Detecting and remembering simultaneous pictures in a rapid serial visual presentation.

Viewers can easily spot a target picture in a rapid serial visual presentation (RSVP), but can they do so if more than 1 picture is presented simultaneously? Up to 4 pictures were presented on each RSVP frame, for 240 to 720 ms/frame. In a detection task, the target was verbally specified before each trial (e.g., man with violin); in a memory task, recognition was tested after each sequence. Target detection was much better than recognition memory, but in both tasks the more pictures on the frame, the lower the performance. When the presentation duration was set at 160 ms with a variable interframe interval such that the total times were the same as in the initial experiments, the results were similar. The results suggest that visual processing occurs in 2 stages: fast, global processing of all pictures in Stage 1 (usually sufficient for detection) and slower, serial processing in Stage 2 (usually necessary for subsequent memory). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preserved priming across study-test picture transformations in patients with Alzheimer's disease

Picture-naming priming was examined across different study-test transformations to explore the nature of memory representations of objects supporting implicit memory processes in patients with Alzheimer's disease (AD). Although severely impaired in explicit memory for pictures and words, AD patients demonstrated normal priming across perceptual transformations in picture orientation (Experiment 1) and picture size (Experiment 2) and across symbolic transformations from words to pictures (Experiment 3). In addition, the priming across alterations in picture size was invariant. This demonstrates that AD patients have preserved implicit memory for high-level, abstract representations of objects.     

Remembering left–right orientation of pictures.

Studied orientation retrieval and recognition memory for pictures in 32 undergraduate or graduate students. Results indicate an asymmetry in classifying test items as "same" vs "different" in left–right orientation. Identical copies of previously viewed items were classified more accurately than left–right reversals of those items. Response bias could not explain this asymmetry, and, moreover, correct "same" and "different" classifications were independently manipulable. Whereas repetition of input pictures (1 vs 2 presentations) affected primarily correct "same" classifications, retention interval (3 hrs vs 1 wk) affected primarily correct "different" classifications. Repetition but not retention interval affected judgments that previously seen pictures (both identical and reversed) were "old." Findings support a dual-process hypothesis that links "same" classifications to high familiarity, and "different" classifications to conscious sampling of images of previously viewed pictures. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Information processing in Stroop-like picture naming tasks by preschool children

This study examined the difference between preschool (6-year-olds) children and adults in semantic information processing in line-drawn picture naming, using two types of Stroop-like picture naming tasks. In Experiment 1, voices (i.e., lexical information), and in Experiment 2, pictures (i.e., semantic information) were used as distracters. Subjects were asked to name target pictures as quickly as possible, ignoring distracters. To clarify the effect of semantic relations on the amount of interference, four types of target-distracter semantic relations were used as experimental conditions: same stimulus (SS), same category (SC), different category (DC), and control (C). To investigate the time course of processing, stimulus onset asynchrony (SOA) between target and distracter was varied. The results indicated that the patterns of reaction time showed more remarkable difference between children and adults in Experiment 1 than in Experiment 2. These results were discussed on the basis of Glaser and Glaser (1989)'s model in which semantic memory and lexicon were separate.     

Picture memory: Recognizing added and deleted details.

When people are presented simple and complex pictures and then tested in a same–changed recognition test with a simple or complex form of each, d′ is greater for the simple than the complex picture (Pezdek & Chen, 1982). The results of three experiments confirm the robustness of this "asymmetric confusability effect" and test a model of the processes underlying this effect. According to the model, pictures are schematically encoded such that the memory representation of both simple and complex pictures is similar to the simple form of each. In Experiment 1, a sentence was presented that described the central schema in the picture prior to subjects' viewing each picture. This manipulation exaggerated the asymmetric confusability effect; schematic processing thus underlies the effect. Results of Experiment 2 refute the hypothesis that the effect results from subjects erroneously anticipating a recall test rather than a recognition test. Furthermore, although some of the nonschematic elaborative information in complex pictures is stored in memory, it is difficult to retrieve to verify that something is missing when complex presentation pictures are changed to simple test pictures (Experiment 3). Thus, although people are able to distinguish large sets of old pictures from new distractor pictures, their ability to detect missing elaborative visual details is more limited. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotion enhanced retention of cognitive skill learning.

Ample evidence suggests that emotional arousal enhances declarative/episodic memory. By contrast, there is little evidence that emotional enhancement of memory (EEM) extends to procedural skill based memory. We examined remote EEM (1.5-month delay) for cognitive skill learning using the weather prediction (WP) probabilistic classification task. Participants viewed interleaved emotionally arousing or neutral pictures during WP acquisition. Arousal retarded initial WP acquisition. While participants in the neutral condition showed substantial forgetting of WP learning across the 1.5-month delay interval, the arousal condition showed no evidence of forgetting across the same time period. Thus, arousal during encoding determined the mnemonic fate of cognitive skill learning. Emotional enhancement of WP retention was independent of verbally stated knowledge of WP learning and EEM for the picture contexts in which learning took place. These results reveal a novel demonstration of EEM for cognitive skill learning, and suggest that emotional arousal may in parallel enhance the neural systems that support procedural learning and its declarative context. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Short-term memory for reaching to visual targets: psychophysical evidence for body-centered reference frames

Pointing to a remembered visual target involves the transformation of visual information into an appropriate motor output, with a passage through short-term memory storage. In an attempt to identify the reference frames used to represent the target position during the memory period, we measured errors in pointing to remembered three-dimensional (3D) targets. Subjects pointed after a fixed delay to remembered targets distributed within a 22 mm radius volume. Conditions varied in terms of lighting (dim light or total darkness), delay duration (0.5, 5.0, and 8.0 sec), effector hand (left or right), and workspace location. Pointing errors were quantified by 3D constant and variable errors and by a novel measure of local distortion in the mapping from target to endpoint positions. The orientation of variable errors differed significantly between light and dark conditions. Increasing the memory delay in darkness evoked a reorientation of variable errors, whereas in the light, the viewer-centered variability changed only in magnitude. Local distortion measurements revealed an anisotropic contraction of endpoint positions toward an "average" response along an axis that points between the eyes and the effector arm. This local contraction was present in both lighting conditions. The magnitude of the contraction remained constant for the two memory delays in the light but increased significantly for the longer delays in darkness. These data argue for the separate storage of distance and direction information within short-term memory, in a reference frame tied to the eyes and the effector arm.     

Wide-angle memories of close-up scenes.

We report a picture-memory phenomenon in which subjects' recall and recognition of photographed scenes reveal a pronounced extension of the pictures' boundaries. After viewing 20 pictures for 15 s each, 37 undergraduates exhibited this striking distortion; 95% of their drawings included information that had not been physically present but that would have been likely to have existed just outside the camera's field of view (Experiment 1). To determine if boundary extension is limited to recall and drawing ability, Experiment 2 tested recognition memory for boundaries. Eighty-five undergraduates rated targets and distractors on a boundary-placement scale. Subjects rated target pictures as being closer up than before and frequently mistook extended-boundary distractors as targets. Results are discussed in terms of picture comprehension and memory. In addition to its theoretical value, discovery of the phenomenon demonstrates the importance of more widespread use of open-ended tests in picture-memory methodology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Naming and locating the tops of rotated pictures.

Investigated whether and how pictures are mentally rotated to upright before they can be named. Four experiments were conducted with 12 college students in each, who were given the tasks of naming pictures of common objects with various orientations and locating their tops. In the naming task, Ss required more time the farther the picture was from upright, but the rotation effect was reduced after Ss had named each picture once, indicating that rotation may be required only for unfamiliar stimuli. The top locating task was faster with upright figures, but otherwise-oriented pictures required the same time regardless of orientation. Top-locating was faster than naming, indicating that "topness" may be guessed even in unfamiliar figures, while naming also involves searching one's semantic memory for a name. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Activating representations in permanent memory: different benefits for pictures and words

Previous research has suggested that pictures have privileged access to semantic memory (W. R. Glaser, 1992), but J. Theios and P. C. Amrhein (1989b) argued that prior studies inappropriately used large pictures and small words. In Experiment 1, participants categorized pictures reliably faster than words, even when both types of items were of optimal perceptual size. In Experiment 2, a poststimulus flashmask and judgments about internal features did not eliminate picture superiority, indicating that it was not due to differences in early visual processing or analysis of visible features. In Experiment 3, when participants made judgments about whether items were related, latencies were reliably faster for categorically related pictures than for words, but there was no picture advantage for noncategorically associated items. Results indicate that pictures have privileged access to semantic memory for categories, but that neither pictures nor words seem to have privileged access to noncategorical associations.     

Looking at pictures but remembering scenes.

Ss tend to remember close-up photographs as having had extended boundaries (H. Intraub and M. Richardson, 1989). Three alternate explanations were tested: object completion, distortion toward a perceptual schema, and normalization toward a prototypic view. In 3 experiments, 55–230 undergraduates viewed 16 close-up, prototypic, or wide-angle views of objects for 15 sec each. Immediately or 48 hrs later, they rated test pictures on a 5-point scale as "same," "closer up," or "farther away." Results ruled out object completion because boundary extension occurred when the picture contained no incomplete objects. Immediate tests supported the perceptual schema hypothesis because all unidirectional distortions involved boundary extension. Delayed tests were more suggestive of a memory schema effect because wide-angle pictures yielded boundary restriction. A 2-component model of picture processing is proposed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How much is an icon worth?

Reports a technique for assessing the amount of information extracted from the icon (image) that follows a briefly presented picture. How to measure such information was formulated in terms of how much physical exposure of a picture an icon is worth. In 4 experiments, undergraduates (N?=?414) were shown pictures, and their memory for the pictures was tested later. Results show that the physical exposure duration needed to reach a particular level of performance was approximately 100 msec longer when an icon was not permitted compared to when the icon was permitted. This value was independent of the base duration and the luminance of the picture. The same value was obtained using 3 kinds of memory tests and 4 sets of pictures. It is suggested that an icon is worth approximately 100 msec of additional physical exposure duration and that the reason for this robust equivalence between icon and stimulus is that the same encoding processes are responsible for extracting information from the icon and from the physical stimulus. Therefore, any variable that affects these encoding processes must affect extraction of information from the icon and the physical stimulus in an identical manner. This prediction was confirmed for 1 such variable—picture luminance. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dynamics of two-component biochemical systems in interacting cells; synchronization and desynchronization of oscillations and multiple steady states

Three experiments examined transfer across form (words/pictures) and modality (visual/auditory) in written word, auditory word, and pictorial implicit memory tests, as well as on a free recall task. Experiment I showed no significant transfer across form on any of the three implicit memory tests, and an asymmetric pattern of transfer across modality. In contrast, the free recall results revealed a very different picture. Experiment 2 further investigated the asymmetric modality effects obtained for the implicit memory measures by employing articulatory suppression and picture naming to control the generation of phonological codes. Finally, Experiment 3 examined the effects of overt word naming and covert picture labelling on transfer between study and test form. The results of the experiments are discussed in relation to Tulving and Schacter's (1990) Perceptual Representation Systems framework and Roediger's (1990) Transfer Appropriate Processing theory.     

Sustained and transient modulation of performance induced by emotional picture viewing.

We investigated how viewing task-irrelevant emotional pictures affects the performance of a subsequent nonemotional visual detection task. Subjects performed target-detection trials following the offset of individual unpleasant, pleasant, and neutral pictures. Sustained interference occurred when subjects viewed unpleasant pictures (mutilated bodies) in a sequential, "blocked" fashion. Such slowing down of reaction time appeared to build up with time, consistent with the instatement of a defensive emotional state. With a randomized picture presentation, only a transient interference effect was observed, consistent with increased attentional demands during the processing of unpleasant pictures. During blocked presentation of affiliative pleasant pictures, reaction times were faster, suggesting the activation of appetitive motivational systems. Ultimately, both attentional and motivational systems are intricately tied in the brain and, together, determine behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A role for Cdc42 in macrophage chemotaxis

Grammatical morphemes, such as articles and auxiliary verbs, provide potentially useful information to language learners. However, children with specific language impairment (SLI) frequently fail to produce grammatical morphemes, raising questions about their sensitivity to them. To address this issue, two experiments were conducted in which 3- to 5-year-old children with SLI and with normally developing language (NL) heard sentences asking them to identify a picture corresponding to a named target word. The target occurred in either a grammatical sentence or one with an incorrectly used grammatical morpheme. In Experiment 1, the picture representing the target occurred with three unrelated distractor pictures. In Experiment 2, distractor sets included pictures that were semantically related to the target. In both studies, the SLI group chose fewer correct pictures when the target followed an incorrectly used morpheme. In Experiment 2, the SLI group chose more semantically related than unrelated distractors. These results suggest that children with SLI are sensitive to grammatical morphemes and that their incorrect picture choices may reflect a failure to maintain the target in memory.     

Development of strategies for recall and recognition.

40 kindergartners, 42 3rd graders, and 40 5th graders (CA's 5 yrs, 5 mo; 8 yrs, 3 mo; and 12 yrs, 4 mo, respectively) viewed 30 pictures of familiar objects, and then their free recall of the object names and their recognition of the original pictures were tested. The recognition test included pairing each picture with another similar picture of the same object. Half the Ss in each age group were prepared for recall with a strategy known to improve it in adults, and half were prepared for recognition with a strategy known to improve recognition in adults. Children encoded the stimuli differentially in accordance with the expected memory task and retrieved different stored information for each task. Both free recall and picture recognition memory improved with age. The recall strategy improved free recall performance at all ages, but the recognition strategy improved recognition performance only at the oldest age tested. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Destination memory impairment in older people.

Older adults are assumed to have poor destination memory—knowing to whom they tell particular information—and anecdotes about them repeating stories to the same people are cited as informal evidence for this claim. Experiment 1 assessed young and older adults' destination memory by having participants tell facts (e.g., “A dime has 118 ridges around its edge”) to pictures of famous people (e.g., Oprah Winfrey). Surprise recognition memory tests, which also assessed confidence, revealed that older adults, compared to young adults, were disproportionately impaired on destination memory relative to spared memory for the individual components (i.e., facts, faces) of the episode. Older adults also were more confident that they had not told a fact to a particular person when they actually had (i.e., a miss); this presumably causes them to repeat information more often than young adults. When the direction of information transfer was reversed in Experiment 2, such that the famous people shared information with the participants (i.e., a source memory experiment), age-related memory differences disappeared. In contrast to the destination memory experiment, older adults in the source memory experiment were more confident than young adults that someone had shared a fact with them when a different person actually had shared the fact (i.e., a false alarm). Overall, accuracy and confidence jointly influence age-related changes to destination memory, a fundamental component of successful communication. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Micro- and macroreference frames: Specifying the relations between spatial categories in memory.

A substantial amount of research has demonstrated the importance of reference frames in organizing memory of object locations in both small and large environments. However, to date, little research has examined how the object locations represented in one reference frame are specified relative to object locations represented in another. In a series of 4 experiments, we demonstrate that multiple microreference frames can be established in memory for sets of objects that are spatially and semantically distinct, and that the spatial relations between these microreference frames are specified in memory by means of a more global, macroreference frame. Additionally, these experiments demonstrate that an established macroreference frame can influence which of several microreference frames will be coded in memory, but that a previously established microreference frame had no appreciable influence on the subsequent formation of a macroreference frame. These results are interpreted as indicating that the same cognitive mechanisms underlie interobject coding across multiple environmental scales. The implications for reference frame theories and theories positing hierarchical memory organization are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Episodic effects on picture identification: Implications for theories of concept learning and theories of memory.

The effects of differences in study processing on free recall of picture names and on generalization in picture identification were investigated. Experience with degraded pictures produced poorer subsequent free recall of picture names than did naming intact pictures. For the test of picture identification, pictures that were identical to a studied picture, pictures that shared a name with a studied picture (same name), and new test pictures were presented, and the amount of clarification required to identify a picture was measured. Experience with degraded pictures produced better subsequent identification of identical test pictures but poorer later identification of same-name test pictures than did naming intact pictures. The importance of these episodic effects for theories of concept learning and theories of memory is discussed. It is argued that distinctions between memory systems (e.g., episodic-semantic) must be couched in terms of a theory of concept learning and that the data are inconsistent with a simple distinction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dissociable effects of conscious emotion regulation strategies on explicit and implicit memory.

The authors manipulated emotion regulation strategies at encoding and administered explicit and implicit memory tests. In Experiment 1, participants used reappraisal to enhance and decrease the personal relevance of unpleasant and neutral pictures. In Experiment 2, decrease cues were replaced with suppress cues that directed participants to inhibit emotion-expressive behavior. Across experiments, using reappraisal to enhance the personal relevance of pictures improved free recall. By contrast, attempting to suppress emotional displays tended to impair recall, especially compared to the enhance condition. Using reappraisal to decrease the personal relevance of pictures had different effects depending on picture type. Paired with unpleasant pictures, the decrease cue tended to improve recall. Paired with neutral stimuli, the decrease cue tended to impair recall. Emotion regulation did not affect perceptual priming. Results highlight dissociable effects of emotion regulation on explicit and implicit memory, as well as dissociations between regulation strategies with respect to explicit memory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)