Gamma oscillations distinguish true from false memories

ABSTRACT— To test whether distinct patterns of electrophysiological activity prior to a response can distinguish true from false memories, we analyzed intracranial electroencephalographic recordings while 52 patients undergoing treatment for epilepsy performed a verbal free-recall task. These analyses revealed that the same pattern of gamma-band (28–100 Hz) oscillatory activity that predicts successful memory formation at item encoding—increased gamma power in the hippocampus, prefrontal cortex, and left temporal lobe—reemerges at retrieval to distinguish correct from incorrect responses. The timing of these oscillatory effects suggests that self-cued memory retrieval begins in the hippocampus and then spreads to the cortex. Thus, retrieval of true, as compared with false, memories induces a distinct pattern of gamma oscillations, possibly reflecting recollection of contextual information associated with past experience.     

Reflective Sociocultural Psychology: Lost and Found in Collaboration with Funding Agencies and ICT Experts

This paper deals with emerging kinds of collaboration between researchers, funding agencies and ICT (Information and Communications Technology) experts. The goal of this paper is to analyze the challenges and opportunities for researchers presented by such collaborations. The analysis is based on a sociocultural approach, and leads to the following conclusions: (a) the main challenges to collaboration arise from the fact that partners’ communities have different goals and use different sets of mediation tools, (b) there are different ways for researchers to cope with more powerful partners such as major funding agencies (refusing collaboration, pseudo collaboration, asymmetric collaboration, and real partnership), (c) appropriation of mediation tools developed by partners could be useful for researchers, (d) collaboration with partners could be a source of new theoretically interesting phenomenon, and (e) communication with partners who are not familiar with our routine discourses might help us to improve our own understanding.

Sometimes One is More Than Two: When Collaboration Inhibits Knowledge Construction

In this paper I suggest that to better understand knowledge construction in science, and the role of social processes and collaboration in it, it is useful to distinguish between “elaborative knowledge” and “emergent knowledge.” Elaborative knowledge is constructed for solving clearly defined problems in established theoretical frameworks, and emergent knowledge refers to the knowledge constructed to reach a hierarchically higher and more complex level of scientific understanding. There are also two types of collaboration. On the one hand there is “dialogical collaboration” in which team members contribute to reaching the common clearly defined objective so that a team as a whole becomes qualitatively more complex than its members alone. On the other hand there is “unidirectional collaboration” where the result of collaboration is determined by one person, should be distinguished. There is evidence from multiple perspectives indicating that “elaborative knowledge” can be developed in both kinds of collaboration and sometimes ‘dialogical collaboration” is necessary for knowledge construction. However, for building “emergent knowledge,” it is argued, only individual or “unidirectional collaboration” is productive, and “dialogical collaboration” can hinder or even prevent the construction of this kind of knowledge.

Has 60 Years of Research in Psychology Really Gone Astray?

The author presents several arguments against Toomela’s (Culture of science: Strange history of the methodological thinking in psychology. Integrative Psychological and Behavioral Science, 2007a, doi:, History of methodology in psychology: Starting point, not the goal. Integrative Psychological and Behavioral Science, 2007b, doi:) pessimistic thesis: “The last 60 years of research in psychology seems to have gone astray.” Nevertheless he admits that Toomela’s article despite the excessively categorical assessments contained in it and the undue pessimism crowing its conclusion, represents a substantial contribution to the highlighting of socio-cultural impact on various models of psychological cognition, which lurks behind the international unification of globalizing science.

Does causal knowledge help us be faster and more frugal in our decisions?

One challenge that has to be addressed by the fast and frugal heuristics program is how people manage to select, from the abundance of cues that exist in the environment, those to rely on when making decisions. We hypothesize that causal knowledge helps people target particular cues and estimate their validities. This hypothesis was tested in three experiments. Results show that when causal information about some cues was available (Experiment 1), participants preferred to search for these cues first and to base their decisions on them. When allowed to learn cue validities in addition to causal information (Experiment 2), participants also became more frugal (i.e., they searched fewer of the available cues), made more accurate decisions, and were more precise in estimating cue validities than was a control group that did not receive causal information. These results can be attributed to the causal relation between the cues and the criterion, rather than to greater saliency of the causal cues (Experiment 3). Overall, our results support the hypothesis that causal knowledge aids in the learning of cue validities and is treated as a meta-cue for identifying highly valid cues.     

Impact of contingency manipulations on accessory stimulus effects

Accessory tone stimuli facilitate response performance despite being irrelevant for the current task. In order to investigate which processes are affected by accessory stimuli, we presented accessory tones in a simple response time (RT) task while varying the contingencies between accessory stimulation and either responses(Experiment 1) or stimulus conditions (Experiment 2). Accessory tones speeded up responding to a larger degree when they were conjointly presented within go compared with no-go trials. In contrast, contingency variation with stimulus conditions did not alter the impact of accessory stimuli. Additionally, accessory tones increased response force. Thus, we conclude that in simple RT tasks accessory tones influence response-related stages such as response selection and response execution rather than perceptual processes.     

The effects of processing time and processing rate on forgetting in working memory: Testing four models of the complex span paradigm

Four models of working memory processes in the complex span paradigm were tested: The task-switching model of Towse, Hitch, and Hutton (1998), the interference account of Saito and Miyake (2004), and two versions of the time-based resource-sharing model of Barrouillet, Bernardin, and Camos (2004). On the basis of a reading span paradigm that used segmented sentences, the effect of processing time on the recall of words was investigated while the amount of processing was held constant. Two conditions of reading (continuous vs. normal) were compared in order to study the influence of brief pauses during reading that could be used for articulatory rehearsal. The results favor a version of the time-based resource-sharing model: A faster reading rate had a negative effect on recall. The effect of reading rate was obtained with continuous as well as normal reading, revealing that even continuous articulation does not prevent simultaneous refreshing of memory traces. A second experiment showed that continuous reading made concurrent articulatory rehearsal virtually impossible. These findings imply that a second rehearsal mechanism for verbal working memory, other than articulatory rehearsal, exists.     

Emotion recognition and expression in young obese participants: preliminary study

This study of the presence of alexithymic characteristics in obese adolescents and preadolescents tested the hypothesis of whether they showed impaired recognition and expression of emotion. The sample included 30 obese young participants and a control group of 30 participants of normal weight for their ages. Stimuli, 42 faces representing seven emotional expressions, were shown to participants who identified the emotion expressed in the face. The Level of Emotional Awareness Scale was adapted for children to evaluate their ability to describe their emotions. Young obese participants had significantly lower scores than control participants, but no differences were found in recognition of emotion. The lack of words to describe emotions might suggest a greater prevalence of alexithymic characteristics in the obese participants, but the hypothesis of a general deficit in the processing of emotional experiences was not supported.     

Effects of flight workload on urinary catecholamine responses in experienced military pilots

This study investigated the flight responses induced by strenuous aerobatic demonstration flight and an air-to-air combat maneuvering flight in experienced pilots. Subjects were 54 military male pilots on a volunteer basis: 8 T-4 pilots (M= 35.8 yr., SD=4.9), 15 F-4 pilots (M=32.6 yr., SD=5.1), 13 F-15 pilots (M=33.8 yr., SD=1.0), and 18 F-2 pilots (M=33.7 yr., SD=3.9). Samples of urine were collected approximately 30 min. before and 20 min. after the flights. The postflight adrenaline in all pilots was significantly higher than at preflight, while a significant increase in noradrenaline at postflight was not observed. The post-/preflight ratio of adrenaline in all pilots was relatively similar and high. These findings might be regarded as a result of autonomic nervous system response to the flight workload of military pilots. Especially is increment in sympathetic activity considered to play an important part in psychological adaptation to flight.     

The contribution of rapid visual and auditory processing to the reading of irregular words and pseudowords presented singly and in contiguity

This study examined the relative involvement of rapid auditory and visual temporal resolution mechanisms in the reading of phonologically regular pseudowords and English irregular words presented both in isolation and in contiguity as a series of six words. Seventy-nine undergraduates participated in a range of reading, visual temporal, and auditory temporal tasks. The correlation analyses suggested a general timing mechanism across modalities. There were more significant correlations between the visual temporal measures and irregular word reading and between the auditory measures and pseudoword reading. Auditory gap detection predicted pseudoword reading accuracies. The low temporal frequency flicker contrast sensitivity measure predicted the accuracies of isolated irregular words and pseudowords presented in contiguity. However, when a combined speed-accuracy score was used, visible persistence at both low and high spatial frequencies and auditory gap detection were active in the reading of pseudowords presented in contiguity. Sensory processing skills in both visual and auditory modalities accounted for some of the variance in the reading performance of normal undergraduates, not just reading-impaired students.