Influence of emotion on memory for temporal information

Contextual information, such as color and spatial location, has been found to be better remembered for emotional than for neutral items. The current study examined whether the influence of emotion extends to memory for another fundamental feature of episodic memory: temporal information. Results from a list-discrimination paradigm showed that (a) item memory was enhanced for both negative and positive pictures compared with neutral ones and was better for negative than for positive pictures and (b) temporal information was better remembered for negative than for positive and neutral pictures, whereas positive and neutral pictures did not differ from each other. These findings are discussed in relation to the processes involved in memory for temporal information.     

Inhibiting responses when switching: Does it matter?

In the present study, cued task-switching was combined with the stop-signal paradigm in order to investigate the interaction between response inhibition and task-switching. In line with earlier findings from Schuch and Koch (2003), the results show that switch and repetition trials following inhibited responses were processed equally fast. This confirms the hypothesis of Schuch and Koch (2003) that after signal-inhibit trials there is less interference, resulting in a disappearance of the switch cost. Furthermore, stopping performance was not affected by task-switching. The estimated stop-signal latencies were similar for switch and repetition trials, while the stop-signal delays were longer for switch compared to repetition trials. This result suggests that response inhibition and the inhibition processes in cued task-switching are not relying upon a common mechanism.     

Can sequence learning be implicit? New evidence with the process dissociation procedure

Can we learn without awareness? Although this issue has been extensively explored through studies of implicit learning, there is currently no agreement about the extent to which knowledge can be acquired and projected onto performance in an unconscious way. The controversy, like that surrounding implicit memory, seems to be at least in part attributable to unquestioned acceptance of the unrealistic assumption that tasks are process-pure--that is, that a given task exclusively involves either implicit or explicit knowledge. Methods such as the process dissociation procedure (PDP, Jacoby, 1991) have been developed to overcome the conceptual limitations of the process purity assumption but have seldom been used in the context of implicit learning research. In this paper, we show how the PDP can be applied to a free generation task so as to disentangle explicit and implicit sequence learning. Our results indicate that subjects who are denied preparation to the next stimulus nevertheless exhibit knowledge of the sequence through their reaction time performance despite remaining unable (1) to project this knowledge in a recognition task and (2) to refrain from expressing their knowledge when specifically instructed to do so. These findings provide strong evidence that sequence learning can be unconscious.     

Memory in pregnancy and post‐partum: Item specific and relational encoding processes in recall and recognition

It has been recently proposed that pregnant women would perform memory tasks by focusing more on item‐specific processes and less on relational processing, compared to post‐partum women (Mickes, Wixted, Shapiro & Scarff, 2009 ). The present cross‐sectional study tested this hypothesis by directly manipulating the type of encoding employed in the study phase. Pregnant, post‐partum and control women either rated the pleasantness of word meaning (which induced item‐specific elaboration) or named the semantic category to which they belonged (which induced relational elaboration). Memory for the encoded words was later tested in free recall (which emphasizes relational processing) and in recognition (which emphasizes item‐specific processing). In line with Mickes et al.'s ( 2009 ) conclusions, pregnant women in the item‐specific condition performed worse than post‐partum women in the relational condition in free recall, but not in recognition. However, compared to the other two groups, pregnant women also exhibited lower recognition accuracy in the item‐specific condition. Overall, these results confirm that pregnant women rely on relational encoding less than post‐partum women, but additionally suggest that the former group might use item‐specific processes less efficiently than post‐partum and control women.     

Networks of prospective thoughts: The organisational role of emotion and its impact on well-being

Recent research has shown that many prospective thoughts are organised in networks of related events, but the relational dimensions that contribute to the formation of such networks are not fully understood. Here, we investigated the organisational role of emotion by using cues of different valence for eliciting event networks. We found that manipulating the emotional valence of cues influenced the characteristics of events within networks, and that members of a network were more similar to each other on affective components than they were to members of other networks. Furthermore, a substantial proportion of events within networks were part of thematic clusters and cluster membership significantly modulated the impact of represented events on current well-being, in part through an intensification of the emotion felt when thinking about these events. These findings demonstrate that emotion contributes to the organisation of future thoughts in networks that can affect people's well-being.     

Phenomenal characteristics of autobiographical memories for positive,negative, and neutral events

We investigated memory qualities for positive, negative, and neutral autobiographical events. Participants recalled two personal experiences of each type and then rated their memories on several characteristics (e.g. sensorial and contextual details). They also reported whether they ‘see’ the events in their memories from their own perspective (‘field’ memories) or whether they ‘see’ the self engaged in the event as an observer would (‘observer’ memories). Positive memories contained more sensorial (visual, smell, taste) and contextual (location, time) details than both negative and neutral events, whereas negative and neutral memories did not differ on most dimensions. Positive and negative events were more often recollected with a field perspective than neutral events. Finally, participants were classified in four groups according to the repressive coping style framework. Emotional memories of repressors were not less detailed than those of the other groups. Copyright © 2002 John Wiley & Sons, Ltd.     

Perceptual and positional saliencies influence children’s sequence learning differently with age and instructions at test

There is growing evidence that, faced with a complex environment, participants subdivide the incoming information into small perceptual units, called chunks. Although statistical properties have been identified as playing a key role in chunking, we wanted to determine whether perceptual (repetitions) and positional (initial units) features might provide immediate guidance for the parsing of information into chunks. Children aged 5 and 8 years were exposed to sequences of 3, 4, or 5 colours. Sequence learning was assessed either through an explicit generation test (Experiment 1) or through a recognition test (Experiment 2). Experiment 1 showed that perceptual and positional saliencies benefited learning and that sensitivity to repetitions was age dependent and permitted the formation of longer chunks (trigrams) in the oldest children. Experiment 2 suggested that children became sensitive to perceptual and positional saliencies regardless of age and that the both types of saliencies supported the formation of longer chunks in the oldest children. The discussion focuses on the multiple factors intervening in sequence learning and their differential effects as a function of the instructions used at test to assess sequence learning.     

Contribution of past and future self-defining event networks to personal identity

Personal identity is nourished by memories of significant past experiences and by the imagination of meaningful events that one anticipates to happen in the future. The organisation of such self-defining memories and prospective thoughts in the cognitive system has received little empirical attention, however. In the present study, our aims were to investigate to what extent self-defining memories and future projections are organised in networks of related events, and to determine the nature of the connections linking these events. Our results reveal the existence of self-defining event networks, composed of both memories and future events of similar centrality for identity and characterised by similar identity motives. These self-defining networks expressed a strong internal coherence and frequently organised events in meaningful themes and sequences (i.e., event clusters). Finally, we found that the satisfaction of identity motives in represented events and the presence of clustering across events both contributed to increase in the perceived centrality of events for the sense of identity. Overall, these findings suggest that personal identity is not only nourished by representations of significant past and future events, but also depends on the formation of coherent networks of related events that provide an overarching meaning to specific life experiences.     

Creating semantics in tool use

This article presents the first evidence for a functional link between tool use and the processing of abstract symbols like Arabic numbers. Participants were required to perform a tool-use task after the processing of an Arabic number. These numbers represented either a small (2 or 3) or a large magnitude (8 or 9). The tool-use task consisted in using inverse pliers for gripping either a small or a large object. The inverse pliers enable to dissociate the hand action from the tool action in relation to the object (i.e., closing the hand led to an opening of the tool and vice versa). The number/tool hypothesis predicts that the quantity representation associated with Arabic numbers will interact with the action of the tool toward the object. Conversely, the number/hand hypothesis predicts that the quantity associated with numbers will interact with the action of the hand toward the tool. Results confirmed the first hypothesis and rejected the second. Indeed, large numbers interacted with the action of the tool, such that participants were longer to perform an “opening-hand/closing-tool” action after the processing of large numbers. Moreover, no effect was detected for small numbers, confirming previous studies which used only finger movements. Altogether, our finding suggests that the well-known finger/number interaction can be reversed with tool use.     

Young and older adults' strategies in complex arithmetic

Young and older adults solved complex addition problems such as 49 + 56. Verbal protocols, solution times, and percentage errors documented strategy repertoire and strategy selection in young and older participants and age-related differences in complex arithmetic performance. Both young and older adults used a set of 9 strategies to solve complex addition problems, although many older adults used a smaller strategy repertoire. The data also showed age-related differences in strategy execution and strategy selection. We discuss general implications of the present data to further our understanding of complex arithmetic and the role of strategic variations during aging.