Exploring the roles of distinctiveness and performance anticipation in the Attentional Boost Effect.

We tested the validity of two alternative accounts of the Attentional Boost Effect (ABE) - the finding that words associated with to-be-responded targets are recognized better than words associated with to-be-ignored distractors. The distinctiveness hypothesis assumes that, during recognition, participants probe their memories for distinctive information confirming that a word was studied (e.g., "I remember having pressed the spacebar, so I must have studied the word"). This strategy cannot be used in a between-subjects condition in which participants cannot appreciate the differences between target - and distractor-paired words. In agreement, Experiments 1A and 1B found that the ABE was significant in a within-subjects design, whereas it was eliminated in a between-subjects design. On the other hand, the performance anticipation hypothesis assumes that, during the study phase, participants anticipate the need of responding to a subset of target-paired words: this would create a persistent performance anticipation that would prevent them from effectively encoding distractor-paired words. In contrast with this account, we found that, when blocks of five distractor trials were regularly alternated with blocks of five target trials in Experiment 2, recognition accuracy decreased linearly in both conditions. Overall, these results suggest that distinctiveness, but not performance anticipation, might underlie the ABE.

Immersion, presence, and episodic memory in virtual reality environments.

Although virtual reality (VR) represents a promising tool for psychological research, much remains unknown about how properties of VR environments affect episodic memory. Two closely related characteristics of VR are immersion (i.e., the objective degree to which VR naturalistically portrays a real-world environment) and presence (i.e., the subjective sense of being "mentally transported" to the virtual world). Although some research has demonstrated benefits of increased immersion on VR-based learning, it is uncertain how broadly and consistently this benefit extends to individual components of immersion. Moreover, it is unclear whether presence may mediate the effect of immersion on memory. Three experiments assessed how presence and memory were affected by three manipulations of immersion: field of view, unimodal (visual only) vs. bimodal (audiovisual) environments, and the realism of lighting effects (e.g., the occurrence or absence of shadows). Results indicated that effects of different manipulations of immersion are heterogeneous, affecting memory in some instances and presence in others, but not necessarily both. Importantly, no evidence for a mediating effect of presence emerged in any of these experiments, nor in a combined cross-experimental analysis. This outcome demonstrates a degree of independence between immersion and presence with regard to their influence on episodic memory performance.

Investigating the replicability and boundary conditions of the mnemonic advantage for disgust.

Research has demonstrated that people remember emotional information better than neutral information. However, such research has almost exclusively defined emotion in terms of valence and arousal. Discrete emotions may affect memory above and beyond such dimensions, with recent research indicating that disgusting information is better remembered than frightening information. We initially sought to determine whether participants are sensitive to the effects of discrete emotions when predicting their future memory performance. Participants in Experiment 1 were more confident in their memory for emotional (both frightening and disgusting) images relative to neutral images, but confidence did not differ between frightening and disgusting images. However, because we did not replicate the mnemonic advantage of disgust, subsequent experiments were concerned with testing the replicability of this effect. Because metamemorial judgments sometimes eliminate memory effects, participants in Experiment 2 did not make such judgments. Even so, the effect did not replicate. The disgust advantage was ultimately replicated in Experiment 3, where participants completed a secondary task at encoding. The disgust advantage is replicable but appears less robust than previously recognised. A single-paper meta-analysis indicated that the effect is more likely under divided attention, perhaps because the mechanisms which mediate disgust-memory are relatively automatic.

The attentional boost effect enhances the recognition of bound features in short-term memory.

In the Attentional Boost Effect (ABE), images or words encoded with unrelated to-be-responded targets are later remembered better than images or words encoded with to-be-ignored distractors. In the realm of short-term memory, the ABE has been previously shown to enhance the short-term recognition of single-feature stimuli. The present study replicated this finding and extended it to a condition requiring the encoding and retention of colour-shape associations. Across four experiments, participants studied arrays of four coloured squares (the colour-only condition), four gray shapes (the shape-only condition) or four coloured shapes (the binding condition), paired with either a target letter (to which participants had to respond by pressing the spacebar) or a distractor letter (for which no response was required). After a short delay, they were presented with a probe array and asked to decide whether it matched or not the encoded array. Results showed that, in all conditions, the recognition of target-paired arrays was significantly better than the recognition of distractor-paired arrays. These findings suggest that the ABE can enhance feature binding.

Not all identification tasks are born equal: testing the involvement of production processes in perceptual identification and lexical decision.

The distinction between identification and production processes suggests that implicit memory should require more attention resources when there is a competition between alternative solutions during the test phase. The present two experiments assessed this hypothesis by examining the effects of divided attention (DA) at encoding on the high- and low-response-competition versions of perceptual identification (Experiment 1) and lexical decision (Experiment 2). In both experiments, words presented in the high-response-competition condition had many orthographic neighbours and at least one higher-frequency neighbour, whereas words presented in the low-response-competition condition had few orthographic neighbours and no higher-frequency neighbour. Consistent with the predictions of the identification/production distinction, Experiment 1 showed that DA reduced repetition priming in the high-, but not in the low-response-competition version of perceptual identification; in contrast, DA had comparable effects in the two versions of lexical decision (Experiments 2). These findings provide the first experimental evidence in support of the hypothesis that perceptual identification, a task nominally based on identification processes, might involve a substantive production component.

Divided attention enhances explicit but not implicit conceptual memory: an item-specific account of the attentional boost effect.

The Attentional Boost Effect (ABE) refers to the counterintuitive finding that words encoded with to-be-responded targets in a divided-attention condition are remembered better than words encoded with distractors. Previous studies suggested that the ABE-related enhancement of verbal memory depends upon the activation of abstract lexical representations. In the present study, we extend this hypothesis by embedding it in the context of a broader perspective, which proposes that divided attention in the ABE paradigm affects item-specific, but not relational, processing. To this purpose, we examined the ABE in the matched tasks of category-cued recall (CCRT: explicit memory) and category exemplar generation (CEGT: implicit memory). In addition, study time was varied (500, 1500 or 4000 ms), to further determine whether the attentional boost manipulation could influence late-phase elaborative processing. In agreement with the predictions of the item-specific account, the results showed that exemplars encoded with targets were recalled better than exemplars encoded with distractors in the CCRT, but not in the CEGT. Moreover, performance in the CCRT increased with study time, whereas the size of the ABE-related enhancement tended to decrease, further confirming that this effect hinges upon early phase encoding processes.

The effect of age on relational encoding as revealed by hippocampal functional connectivity.

The neural processes mediating cognition occur in networks distributed throughout the brain. The encoding and retrieval of relational memories, memories for multiple items or multifeatural events, is supported by a network of brain regions, particularly the hippocampus. The hippocampal coupling hypothesis suggests that the hippocampus is functionally connected with the default mode network (DMN) during retrieval, but during encoding, decouples from the DMN. Based on prior research suggesting that older adults are less able to modulate between brain network states, we tested the hypothesis that older adults' hippocampus would show functional connectivity with the DMN during relational encoding. The results suggest that, while the hippocampus is functionally connected to some regions of the DMN during relational encoding in both younger and older adults, older adults show additional DMN connectivity. Such age-related changes in network modulation appear not to be mediated by compensatory processes, but rather to reflect a form of neural inefficiency, most likely due to reduced inhibition.

Action Memory and Encoding Time: Evidence for a Strategic View of Action Memory Processing.

The enactment effect is the phenomenon whereby carrying out a simple action phrase results in superior memory compared with listening to the phrase or observing someone else carry out the action. Several early studies suggested that action memory processing is less effortful and strategic compared with traditional verbal processing, a perspective that is still argued today. In the current study, we reexamine a particularly compelling finding in support of this view (Cohen, 1985). Contrary to Cohen's original findings, we demonstrate that additional time to encode an action phrase leads to comparable gains in recall as seen with controls. These data fit well with a different perspective of action memory, namely that the processing of actions is guided by the same strategic, effortful processing as verbal memory.

Easily perceived, easily remembered? Perceptual interference produces a double dissociation between metamemory and memory performance.

A recent candidate for explaining metamemory judgments is the perceptual fluency hypothesis, which proposes that easily perceived items are predicted to be remembered better, regardless of actual memory performance (Rhodes & Castel Journal of Experimental Psychology: General 137:615-625, 2008). In two experiments, we used the perceptual interference manipulation to test this hypothesis. In Experiment 1, participants were presented with intact and backward-masked words during encoding, followed by a metamemory prediction (a list-wide judgment of learning, JOL) and then a free recall test. Participants predicted that intact words would be better recalled, despite better actual memory for words in the perceptual interference condition, yielding a crossed double dissociation between predicted and actual memory performance. In Experiment 2, JOLs were made after each study word. Item-by-item JOLs were likewise higher for intact than for backward-masked words, despite similar actual memory performance for both types of words. The results are consistent with the perceptual fluency hypothesis of metamemory and are discussed in terms of experience-based and theory-based metamemory judgments.

The effects of list composition and perceptual fluency on judgments of learning (JOLs).

The perceptual fluency hypothesis proposes that items that are easier to perceive at study will be given higher memorability ratings, as compared with less fluent items. However, prior research has examined this metamemorial cue primarily using mixed-list designs. Furthermore, certain memory effects are moderated by the design (mixed list vs. pure list) used to present stimuli. The present study utilized mixed as well as pure lists to assess whether judgments of learning based on perceptual fluency are relative or absolute and whether people are sensitive to differences in recall produced by variation in list composition. Using font size and generation manipulations, Experiments 1 and 2 showed that the effect of perceptual fluency on metamemory is relative in nature, occurring only in mixed lists. Experiments 2 and 3 revealed that metamemory is insensitive to the effect of list composition on recall. These findings are consistent with the assumptions of Koriat's (Journal of Experimental Psychology: General 126: 349-370, 1997) cue-utilization framework, that JOLs reflect a comparative process and are insensitive to cues pertaining to conditions of learning.

Transitive inference and the testing effect: Retrieval practice impairs transitive inference.

There is substantial interest in the extent to which the testing effect (the finding that retrieval practice enhances memory) extends to more complex forms of learning, especially those entailing greater element interactivity. Transitive inference (TI) requires just such interactivity, in which information must be combined across multiple learning elements or premises to extract an underlying structure. Picklesimer et al. provided preliminary evidence that retrieval practice fails to enhance, and actually disrupts, TI. This study assessed the generality of that result. The current experiments employed a seven- or eight-element TI paradigm in which participants initially learned a set of premise pairs (e.g., A > B, B > C, and C > D) and then engaged in either restudy or retrieval practice of the premise pairs before taking a final test that assessed memory for the original premise pairs and one's ability to make TIs (e.g., to infer that B > D). Experiments 1 and 2 used pictorial materials and simultaneous presentation of premises during learning, a form of presentation that has induced testing effects on other forms of inference. For TI, the results were unchanged from Picklesimer et al.-TI was worse for retrieval practice than restudy. Experiment 3 used verbal materials and likewise found worse TI for retrieval practice. A small-scale meta-analysis combining the current experiments with those of Picklesimer et al. revealed a significant negative testing effect on TI (d = -0.37). Although retrieval practice enhances many aspects of memory, this fundamental aspect of human reasoning may be impaired by retrieval practice.

Memory and attention: A double dissociation between memory encoding and memory retrieval.

Research has found substantial negative effects of divided attention (DA) during encoding but less substantial effects when attention is divided during retrieval, an asymmetry which has been interpreted as indicating that different control processes or forms of attention are involved in encoding and retrieval (e.g., Chun & Johnson, 2011; Craik, Govoni, Naveh-Benjamin, & Anderson, 1996; Long, Kuhl, & Chun, 2018). The extant evidence, however, is not strong support for qualitative differences and might simply indicate differential sensitivity. The present experiments document a stronger, double dissociation by focusing on the Attentional Boost Effect (ABE) - a phenomenon in which the detection of targets in a secondary task enhances encoding of co-occurring stimuli. The dual-task interaction account proposes that the classical negative effects produced by dual-task interference are offset by a transient increase in externally-directed attention brought about by target detection. Since externally-directed attention is less valuable for retrieval processes, the ABE should result in a net negative effect when applied in the test phase because the dual-task interference would no longer be offset by the externally-directed boost occurring during target trials. Experiments 1, 2 and 4 confirmed the predictions by showing that test words paired with target stimuli were recognized significantly worse than test words paired with distractor stimuli. In contrast, Experiments 3 and 4 replicated the usual positive effects of the ABE with respect to encoding. We discuss these findings in light of recent theoretical proposals suggesting that encoding and retrieval processes are subserved by different forms of attention (external [perceptual] vs. internal [reflective]). Implications for the Transfer-Appropriate-Processing view of memory are also illustrated.

The bizarreness effect and visual imagery: No impact of concurrent visuo-spatial distractor tasks indicates little role for visual imagery.

Ancient as well as modern writers have promoted the idea that bizarre images enhance memory. Research has documented bizarreness effects, with one standard technique finding that sentences describing unusual, implausible, or bizarre scenarios are better remembered than sentences describing plausible, every day, or common scenarios. Not surprisingly, this effect is often attributed to visual imagery, and the effect often referred to as the bizarre imagery effect. But the role of imagery has been disputed even as research has found it difficult to clearly distinguish the effects of imagery from other possible bases for the bizarreness advantage. The current experiments assessed the visual-imagery hypothesis by disrupting visual imagery processes during encoding, which should reduce the bizarreness effect if it is indeed due to imagery. Specifically, one group carried out a concurrent task that selectively disrupted visual working memory (and visual imagery) during the encoding of sentences; a control group encoded the sentences without distraction. Across four experiments, the distractor task was dynamic visual noise, the spatial tapping task, and a visual span task. Each experiment found a robust bizarreness effect that was never reduced by visuospatial distraction. Combined, meta-analytic, and Bayesian analyses concurred with the results of the individual experiments. The results indicate little role for visual imagery in the bizarreness effect. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Action memory and metamemory.

Actions can enhance memory, exemplified by the enactment effect. In a typical experiment, participants hear a series of simple action phrases (e.g., bounce the ball), which they either carry out (subject-performed tasks, or SPTs), watch the experimenter carry out (experimenter-performed tasks, EPTs), or simply listen to (verbal tasks, VTs). Later memory is usually better for SPTs than for either EPTs or VTs. Although research on action memory is extensive, research on action and metamemory is sparse and produces contradictory results. Furthermore, the metamemory literature has largely ignored the effects of action. Some theoretical perspectives argue that actions produce a particularly effective and automatic form of encoding, and that such nonstrategic encoding should produce inaccurate memory predictions. Other theories argue that action memory relies on executive control processes, suggesting that memory predictions for actions should be just as good (or better) than for control conditions. In Experiments 1a and 1b, participants predicted (with judgements-of-learning, JOLs) whether they would later remember SPTs and EPTs. Resolution (the correlation between JOLs and later recall) was greater for EPTs than SPTs, and not significantly different than zero in the latter case. Experiment 3 produced the same results with SPTs and VTs: resolution was greater for VTs and not significant for SPTs. The results are consistent with nonstrategic accounts of the enactment effect, and also highlight the importance of examining metamemory for actions given that actions can alter metamemory relative to verbal (VT) and other nonaction (EPT) conditions. In addition, the presence of JOLs attenuates the enactment effect, a reactive effect of JOLs similar to that found with other encoding effects. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Attention, the testing effect, and retrieval-induced forgetting: Distraction dissociates the positive and negative effects of retrieval on subsequent memory.

Memory retrieval affects subsequent memory in ways both positive (e.g., the testing effect) and negative (e.g., retrieval-induced forgetting, RIF). The changes to memory that retrieval produces can be thought of as the encoding consequences of retrieval, examined here with respect to attention. In three experiments, participants first studied category-example word pairs, and then practiced retrieval for half the pairs from one-third of the categories (the R + items) and restudied half the pairs from a different third of the categories (the S + items), while the final third of the categories were in the nonpracticed control condition (the Np items). This was followed in turn by a final test over all categories and examples, including the unpracticed examples from the retrieval-practice and restudied categories (the R- and S- items, respectively). The middle phase (of retrieval practice and restudy) was conducted under full attention (FA) or under divided attention (DA) in which participants also performed a distracting secondary task. DA had little effect on final recall in the retrieval practice (R +) condition but significantly reduced final recall of the restudied (S +) items, producing a net increase in the testing effect relative to the FA condition. RIF (measured as the difference between the R- and Np items) was substantial in the FA condition but was eliminated by DA. This occurred because the final recall of R- items significantly increased in the DA compared to FA condition, a highly unusual result in which distraction actually improved an aspect of memory performance. In sum, DA during retrieval practice dissociated the positive and negative effects of retrieval on subsequent memory, increasing the positive effect, embodied by the testing effect, but decreasing the negative effect, embodied by RIF. The theoretical implications are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

The attentional boost effect facilitates the encoding of contextual details: New evidence with verbal materials and a modified recognition task.

In the attentional boost effect (ABE), words or images encoded with to-be-responded targets are later recalled better than words or images encoded with to-be-ignored distractors. The ABE has been repeatedly demonstrated to improve item memory, whereas evidence concerning contextual memory is mixed, with studies showing both significant and null results. The present three experiments investigated whether the ABE could enhance contextual memory when using a recognition task that allowed participants to reinstate the original study context, by simultaneously manipulating the nature of the instructions provided at encoding. Participants studied a sequence of colored words paired with target (gray circles) or distractor (gray squares) stimuli, under the instructions to remember either the words and their colors (Exps. 1-2) or only the words (Exp. 3) and simultaneously press the space bar whenever a gray circle appeared on the screen. Then, after a brief interval, they were administered a modified recognition task involving two successive stages. First, participants were presented with two different words and had to decide which word was originally encoded; second, they were presented with five colored versions of the (correct) old words and had to remember the color in which they were studied. Results converged in showing that the ABE enhanced contextual memory, although the effect was more robust with intentional encoding instructions.

The attentional boost effect and source memory.

Stimuli presented with targets during a monitoring task are better remembered than stimuli presented with distractors, a result referred to as the attentional boost effect (ABE). The ABE is consistently found for item memory, but conflicting results have been reported for different assessments of associative memory, with studies of source memory (whether the study item had been presented with a target or distractor) demonstrating an ABE and studies of context memory (memory for the perceptual details or list membership of the study item) not showing the effect. This could be due to methodological differences across studies (study materials: pictures vs. words; number of study presentations: multiple vs. single), issues related to the measurement of source memory (traditional measures vs. multinomial modeling), or differences in the informational bases of source and context memory tests. Three experiments consistently found an ABE in source memory and ruled out differences based on study materials, number of study presentations, and technique for measuring source memory. The discrepancies in the prior research appear to hinge on the differences in informational bases of source and context memory tests. In particular, source memory relies on associations between the study item and information about the monitoring task and is open to inferential processes (participants exhibit a significant bias to categorize false alarms as coming from the distractor condition). (PsycInfo Database Record (c) 2023 APA, all rights reserved).

The attentional boost effect enhances the item-specific, but not the relational, encoding of verbal material: Evidence from multiple recall tests with related and unrelated lists.

In the Attentional Boost Effect (ABE), words or images encoded with to-be-detected target squares are later recognized better than words or images encoded with to-be-ignored distractor squares. The present study sought to determine whether the ABE enhanced the encoding of the item-specific and relational properties of the studied words by using the multiple recall paradigm. Previous evidence indicates that manipulations fostering item-specific encoding increased the number of item gains, whereas manipulations fostering relational encoding decreased item losses. Across three experiments, participants were presented with lists of semantically related or unrelated words paired with target (red) or distractor (green) squares, under the instructions to remember all the words and press the spacebar when the square was red. Immediately after the study phase, they were involved in four consecutive recall attempts. In all cases, the classical ABE was replicated, in that participants recalled more target- than distractor-paired words. Most importantly, the analyses converged in showing that item gains were significantly greater for target- than for distractor-paired words when participants studied lists of related words (but not when they studied unrelated lists); in contrast, item losses did not differ between the two types of words, irrespective of the nature of the studied list. Taken together, these data suggest that the ABE enhanced the encoding of item-specific information but had no effect on the encoding of relational information. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Conceptual implicit memory and environmental context.

Changes in environmental context between encoding and retrieval often affect explicit memory but research on implicit memory is equivocal. One proposal is that conceptual but not perceptual priming is influenced by context manipulations. However, findings with conceptual priming may be compromised by explicit contamination. The present study examined the effects of environmental context on conceptual explicit (category-cued recall) and implicit memory (category production). Explicit recall was reduced by context change. The implicit test results depended on test awareness (assessed with a post-test questionnaire). Among test-unaware participants, priming was equivalent for same-context and different-context groups, whereas for the test-aware, the same-context group produced more priming. Thus, when explicit contamination is controlled, changes in environmental context do not impair conceptual priming. Context dependency appears to be a general difference between implicit and explicit memory rather than a difference between conceptual and perceptual implicit memory. Finally, measures of mood indicated no changes in affect across contexts, arguing against mood mediation for the context effects in explicit recall.

Implicit memory and depression: preserved conceptual priming in subclinical depression.

Depression impairs explicit memory but research on implicit memory is equivocal. Initial studies indicated preserved implicit memory, implying a depressive deficit in intentional but not unintentional forms of memory. Subsequent research indicated that conceptual priming is reduced in depression, implying a deficit in conceptual memory processes be they implicit or explicit. However, the findings with conceptual priming may be compromised by explicit contamination. The present study compared subclinically depressed and non-depressed participants on matched conceptual tests of explicit memory (category-cued recall) and implicit memory (category production). The implicit test was followed by a post-test questionnaire used to categorise participants as test-aware or test-unaware. On the explicit test, the subclinically depressed participants recalled less than the non-depressed participants. The results on the implicit test depended on test-awareness. Among test-unaware participants, conceptual priming was equivalent across the two groups, whereas for the test-aware, non-depressed participants produced significantly more priming than the subclinically depressed. This indicates that when explicit contamination is controlled, depression does not impair conceptual priming. The depressive dissociation between implicit and explicit memory is better accounted for by the difference between intentional and unintentional forms of memory rather than by the difference between conceptual and perceptual memory processes.