Make or break it: boundary conditions for integrating multiple elements in episodic memory.
Make or break it: boundary conditions for integrating multiple elements in episodic memory.
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DOI：
10.1098/rsos.200431
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发表时间：
2020-09
影响因子：
3.5
通讯作者：
Horner AJ
中科院分区：
文献类型：
--
作者：
James E;Ong G;Henderson LM;Horner AJ
事件记忆的特点是对其组成元素进行整体检索。研究表明，单个事件元素（例如人、物体和位置）的记忆在统计上彼此相关，并且可以通过学习跨独立编码上下文（人-物体、人-位置、物体-位置）的所有成对关联来形成相同的联想记忆结构。先前的研究表明，同时编码的事件元素和单独编码的事件元素之间的整体检索没有差异，与此相反，成人在使用适用于儿童的类似范式时，没有显示出从单独编码的事件元素进行整体检索的证据（实验 1）。我们又进行了五个在线实验，以探索在事件内关联的分离编码后出现整体检索的条件，测试试验长度（实验 2）、学习事件数量（实验 3a）和刺激呈现格式（实验 3b、4a、4b）的影响。书面文字的呈现对于整合编码试验中的元素是最佳的，而口头文字的添加则破坏了单独呈现的关联之间的整合。使用图片刺激产生的效果也比之前发表的研究要小。我们讨论了内存整合过程可能因呈现格式的这些差异而中断的方式。这些发现对于这种范式在研究和学习环境中的实用性具有实际意义。
Event memories are characterized by the holistic retrieval of their constituent elements. Studies show that memory for individual event elements (e.g. person, object and location) are statistically related to each other, and that the same associative memory structure can be formed by learning all pairwise associations across separated encoding contexts (person–object, person–location, object–location). Counter to previous studies that have shown no differences in holistic retrieval between simultaneously and separately encoded event elements, adults did not show evidence of holistic retrieval from separately encoded event elements when using a similar paradigm adapted for children (Experiment 1). We conducted a further five online experiments to explore the conditions under which holistic retrieval emerges following separated encoding of within-event associations, testing for influences of trial length (Experiment 2), the number of events learned (Experiment 3a) and stimulus presentation format (Experiments 3b, 4a, 4b). Presentation of written words was optimal for integrating elements across encoding trials, whereas the addition of spoken words disrupted integration across separately presented associations. The use of picture stimuli also produced effect sizes smaller than those of previously published research. We discuss the ways in which memory integration processes may be disrupted by these differences in presentation format. The findings have practical implications for the utility of this paradigm across research and learning contexts.
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影响因子：
16.6
作者：
Horner AJ;Bisby JA;Bush D;Lin WJ;Burgess N
通讯作者：
Burgess N
负面情绪内容破坏了情节记忆的连贯性。
DOI：
10.1037/xge0000356
发表时间：
2018-03
期刊：
Journal of experimental psychology. General
影响因子：
--
作者：
Bisby JA;Horner AJ;Bush D;Burgess N
通讯作者：
Burgess N
影响因子：
1.8
作者：
Howard, MW;Kahana, MJ
通讯作者：
Kahana, MJ
影响因子：
3.5
作者：
Israel, L;Schacter, DL
通讯作者：
Schacter, DL
DOI：
10.1098/rspb.1976.0084
发表时间：
1976-01-01
期刊：
PROCEEDINGS OF THE ROYAL SOCIETY SERIES B-BIOLOGICAL SCIENCES
影响因子：
--
作者：
GARDNERMEDWIN, AR
通讯作者：
GARDNERMEDWIN, AR