Imaginary relish and exquisite torture: The elaborated intrusion theory of desire

The authors argue that human desire involves conscious cognition that has strong affective connotation and is potentially involved in the determination of appetitive behavior rather than being epiphenomenal to it. Intrusive thoughts about appetitive targets are triggered automatically by external or physiological cues and by cognitive associates. When intrusions elicit significant pleasure or relief, cognitive elaboration usually ensues. Elaboration competes with concurrent cognitive tasks through retrieval of target-related information and its retention in working memory. Sensory images are especially important products of intrusion and elaboration because they simulate the sensory and emotional qualities of target acquisition. Desire images are momentarily rewarding but amplify awareness of somatic and emotional deficits. Effects of desires on behavior are moderated by competing incentives, target availability, and skills. The theory provides a coherent account of existing data and suggests new directions for research and treatment

Identifying age-invariant and age-limited mechanisms for enhanced memory performance: Insights from self-referential processing in younger and older adults.

Self-referential processing has been identified as a possible tool for supporting effective encoding processes in the elderly population. However, the importance of self-reference per se, relative to the increase in meaningful elaboration normally associated with self-reference instructions, remains unclear. The present study sought to explore this issue further by examining self-referential encoding strategies that inherently involve more extensive stimulus elaboration: episodic autobiographical memory (AM) retrieval and semantic AM retrieval. These were compared with an analogous task involving retrieval of general semantic knowledge, as well as traditional binary self-referential and semantic encoding judgments. We found that both AM retrieval and general semantic retrieval at encoding resulted in substantial enhancements to recall and recognition memory of concrete nouns relative to binary encoding judgments across both age groups. Furthermore, older adults exhibited larger benefits from this additional elaboration than did younger adults, leading to elimination of age-related deficits in recognition memory. However, younger adults showed an additional boost to subsequent memory following episodic, relative to semantic, AM retrieval during free recall that was not exhibited by older adults. This may be because of greater demands on frontally mediated control processes and cognitive resources associated with the use of this strategy. Taken together, the results suggest that the mnemonic benefits associated with self-referential processing vary substantially depending on the specific nature of the encoding strategy, and suggest that, under certain conditions, semantic processing and self-referential processing are equally effective in mitigating age-related deficits in memory performance.This research was supported by the BBSRC [grant number BB/L02263X/1]. A.N.T. is supported by a Cambridge Commonwealth Trust scholarship, R.N.H. by the UK Medical Research Council programme grant MC-A060-5PR10, and J.S.S. by a James S. McDonnell Foundation Scholar award.This is the author accepted manuscript. The final version is available from the American Psychological Association via http://dx.doi.org/ http://dx.doi.org/10.1037/a003911

You can go your own way: effectiveness of participant-driven versus experimenter-driven processing strategies in memory training and transfer

Cognitive training programs that instruct specific strategies frequently show limited transfer. Open-ended approaches can achieve greater transfer, but may fail to benefit many older adults due to age deficits in self-initiated processing. We examined whether a compromise that encourages effort at encoding without an experimenter-prescribed strategy might yield better results. Older adults completed memory training under conditions that either (1) mandated a specific strategy to increase deep, associative encoding, (2) attempted to suppress such encoding by mandating rote rehearsal, or (3) encouraged time and effort toward encoding but allowed for strategy choice. The experimenter-enforced associative encoding strategy succeeded in creating integrated representations of studied items, but training-task progress was related to pre-existing ability. Independent of condition assignment, self-reported deep encoding was associated with positive training and transfer effects, suggesting that the most beneficial outcomes occur when environmental support guiding effort is provided but participants generate their own strategies

Impact of Semantic Relatedness on Associative Memory: An ERP Study

Encoding and retrieval processes in memory for pairs of pictures are thought to be influenced by inter-item similarity and by features of individual items. Using Event-Related Potentials (ERP), we aimed to identify how these processes impact on both the early mid-frontal FN400 and the Late Positive Component (LPC) potentials during associative retrieval of pictures. Twenty young adults undertook a sham task, using an incidental encoding of semantically related and unrelated pairs of drawings. At test, we conducted a recognition task in which participants were asked to identify target identical pairs of pictures, which could be semantically related or unrelated, among new and rearranged pairs. We observed semantic (related and unrelated pairs) and condition effects (old, rearranged and new pairs) on the early mid-frontal potential. First, a lower amplitude was shown for identical and rearranged semantically related pairs, which might reflect a retrieval process driven by semantic cues. Second, among semantically unrelated pairs, we found a larger negativity for identical pairs, compared to rearranged and new ones, suggesting additional retrieval processing that focuses on associative information. We also observed an LPC old/new effect with a mid-parietal and a right occipito-parietal topography for semantically related and unrelated old pairs, demonstrating a recollection phenomenon irrespective of the degree of association. These findings suggest that associative recognition using visual stimuli begins at early stages of retrieval, and differs according to the degree of semantic relatedness among items. However, either strategy may ultimately lead to recollection processes

Episodic memory across the lifespan: The contributions of associative and strategic components

The structural and functional brain circuitries supporting episodic memory undergo profound reorganization in childhood and old age. We propose a two-component framework that combines and integrates evidence from child development and aging. It posits that episodic memory builds on two interacting components: (a) the strategic component, which refers to memory control operations, and (b) the associative component, which refers to mechanisms that bind different features of a memory episode into a compound representation. We hypothesize that: (a) children's difficulties in episodic memory primarily originate from low levels of strategic operations, and reflect the protracted development of the prefrontal cortex (PFC); (b) deficits in episodic memory performance among older adults originate from impairments in both strategic and associative components, reflecting senescent changes in the PFC and the medio-temporal lobes (MTL). Initial behavioral and neural evidence is consistent with both hypotheses. The two-component framework highlights the specificities of episodic memory in different age periods, helps to identify and dissociate its components, and contributes to understanding the interplay among maturation, learning, and senescence

The relationships between episodic memory, working memory, and executive functions: The contribution of the prefrontal cortex

Discusses the neurophysiological functions of the prefrontal cortex related to memory processes. Functional brain imaging studies have revealed that distinct regions of the prefrontal cortex are engaged in episodic memory operations, with some regions apparently part of multiple networks subserving different memory abilities. The prefrontal cortex is also involved in shifting processes. Working memory processes within the dorsolateral and ventrolateral frontal cortex are organized according to the type of processing required rather than the nature of the information being processed. The binding of contextual information, both incidentally and intentionally, is the most crucial process involved in episodic memory. Inhibition control involves not only bilateral prefrontal areas, but also posterior regions and subcortical structures, but the specific role of the cerebral areas is not clear at present

Hippocampal and cortical mechanisms at retrieval explain variability in episodic remembering in older adults

Age-related episodic memory decline is characterized by striking heterogeneity across individuals. Hippocampal pattern completion is a fundamental process supporting episodic memory. Yet, the degree to which this mechanism is impaired with age, and contributes to variability in episodic memory, remains unclear. We combine univariate and multivariate analyses of fMRI data from a large cohort of cognitively normal older adults (N=100) to measure hippocampal activity and cortical reinstatement during retrieval of trial-unique associations. Trial-wise analyses revealed that (a) hippocampal activity scaled with reinstatement strength, (b) cortical reinstatement partially mediated the relationship between hippocampal activity and associative retrieval, (c) older age weakened cortical reinstatement and its relationship to memory behaviour. Moreover, individual differences in the strength of hippocampal activity and cortical reinstatement explained unique variance in performance across multiple assays of episodic memory. These results indicate that fMRI indices of hippocampal pattern completion explain within-and across-individual memory variability in older adults

Exploring the association memory method to make Chinese learnable for beginning learners in Australian schools : a novice Mandarin teacher's collaborative action research

Improving learning efficiency of Chinese and making Chinese learning easier have been two of the most difficult issues in front of every Chinese language teacher around the world in years. In this case, the research aimed at applying association memory methods into Chinese teaching, which is to associate students’ prior knowledge with Chinese phonetic, semantic and cultural parts to increase their impression on newly learnt Chinese knowledge and maximize their learning efficiency. In this collaborative action research, the teacher-researcher observed students’ performance at two participant schools during her teaching period and wrote reflection journal every week to record students’ behavior as well as her professional teaching skills. In the meantime, she interviewed the classroom teacher in each school and received their feedback about association memory methods to verify her research. Based on her four terms’ study, association memory methods have been proved as a valid teaching method in Chinese language teaching through the analysis of the data and effectively improves students’ learning efficiency during teaching process, which also can be implemented into other language teaching fields

The Use of Physical Context Information in Psychological Processing: An Investigation Into the Environmental Context Reinstatement Effect

A great deal of anecdotal evidence indicates that people employ context as an aid to memory. Psychological accounts of memory also have made much use of context as a theoretical construct. An examination of the psychological literature revealed that the term "context" has been used to refer to four classes of information; process, semantic, physiological and environmental. Studies investigating the use of process, semantic and physiological information in psychological processing were reviewed generally, while a much more detailed review was carried out with respect to studies investigating the use of environmental context information. The review of environmental context studies reported numerous investigations obtaining such effects and identified several factors that may have been responsible for the reputed unreliability of such phenomena. Consideration of the reviews of the four types of context also indicated that there was greater similarity than difference in their effects suggesting a possible equivalence of psychological function