Enhanced memory for context associated with corrective feedback: evidence for episodic processes in errorful learning.

Numerous studies have established that there are benefits of corrective feedback for learning, but the mechanisms of this benefit are not well understood. An important question is whether corrective feedback improves memory via episodic processes or solely via semantic mediation. If episodic processes are involved, then memory for corrective feedback should include contextual details of the feedback episode. The present study tested this hypothesis across 3 experiments (total n = 223) in which participants completed an encoding task that involved cued guessing of category exemplars. Exemplars generated by participants were equally likely to be treated as correct or incorrect, and the "correct" exemplar was presented within a feedback display after each response. Separate versions of the task manipulated font colour in either the feedback display or the initial cue/typed response display. Participants were instructed to remember either the correct exemplars or their own typed responses, and the corresponding font colours. Retrieval task (cued recall, free recall, recognition) was varied across experiments. Across all 3 experiments, a higher rate of memory accuracy was observed for context associated with corrective feedback relative to other conditions. The findings are consistent with the hypothesis that errorful learning involves episodic memory, not merely semantic mediation.

Examining the Neural Basis of Congruent and Incongruent Configural Contexts during Associative Retrieval.

Disrupting the configural context, or relative organization and orientation of paired stimuli, between encoding and retrieval negatively impacts memory. Using univariate and multivariate fMRI analyses, we examined the effect of retaining and manipulating the configural context on neural mechanisms supporting associative retrieval. Behavioral results showed participants had significantly higher hit rates for recollecting pairs in a contextually congruent, versus incongruent, configuration. In addition, contextual congruency between memory phases was a critical determinant to characterizing both the magnitude and patterns of neural activation within visual and parietal cortices. Regions within visual cortices also exhibited higher correlations between patterns of activity at encoding and retrieval when configural context was congruent across memory phases than incongruent. Collectively, these findings shed light on how manipulating configural context between encoding and retrieval affects associative recognition, with changes in the configural context leading to reductions in information transfer and increases in task difficulty.

The effects of item familiarity on the neural correlates of successful associative memory encoding.

Associative memory is considered to be resource-demanding, requiring individuals to learn individual items and the specific relationships between those items. Previous research has shown that prior studying of items aids in associative memory for pairs composed of those same items, as compared to pairs of items that have not been prelearned (e.g., Kilb & Naveh-Benjamin, 2011). In the present study, we sought to elucidate the neural correlates mediating this memory facilitation. After being trained on individual items, participants were scanned while encoding item pairs composed of items from the pretrained phase (familiarized-item pairs) and pairs whose items had not been previously learned (unfamiliarized-item pairs). Consistent with previous findings, the overall subsequent recollection showed the engagement of bilateral parahippocampal gyrus (PHG) and hippocampus, when compared to subsequent forgetting. However, a direct comparison between familiarized- and unfamiliarized-item pairs showed that subsequently recollected familiarized-item pairs were associated with decreased activity across much of the encoding network, including bilateral PHG, hippocampus, prefrontal cortex, and regions associated with item-specific processing within occipital cortex. Increased activity for familiarized-item pairs was found in a more limited set of regions, including bilateral parietal cortex, which has been associated with the formation of novel associations. Additionally, activity in the right parietal cortex correlated with associative memory success in the familiarized condition. Taken together, these results suggest that prior exposure to items can reduce the demands incurred on neural processing throughout the associative encoding network and can enhance associative memory performance by focusing resources within regions supporting the formation of associative links.

Closing the empathy gap in college students' judgments of end-of-life tradeoffs.

When considering hypothetical end-of-life (EOL) scenarios involving 80-year-old intensive-care unit patients, young adults are more likely than older adults to judge that shorter lifespan would be a fair trade in exchange for a more pleasant death. This result has been interpreted in terms of an empathy gap, in which individuals fail to relate to the affective states of others. If so, the effect should be reduced when young adults consider scenarios involving patients similar to themselves. The present study examined college students' willingness to trade healthy lifespan for better death in EOL scenarios involving 80-year-old and 22-year-old cancer victims. Results indicated students under 30 were less likely to trade lifespan in the 22-year-old scenarios, and were less likely to trade lifespan in either set of scenarios when the 22-year-old scenarios were presented first. The findings are consistent with an empathy gap account of judgments concerning EOL care.

Age differences and schema effects in memory for crime information.

UNLABELLED: BACKGROUND/STUDY CONTEXT: This study investigated age-related differences in memory for crime information. Older adults have been found to rely more than young adults on schema- and stereotype-based processing in memory, and such age differences may have implications in the criminal justice system. Some prior research has examined schema-based processing among older adults in legal settings, but no studies have tested for schema effects on older adults' memory for specific details of a crime. METHODS: Older adults (N = 56, ages 65-93) and young adults (N = 52, ages 18-22) read a passage about a criminal suspect's "bad" or "good" childhood, and then read a crime report containing incriminating, exonerating, and neutral details with regard to the suspect. Participants were subsequently tested on recognition of accurate versus altered details from the crime report. Participants also rated the suspect"s guilt, and completed a battery of neuropsychological tests. Correct and false recognition rates were analyzed with ANOVA to compare means across age group, evidence type, and background type, and guilt ratings were analyzed with linear regression using neuropsychological scores as predictors. RESULTS: Among older adults, an interaction was found between evidence type (incriminating/exonerating) and suspect's background (good/bad childhood) in false recognition of altered details from the crime report, supporting the hypothesis that schema-based processing influenced older adult memory from crime information. Additionally, although guilt ratings were not related to the suspect's background for either age group, they were predicted by older adults' short-delay recall (ß = -.37), suggesting that cognitive decline may play a role in older adults' interpretations of evidence. CONCLUSION: The findings suggest reduced cognitive capacity in older adults increases schema-based processing in memory for crime information, and are consistent with research in other domains that has demonstrated greater schema effects in memory with aging. The results may have implications for criminal justice, and open up possibilities for further research on how young and older adults may differ in memory for specific types of crime information.

Learning to Learn: A pilot study on explicit strategy instruction to incoming college students.

The current pilot study implemented a "Learning to Learn" (L2L) course designed to teach first-year college students about the science of how learning works, how to take ownership of their own learning, and how to effectively apply learning strategies to achieve their academic goals. A cognitive apprenticeship model was used in which students planned, executed, and evaluated strategy use in vivo during the course. Two sections of the course were taught at each of two different institutions, distributed across four semesters. Quantitative data showed an increased growth mindset among L2L students at the end of the semester compared to the beginning of the semester. In contrast, first-year students surveyed from control groups in the same semester had a decreased growth mindset. Furthermore, compared to students in the control groups, students in the L2L courses maintained more stable levels of effort across the semester and felt more in control of their learning by the end of the semester. Qualitative data collected from focus groups indicated that the L2L students continued to use the strategies they had learned in the course in the subsequent semester, and that the changes in their perceptions about growth mindset continued beyond the duration of the course. Several L2L students noted a desire for the learning strategies to be taught earlier in their education. Next steps involve feasibility studies on appropriate scaling to support more undergraduates each year, and to support students during the critical transition from K-12 schooling to the college environment.

Understanding associative false memories in aging using multivariate analyses.

Age-related declines in associative memory are ubiquitous, with decreases in behavioral discriminability largely arising from increases in false memories for recombined lures. Using representational similarity analyses to examine the neural basis of associative false memories in aging, the current study found that neural pattern similarity between Hits and FAs and Hits and CRs differed as a function of age in occipital ROIs, such that older adults exhibited a smaller difference between the two similarity metrics than did younger adults. Additionally, greater Hit-FA representational similarity correlated with increases in associative FAs across several ROIs. Results suggest that while neural representations underlying targets may not differ across ages, greater pattern similarity between the neural representation of targets and lures may reflect reduced distinctiveness of the information encoded in memory, such that old and new items are more difficult to discriminate, leading to more false alarms.

The associative deficit in older adult memory: Recognition of pairs is not improved by repetition.

This study used a novel experimental paradigm that combined associative recognition and list discrimination to study the associative deficit in older adults' memory (M. Naveh-Benjamin, 2000). Participants viewed 2 lists of word-face pairs and were tested on recognition of pairs from the second study list. Older and young adults' recognition was increased by repetition of individual items, but repetition of pairs of items increased recognition in young adults only. This provides converging evidence that older adults do not form associative links between items within pairs and supports the hypothesis that an associative deficit contributes to age-related memory decline.

Chewing gum does not induce context-dependent memory when flavor is held constant.

This study examined the effect of chewing gum on memory when flavor is held constant. Four separate groups of participants (total n=101) completed a word recall task. At learning and recall, participants either chewed a piece of gum or sucked a sweet. Each participant completed the memory task twice, once with abstract words and once with concrete words. A significant effect of word type (concrete vs. abstract) was found, however recall performance was not improved by matched oral activity at learning and recall. The results cast further doubt on the ability of chewing gum to induce context-dependent memory effects.

Different types of associative encoding evoke differential processing in both younger and older adults: Evidence from univariate and multivariate analyses.

Age-related deficits in associative processing are well-documented (e.g., Naveh-Benjamin, 2000) and have been assumed to be the result of a general deficit that affects all types of binding. However, recent behavioral research has indicated that the visual configuration of the information that is presented to older adults influences the degree to which this binding deficit is exhibited by older adults (Overman, Dennis et al, 2019; Overman, Dennis, et al., 2018). The purpose of the present study was to further clarify the neural underpinnings of the associative deficit in aging and to examine whether functional activity at encoding differs with respect to the visual configuration and the type of associative being encoded. Using both univariate and multi-voxel pattern analysis, we found differences in both the magnitude of activation and pattern of neural responses associated with the type of association encoded (item-item and item-context). Specifically, our results suggest that, when controlling for stimuli composition, patterns of activation in sensory and frontal regions within the associative encoding network are able to distinguish between different types of associations. With respect to the MTL, multivariate results suggest that only patterns of activation in the PrC in older, but not younger adults, can distinguish between associations types. These findings extend prior work regarding the neural basis of associative memory in young and older adults, and extends the predictions of the binding of item and context model (BIC; Diana, Yonelinas, Ranganath, 2007) to older adults.

Same face, same place, different memory: manner of presentation modulates the associative deficit in older adults.

One of the more severe and consequential memory impairments experienced by older adults is the loss of the ability to form and remember associations. Although the associative deficit is often assumed to be unitary, memory episodes may contain different types of associations (e.g., item-item, item-context). Research in younger adults suggests that these different association types may involve different neural mechanisms. This raises the possibility that different association types are not equally affected by aging. In order to investigate this, the current study directly compared memory across item-item and item-context associations in younger and older adults by manipulating the manner of presentation of the associations. Results indicate that the associative deficit in aging is not uniform and that aging has a greater impact on item-context compared to item-item associations. The results have implications for theories of associative memory, age-related cognitive decline, and the functional organization of the medial temporal lobe in aging.

Modeling age differences in effects of pair repetition and proactive interference using a single parameter.

In this article, we apply the REM model (Shiffrin & Steyvers, 1997) to age differences in associative memory. Using Criss and Shiffrin's (2005) associative version of REM, we show that in a task with pairs repeated across 2 study lists, older adults' reduced benefit of pair repetition can be produced by a general reduction in the diagnosticity of information stored in memory. This reduction can be modeled similarly well by reducing the overall distinctiveness of memory features, or by reducing the accuracy of memory encoding. We report a new experiment in which pairs are repeated across 3 study lists and extend the model accordingly. Finally, we extend the model to previously reported data using the same task paradigm, in which the use of a high-association strategy introduced proactive interference effects in young adults but not older adults. Reducing the diagnosticity of information in memory also reduces the proactive interference effect. Taken together, the modeling and empirical results reported here are consistent with the claim that some age differences that appear to be specific to associative information can be produced via general degradation of information stored in memory. The REM model provides a useful framework for examining age differences in memory as well as harmonizing seemingly conflicting prior modeling approaches for the associative deficit. (PsycINFO Database Record

Older adults' associative memory is modified by manner of presentation at encoding and retrieval.

Relative to young adults, older adults typically exhibit a reduced ability to accurately remember associations between stimuli. Prior research has assumed that this age-related memory impairment affects different types of associations similarly. However, research in young adults has suggested that item-item and item-context associations are supported by different underlying neural mechanisms that could be unequally affected by aging. This experiment compared memory across association types in younger and older adults by presenting the same types of stimuli as either item-item or item-context pairs. Manner of presentation during retrieval was also manipulated so that pairs were presented in a manner that was either congruent or incongruent with their presentation during encoding. Older adults showed a particular benefit of encoding-retrieval congruency for item-context associations, supporting the idea that the associative deficit may be reduced by unitization at encoding and reinstatement of this prior stimulus configuration at retrieval. (PsycINFO Database Record

A Positive Generation Effect on Memory for Auditory Context.

Self-generation of information during memory encoding has large positive effects on subsequent memory for items, but mixed effects on memory for contextual information associated with items. A processing account of generation effects on context memory (Mulligan in Journal of Experimental Psychology: Learning, Memory, and Cognition, 30(4), 838-855, 2004; Mulligan, Lozito, & Rosner in Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(4), 836-846, 2006) proposes that these effects depend on whether the generation task causes any shift in processing of the type of context features for which memory is being tested. Mulligan and colleagues have used this account to predict various negative effects of generation on context memory, but the account also predicts positive generation effects under certain circumstances. The present experiment provided a critical test of the processing account by examining how generation affected memory for auditory rather than visual context. Based on the processing account, we predicted that generation of rhyme words should enhance processing of auditory information associated with the words (i.e., voice gender), whereas generation of antonym words should have no effect. These predictions were confirmed, providing support to the processing account.

EEG alpha desynchronization in musicians and nonmusicians in response to changes in melody, tempo, and key in classical music.

Two experiments were performed to examine musicians' and nonmusicians' electroencephalographic (EEG) responses to changes in major dimensions (tempo, melody, and key) of classical music. In Exp. 1, 12 nonmusicians' and 12 musicians' EEGs during melody and tempo changes in classical music showed more alpha desynchronization in the left hemisphere (F3) for changes in tempo than in the right. For melody, the nonmusicians were more right-sided (F4) than left in activation, and musicians showed no left-right differences. In Exp. 2, 18 musicians' and 18 nonmusicians' EEG after a key change in classical music showed that distant key changes elicited more right frontal (F4) alpha desynchronization than left. Musicians showed more reaction to key changes than nonmusicians and instructions to attend to key changes had no significant effect. Classical music, given its well-defined structure, offers a unique set of stimuli to study the brain. Results support the concept of hierarchical modularity in music processing that may be automatic.

Game-Based Community Cognitive Health Intervention for Minority and Lower Socioeconomic Status Older Adults: A Feasibility Pilot Study.

OBJECTIVE: The purpose of this pilot study was to investigate the feasibility of implementing a noncomputerized, game-based, community cognitive health intervention with minority and/or lower socioeconomic status (SES) older adults in order to improve cognitive performance and quality of life. MATERIALS AND METHODS: Through partnerships with community organizations, we implemented an innovative pilot 10-week cognitive training intervention. Noncomputerized games were used to combine social interaction and cognitive training that challenged attentional and memory function for 1 hour each week over the span of 10 weeks. One game used in the intervention program was created by adapting a working memory training task into a fun and competitive card game; the other two games were commercially available. RESULTS: The intervention and pre/post assessments were able to be delivered in a community setting. Overall retention was satisfactory, but it dropped in later weeks of the intervention. Older adult participants reported enjoying the games and being invested in their performance. They also reported playing the games with family and friends at home. Older adult participants complied with game rules but were reluctant to comply with instructions to rotate game partners and game types. They preferred their first partners, and they preferred the card game over the existing commercial games. CONCLUSIONS: This intervention has the potential to improve quality of life and reduce disparities in cognitive health in older adults because it is an accessible game-based intervention program that motivates older adult participants to engage cognitively and to continue this engagement beyond the formal training sessions. However, in order to carry this out on a larger scale, particular attention must be paid to recruitment, retention, and training procedures. This article discusses the critical need for cognitive training interventions in minority and lower SES older adults, the intended benefits, and the best approaches to conducting this type of intervention.

Synergistic effects of encoding strategy and context salience on associative memory in older adults.

Older adults' deficits in memory for context and memory for inter-item associations are often assumed to be related, yet typically are examined in separate experiments. The present study combined associative recognition and list discrimination into a single task with conditions that varied in terms of item, pair, and context information, and independently manipulated context salience and encoding strategy between subjects in order to examine their effects on memory for associative information in young and older adults. Older adults' memory for pairs was found to be less affected than that of young adults by manipulations of context and associative information, but the age difference in context effects on pair memory was influenced by an interaction of encoding strategy and context salience. The results provide novel evidence that older adults' deficits in associative memory involve interactions between context and inter-item associations.

Computer-based training and cognitive improvement after adult-onset malaria: a case report.

Malaria infection is known to cause cognitive impairments in children and adults. To date, very little research has investigated the efficacy of computer-based cognitive rehabilitation after cerebral malaria, particularly in adults. The aim of this study was to examine whether computer-based cognitive training can be employed to rehabilitate memory and attentional deficits after cerebral malaria, particularly in adults. The current study examines the case of a 20-year-old female who acquired malaria on trip to Ghana. One year after her infection she still exhibited below-average performance on a number of neuropsychological assessments. A computer-based cognitive training program was undertaken for 14 weeks. At the end of training, performance improved on the majority of assessments and was within the normal range for all assessments. The participant also displayed greater improvements from pre-test to post-test than a normal control participant who did not complete cognitive training. The findings extend prior research on cerebral malaria and suggest possible rehabilitation methods for adults who experience cognitive impairments following malaria infection.