Relaxing decision criteria does not improve recognition memory in amnesic patients

An important question about the organization of memory is whether information available in non-declarative memory can contribute to performance on tasks of declarative memory. Dorfman, Kihlstrom, Cork, and Misiaszek (1995) described a circumstance in which the phenomenon of priming might benefit recognition memory performance. They reported that patients receiving electroconvulsive therapy improved their recognition performance when they were encouraged to relax their criteria for endorsing test items as familiar. It was suggested that priming improved recognition by making information available about the familiarity of test items. In three experiments, we sought unsuccessfully to reproduce this phenomenon in amnesic patients. In Experiment 3, we reproduced the methods and procedure used by Dorfman et al. but still found no evidence for improved recognition memory following the manipulation of decision criteria. Although negative findings have their own limitations, our findings suggest that the phenomenon reported by Dorfman et al. does not generalize well. Our results agree with several recent findings that suggest that priming is independent of recognition memory and does not contribute to recognition memory scores.     

Contrasting Cortical Activity Associated with Category Memory and Recognition Memory

We collected functional neuroimaging data while volunteers performed similar categorization and recognition memory tasks. In the categorization task, volunteers first studied a series of 40 dot patterns that were distortions of a nonstudied prototype dot pattern. After a delay, while fMRI data were collected, they categorized 72 novel dot patterns according to whether or not they belonged to the previously studied category. In the recognition task, volunteers first studied five dot patterns eight times each. After a delay, while fMRI data were collected, they judged whether each of 72 dot patterns had been studied earlier. We found strikingly different patterns of brain activity in visual processing areas for the two tasks. During the categorization task, the familiar stimuli were associated with decreased activity in posterior occipital cortex, whereas during the recognition task, the familiar stimuli were associated with increased activity in this area. The findings indicate that these two types of memory have contrasting effects on early visual processing and reinforce the view that declarative and nondeclarative memory operate independently.     

Conceptualizing Religious Practices in Psychological Research: Problems and Prospects

This article addresses the problems and prospects that follow from the conceptualization of religious phenomena and practices for scientific investigation in the psychology of religion. Two Western research traditions—instrumentalism and operationalism—are described and their potential contribution to a mismatch between what researchers intend to study and what they actually study is illustrated through two exemplar studies. The exemplar studies show how researchers’ concern with methodological rigor can compromise the rich and thick meanings of religious practices, resulting in the misrepresentation of the practices and misleading both the psychological and religious research consumer. Several suggestions for dealing with these problems are discussed.     

Integration of temporal and ordinal information during serial interception sequence learning

The expression of expert motor skills typically involves learning to perform a precisely timed sequence of movements. Research examining incidental sequence learning has relied on a perceptually cued task that gives participants exposure to repeating motor sequences but does not require timing of responses for accuracy. In the 1st experiment, a novel perceptual-motor sequence learning task was used, and learning a precisely timed cued sequence of motor actions was shown to occur without explicit instruction. Participants learned a repeating sequence through practice and showed sequence-specific knowledge via a performance decrement when switched to an unfamiliar sequence. In the 2nd experiment, the integration of representation of action order and timing sequence knowledge was examined. When either action order or timing sequence information was selectively disrupted, performance was reduced to levels similar to completely novel sequences. Unlike prior sequence-learning research that has found timing information to be secondary to learning action sequences, when the task demands require accurate action and timing information, an integrated representation of these types of information is acquired. These results provide the first evidence for incidental learning of fully integrated action and timing sequence information in the absence of an independent representation of action order and suggest that this integrative mechanism may play a material role in the acquisition of complex motor skills.     

The perception of clicks in linguistic and nonlinguistic messages

Three experiments were run analyzing Ss’ abilities to locate clicks in auditory messages. In Expenment 1 it was found that the intonation pattern of the linguistic message largely determined the types of errors Ss made in click placement; syntactic factors were only marginally effective and semantic factors were effectively irrelevant. In addition to these linguistic factors, there was evidence that such nonlinguistic factors as attention, memory, and response biases were contributing to the data. Experiment 2 supplied additional evidence favoring these nonlinguistic factors. Experiment 3 was a mock-up of Experiment 2 except that broad-band white noise was used as the primary message instead of English sentences. The patterns of placement errors Ss made in these several experiments (especially Experiments 2 and 3) were sufficiently similar to one another to force the conclusion that nonlinguistic factors are primarily responsible for the errors Ss make in trying to locate clicks in messages. A neo-Titchenerian attention hypothesis based upon the law of prior entry was proposed to account for the data.     

Immediate truth – Temporal contiguity between a cognitive problem and its solution determines experienced veracity of the solution

A temporal contiguity hypothesis for the experience of veracity is tested which states that a solution candidate to a cognitive problem is more likely to be experienced as correct the faster it succeeds the problem. Experiment 1 varied the onset time of the appearance of proposed solutions to anagrams (50 ms vs. 150 ms) and found for both correct and incorrect candidates that faster appearing solutions were more frequently judged as being correct, although participants were not aware of the difference in onset delay. Experiment 2 replicated this effect with mathematical equations, shorter onset latencies (0 ms vs. 50 ms), and a reversed sequence (presenting first the solution and then the problem). Experiment 3 showed that the probability of judging a word as the solution of a remote associate insight problem decreases linearly with increasing onset delay (50 ms, 150 ms, 300 ms). Possible neurobiological-cognitive explanations for this effect are proposed.     

Performing the unexplainable: Implicit task performance reveals individually reliable sequence learning without explicit knowledge

Memory-impaired patients express intact implicit perceptual-motor sequence learning, but it has been difficult to obtain a similarly clear dissociation in healthy participants. When explicit memory is intact, participants acquire some explicit knowledge and performance improvements from implicit learning may be subtle. Therefore, it is difficult to determine whether performance exceeds what could be expected on the basis of the concomitant explicit knowledge. Using a challenging new sequence-learning task, robust implicit learning was found in healthy participants with virtually no associated explicit knowledge. Participants trained on a repeating sequence that was selected randomly from a set of five. On a performance test of all five sequences, performance was best on the trained sequence, and two-thirds of the participants exhibited individually reliable improvement (by chi-square analysis). Participants could not reliably indicate which sequence had been trained by either recognition or recall. Only by expressing their knowledge via performance were participants able to indicate which sequence they had learned.     

The feeling of fluent perception: a single experience from multiple asynchronous sources

Zeki and co-workers recently proposed that perception can best be described as locally distributed, asynchronous processes that each create a kind of microconsciousness, which condense into an experienced percept. The present article is aimed at extending this theory to metacognitive feelings. We present evidence that perceptual fluency-the subjective feeling of ease during perceptual processing-is based on speed of processing at different stages of the perceptual process. Specifically, detection of briefly presented stimuli was influenced by figure-ground contrast, but not by symmetry (Experiment 1) or the font (Experiment 2) of the stimuli. Conversely, discrimination of these stimuli was influenced by whether they were symmetric (Experiment 1) and by the font they were presented in (Experiment 2), but not by figure-ground contrast. Both tasks however were related with the subjective experience of fluency (Experiments 1 and 2). We conclude that subjective fluency is the conscious phenomenal correlate of different processing stages in visual perception.     

Neural correlates of person recognition

Rapidly identifying known individuals is an essential skill in human society. To elucidate the neural basis of this skill, we monitored brain activity while experimental participants demonstrated their ability to recognize people on the basis of viewing their faces. Each participant first memorized the faces of 20 individuals who were not known to the participants in advance. Each face was presented along with a voice simulating the individual speaking their name and a biographical fact. Following this learning procedure, the associated verbal information could be recalled accurately in response to each face. These learned faces were subsequently viewed together with new faces in a memory task. Subjects made a yes-no recognition decision in response to each face while also covertly retrieving the person-specific information associated with each learned face. Brain activity that accompanied this retrieval of person-specific information was contrasted to that when new faces were processed. Functional magnetic resonance imaging in 10 participants showed that several brain regions were activated during blocks of learned faces, including left hippocampus, left middle temporal gyrus, left insula, and bilateral cerebellum. Recordings of event-related brain potentials in 10 other participants tracked the time course of face processing and showed that learned faces engaged neural activity responsible for person recognition 300-600 msec after face onset. Collectively, these results suggest that the visual input of a recently learned face can rapidly trigger retrieval of associated person-specific information through reactivation of distributed cortical networks linked via hippocampal connections.     

The dual-task SRT procedure: fine-tuning the timing

In the standard sequential reaction time study, subjects are presented with a repeating sequence of targets to which they must respond as rapidly as possible. With practice reaction times decrease, suggesting a learned ability to exploit the repeating patterns in the display. In a common variation, a second task is interposed, typically a tone-counting task in which subjects must keep track of the frequency with which particular tones occur. In the canonical experiment, these tones appear at varying times in the interval between the subjects’ response to a target and the next target. Data are presented that show that this latter variable (the RSOA, response-secondary stimulus onset asynchrony) actually plays an important but previously hidden role in these experiments. A model based on an extension of the notion of the psychological refractory period is introduced to explain these findings.