Nicola M. Hunkin

When is now? Perception of simultaneity

We address the following question: Is there a difference (D) between the amount of time for auditory and visual stimuli to be perceived? On each of 1000 trials, observers were presented with a light–sound pair, separated by a stimulus onset asynchrony (SOA) between–250 ms (sound first) and 250 ms. Observers indicated if the light–sound pair came on simultaneously by pressing one of two (yes or no) keys. The SOA most likely to yield affirmative responses was defined as the point of subjective simultaneity (PSS). PSS values were between–21 ms (i.e. sound 21ms before light) and 150 ms. Evidence is presented that each PSS is observer specific. In a second experiment, each observer was tested using two observerstimulus distances. The resultant PSS values are highly correlated (r = 0.954, p = 0.003) suggesting that each observers PSS is stable. PSS values were significantly affected by observer–stimulus distance, suggesting that observers do not take account of changes in distance on the resultant difference in arrival times of light and sound. The difference RTd in simple reaction time to single visual and auditory stimuli was also estimated; no evidence that RTd is observer specific or stable was found. The implications of these findings for the perception of multisensory stimuli are discussed.

Are the benefits of errorless learning dependent on implicit memory

The effectiveness of errorless and errorful learning methods was compared in two experiments in which a group of memory-impaired individuals learned lists of single words. In both experiments, error prevention during learning resulted in higher levels of cued recall performance than trial-and-error learning. Experiment 1 showed that the beneficial effects of the errorless learning method extended over a delay of up to 48 hr and were also observed in free recall. The hypothesis that the benefits of errorless learning rely upon implicit memory was tested in Experiment 2. No evidence was found to support the hypothesis. Implicit memory was observed following both errorless and errorful learning, but there was no indication that enhanced performance in the errorless condition could be accounted for by implicit memory. There was no correlation between performance on a direct test (cued recall) and performance on an indirect test (fragment completion) for the same materials. Furthermore, the extent of priming was no greater for recalled items than non-recalled items in the cued recall test. It is proposed that the benefits of errorless learning in this paradigm stem from the effects of error prevention on residual explicit memory.

Errorless learning of novel associations in amnesia

In two experiments involving verbal association learning by people with memory impairments, the effectiveness of errorless learning (EL) was compared with errorful learning (EF). Experiment 1 examined the effectiveness of both methods in learning remotely linked word pairs. There was an advantage for items learned by EL at immediate test which was not sustained over a delay of 1 hr. Learning appeared to be stable over this delay in the EF condition. Analysis of responses at delayed cued recall showed more evidence of spontaneous recovery in EF than in EL. Elimination of these items from analysis resulted in a similar pattern of forgetting in both methods. Experiment 2 examined the effectiveness of EL and EF in teaching novel associations, and showed an advantage for EL at immediate and delayed test. Forgetting was apparently observed following EL, but not EF. As in Experiment 1, this discrepancy was attributed to recovered responses at delayed test in EF. Eliminating these responses showed a similar pattern of forgetting in both methods for items correctly recalled at immediate test. The study shows an advantage for EL techniques in learning novel associations. The two methods also differ in that learning via EF is associated with more spontaneous recovery.

Visual paired comparison performance is impaired in a patient with selective hippocampal lesions and relatively intact item recognition

In this study, we have examined visual recognition memory in a patient, YR, with discrete hippocampal damage who has shown normal or nearly normal item recognition over a large number of tests. We directly compared her performance as measured using a visual paired comparison task (VPC) with her performance on delayed matching to sample (DMS) tasks. We also investigated the effect of retention interval between familiarisation and test. YR shows good visual recognition with the DMS task up to 10 s after the familiarisation period, but only shows recognition with the VPC task for the shortest retention interval (0 s). Our results are consistent with the view that hippocampal damage disrupts recollection and recall, but not item familiarity memory.

Accelerated long-term forgetting in temporal lobe but not idiopathic generalised epilepsy

Temporal lobe epilepsy (TLE) has been associated with the phenomenon of accelerated long-term forgetting (ALF), in which memories are retained normally over short delays but are then lost at an accelerated rate over days or weeks. The causes of ALF, and whether it represents a consolidation deficit distinct from the one associated with forgetting over short delays, remain unclear. In addition, methodological issues have made results of some previous studies difficult to interpret. This study used improved methodology to investigate the role of seizure activity in ALF. Forgetting was assessed in participants with TLE (who have involvement of temporal lobe structures) and idiopathic generalised epilepsy (IGE; in which seizures occur in the absence of identified structural pathology in the temporal lobes). Learning of novel stimuli was matched between patients with TLE, patients with IGE and healthy controls matched for age and IQ. Results indicated that the TLE group showed accelerated forgetting between 30-min and three-weeks, but not between 40-s and 30-min. In contrast, rates of forgetting did not differ between patients with IGE and controls. We conclude that (1) ALF can be demonstrated in TLE in the absence of methodological confounds; (2) ALF is unlikely to be related to the experience of epilepsy that does not involve the temporal lobes; (3) neither seizures during the three-week delay nor polytherapy was associated with ALF.

Novelty-related activation within the medial temporal lobes.

Functional magnetic resonance imaging (fMRI) was used to examine whether (1) verbal associative encoding activates the medial temporal lobes (MTL) and related regions more than non-associative encoding, (2) verbal associative novelty is related to enhanced MTL activation, and (3) verbal item novelty is related to enhanced MTL activation and, if so, whether these activations are in different or overlapping sites. No increase in MTL activation was found during verbal associative encoding relative to non-associative encoding, although associative encoding was related to a relative increase in activation in the posterior cingulate cortex. In contrast, verbal associative novelty was found to activate the MTL and posterior cingulate cortex. Verbal item novelty did not significantly activate any brain region. The verbal associative novelty-related effect occurred despite subjects having little awareness of associative novelty. The verbal associative novelty-related activation in the MTL may be related either to unconscious novelty detection or to a priming effect at encoding. We argue that if the priming explanation is correct then this may account for our failure to observe an associative encoding MTL activation.

Change in background context disrupts performance on visual paired comparison following hippocampal damage

The medial temporal lobe plays a critical role in recognition memory but, within the medial temporal lobe, the precise neural structures underlying recognition memory remain equivocal. In this study, visual paired comparison (VPC) was used to investigate recognition memory in a human patient (YR), who had a discrete lesion of the hippocampus, and a group of monkeys with neonatal hippocampal lesions, which included the dentate gyrus, and a portion of parahippocampal region. Participants were required to view a picture of an object on a coloured background. Immediately afterwards, this familiar object was shown again, this time paired with a novel object. All participants displayed a novelty preference, provided the background on which the objects were shown was the same as the one used during the learning phase. When the background of the familiar object was changed between initial familiarization and test, only the control subjects showed a novelty preference; the hippocampal-lesioned monkeys and patient YR showed null preference. The results are interpreted within Eichenbaum and Bunseys [Eichenbaum, H., & Bunsey, M. (1995). On the binding of associations in memory: Clues from studies on the role of the hippocampal region in paired-associate learning. Current Directions in Psychological Science, 4, 19-23] proposal that the hippocampus facilitates the formation of a flexible representation of the elements that make up a stimulus whereas the parahippocampal region is involved in the formation of a fused representation.

Does frontal lobe activation during retrieval reflect complexity of retrieved information

Neuroimaging studies of memory have consistently shown that episodic retrieval is associated with right frontal activation, whereas semantic retrieval is associated with left frontal activation. Various hypotheses have been proposed to account for this lateralization in terms of underlying psychological processes. Alternatively, this lateralization may reflect the complexity of information retrieved: retrieval of complex, contextual information accompanying episodic retrieval invokes right-lateralized processes preferentially. We tested this hypothesis by manipulating the type and complexity of information retrieved. Initial increase in complexity of both episodic and semantic information was associated with right inferior frontal activation; further increase in complexity was associated with left dorsolateral activation. We conclude that frontal activation during retrieval is a non-linear function of the complexity of retrieved information.

Predicting spontaneous recovery of memory.

Long after a new language has been learned and forgotten, relearning a few words seems to trigger the recall of other words. Neural-network models indicate that this form of spontaneous recovery may result from the storage of distributed representations, which are thought to mediate human memory. Here we use a psychomotor learning task to show that a corresponding effect of spontaneous memory recovery occurs in human subjects.

Factor analysis of three standardized tests of memory in a clinical population

OBJECTIVESnThe aim of this study was to determine the factor structure of three standardized memory tests: Wechsler Memory Scale-Revised (WMS-R), Warrington Recognition Memory Test (WRMT), Doors and People Test (D&P). We investigated whether these different standardized tests of memory are consistent in their evaluation of memory function, and the extent to which these tests discriminate between different memory functions (e.g. recall/recognition and verbal/non-verbal memory).nnnDESIGNnFifty patients with selective memory impairment were tested on the WMS-R, WRMT and D&P.nnnMETHODSnAge-scaled scores from selective measures of these tests (WMS-R-verbal, WMS-R-visual, WMS-R-delay, WRMT-words, WRMT-faces, D&P-people, D&P-doors, D&P-shapes, D&P-names) were used as input to a factor analysis.nnnRESULTSnMaximum likelihood factor analysis yielded a three-factor solution consistent with a theoretically motivated fractionation of memory function into recall and recognition components. Recognition performance, but not recall performance, showed dissociation into visual and verbal components.nnnCONCLUSIONSnThe WMS-R, WRMT and D&P are highly consistent in their assessment of memory function. The results of the factor analysis are consistent with a theoretically motivated fractionation of recall and recognition memory. They are also partially consistent with a dissociation between visual and verbal memory function.