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Dive into the research topics where Kathleen B. McDermott is active.

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Featured researches published by Kathleen B. McDermott.


Neuron | 1998

Hemispheric specialization in human dorsal frontal cortex and medial temporal lobe for verbal and nonverbal memory encoding

William M. Kelley; Francis M. Miezin; Kathleen B. McDermott; Randy L. Buckner; Marcus E. Raichle; Neal J. Cohen; John M. Ollinger; Erbil Akbudak; Thomas E. Conturo; Abraham Z. Snyder; Steven E. Petersen

The involvement of dorsal frontal and medial temporal regions during the encoding of words, namable line-drawn objects, and unfamiliar faces was examined using functional magnetic resonance imaging (fMRI). Robust dorsal frontal activations were observed in each instance, but lateralization was strongly dependent on the materials being encoded. Encoding of words produced left-lateralized dorsal frontal activation, whereas encoding of unfamiliar faces produced homologous right-lateralized activation. Encoding of namable objects, which are amenable to both verbal and nonverbal encoding, yielded bilateral dorsal frontal activation. A similar pattern of results was observed in the medial temporal lobe. These results indicate that regions in both hemispheres underlie human long-term memory encoding, and these regions can be engaged differentially according to the nature of the material being encoded.


Proceedings of the National Academy of Sciences of the United States of America | 2007

Neural substrates of envisioning the future

Karl K. Szpunar; Jason M. Watson; Kathleen B. McDermott

The ability to envision specific future episodes is a ubiquitous mental phenomenon that has seldom been discussed in the neuroscience literature. In this study, subjects underwent functional MRI while using event cues (e.g., Birthday) as a guide to vividly envision a personal future event, remember a personal memory, or imagine an event involving a familiar individual. Two basic patterns of data emerged. One set of regions (e.g., within left lateral premotor cortex; left precuneus; right posterior cerebellum) was more active while envisioning the future than while recollecting the past (and more active in both of these conditions than in the task involving imagining another person). These regions appear similar to those emerging from the literature on imagined (simulated) bodily movements. A second set of regions (e.g., bilateral posterior cingulate; bilateral parahippocampal gyrus; left occipital cortex) demonstrated indistinguishable activity during the future and past tasks (but greater activity in both tasks than the imagery control task); similar regions have been shown to be important for remembering previously encountered visual-spatial contexts. Hence, differences between the future and past tasks are attributed to differences in the demands placed on regions that underlie motor imagery of bodily movements, and similarities in activity for these two tasks are attributed to the reactivation of previously experienced visual–spatial contexts. That is, subjects appear to place their future scenarios in well known visual–spatial contexts. Our results offer insight into the fundamental and little-studied capacity of vivid mental projection of oneself in the future.


Psychonomic Bulletin & Review | 2001

Factors that determine false recall: A multiple regression analysis

Henry L. Roediger; Jason M. Watson; Kathleen B. McDermott; David A. Gallo

In the Deese-Roediger-McDermott (DRM) paradigm, subjects study lists of words that are designed to elicit the recall of an associatively related critical item. The 55 lists we have developed provide levels of false recall ranging from .01 to .65, and understanding this variability should provide a key to understanding this memory illusion. Using a simultaneous multiple regression analysis, we assessed the contribution of seven factors in creating false recall of critical items in the DRM paradigm. This analysis accounted for approximately 68% of the variance in false recall, with two main predictors: associative connections from the study words to the critical item (r+.73; semipartialr+.60) and recallability of the lists (r+.43; semipartialr-.34). Taken together, the variance in false recall captured by these predictors accounted for 84% of the variance that can be explained, given the reliability of the false recall measures (r=.90). Therefore, the results of this analysis strongly constrain theories of false memory in this paradigm, suggesting that at least two factors determine the propensity of DRM lists to elicit false recall. The results fit well within the theoretical framework postulating that both semantic activation of the critical item and strategic monitoring processes influence the probability of false recall and false recognition in this paradigm.


Memory & Cognition | 1999

Norms for word lists that create false memories

Michael A. Stadler; Henry L. Roediger; Kathleen B. McDermott

Roediger and McDermott (1995) induced false recall and false recognition for words that were not presented in lists. They had subjects study 24 lists of 15 words that were associates of a common word (called the critical target or critical lure) that was not presented in the list. False recall and false recognition of the critical target occurred frequently in response to these lists. The purpose of the current work was to provide a set of normative data for the lists Roediger and McDermott used and for 12 others developed more recently. We tested false recall and false recognition for critical targets from 36 lists. Despite the fact that all lists were constructed to produce false remembering, the diversity in their effectiveness was large—60% or more of subjects falsely recalledwindow andsleep following the appropriate lists, and false recognition for these items was greater than 80%. However, the list generated fromking led to 10% false recall and 27% false recognition. Possible reasons for these wide differences in effectiveness of the lists are discussed. These norms serve as a useful benchmark for designing experiments about false recall and false recognition in this paradigm.


Neuropsychologia | 2003

A procedure for identifying regions preferentially activated by attention to semantic and phonological relations using functional magnetic resonance imaging

Kathleen B. McDermott; Steven E. Petersen; Jason M. Watson; Jeffrey G. Ojemann

A procedure is introduced for using functional magnetic resonance imaging (fMRI) techniques to identify neural regions associated with attention to semantic and phonological aspects of written words within a single group of subjects. Short lists (16 words/list), consisting of visually-presented semantically-related words (bed, rest) or rhyming words (weep, beep) were presented rapidly to subjects, who were asked to attend to the relations among the words. Regions preferentially involved in attention to semantic relations appeared within left anterior/ventral inferior frontal gyrus (IFG, approximate Brodmann Area, BA47), left posterior/dorsal IFG (BA44/45), left superior/middle temporal cortex (BA22/21), left fusiform gyrus (BA37), and right cerebellum. Regions preferentially involved in attention to phonological relations appeared within left inferior frontal cortex (near BA6/44, posterior to the semantic regions within IFG described above) and within bilateral inferior parietal cortex (BA40) and precuneus (BA7). This method is notable in that a comparison of the two tasks within some of the individual subjects revealed activation patterns similar to the group average, especially within left inferior frontal and left superior/middle parietal cortices. This fact combined with the efficiency with which the data can be obtained (here, in about an hour of functional scanning) and the adaptability of the task for many different subject populations suggests a wide range of possibilities for this technique: it could be used to track language development (e.g. in children), compare language organization across subject populations (e.g. for dyslexic or blind subjects), and identify language regions within individuals (e.g. potentially to aid in surgical planning).


Cognitive Neuropsychology | 1999

VERIDICAL AND FALSE MEMORIES IN HEALTHY OLDER ADULTS AND IN DEMENTIA OF THE ALZHEIMER'S TYPE

David A. Balota; Michael J. Cortese; Janet M. Duchek; David J. Adams; Henry L. Roediger; Kathleen B. McDermott; Benjamin E. Yerys

Five groups of participants (young, healthy old, healthy old-old, very mild Dementia of the Alzheimers Type, Mild Dementia of the Alzheimers Type) studied and were tested on six 12-item lists of words selected from the DRM (Deese, 1959; Roediger & McDermott, 1995) materials. These lists of words strongly converged semantically on a nonpresented critical word. The results indicated that both veridical recall and recognition performance decreased both as a function of age of the participants and as a function of dementia severity. However, the recall and recognition of the highly related nonpresented items actually increased as a function of age, and only slightly decreased as a function of DAT. When false memory was considered as a proportion of veridical memory, there was a clear increase as a function of both age of the participants and as a function of disease severity. The results are discussed in terms of (a) age and DAT-related changes in attention and memory performance, and (b) the underlying mec...


European Journal of Cognitive Psychology | 2007

Test format and corrective feedback modify the effect of testing on long-term retention

Sean H. K. Kang; Kathleen B. McDermott; Henry L. Roediger

We investigated the effects of format of an initial test and whether or not students received corrective feedback on that test on a final test of retention 3 days later. In Experiment 1, subjects studied four short journal papers. Immediately after reading each paper, they received either a multiple choice (MC) test, a short answer (SA) test, a list of statements to read, or a filler task. The MC test, SA test, and list of statements tapped identical facts from the studied material. No feedback was provided during the initial tests. On a final test 3 days later (consisting of MC and SA questions), having had an intervening MC test led to better performance than an intervening SA test, but the intervening MC condition did not differ significantly from the read statements condition. To better equate exposure to test-relevant information, corrective feedback during the initial tests was introduced in Experiment 2. With feedback provided, having had an intervening SA test led to the best performance on the final test, suggesting that the more demanding the retrieval processes engendered by the intervening test, the greater the benefit to final retention. The practical application of these findings is that regular SA quizzes with feedback may be more effective in enhancing student learning than repeated presentation of target facts or taking an MC quiz.


Neuron | 1996

Neuroanatomical Correlates of Veridical and Illusory Recognition Memory: Evidence from Positron Emission Tomography

Daniel L. Schacter; Eric M. Reiman; Tim Curran; Lang Sheng Yun; Dan Bandy; Kathleen B. McDermott; Henry L. Roediger

Memory distortions and illusions have been thoroughly documented in psychological studies, but little is known about the neuroanatomical correlates of true and false memories. Vivid but illusory memories can be induced by asking people whether they recall or recognize words that were not previously presented, but are semantically related to other previously presented words. We used positron emission tomography to compare brain regions involved in veridical recognition of printed words that were heard several minutes earlier and illusory recognition of printed words that had not been heard earlier. Veridical and illusory recognition were each associated with blood flow increases in a left medial temporal region previously implicated in episodic memory; veridical recognition was distinguished by additional blood flow increases in a left temporoparietal region previously implicated in the retention of auditory/phonological information. This study reveals similarities and differences in the way the brain processes accurate and illusory memories.


Psychonomic Bulletin & Review | 2007

Generalizing test-enhanced learning from the laboratory to the classroom

Mark A. McDaniel; Henry L. Roediger; Kathleen B. McDermott

Test-enhanced learning refers to the fact that taking an initial test on studied material enhances its later retention relative to simply studying the material and then taking a final test. Most research on the testing effect has been done with materials such as word lists, and the general finding has been that the benefits of testing are greater when the initial test is a recall (production) test rather than a recognition test. We briefly summarize three experiments that extend these results to educationally relevant materials, namely brief articles, lectures, and materials in a college course. All three experiments demonstrated a robust testing effect and also revealed that an initial short-answer test produced greater gains on a final test than did an initial multiple-choice test. Furthermore, one experiment revealed a positive effect of immediate feedback given with the initial test. The educational implications are that production tests (short answer or essay) and feedback soon after learning increase learning and retention. In addition, frequent testing probably has the indirect positive effects of keeping students motivated and leading them to space out periods of study.


Cerebral Cortex | 2009

The Contributions of Prefrontal Cortex and Executive Control to Deception: Evidence from Activation Likelihood Estimate Meta-analyses

Shawn E. Christ; David C. Van Essen; Jason M. Watson; Lindsay E. Brubaker; Kathleen B. McDermott

Previous neuroimaging studies have implicated the prefrontal cortex (PFC) and nearby brain regions in deception. This is consistent with the hypothesis that lying involves the executive control system. To date, the nature of the contribution of different aspects of executive control to deception, however, remains unclear. In the present study, we utilized an activation likelihood estimate (ALE) method of meta-analysis to quantitatively identify brain regions that are consistently more active for deceptive responses relative to truthful responses across past studies. We then contrasted the results with additional ALE maps generated for 3 different aspects of executive control: working memory, inhibitory control, and task switching. Deception-related regions in dorsolateral PFC and posterior parietal cortex were selectively associated with working memory. Additional deception regions in ventrolateral PFC, anterior insula, and anterior cingulate cortex were associated with multiple aspects of executive control. In contrast, deception-related regions in bilateral inferior parietal lobule were not associated with any of the 3 executive control constructs. Our findings support the notion that executive control processes, particularly working memory, and their associated neural substrates play an integral role in deception. This work provides a foundation for future research on the neurocognitive basis of deception.

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Henry L. Roediger

Washington University in St. Louis

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Karl K. Szpunar

University of Illinois at Chicago

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Steven M. Nelson

University of Texas at Dallas

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Adrian W. Gilmore

Washington University in St. Louis

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Kathleen M. Arnold

Washington University in St. Louis

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Mark A. McDaniel

Washington University in St. Louis

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Pooja K. Agarwal

Washington University in St. Louis

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