An official website of the United States government
The current study assesses whether varying the encoding context of a repeated event is a potential strategy to improve recognition memory across retrieval contexts. Context variability, also known as encoding variability, has historically been investigated primarily using recall and cued recall tasks, with the consensus being that encoding variability is not necessarily beneficial for episodic retrieval. However, recent studies (see text) suggest that test type may determine the strategy’s effectiveness. Aligned with these recent findings, we found consistent benefits to simple item recognition when a word was studied in more variable contexts compared to less variable contexts across four experiments. This main effect of context variability occurred when crossed with a manipulation of repetition spacing and when crossed with a manipulation of encoding-retrieval context match. Variation in encoding contexts beyond the future retrieval context led to better item recognition than repeated study exposures within the future retrieval context. We argue that the current study and other recent findings indicate a need to re-evaluate the historical consensus on encoding variability as a beneficial strategy for learning.
more »
« less
The effects of mnemonic variability and spacing on memory over multiple timescales
The memory benefit that arises from distributing learning over time rather than in consecutive sessions is one of the most robust effects in cognitive psychology. While prior work has mainly focused on repeated exposures to the same information, in the real world, mnemonic content is dynamic, with some pieces of information staying stable while others vary. Thus, open questions remain about the efficacy of the spacing effect in the face of variability in the mnemonic content. Here, in two experiments, we investigated the contributions of mnemonic variability and the timescale of spacing intervals, ranging from seconds to days, to long-term memory. For item memory, both mnemonic variability and spacing intervals were beneficial for memory; however, mnemonic variability was greater at shorter spacing intervals. In contrast, for associative memory, repetition rather than mnemonic variability was beneficial for memory, and spacing benefits only emerged in the absence of mnemonic variability. These results highlight a critical role for mnemonic variability and the timescale of spacing intervals in the spacing effect, bringing this classic memory paradigm into more ecologically valid contexts.
more »
« less
- Award ID(s):
- 1651330
- PAR ID:
- 10541441
- Publisher / Repository:
- National Academy of Sciences
- Date Published:
- Journal Name:
- Proceedings of the National Academy of Sciences
- Volume:
- 121
- Issue:
- 12
- ISSN:
- 0027-8424
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
The mnemonic discrimination task (MDT) is a widely used cognitive assessment tool. Performance in this task is believed to indicate an age-related deficit in episodic memory stemming from a decreased ability to pattern-separate among similar experiences. However, cognitive processes other than memory ability might impact task performance. In this study, we investigated whether nonmnemonic decision-making processes contribute to the age-related deficit in the MDT. We applied a hierarchical Bayesian version of the Ratcliff diffusion model to the MDT performance of 26 younger and 31 cognitively normal older adults. It allowed us to decompose decision behavior in the MDT into different underlying cognitive processes, represented by specific model parameters. Model parameters were compared between groups, and differences were evaluated using the Bayes factor. Our results suggest that the age-related decline in MDT performance indicates a predominantly mnemonic deficit rather than differences in nonmnemonic decision-making processes. In addition, this mnemonic deficit might also involve a slowing in processes related to encoding and retrieval strategies, which are relevant for successful memory as well. These findings help to better understand what cognitive processes contribute to the age-related decline in MDT performance and may help to improve the diagnostic value of this popular task.more » « less
-
Abstract Event boundaries help structure the content of episodic memories by segmenting continuous experiences into discrete events. Event boundaries may also serve to preserve meaningful information within an event, thereby actively separating important memories from interfering representations imposed by past and future events. Here, we tested the hypothesis that event boundaries organize emotional memory based on changing dynamics as events unfold. We developed a novel threat-reversal learning task whereby participants encoded trial-unique exemplars from two semantic categories across three phases: preconditioning, fear acquisition, and reversal. Shock contingencies were established for one category during acquisition (CS+) and then switched to the other during reversal (CS−). Importantly, reversal either was separated by a perceptible event boundary (Experiment 1) or occurred immediately after acquisition, with no perceptible context shift (Experiment 2). In a surprise recognition memory test the next day, memory performance tracked the learning contingencies from encoding in Experiment 1, such that participants selectively recognized more threat-associated CS+ exemplars from before (retroactive) and during acquisition, but this pattern reversed toward CS− exemplars encoded during reversal. By contrast, participants with continuous encoding—without a boundary between conditioning and reversal—exhibited undifferentiated memory for exemplars from both categories encoded before acquisition and after reversal. Further analyses highlight nuanced effects of event boundaries on reversing conditioned fear, updating mnemonic generalization, and emotional biasing of temporal source memory. These findings suggest that event boundaries provide anchor points to organize memory for distinctly meaningful information, thereby adaptively structuring memory based on the content of our experiences.more » « less
-
Summary Predictive relationships between plant traits and environmental factors can be derived at global and regional scales, informing efforts to reorient ecological models around functional traits. However, in a changing climate, the environmental variables used as predictors in such relationships are far from stationary. This could yield errors in trait–environment model predictions if timescale is not accounted for.Here, the timescale dependence of trait–environment relationships is investigated by regressingin situtrait measurements of specific leaf area, leaf nitrogen content, and wood density on local climate characteristics summarized across several increasingly long timescales.We identify contrasting responses of leaf and wood traits to climate timescale. Leaf traits are best predicted by recent climate timescales, while wood density is a longer term memory trait. The use of sub‐optimal climate timescales reduces the accuracy of the resulting trait–environment relationships.This study concludes that plant traits respond to climate conditions on the timescale of tissue lifespans rather than long‐term climate normals, even at large spatial scales where multiple ecological and physiological mechanisms drive trait change. Thus, determining trait–environment relationships with temporally relevant climate variables may be critical for predicting trait change in a nonstationary climate system.more » « less
-
Denison, S.; Mack, M.; Xu, Y.; Armstrong, B. C. (Ed.)Spacing presentations of learning items across time improves memory relative to massed schedules of practice – the well-known spacing effect. Spaced practice can be further enhanced by adaptively scheduling the presentation of learning items to deliver customized spacing intervals for individual items and learners. ARTS - Adaptive Response-time-based Sequencing (Mettler, Massey, & Kellman 2016) determines spacing dynamically in relation to each learner’s ongoing speed and accuracy in interactive learning trials. We demonstrate the effectiveness of ARTS when applied to chemistry nomenclature in community college chemistry courses by comparing adaptive schedules to fixed schedules consisting of continuously expanding spacing intervals. Adaptive spacing enhanced the efficiency and durability of learning, with learning gains persisting after a two-week delay and generalizing to a standardized assessment of chemistry knowledge after 2-3 months. Two additional experiments confirmed and extended these results in both laboratory and community college settings.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1073/pnas.2311077121
