Effects of learning experience on forgetting rates of item and associative memories.

Are associative memories forgotten more quickly than item memories, and does the level of original learning differentially influence forgetting rates? In this study, we addressed these questions by having participants learn single words and word pairs once (Experiment 1), three times (Experiment 2), and six times (Experiment 3) in a massed learning (ML) or a distributed learning (DL) mode. Then they were tested for item and associative recognition separately after four retention intervals: 10 min, 1 d, 1 wk, and 1 mo. The contribution of recollection and familiarity processes were assessed by participants' remember/know judgments. The results showed that for both item and associative memories, across different degrees of learning, recollection decreased significantly and was the main source of forgetting over time, whereas familiarity remained relatively stable over time. Learning multiple times led to slower forgetting at shorter intervals, depending on recollection and familiarity processes. Compared with massed learning, distributed learning (six times) especially benefited associative memory by increasing recollection, leading to slower forgetting at longer intervals. This study highlighted the importance of process contribution and learning experiences in modulating the forgetting rates of item and associative memories. We interpret these results within the framework of a dual factor representational model of forgetting (as noted in a previous study) in which recollection is more prone to decay over time than familiarity.

Distinct brain activity in processing negative pictures of animals and objects - the role of human contexts.

Previous studies have shown that the amygdala is important in processing not only animate entities but also social information. It remains to be determined to what extent the factors of category and social context interact to modulate the activities of the amygdala and cortical regions. In this study, pictures depicting animals and inanimate objects in negative and neutral levels were presented. The contexts of the pictures differed in whether they included human/human parts. The factors of valence, arousal, familiarity and complexity of pictures were controlled across categories. The results showed that the amygdala activity was modulated by category and contextual information. Under the nonhuman context condition, the amygdala responded more to animals than objects for both negative and neutral pictures. In contrast, under the human context condition, the amygdala showed stronger activity for negative objects than animals. In addition to cortical regions related to object action, functional and effective connectivity analyses showed that the anterior prefrontal cortex interacted more with the amygdala for negative objects (vs. animals) in the human context condition, by a top-down modulation of the anterior prefrontal cortex to the amygdala. These results highlighted the effects of category and human contexts on modulating brain activity in emotional processing.

Differential activation of the medial temporal lobe during item and associative memory across time.

Studies have shown that the hippocampus plays a crucial role in associative memory. One central issue is whether the involvement of the hippocampus in associative memory remains stable or declines with the passage of time. In the majority of studies, memory performance declines with delay, confounding attempts at interpreting differences in hippocampal activation over time. To address this issue, we tried to equate behavioral performance as much as possible across time for memory of items and associations separately. After encoding words and word pairs, participants were tested for item and associative memories at four time intervals: 20-min, 1-day, 1-week, and 1-month. The results revealed that MTL activation differed over time for associative and item memories. For associative memory, the activation of the anterior hippocampus decreased from 20-min to 1-day then remained stable, whereas in the posterior hippocampus, the activation was comparable for different time intervals when old pairs were correctly retrieved. The hippocampal activation also remained stable when recombined pairs were correctly rejected. As this condition controls for familiarity of the individual items, correct performance depends only on associative memory. For item memory, hippocampal activation declined progressively from 20-min to 1-week and remained stable afterwards. By contrast, the activation in the perirhinal/entorhinal cortex increased over time irrespective of item and associative memories. Drawing on Tulving's distinction between recollection and familiarity, we interpret this pattern of results in accordance with Trace Transformation Theory, which states that as memories are transformed with time and experience, the neural structures mediating item and associative memories will vary according to the underlying representations to which the memories have been transformed.

Effects of Repetition Learning on Associative Recognition Over Time: Role of the Hippocampus and Prefrontal Cortex.

When stimuli are learned by repetition, they are remembered better and retained for a longer time. However, current findings are lacking as to whether the medial temporal lobe (MTL) and cortical regions are involved in the learning effect when subjects retrieve associative memory, and whether their activations differentially change over time due to learning experience. To address these issues, we designed an fMRI experiment in which face-scene pairs were learned once (L1) or six times (L6). Subjects learned the pairs at four retention intervals, 30-min, 1-day, 1-week and 1-month, after which they finished an associative recognition task in the scanner. The results showed that compared to learning once, learning six times led to stronger activation in the hippocampus, but weaker activation in the perirhinal cortex (PRC) as well as anterior ventrolateral prefrontal cortex (vLPFC). In addition, the hippocampal activation was positively correlated with that of the parahippocampal place area (PPA) and negatively correlated with that of the vLPFC when the L6 group was compared to the L1 group. The hippocampal activation decreased over time after L1 but remained stable after L6. These results clarified how the hippocampus and cortical regions interacted to support associative memory after different learning experiences.