Color blend retrievals: Compromise memories or deliberate compromise responses?

A total of 978 subjects, in two experiments and two pilot studies, were asked to recognize the color of objects to which they had been exposed in a slide presentation. Taken together, the studies demonstrate that an object’s typical coloration influences recognitions, resulting in retrievals that compromise or blend the actual color and the typical color. In addition, Experiment 2 suggests that color recognitions may be simultaneously influenced by typical knowledge, event information, and postevent information. The findings question the adequacy of both the deliberate compromise and the compromise memory hypotheses as accounts for color blend retrievals. The deliberate compromise hypothesis fails to account for evidence that blend retrievals result because an intact representation of an event is not available at the time of test. The compromise memory hypothesis fails to account for evidence that deliberative processes do occur, and is in need of further exposition given that blend retrievals may be the result of different processes when resulting from typical knowledge and from postevent information. In conclusion, neither hypothesis, in isolation, is able to account for the various possible processes that appear responsible for blend retrievals.     

Autonomy Support and Structure Enhance Children's Memory and Motivation to Reminisce: A Parental Training Study

Thirty parents observed their preschoolers (M _age = 4;2) experience a standardized laboratory event and discussed the event with their child later that day. Children's memory for this event was subsequently tested at two delay intervals. Prior to the laboratory event, parents were randomly assigned to receive either autonomy-support training (Condition A) or elaborative-structure training (Condition B); training followed the event. Autonomy support-trained parents became more autonomy-supportive following the training; structure-trained parents became more structurally elaborative. Short-term experimenter–child memory interviews took place 2 weeks after the laboratory event; children of autonomy support-trained parents appeared more engaged in this memory interview, while children of structure-trained parents provided more recall and more thematically coherent memory narratives. Long-term experimenter–child interviews took place 8 months after the laboratory event; children of autonomy support-trained parents provided more information in the directed phase of this interview and appeared more engaged in the interview. The effects of high parental autonomy support and high elaborative structure for children's memory and motivation to reminisce are discussed.     

Boosting Children's Memory by Training Mothers in the Use of an Elaborative Conversational Style as an Event Unfolds

An experimental methodology was adapted to examine children's language skills and mothers' conversational styles during a specified event as they are linked to the children's event memory. Thirty-nine preschoolers (mean age = 46.82 months) were pretested and grouped as having high or low language skills. Children in each group were then randomly assigned to either maternal-style training or no training conditions. Trained mothers were instructed to use 4 specific conversational techniques to enhance children's understanding of unfolding events: Wh- questions, associations, follow-ins, and positive evaluations. When observed engaging with their children in a specially constructed camping activity, trained mothers did indeed use these elements of style more than untrained mothers. Moreover, assessments of the children's memory after 1-day- and 3-week-delay intervals indicated substantial effects of both maternal training and children's language skills on remembering.     

基于手机APP的双维n-back训练的认知与情绪效益

工作记忆训练的训练获益能够迁移至与工作记忆相关的各项基础认知活动中去。基于情绪认知控制与工作记忆之间的密切关联, 本研究设计了一种新型情绪性双维n-back训练, 并且验证利用手机APP搭载训练任务的适用性。结果表明：基于APP的短期双维n-back训练能够使个体在视空间工作记忆任务、活动记忆任务、数字转换任务、Stroop任务上的成绩产生相较控制组更大的进步, 表明训练可以提高个体工作记忆的容量和中央执行功能。然而, 基于不同情绪材料的训练(中性、负性、正性)在各类迁移上差异不大。短期训练无法迁移到情绪Stroop任务中, 即无法产生特异的情绪控制上的效益。双维n-back任务通道单一, 且搭载于手机APP, 拥有较为广阔的应用前景。但将情绪材料单纯地糅合进工作记忆任务中的价值与意义须被进一步考察。     

Memantine ameliorates scopolamine-induced amnesia in chicks trained on taste-avoidance learning

In day-old chicks trained on the one-trial taste-avoidance task, activation of NMDA receptors by glutamate is particularly important in the initial stages of memory consolidation. In addition, acetylcholine receptor activation has been shown to be a necessary component of memory formation for this task because injection of scopolamine produces amnesia. Memantine, a non-competitive NMDA receptor antagonist, improves memory formation under certain impairing circumstances, despite inhibiting the activation of NMDA receptors. The present experiments tested the hypothesis that memantine can ameliorate scopolamine-induced amnesia in day-old chicks (Gallus gallus domesticus) trained on the one-trial taste-avoidance task. Three experiments assessed the effects of scopolamine, memantine, and glutamate in this task. The results of Experiment 1 demonstrated that 50.0 mM scopolamine produces significant amnesia. In Experiment 2, 1.0 mM memantine reversed the scopolamine-induced amnesia, while other doses were ineffective. In Experiment 3, injection of 50.0 mM glutamate in combination with scopolamine reversed the memantine amelioration. These results indicate a relationship between glutamate and acetylcholine in memory formation in the day-old chick.     

Eyewitness memory for arousing events: putting things into context

If attention is focused on central details at high levels of arousal, memory for peripheral details should be diminished (Easterbrook, 1959 ). If this is the case, contextual reinstatement (CR) procedures should not enhance memory because these procedures specifically use peripheral information to cue memory. The present experiment tested how arousal influenced eyewitness memory for an event and how it interacts with CR procedures. Participants first viewed one of three series of slides (neutral, arousal, or unusual/control). Memory for central and peripheral details was tested via photo lineups and recognition tests. Although CR procedures enhanced recognition memory for non‐arousing and unusual events, they did not affect recognition memory for arousing events. Analyses of the peripheral photo lineup and peripheral recognition test data revealed that CR enhanced the hit rate for the neutral and unusual conditions but not for the arousal condition. Although CR procedures tended to enhance recognition of central information (increasing the hit rate and decreasing the false alarm rate), CR had a smaller enhancement effect in the arousal condition relative to the neutral and unusual conditions. The present experiment also replicates the Christianson and Loftus ( 1991 ) finding that peripheral information is not remembered as well in an arousing event, as compared to memory of neutral and unusual events. The theoretical and applied implications of these results are discussed. Copyright © 2002 John Wiley & Sons, Ltd.     

D2 dopamine receptor blockade immediately post-training enhances retention in hidden and visible platform versions of the water maze

Considerable evidence shows that post-training administration of dopamine agonists can enhance memory through actions on consolidation processes, but relatively little is known regarding the effects of dopamine antagonists on consolidation. These experiments investigated the effects of post-training systemic administration of the D2 receptor antagonist sulpiride on consolidation of memory for two versions of the Morris water maze task. Rats trained in either the hidden (spatial) or visible (cued) platform version received a subcutaneous injection of sulpiride or vehicle immediately following training. Retention testing 48 hr later revealed that relative to vehicle controls, sulpiride reduced platform latencies in both task versions, suggesting that like dopamine agonists, sulpiride can also have memory-enhancing effects.     

Infants' eyewitness testimony: Effects of postevent information on a prior memory representation

In eyewitness testimony research, postevent information impair retention of the original event and increases the probability that interpolated information will be identified as part:of the original event. The present experiments studied these effects with 3-month-olds. Infants learned to kick to move a particular crib mobile and then were briefly exposed to information about a novel mobile. The novel postevent information impaired recognition of the-original mobile when it immediately followed training but not when it was delayed by 1 day. Like adults, infants treated the postevent information as part of the original training event, continuing to do so for at least 2 weeks. We propose that postevent information displaces conflicting information coactive with it in primary memory and creates a new, updated memory token of the event. Once the new token leaves primary memory, however, it is protected; only a copy can be retrieved and modified in the future.     

Protein synthesis-dependent memory and neuronal enhancement in Hermissenda are contingent on parameters of training and retention

Following contiguous pairings of light and rotation, light alone elicits a conditioned contraction of Hermissenda's foot, indicative of an associative memory. After a 5-min retention interval, this conditioned response was evident following two or nine (but not one) conditioning trials but persisted for 90 min only after nine trials. In vivo incubation of animals in the protein synthesis inhibitor anisomycin (ANI; 1 microM) did not affect the conditioned response at the 5-min retention interval but significantly attenuated conditioned responding at the 90-min interval even following nine training trials. Deacetylanisomycin (DANI; 1 microM; an inactive form of anisomycin) had no effect on either 5- or 90-min retention. In a companion procedure, groups of isolated nervous systems were exposed to comparable light and rotation pairings, and the B photoreceptors (considered a site of storage for the associative memory) underwent electrophysiological analysis. An increase in neuronal excitability (indexed by depolarizing voltage responses to injected current) in the B photoreceptors paralleled the expression of conditioned responding in intact animals, that is, two training trials produced a short-term increase in excitability that dissipated within 45 min, whereas nine trials produced a persistent (at least 90-min) increase in excitability. In a fmal experiment, isolated nervous systems were exposed to nine training trials, and ANI or DANI was either present in the bathing medium before and during training or was introduced 5 min after training. Following training in ANI, a short-term (5- to 45-min) but not persistent (90-min) increase in excitability in the B photoreceptors was observed. ANI had no effect on either the short-term or persistent increase in excitability if the drug was applied 5 min after the last (ninth) training trial, and DANI had no effect on training-induced increases in excitability at any retention intervals. These results suggest that short-term retention in Hermissenda is protein synthesis independent but that new protein synthesis initiated during or shortly after the training event is necessary for even 90-min retention. Moreover, these results indicate that under some conditions, a critical threshold of training must be exceeded to initiate protein synthesis-dependent retention.     

Post-training administration of corticosterone enhances consolidation of contextual fear memory and hippocampal long-term potentiation in rats

This study was designed to examine the effect of corticosterone on consolidation of contextual fear memory and hippocampal long-term potentiation (LTP) in rats. In Experiment 1, dose–response effects of corticosterone on consolidation of contextual fear memory were determined. Immediately after training in contextual fear conditioning task, rats received different doses of corticosterone. Testing 24 h later, it revealed that corticosterone enhanced memory consolidation in an inverted U shape as evidenced in increased freezing behavior of corticosterone-treated animals. The most effective dose was 3 mg/kg. In Experiment 2, LTP was examined in rats whose memory consolidation has been enhanced with corticosterone. The rats were trained as the above and received corticosterone (3 mg/kg) immediately after training. Immediately or up to one day after retention test, rats were anesthetized with urethane for LTP experiments. For LTP induction, three episodes of high frequency stimuli, 30 s apart, were delivered to the perforant path, each consisting of 10 stimuli at 250 Hz. LTP was assessed by measuring the increase in the initial slope of the population excitatory post-synaptic potentials and the amplitude of the population spikes. Data indicated that animals whose memory has been enhanced by corticosterone, also displayed enhanced hippocampal LTP. The above findings suggest that glucocorticoids may enhance contextual fear memory consolidation via enhancing hippocampal LTP.     

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.     

Specific and general autobiographical knowledge in adults with autism spectrum disorders: The role of personal goals

Autobiographical knowledge is stored hierarchically, at both specific and general levels of representation. It has also been proposed that the self is the structure around which autobiographical memories are organised. The current series of studies assessed whether the autobiographical memory difficulties observed in adults with autism spectrum disorders (ASD) could be due to problems in using the self as an effective memory cue. A series of cueing paradigms were used to assess the accessibility of both specific and general autobiographical knowledge relating to (i) currently pursued goals (either high or low in self–concordance) and (ii) goals that participants were not currently pursuing. Results demonstrated that while event-specific knowledge was impaired in the ASD group, general event knowledge appeared relatively intact. Moreover, while both event-specific and general event knowledge were organised around goals of the self in control participants, a corresponding relationship was only observed for general event knowledge in the ASD group.     

Interpretation training influences memory for prior interpretations

Anxiety is associated with memory biases when the initial interpretation of the event is taken into account. This experiment examined whether modification of interpretive bias retroactively affects memory for prior events and their initial interpretation. Before training, participants imagined themselves in emotionally ambiguous scenarios to which they provided endings that often revealed their interpretations. Then they were trained to resolve the ambiguity in other situations in a consistently positive (n = 37) or negative way (n = 38) before they tried to recall the initial scenarios and endings. Results indicated that memory for the endings was imbued with the emotional tone of the training, whereas memory for the scenarios was unaffected.     

Phlorizin,a Competitive Inhibitor of Glucose Transport,Facilitates Memory Storage in Mice

Posttraining intraperitoneal administration of phlorizin (3.0–300.0 μg/kg), a competitive inhibitor of glucose transport from blood to brain, facilitated 48-h retention, in male Swiss mice, of a one-trial step-through inhibitory avoidance task. The dose–response curve was an inverted-U shape. Phlorizin did not increase the retention latencies of mice that had not received a foot shock during training. The effects of phlorizin (30.0 μg/kg) on retention were time dependent, and the administration of phlorizin (30.0 μg/kg) 5 or 10 min prior to the retention test did not affect the retention performance of mice given posttraining injections of saline or phlorizin (30.0 μg/kg). These findings indicate that phlorizin influenced memory storage, but not memory retrieval. Finally, the simultaneous administration of phlorizin (3.0–300.0 μg/kg, ip) antagonized, in a dose-related manner, the memory impairment induced by insulin (8 IU/kg, ip). Taken together, the results show that phlorizin enhance retention acting as a “glucose-like substance” although the mechanism(s) of this enhancement is unknown.     

Stroboscopic visual training improves information encoding in short-term memory

The visual system has developed to transform an undifferentiated and continuous flow of information into discrete and manageable representations, and this ability rests primarily on the uninterrupted nature of the input. Here we explore the impact of altering how visual information is accumulated over time by assessing how intermittent vision influences memory retention. Previous work has shown that intermittent, or stroboscopic, visual training (i.e., practicing while only experiencing snapshots of vision) can enhance visual?Cmotor control and visual cognition, yet many questions remain unanswered about the mechanisms that are altered. In the present study, we used a partial-report memory paradigm to assess the possible changes in visual memory following training under stroboscopic conditions. In Experiment 1, the memory task was completed before and immediately after a training phase, wherein participants engaged in physical activities (e.g., playing catch) while wearing either specialized stroboscopic eyewear or transparent control eyewear. In Experiment 2, an additional group of participants underwent the same stroboscopic protocol but were delayed 24?h between training and assessment, so as to measure retention. In comparison to the control group, both stroboscopic groups (immediate and delayed retest) revealed enhanced retention of information in short-term memory, leading to better recall at longer stimulus-to-cue delays (640?C2,560?ms). These results demonstrate that training under stroboscopic conditions has the capacity to enhance some aspects of visual memory, that these faculties generalize beyond the specific tasks that were trained, and that trained improvements can be maintained for at least a day.     

Nonuniform effects of reinstatement within the time window

A time window is a limited period after an event initially occurs in which additional information can be integrated with the memory of that event. It shuts when the memory is forgotten. The time window hypothesis holds that the impact of a manipulation at different points within the time window is nonuniform. In two operant conditioning experiments with 68 3-month-old human infants, we tested the predictive validity of the nonuniformity principle for reinstatement—a partial training trial that forestalls forgetting. After demonstrating that 3-month-olds forget the training task after 5 days (Experiment 1), we presented a reinstatement early (immediately), midway (3 days), or late (5 days) in the time window (Experiment 2). Retention increased exponentially with the reinstatement delay. The surprising magnitude of this result, plus its generality across tasks and species, strongly suggests that the timing of reinstatement differentially affects the outcomes of studies on learning and memory.     

Component analysis of verbal versus spatial working memory training in adolescents with ADHD: A randomized,controlled trial

Adaptive training of working memory (WM) using the Cogmed-RM intervention has recently shown some efficacy as an alternative treatment for ADHD, but this intervention may not be optimally designed. A recent component analysis of WM has suggested that maintenance in primary memory (PM) appears to be largely intact whereas recall from secondary memory (SM) appears to be deficient in ADHD relative to age-matched controls. However, extrapolating from basic research, there is reason to believe that Cogmed-RM may target the PM component more than the SM component; though training with spatial exercises may target the SM component more than training with verbal exercises. To investigate, participants diagnosed with ADHD were randomly assigned to either a verbal training condition (n?=?24) or a spatial training condition (n?=?23) using a randomized, controlled design, and both groups were instructed to complete at least 20 days of training. The PM and SM components of WM were assessed immediately before and after training using both verbal and spatial free recall tasks. The main findings showed that both versions of the intervention enhanced the maintenance of information in PM regardless of test modality, but not the recall of information from SM. Therefore, the component of WM that is improved by Cogmed-RM is not the same component of WM that is deficient in ADHD.     

POSITIVE EMOTIONS ENHANCE RECALL OF PERIPHERAL DETAILS

Emotional arousal and negative affect enhance recall of central aspects of an event. However, the role of discrete emotions in selective memory processing is understudied. Undergraduates were asked to recall and rate autobiographical memories of eight emotional events. Details of each memory were rated as central or peripheral to the event. Significance of the event, vividness, reliving and other aspects of remembering were also rated for each event. Positive affect enhanced recall of peripheral details. Furthermore, the impairment of peripheral recall was greatest in memories of anger, not of fear. Reliving the experience at retrieval was negatively correlated with recall of peripheral details for some emotions (e.g., anger) but not others (e.g., fear), irrespective of similarities in affect and intensity. Within individuals, recall of peripheral details was correlated with less belief in the memory's accuracy and more likelihood to recall the memory from one's own eyes (i.e., a field perspective).     

Emotional arousal and memory: a test of the poststimulus processing hypothesis

Emotional arousal is believed to enhance memory for details central to an episode but impair memory for peripheral details. However, new research suggests that arousal induced thematically (i.e., through involvement with an unfolding event) produces only memory enhancements. This article examines whether consciously controlled elaborative processing in the aftermath of an arousing experience is responsible. A dual task manipulation was used to prevent participants from ruminating over a video that depicted an abduction and attack. Several indices of recall showed greater memory for emotional event details than for details from a neutral control video, which remained the case when the opportunity for post-stimulus elaboration was prevented. Thus, superior retention of the content of emotional experiences may arise from the way in which arousal is induced rather than through immediate postevent cognitions.