Picture memory: recognizing added and deleted details

When people are presented simple and complex pictures and then tested in a same-changed recognition test with a simple or complex form of each, d' is greater for the simple than the complex picture (Pezdek & Chen, 1982). The results of three experiments confirm the robustness of this "asymmetric confusability effect" and test a model of the processes underlying this effect. According to the model, pictures are schematically encoded such that the memory representation of both simple and complex pictures is similar to the simple form of each. In Experiment 1, a sentence was presented that described the central schema in the picture prior to subjects' viewing each picture. This manipulation exaggerated the asymmetric confusability effect; schematic processing thus underlies the effect. Results of Experiment 2 refute the hypothesis that the effect results from subjects erroneously anticipating a recall test rather than a recognition test. Furthermore, although some of the nonschematic elaborative information in complex pictures is stored in memory, it is difficult to retrieve to verify that something is missing when complex presentation pictures are changed to simple test pictures (Experiment 3). Thus, although people are able to distinguish large sets of old pictures from new distractor pictures, their ability to detect missing elaborative visual details is more limited.     

Enhanced recognition of memorable pictures in ultra-fast RSVP

Long-term recognition memory for some pictures is consistently better than for others (Isola, Xiao, Parikh, Torralba, & Oliva, IEEE Transaction on Pattern Analysis and Machine Intelligence (PAMI), 36(7), 1469–1482, 2014). Here, we investigated whether pictures found to be memorable in a long-term memory test are also perceived more easily when presented in ultra-rapid RSVP. Participants viewed 6 pictures they had never seen before that were presented for 13 to 360 ms per picture in a rapid serial visual presentation (RSVP) sequence. In half the trials, one of the pictures was a memorable or a nonmemorable picture and perception of this picture was probed by a visual recognition test at the end of the sequence. Recognition for pictures from the memorable set was higher than for those from the nonmemorable set, and this difference increased with increasing duration. Nonmemorable picture recognition was low initially, did not increase until 120 ms, and never caught up with memorable picture recognition performance. Thus, the long-term memorability of an image is associated with initial perceptibility: A picture that is hard to grasp quickly is hard to remember later.     

Two types of information in picture memory.

It is assumed that recognition memory for pictures is based on two types of information. The first is information about specific details in a picture. The process of encoding this type of information is identified with what N. H. Mackworth and others have termed looking at "informative areas" in pictures. The second informational component is designated as "general visual information." Two experiments were carried out investigating (a) the extent to which recognition responses to pictures are based on specific detail vs. general visual information, (b) whether the amount of specific detail information may be manipulated by varying the complexity of a target picture, and (c) the rate at which the two types of information are acquired. The results indicate that the rate of encoding specific details varies with the number of potential informative areas in a pictures and, given that a detail is encoded, memory performance is not substantially affected by target complexity, exposure time, or presence or absence of a mask.     

Episodic effects on picture identification: implications for theories of concept learning and theories of memory

The effects of differences in study processing on free recall of picture names and on generalization in picture identification were investigated. Experience with degraded pictures produced poorer subsequent free recall of picture names than did naming intact pictures. For the test of picture identification, pictures that were identical to a studied picture, pictures that shared a name with a studied picture (same name), and new test pictures were presented, and the amount of clarification required to identify a picture was measured. Experience with degraded pictures produced better subsequent identification of identical test pictures but poorer later identification of same-name test pictures than did naming intact pictures. The importance of these episodic effects for theories of concept learning and theories of memory is discussed. It is argued that distinctions between memory systems (e.g., episodic-semantic) must be couched in terms of a theory of concept learning and that the data are inconsistent with a simple distinction.     

The effects of age and divided attention on spontaneous recognition

Studies of recognition typically involve tests in which the participant’s memory for a stimulus is directly questioned. There are occasions however, in which memory occurs more spontaneously (e.g., an acquaintance seeming familiar out of context). Spontaneous recognition was investigated in a novel paradigm involving study of pictures and words followed by recognition judgments on stimuli with an old or new word superimposed over an old or new picture. Participants were instructed to make their recognition decision on either the picture or word and to ignore the distracting stimulus. Spontaneous recognition was measured as the influence of old vs. new distracters on target recognition. Across two experiments, older adults and younger adults placed under divided-attention showed a greater tendency to spontaneously recognize old distracters as compared to full-attention younger adults. The occurrence of spontaneous recognition is discussed in relation to ability to constrain retrieval to goal-relevant information.     

Pictorial rehearsal effects in younger and older adults

Abstract

In three studies, we examined pictorial rehearsal effects in younger and older adults. Concrete and abstract line drawings that varied in the amount of pictorial detail were presented for study under different presentation conditions. In the pictorial rehearsal condition, each picture was followed by a blank rehearsal interval where the picture was no longer presented. In all three experiments, the poststimulus interval enhanced picture recognition for both age groups, relative to a control condition where no rehearsal interval occurred. These findings suggest that older adults, like younger adults, form and maintain visual images across a blank rehearsal interval. Implications of these findings for current views on imaginal processes in older adults are discussed.     

Episodic encoding and recognition of pictures and words: role of the human medial temporal lobes

In the present PET study, we examined brain activity related to processing of pictures and printed words in episodic memory. Our goal was to determine how the perceptual format of objects (verbal versus pictorial) is reflected in the neural organization of episodic memory for common objects. We investigated this issue in relation to encoding and recognition with a particular focus on medial temporal-lobe (MTL) structures. At encoding, participants saw pictures of objects or their written names and were asked to make semantic judgments. At recognition, participants made yes-no recognition judgments in four different conditions. In two conditions, target items were pictures of objects; these objects had originally been encoded either in picture or in word format. In two other conditions, target items were words; they also denoted objects originally encoded either as pictures or as words. Our data show that right MTL structures are differentially involved in picture processing during encoding and recognition. A posterior MTL region showed higher activation in response to the presentation of pictures than of words across all conditions. During encoding, this region may be involved in setting up a representation of the perceptual information that comprises the picture. At recognition, it may play a role in guiding retrieval processes based on the perceptual input, i.e. the retrieval cue. Another more anterior right MTL region was found to be differentially involved in recognition of objects that had been encoded as pictures, irrespective of whether the retrieval cue provided was pictorial or verbal in nature; this region may be involved in accessing stored pictorial representations. Our results suggest that left MTL structures contribute to picture processing only during encoding. Some regions in the left MTL showed an involvement in semantic encoding that was picture specific; others showed a task-specific involvement across pictures and words. Together, our results provide evidence that the involvement of some but not all MTL regions in episodic encoding and recognition is format specific.     

Learning 10000 pictures

Four experiments are reported which examined memory capacity and retrieval speed for pictures and for words. Single-trial learning tasks were employed throughout, with memory performance assessed by forced-choice recognition, recall measures or choice reaction-time tasks. The main experimental findings were: (1) memory capacity, as a function of the amount of material presented, follows a general power law with a characteristic exponent for each task; (2) pictorial material obeys this power law and shows an overall superiority to verbal material. The capacity of recognition memory for pictures is almost limitless, when measured under appropriate conditions; (3) when the recognition task is made harder by using more alternatives, memory capacity stays constant and the superiority of pictures is maintained; (4) picture memory also exceeds verbal memory in terms of verbal recall; comparable recognition/recall ratios are obtained for pictures, words and nonsense syllables; (5) verbal memory shows a higher retrieval speed than picture memory, as inferred from reaction-time measures. Both types of material obey a power law, when reaction-time is measured for various sizes of learning set, and both show very rapid rates of memory search.

From a consideration of the experimental results and other data it is concluded that the superiority of the pictorial mode in recognition and free recall learning tasks is well established and cannot be attributed to methodological artifact.     

Reversing the picture superiority effect: A speed—accuracy trade-off study of recognition memory

Speed-accuracy trade-off methods have been used to contrast single- and dual-process accounts of recognition memory. With these procedures, subjects are presented with individual test items and required to make recognition decisions under various time constraints. In three experiments, we presented words and pictures to be intentionally learned; test stimuli were always visually presented words. At test, we manipulated the interval between the presentation of each test stimulus and that of a response signal, thus controlling the amount of time available to retrieve target information. The standard picture superiority effect was significant in long response deadline conditions (i.e., > or = 2,000 msec). Conversely, a significant reverse picture superiority effect emerged at short response-signal deadlines (< 200 msec). The results are congruent with views suggesting that both fast familiarity and slower recollection processes contribute to recognition memory. Alternative accounts are also discussed.     

Selective attention affects implicit and explicit memory for familiar pictures at different delay conditions

Three experiments investigated the effects of two variables -selective attention during encoding and delay between study and test- on implicit (picture fragment completion and object naming) and explicit (free recall and recognition) memory tests. Experiments 1 and 2 consistently indicated that (a) at all delays (immediate to 1 month), picture-fragment identification threshold was lower for the attended than the unattended pictures; (b) the attended pictures were recalled and recognized better than the unattended; and (c) attention and delay interacted in both memory tests. For implicit memory, performance decreased as delay increased for both attended and unattended pictures, but priming was more pronounced and lasted longer for the attended pictures; it was still present after a 1-month delay. For explicit memory, performance decreased as delay increased for attended pictures, but for unattended pictures performance was consistent throughout delay. By using a perceptual object naming task, Experiment 3 showed reliable implicit and explicit memory for attended but not for unattended pictures. This study indicates that picture repetition priming requires attention at the time of study and that neither delay nor attention dissociate performance in explicit and implicit memory tests; both types of memory require attention, but explicit memory does so to a larger degree.     

Recognition of Concrete and abstract Pictures as a Function of Poststimulus Interval

This study examined picture recognition of concrete common objects and abstract random shapes under two presentation conditions: The durations of the unfilled intervals (off-time duration) that followed the presentation of the pictures were varied either randomly or in blocks. The major findings were: (a) recognition of the concrete pictures was better than recognition of random shapes, (b) the off-time duration did not influence recognition of either type of picture under the random presentation condition, and (c) under the block presentation condition, recognition of the concrete pictures increased as a function of off-time duration, whereas the effect of off-time duration was not found for the abstract shapes. The results were interpreted as suggesting that a longer off-time duration is necessary for abstract shapes so that stimulus differentiation, verbal encoding, visual analogizing, and rehearsing may be utilized in processing.     

Directed forgetting of complex pictures in an item method paradigm

An item-cued directed forgetting paradigm was used to investigate the ability to control episodic memory and selectively encode complex coloured pictures. A series of photographs was presented to 21 participants who were instructed to either remember or forget each picture after it was presented. Memory performance was later tested with a recognition task where all presented items had to be retrieved, regardless of the initial instructions. A directed forgetting effect—that is, better recognition of “to-be-remembered” than of “to-be-forgotten” pictures—was observed, although its size was smaller than previously reported for words or line drawings. The magnitude of the directed forgetting effect correlated negatively with participants’ depression and dissociation scores. The results indicate that, at least in an item method, directed forgetting occurs for complex pictures as well as words and simple line drawings. Furthermore, people with higher levels of dissociative or depressive symptoms exhibit altered memory encoding patterns.     

Directed forgetting of complex pictures in an item method paradigm

An item-cued directed forgetting paradigm was used to investigate the ability to control episodic memory and selectively encode complex coloured pictures. A series of photographs was presented to 21 participants who were instructed to either remember or forget each picture after it was presented. Memory performance was later tested with a recognition task where all presented items had to be retrieved, regardless of the initial instructions. A directed forgetting effect--that is, better recognition of "to-be-remembered" than of "to-be-forgotten" pictures--was observed, although its size was smaller than previously reported for words or line drawings. The magnitude of the directed forgetting effect correlated negatively with participants' depression and dissociation scores. The results indicate that, at least in an item method, directed forgetting occurs for complex pictures as well as words and simple line drawings. Furthermore, people with higher levels of dissociative or depressive symptoms exhibit altered memory encoding patterns.     

Pictorial superiority effects in oldest-old people

We examined memory for pictures and words in middle-age (45–59 years), young-old (60–74 years), old-old (75–89 years), and the oldest-old adults (90–97 years) in the Louisiana Healthy Aging Study. Stimulus items were presented and retention was tested in a blocked order where half of the participants studied 16 simple line drawings and the other half studied matching words during acquisition. Free recall and recognition followed. In the next acquisition/test block a new set of items was used where the stimulus format was changed relative to the first block. Results yielded pictorial superiority effects in both retention measures for all age groups. Follow-up analyses of clustering in free recall revealed that a greater number of categories were accessed (which reflects participants’ retrieval plan) and more items were recalled per category (which reflects participants’ encoding strategy) when pictures served as stimuli compared to words. Cognitive status and working memory span were correlated with picture and word recall. Regression analyses confirmed that these individual difference variables accounted for significant age-related variance in recall. These data strongly suggest that the oldest-old can utilise nonverbal memory codes to support long-term retention as effectively as do younger adults.     

Knowing what to remember and forget: A developmental study of cue memory in intentional forgetting

These experiments are the first to investigate children’s encoding and use of information about a memory cue in Bjork’s (1972) intentional forgetting task. In Experiment 1, children in Grades 2, 4, and 6 and college students were given cues to either remember or forget after the presentation of each picture. Recall and recognition tests of pictures and cues followed. The procedure in Experiment 2 was identical to that in Experiment 1 except that the list of presentation pictures was altered for some children (Grades 3 and 4) and adolescents (Grades 8 and 9) so that remember and forget cues were associated with particular taxonomic categories. In Experiment 3, the testing component was modified so that children (Grades 2, 3, and 4) and college students were asked to recall only the cue associated with each picture. The results indicated that (1) children as young as second graders encode the cue associated with each picture, although to a lesser extent than do college students, (2) much improvement in intentional forgetting is still occurring during adolescence, (3) only adults adequately cluster their recall by cue, (4) associating remember and forget cues with items from different categories does not increase the differentiation between cues, and (5) eliminating picture recall and recognition has minimal effects on the magnitude of cue judgments. These results suggest that children’s difficulties on intentional forgetting tasks stem, at least in part, from their poorer encoding of information about whether an item should be remembered or forgotten.     

The dissociation of repetition priming and recognition memory in language/learning-disabled children.

Recent research has found that the performance of learning-disabled and non-disabled children is dissociated on explicit and implicit tests of memory (Lorsbach & Worman, 1989). The current study further examined this phenomenon by comparing language/learning-disabled (L/LD) and nondisabled children (NLD) on tasks measuring primed picture-naming and item recognition. Included within the design of the experiment was the manipulation of both presentation format (pictures or words) and retention interval (immediate or 1 day). Children were initially presented with pictures and words. Performance was measured both immediately and following a 1-day retention interval on a picture naming task, an item recognition task, and a supplementary measure of memory for presentation format. The magnitude of facilitation associated with primed picture-naming was found to be independent of item recognition performance. In addition, the effects of population (L/LD and NLD) and retention interval (immediate test or 1 day) each produced dissociations between the magnitude of naming facilitation and item recognition performance. Results were discussed in terms of their implications for our understanding of the nature of memory difficulties in L/LD children.     

Dissociations between procedural and episodic memory: effects of time and aging

The issue of multiple memory systems is explored. Young and older adults (mean ages = 20 and 71, respectively) named pictures and were tested immediately, 1, 7, or 21 days later. Episodic memory (recognition) for pictures was significantly lower in older relative to young adults and declined systematically across all retention intervals in both age groups. In contrast, procedural memory (repetition priming in picture naming) revealed no reliable age differences. In both age groups, priming declined within the first 24 hr, but unlike recognition, there was no further decrement from 1 to 21 days. There were also within-subject dissociations: The magnitude of priming was equivalent for remembered and forgotten items, and the relation between recognition and priming across intervals was nonmonotic, revealing a reversed association. The findings were interpreted within a multiple-memory-systems framework.     

Pictorial superiority effects in oldest-old people

We examined memory for pictures and words in middle-age (45-59 years), young-old (60-74 years), old-old (75-89 years), and the oldest-old adults (90-97 years) in the Louisiana Healthy Aging Study. Stimulus items were presented and retention was tested in a blocked order where half of the participants studied 16 simple line drawings and the other half studied matching words during acquisition. Free recall and recognition followed. In the next acquisition/test block a new set of items was used where the stimulus format was changed relative to the first block. Results yielded pictorial superiority effects in both retention measures for all age groups. Follow-up analyses of clustering in free recall revealed that a greater number of categories were accessed (which reflects participants' retrieval plan) and more items were recalled per category (which reflects participants' encoding strategy) when pictures served as stimuli compared to words. Cognitive status and working memory span were correlated with picture and word recall. Regression analyses confirmed that these individual difference variables accounted for significant age-related variance in recall. These data strongly suggest that the oldest-old can utilise nonverbal memory codes to support long-term retention as effectively as do younger adults.     

Recognition of concrete and abstract pictures as a function of poststimulus interval

This study examined picture recognition of concrete common objects and abstract random shapes under two presentation conditions: The durations of the unfilled intervals (off-time duration) that followed the presentation of the pictures were varied either randomly or in blocks. The major findings were: recognition of the concrete pictures was better than recognition of random shapes, the off-time duration did not influence recognition of either type of picture under the random presentation condition, and under the block presentation condition, recognition of the concrete pictures increased as a function of off-time duration, whereas the effect of off-time duration was not found for the abstract shapes. The results were interpreted as suggesting that a longer off-time duration is necessary for abstract shapes so that stimulus differentiation, verbal encoding, visual analogizing, and rehearsing may be utilized in processing.     

Recognition memory for related pictures

This study presents a test of the notion of semantic integration of information m pictures. In Experiment 1. subjects were presented pictures which comprised various subsets of the elements in one of four standard pictures. In the test phase. recognition confidence tor old and new items was a direct function of the number of figures in the test picture. However. recognition confidence was significantly higher for old than for new pictures, contrary to predictions of the integration model of Bransford and Franks (1971). In Experiment 2, the differential predictions of the integration model and the tally model (Reitman & Bower, 19731 were tested. The information for a key standard picture was presented solely as ONEs during acquisition. For the other three standard pictures. information was presented as ONEs, TWOs, and THREEs. The results were that recognition confidence increased with complexity at the test item with regular items but decreased with increasing complexity with key items. Together. these experiments support the tally model and demonstrate the generalizabilitv of this model to handle pictorial materials. Implications regarding the nature of picture memory are also discussed.