Melissa M. Kibbe

What Do Infants Remember When They Forget? Location and Identity in 6-Month-Olds’ Memory for Objects

What does an infant remember about a forgotten object? Although at age 6 months, infants can keep track of up to three hidden objects, they can remember the featural identity of only one. When infants forget the identity of an object, do they forget the object entirely, or do they retain an inkling of it? In a looking-time study, we familiarized 6-month-olds with a disk and a triangle placed on opposite sides of a stage. During test trials, we hid the objects one at a time behind different screens, and after hiding the second object, we removed the screen where the first object had been hidden. Infants then saw the expected object, the unexpected other object, or the empty stage. Bayes factor analysis showed that although the infants did not notice when the object changed shape, they were surprised when it vanished. This finding indicates that infants can represent an object without its features.

Visual search for category sets: tradeoffs between exploration and memory.

Limitations of working memory force a reliance on motor exploration to retrieve forgotten features of the visual array. A category search task was devised to study tradeoffs between exploration and memory in the face of significant cognitive and motor demands. The task required search through arrays of hidden, multi-featured objects to find three belonging to the same category. Location contents were revealed briefly by either a: (1) mouseclick, or (2) saccadic eye movement with or without delays between saccade offset and object appearance. As the complexity of the category rule increased, search favored exploration, with more visits and revisits needed to find the set. As motor costs increased (mouseclick search or oculomotor search with delays) search favored reliance on memory. Application of the model of J. Epelboim and P. Suppes (2001) to the revisits produced an estimate of immediate memory span (M) of about 4-6 objects. Variation in estimates of M across category rules suggested that search was also driven by strategies of transforming the category rule into concrete perceptual hypotheses. The results show that tradeoffs between memory and exploration in a cognitively demanding task are determined by continual and effective monitoring of perceptual load, cognitive demand, decision strategies and motor effort.

Varieties of Visual Working Memory Representation in Infancy and Beyond

Research on the developmental origins of visual working memory in infants has largely progressed along two separate branches. One branch is rooted in the classic work on adult visual working memory, while the other is rooted in the classic work on the object concept in infancy. Both lines of research have yielded some converging results but also some surprisingly different patterns. In this review, I show that these different patterns are evidence for two distinct types of representations, which I term feature-based and object-based. I then show that there is evidence for both representation types beyond infancy.

Intra- and Intermanual Curvature Aftereffect Can Be Obtained via Tool-Touch

We examined the perception of virtual curved surfaces explored with a tool. We found a reliable curvature aftereffect, suggesting neural representation of the curvature in the absence of direct touch. Intermanual transfer of the aftereffect suggests that this representation is somewhat independent of the hand used to explore the surface.

Visual Memories Bypass Normalization

How distinct are visual memory representations from visual perception? Although evidence suggests that briefly remembered stimuli are represented within early visual cortices, the degree to which these memory traces resemble true visual representations remains something of a mystery. Here, we tested whether both visual memory and perception succumb to a seemingly ubiquitous neural computation: normalization. Observers were asked to remember the contrast of visual stimuli, which were pitted against each other to promote normalization either in perception or in visual memory. Our results revealed robust normalization between visual representations in perception, yet no signature of normalization occurring between working memory stores—neither between representations in memory nor between memory representations and visual inputs. These results provide unique insight into the nature of visual memory representations, illustrating that visual memory representations follow a different set of computational rules, bypassing normalization, a canonical visual computation.

A systematic assessment of socioeconomic status and executive functioning in early childhood

Lower socioeconomic status (SES) consistently relates to poorer executive function (EF). This study used a systematic and nuanced approach to understand how SES relates to childrens EF at a process level. We assessed children aged 4.5-5.5 years. This is a key developmental period because EF is no longer a unitary construct but rather EF components statistically load on separate factors and index distinct aspects of EF. Children completed a working memory task that involved a cognitive load component and a go/no-go task to assess inhibitory control and vigilance. Accuracy and reaction time were assessed, and each task involved four blocks to assess performance over time. Lower SES related to lower accuracy for working memory, inhibitory control, and vigilance as well as slower reaction time for working memory. SES did not relate to go/no-go reaction time. For working memory, lower SES related to poorer accuracy on lower cognitive load trials, but there were no SES differences on higher cognitive load trials. SES did not relate to maintenance of performance over time. Results suggest that for this age group the majority of domains showed SES differences. However, there were no SES differences in performance for remembering two items and maintaining performance. Thus, although overall lower SES related to poorer EF performance, there were no SES effects for skills that are still emerging for all children, namely, maintaining task performance across time and remembering two items at once. Results highlight the importance of assessing EF as a multidimensional construct and may help to identify targets for intervention.