Problem Solving as an Encoding Task: A Special Case of the Generation Effect

Recent evidence suggests that solving problems through insight can enhance long-term memory for the problem and its solution. Previous findings have shown that generation of the solution as well as experiencing a feeling of Aha! can have a beneficial relationship to later memory. These findings lead to the question of how learning in problem-solving tasks in which a novel solution needs to be generated—such as in tasks used to study insight—differs from the classical generation effect. Because previous studies on learning from insight on one hand and the generation effect on the other hand have measured different types of memory, the present study examined two kinds of memory measures: indirect (solving old and new problems at test) and direct (recognition memory). At encoding, we manipulated whether participants had the chance to solve Compound Remote Associates Task items and compared later memory for generated solutions (generate condition) to solutions that were presented after failing to generate one (fail-to-generate condition), and to solutions that were presented without a chance at generation (read condition). Participants also reported if they had an Aha! experience for each problem. While both Aha! experiences and generated solutions were associated with more positive emotional responses, only the generation variable was associated with differences in later memory performance. While attempts to generate had an advantage over the read condition in recognition memory performance (generate \u3e fail-to-generate \u3e read), only when generation was successful did it enhance the solution rate of old items during testing (generate \u3e read \u3e fail-to-generate). Contrary to generation effects with other verbal stimuli, these results suggest that the generation effect in problem-solving tasks in which a novel solution needs to be found differs from the classical generation effect. Seeing a correct solution for a longer time (read) seems in the current case to be more helpful for solving the same problem later on, compared to being presented with the solution after a failed attempt at problem solving

Distinct frontoparietal networks set the stage for later perceptual identification priming and episodic recognition memory

Recent imaging evidence suggests that a network of brain regions including the medial temporal lobe, ventrolateral prefrontal cortex, and dorsal posterior parietal cortex supports the successful encoding of long-term memories. Other areas, like the ventral posterior parietal and dorsolateral prefrontal cortices, have been associated with encoding failure rather than success. In line with the transfer-appropriate processing view, we hypothesized that distinct neural networks predict successful encoding depending on whether the later memory test draws primarily on perceptual or conceptual memory representations. Following an encoding phase, memory was assessed in a combined incidental perceptual identification and intentional recognition memory test. We found that during encoding, activation in ventral posterior parietal and dorsolateral prefrontal cortex predicted successful perceptual identification priming, whereas activation in ventrolateral prefrontal and dorsal posterior parietal cortex predicted successful recognition memory. Extending recent theories of attention to memory, the results suggest that ventral parietal regions support stimulus-driven attention to perceptual item features, forming memories accessed by later perceptual memory tests, whereas dorsal parietal regions support attention to meaningful item features, forming memories accessed by later conceptual memory tests

A Case for Reward-Based Episodic Encoding

Experiencing insight when solving problems can improve memory formation for both the problem and its solution. The underlying neural processes involved in this kind of learning are, however, thus far insufficiently understood. Here, we conceptualized insight as the sudden understanding of a novel relationship between known stimuli that fits into existing knowledge and is accompanied by a positive emotional response. Hence, insight is thought to comprise associative novelty, schema congruency, and intrinsic reward, all of which are separately known to enhance memory performance. We examined the neural correlates of learning from induced insight with functional magnetic resonance imaging (fMRI) using our own version of the compound-remote-associates-task (CRAT) in which each item consists of three clue words and a solution word. (Pseudo-)Solution words were presented after a brief period of problem-solving attempts to induce either sudden comprehension (CRA items) or continued incomprehension (control items) at a specific time point. By comparing processing of the solution words of CRA with control items, we found induced insight to elicit activation of the rostral anterior cingulate cortex/medial prefrontal cortex (rACC/mPFC) and left hippocampus. This pattern of results lends support to the role of schema congruency (rACC/mPFC) and associative novelty (hippocampus) in the processing of induced insight. We propose that (1) the mPFC not only responds to schema-congruent information, but also to the detection of novel schemata, and (2) that the hippocampus responds to a form of associative novelty that is not just a novel constellation of familiar items, but rather comprises a novel meaningful relationship between the items—which was the only difference between our insight and no insight conditions. To investigate episodic long-term memory encoding, we compared CRA items whose solution word was recognized 24 h after encoding to those with forgotten solutions. We found activation in the left striatum and parts of the left amygdala, pointing to a potential role of brain reward circuitry in the encoding of the solution words. We propose that learning from induced insight mainly relies on the amygdala evaluating the internal value (as an affective evaluation) of the suddenly comprehended information, and striatum-dependent reward-based learning

Spatial attention enhances object coding in local and distributed representations of the lateral occipital complex

The modulation of neural activity in visual cortex is thought to be a key mechanism of visual attention. The investigation of attentional modulation in high-level visual areas, however, is hampered by the lack of clear tuning or contrast response functions. In the present functional magnetic resonance imaging study we therefore systematically assessed how small voxel-wise biases in object preference across hundreds of voxels in the lateral occipital complex were affected when attention was directed to objects. We found that the strength of attentional modulation depended on a voxel's object preference in the absence of attention, a pattern indicative of an amplificatory mechanism. Our results show that such attentional modulation effectively increased the mutual information between voxel responses and object identity. Further, these local modulatory effects led to improved information-based object readout at the level of multi-voxel activation patterns and to an increased reproducibility of these patterns across repeated presentations. We conclude that attentional modulation enhances object coding in local and distributed object representations of the lateral occipital complex

Neural markers of inhibition in human memory retrieval

Retrieving particular information from memory facilitates the later retrieval of that information, but also impairs the later retrieval of related, interfering information. It has been theorized that this retrieval-induced forgetting reflects inhibition of interfering memory representations. We used event-related fMRI to investigate the functional neuroanatomy of this impaired retrieval, at the time the impairment is observed. Neural activity differences between impaired and facilitated information occurred in left ventrolateral prefrontal cortex (VLPFC, BA 45 and 47), precuneus (BA 7), and right inferior parietal lobule (IPL, BA 40). Activity in left anterior VLPFC (BA 47) and left posterior temporal cortex (BA 22), regions implicated in the controlled retrieval of weak semantic memory representations, predicted the degree of retrieval-induced forgetting. In contrast, activity in precuneus and right IPL predicted the degree of retrieval-induced facilitation. Our findings demonstrate that impairment of interfering memories and facilitation of practiced memories involve distinct neural processes, and suggest that the impairment reflects inhibition that weakens interfering memory representations

Feelings-of-Warmth Increase More Abruptly for Verbal Riddles Solved With in Contrast to Without Aha! Experience

When we are confronted with a new problem, we typically try to apply strategies that have worked in the past and which usually lead closer to the solution incrementally. However, sometimes, either during a problem-solving attempt that does not seem to lead closer to the solution, or when we have given up on problem-solving for the moment, the solution seems to appear out of nowhere. This is often called a moment of insight. Whereas the cognitive processes of getting closer to the solution are still unknown for insight problem-solving, there are two diverging theories on the subjective feeling of getting closer to the solution: (1) One that states that an intuitive feeling of closeness to the solution increases slowly, but incrementally, before it surpasses the threshold to consciousness and becomes verbalizable (=insight) (continuous approach), and (2) another that proposes that the feeling of closeness to the solution does not increase before it exceeds the threshold to consciousness (discontinuous approach). Here, we investigated the subjective feeling of closeness to the solution, assessed as feeling-of-warmth (FoW), its relationship to solving the problem versus being presented with it and whether a feeling of Aha! was experienced. Additionally, we tested whether Aha! experiences are more likely when the problem is solved actively by the participant or presented to the participant after an unsuccessful problem-solving attempt, and whether the frequency of Aha! experiences correlates with problem difficulty. To our knowledge, this is the first study combining the CRAT with FoW assessments for the named conditions (solved/unsolved, three difficulty levels, Aha!/no Aha!). We used a verbal problem-solving task, the Compound Remote Associates Task (CRAT). Our data revealed that Aha! experiences were more often reported for solutions generated by the participant compared to solutions presented after unsuccessful problem-solving. Moreover, FoW curves showed a steeper increase for the last two FoW ratings when problems were solved with Aha! in contrast to without Aha!. Based on this observation, we provide a preliminary explanation for the underlying cognitive process of solving CRA problems via insight

Automatic memory processes in normal ageing and Alzheimer’s disease

This study examined the contribution of automatic and controlled uses of memory to stem completion in young, middle-aged and older adults, and compared these data with a study involving patients with Alzheimer’s disease (AD) who performed the same task (Hudson and Robertson, 2007). In an inclusion task participants aimed to complete three-letter word stems with a previously studied word, in an exclusion task the aim was to avoid using studied words to complete stems. Performances under inclusion and exclusion conditions were contrasted to obtain estimates of controlled and automatic memory processes using process-dissociation calculations (Jacoby, 1991). An age-related decline, evident from middle age was observed for the estimate of controlled processing, whereas the estimate of automatic processing remained invariant across the age groups. This pattern stands in contrast to what is observed in AD, where both controlled and automatic processes have been shown to be impaired. Therefore, the impairment in memory processing on stem completion that is found in AD is qualitatively different from that observed in normal ageing

Effects of retrieval practice on conceptual explicit and implicit consumer memory

Two experiments are reported that investigate the effects of retrieval practice on explicit and implicit memory for brand names. In Experiment 1, participants were exposed to a set of brand names pertaining to a range of product categories. Following this, participants practiced retrieving a subset of the brands before taking an explicit or implicit test for the brands. The explicit test, required recall of the brands in response to product category cues. The implicit test required the generation of the first brand names that came to mind. In both tests, prior retrieval produced retrieval-induced forgetting of the non-practiced brands. Experiment 2 replicated this effect under conditions designed to reduce explicit contamination. In addition, Experiment 2 found that increasing the amount of retrieval practice also increased the magnitude of retrieval-induced forgetting on the explicit but not the implicit test. Implications for advertising and marketing are considered. Copyright © 2008 John Wiley & Sons, Ltd

Effects of Saccade Induced Retrieval Enhancement on Conceptual and Perceptual Tests of Explicit & Implicit Memory

The effects of saccadic horizontal (bilateral) eye movements upon tests of both conceptual and perceptual forms of explicit and implicit memory were investigated. Participants studied a list of words and were then assigned to one of four test conditions: conceptual explicit, conceptual implicit, perceptual explicit, or perceptual implicit. Conceptual tests comprised category labels with either explicit instructions to recall corresponding examples from the study phase (category-cued recall), or implicit instructions to generate any corresponding examples that spontaneously came to mind (category-exemplar generation). Perceptual tests comprised of word-fragments with either explicit instructions to complete these with study items (word-fragment-cued recall), or implicit instructions to complete each fragment with the first word that simply ‘popped to mind’ (word-fragment completion). Just prior to retrieval, participants were required to engage in 30s of bilateral vs. no eye movements. Results revealed that saccadic horizontal eye movements enhanced performance in only the conceptual explicit condition, indicating that Saccade-Induced Retrieval Enhancement is a joint function of conceptual and explicit retrieval mechanisms. Findings are discussed from both a cognitive and neuropsychological perspective, in terms of their potential functional and neural underpinnings

Event-Related Potential Effects of Object Recognition depend on Attention and Part-Whole Configuration

The effects of spatial attention and part-whole configuration on recognition of repeated objects were investigated with behavioral and event-related potential (ERP) measures. Short-term repetition effects were measured for probe objects as a function of whether a preceding prime object was shown as an intact image or coarsely scrambled (split into two halves) and whether or not it had been attended during the prime display. In line with previous behavioral experiments, priming effects were observed from both intact and split primes for attended objects, but only from intact (repeated sameview) objects when they were unattended. These behavioral results were reflected in ERP waveforms at occipital–temporal locations as more negative-going deflections for repeated items in the time window between 220 and 300 ms after probe onset (N250r).Attended intact images showed generally more enhanced repetition effects than split ones. Unattended images showed repetition effects only when presented in an intact configuration, and this finding was limited to the right-hemisphere electrodes. Repetition effects in earlier (before 200 ms) time windows were limited to attended conditions at occipito-temporal sites during the N1, a component linked to the encoding of object structure, while repetition effects at central locations during the same time window (P150) were found for attended and unattended probes but only when repeated in the same intact configuration. The data indicate that view-generalization is mediated by a combination of analytic (part-based) representations and automatic view-dependent representations