume that decisions from trial to trial are independent. While the independence assumption is violated for many perception tasks, we present the results of several experiments intended to relate memory and perception by exploring sequential dependencies in recognition. The findings from these experiments disconfirm the independence assumption for recognition memory. In addition, the pattern of sequential dependencies observed in recognition differs from that observed for many perception tasks. This suggests that sequential dependencies arise from mnemonic or perceptual processes and not from decision processes that should be common to memory and perception tasks.     

Organization in autobiographical memory

Three experiments investigated timed autobiographical memory retrieval to cue words and phrases. In the first experiment, subjects retrieved memories to cues that named semantic category members and were primed with the superordinate category name or with a neutral word. No prime effects were observed. In the second experiment, subjects retrieved memories to primed and unprimed semantic category cues and to personal primes and personal history cues. Personal primes named lifetime periods (e.g., “school days”) and personal history cues named general events occurring in those lifetime periods for each subject (e.g., “holiday in Italy”). Only personal primes were found to significantly facilitate memory retrieval. A third experiment replicated this finding and also failed to find any prime effects to primes and cues naming activities not directly related to an individual’s personal history. In this experiment, characteristics of recalled events (e.g,, personal importance, frequency of rehearsal, pleasantness, and specificity of the memory) were found to be strongly associated with memories retrieved to personal cues and only mildly associated with memories retrieved to other types of cues. These findings suggest that one way in which autobiographical memories may be organized is in terms of a hierarchically structured abstracted personal history.     

Regret as autobiographical memory

We apply an autobiographical memory framework to the study of regret. Focusing on the distinction between regrets for specific and general events we argue that the temporal profile of regret, usually explained in terms of the action–inaction distinction, is predicted by models of autobiographical memory. In two studies involving participants in their sixties we demonstrate a reminiscence bump for general, but not for specific regrets. Recent regrets were more likely to be specific than general in nature. Coding regrets as actions/inactions revealed that general regrets were significantly more likely to be due to inaction while specific regrets were as likely to be due to action as to inaction. In Study 2 we also generalised all of these findings to a group of participants in their 40s. We re-interpret existing accounts of the temporal profile of regret within the autobiographical memory framework, and outline the practical and theoretical advantages of our memory-based distinction over traditional decision-making approaches to the study of regret.     

On the automaticity of pure perceptual sequence learning

We investigated the automaticity of implicit sequence learning by varying perceptual load in a pure perceptual sequence learning paradigm. Participants responded to the randomly changing identity of a target, while the irrelevant target location was structured. In Experiment 1, the target was presented under low or high perceptual load during training, whereas testing occurred without load. Unexpectedly, no sequence learning was observed. In Experiment 2, perceptual load was introduced during the test phase to determine whether load is required to express perceptual knowledge. Learning itself was unaffected by visuospatial demands, but more learning was expressed under high load test conditions. In Experiment 3, we demonstrated that perceptual load is not required for the acquisition of perceptual sequence knowledge. These findings suggest that perceptual load does not mediate the perceptual sequence learning process itself, supporting the automaticity of implicit learning, but is mandatory for the expression of pure perceptual sequence knowledge.     

Evidence for perceptual learning in pigeons' recognition memory for pictures

In two experiments, pigeons were trained on a recognition memory task, which required them to refrain from responding to a picture seen earlier that day. They learned this discrimination without detectable reliance on cues relating to the sequence of positive and negative trials. In both experiments, performance was significantly better when the same restricted set of stimuli was used each day than when an entirely novel set of stimuli was used each day, and in the former case there was less evidence of any significant decline in performance with increases in the interval between first and second presentations of a stimulus. The results suggest a powerful perceptual learning effect.