Findings that relate cognition and negative affect are not very consistent. However, according to Lazarus (1982) cognitive processes are key to the development and expression of emotions. This study examined the relations between temperament fear reactivity and visual recognition memory at ten months of age. Both behavioral and physiological measurements of fear reactivity and recognition memory were examined in order to further the understanding of temperamental fear in infancy, the relationship temperamental fear reactivity holds with visual recognition memory, and the development of prefrontal and medial temporal areas in the brain. Though both social and non-social fear tasks were examined, only infants who were fearful during stranger approach demonstrated greater novelty preference during the visual paired comparison task. Reactively fearful infants also demonstrated greater left frontal activation during familiarization and recognition memory indicative of better feature discrimination. / Master of Science

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A series of recognition memory experiments using masterwork paintings and words are reported in which participants were reliably conservative in endorsing images of paintings as “studied”. The current paper establishes the historical context of this materials-based bias effect (MBBE) and presents two new experiments aimed at characterizing the underlying mechanisms. Nine previous experiments are reviewed to illustrate the MBBE’s robustness to various encoding and test manipulations and the insufficiency of two prior hypotheses to account for its origins. Meta-analyses of response bias and sensitivity and analysis of these measures by test quartile are presented and discussed along with receiver operating characteristics and response time data for all of these experiments. In one new experiment, the response scale on the recognition test was modified to allow participants to choose from not only “studied” or “not studied” options, but also options indicating uncertainty due to the similarity among test items. The hypothesis that these similarity/confusability-related responses would be chosen more for paintings was not supported. A second new experiment aimed to better characterize the time course of the MBBE by implementing a 1-s respond deadline, which it was hypothesized would reduce the effect, but this hypothesis was also not supported. Results of all experiments are discussed in the context of unequal variance and dual process models of recognition memory. / Graduate / 0633 / 0623 / kmfallow@uvic.ca

The aim of this PhD thesis was to explore the way in which recognition memory changes over time. Of particular interest was how forgetting and systems level consolidation processes alter the qualitative nature of recognition judgments and the impact this has on event related potentials (ERPs) recorded during recognition. An emerging body of fMRI and animal work has started to suggest that changes to the neural basis of memory can be observed after intervals in the order of days and weeks. Although much research has examined the ERP correlates of recent recognition, there has been little attempt to compare this to remote recognition. This gap in the literature is investigated in the present PhD thesis over five ERP and two behavioural experiments. The first set of experiments investigated recognition success i.e. the subjective awareness that a stimulus has been encountered before. Previous work has associated familiarity-based recognition with an early midfrontal ERP effect whereas recollection-based recognition has been linked to a later onsetting parietal ERP effect. These effects were compared for recently studied stimuli and stimuli studied 1 week earlier. Results revealed an attenuation of the late parietal effect. This quantitative difference suggests that the neural networks underlying the ERPs for recent and remote recollection remain the same after a 1 week delay but may be less active after a period of forgetting. Behavioural work linked this to a drop in strength and episodic detail for remote recollection. Examining the midfrontal effect over time produced a more complex pattern of results. The effect was not reliable in Experiment 1 for remote familiarity judgments. In follow up experiments, however, midfrontal effects were reliable for week old memories but were not modulated by either delay or memory strength manipulations. These findings do not permit strong conclusions regarding the way familiarity memory and midfrontal ERPs vary over time, other than to say that the midfrontal effect is not a short lived correlate of recognition memory. A second set of experiments investigated how the length of the delay between study and test impacts on retrieval orientation and retrieval effort. Retrieval orientation refers to the way in which participants strategically alter how a memory cue is processed based on current task demands. Results showed ERP differences when remote memories were cued compared to when recent memories were cued. However, these differences were eliminated when recent and remote memory was matched for performance. This finding indicated that effort required at retrieval rather than memory age per se influenced differential cue processing. A follow up experiment supported this claim but found that participants may utilise delay information during recognition in a very general sense. In this experiment, ERPs indicated different cue processing when participants knew the age of the memories they were trying to retrieve compared to when they did not. Taken together, the results suggest that memory age does not influence the ERP correlates of recognition in a direct manner. More important are the indirect changes occurring over time, such as reduced memory strength, reduced episodic detail, slower reaction times and increased effort at retrieval. These variables, and possibly a range of others, should be controlled as far as possible in studies aiming to explore neural changes driven by systems consolidation. Prospective studies, where the learning phase can be controlled makes this aim feasible, as some of the experiments in this thesis have shown. Future work might benefit from focusing more on variations at encoding, rather than large differences in the length of the retention interval, as has been the traditional approach to this issue.

Although the science of learning and memory has been well studied within the confines of laboratory environments, more recent investigations have attempted to apply these principles to educational practice. Understanding the mechanisms involved with the encoding, consolidation, and retrieval of knowledge learned in the classroom provides an avenue for improving instruction and designing interventions for struggling students. The current study examines the memorial mechanisms underlying the retention of anatomical information in first year gross anatomy students. This study uses a variant of the Remember/Know/New recognition memory paradigm to quantify participants' subjective memorial experience that, in turn, may be related to the underlying cognitive mechanisms used by students to retain information over time. Prior research has suggested that Remember and Know responses are associated with the memorial processes of Recollection and Familiarity, respectively. Thirty-one students from a gross anatomy course completed a computer-based memory task at three time points: prior to the course (time 1), after the completion of the course (time 2), and six months later (time 3). Students were presented with anatomical terms and were asked to respond as to whether they "Can Define", are "Familiar" with or "Don't Know" each term. It was predicted that students who performed better in the course would have a stronger sense of recollection immediately after the course as indexed by "Can Define" responses. Further, we predicted that these students would have more "Can Define" responses and fewer "Familiar" and "Don't Know" responses after six months relative to lower achieving students. The results show an increase in "Can Define" responses from time 1 to time 2 that were attenuated at time 3 with an accompanying increase in "Familiar" responses, suggesting students do not completely forget concepts but are not able to recall as many specific descriptive details compared to time 2. A positive correlation between final course grade and proportion of "Can Define" items at time 3 was revealed; suggesting the durability of learning is stronger in those that performed better in the course. These results offer a better understanding into the long-term retention of course content and a glimpse at individual differences in memory.

This collection of studies begins by exploring the development of recognition memory in a group of healthy children and adolescents using experimental memory tests developed as part of this thesis. Various versions of these recognition memory tests were trialled in order to establish age appropriate tests for children aged 6-14 years. In keeping with previous literature in this area, these tests showed relatively stable familiarity memory throughout childhood compared to a steep developmental course for recollection memory. Paediatric brain tumour survivors are known to suffer from significant memory deficits following treatment. However, a clear description of this clinical group’s deficits, in terms of recognition and recall (and therefore also familiarity and recollection), has not previously been established. Using standard clinical memory assessments, the current body of work contributes to this area by characterising this population’s memory deficits as primarily recall-based, particularly when recalling information presented as prose. A sex difference is also noted; with female brain tumour survivors being significantly more impaired than their age-matched male counterparts. This finding is discussed with respect to the differing neural development of males and females. The experimental memory tests developed with normal children were also administered to a group of paediatric brain tumour patients. They were found to have a varied pattern of performance, including auditory recognition impairments but intact visual recognition, even when the test format incorporated similar foils. Associative memory tests revealed impairments in recollection-based recognition; this effect was dependant on the type of information being associated and the length of the encoding-test delay. A learning intervention was developed (and trialled with healthy children), using a method known as the ‘testing effect’, in an attempt to enhance recall of prose at long delays in a group of paediatric brain tumour survivors. Structured repeated retrieval was compared to repeated study for prose passages. This was found, with some patients, to be a successful method of improving recall after a delay of one week. Taken together, the work described in this thesis provides further understanding of recognition memory development in healthy children, novel insights into the residual memory function of paediatric brain tumour survivors and an exciting foundation on which to build a rehabilitation programme for this vulnerable group.

Thesis (Ph.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / While memory function in primates depends on the integrity of the medial temporal lobe, the contribution of the hippocampal formation (HF) independent of the overlying ventromedial temporal cortices, particularly the entorhinal (ENT) and parahippocampal (PHG) cortices, remains unclear. To address this issue we have prepared groups of rhesus monkeys with ibotenic acid lesions of the HF or aspiration lesions of the ENT or PHG cortices. We then administered behavioral tasks to assess the effects of these lesions relative to normal controls. To test recognition memory, the Delayed Non-Matching to Sample (DNMS) task and the Delayed Recognition Span Task (DRST) were administered. On DNMS, all groups were impaired on both acquisition and 2 and 10 minute delays. The DRST, administered in Spatial, Color and Object conditions, yielded slightly different results. On the Spatial condition, all groups were impaired on both unique and repeated trials of the task. On the Color condition, all groups were impaired on unique trials while only the HF group was impaired on repeated trials. On the Object condition, ENT and PHG groups were only impaired on unique trials, while the HF group was unimpaired. To assess associative memory, two choice reversals were administered in Spatial (SR) and Object (OR) modalities. On the SR task, The HF group was impaired on acquisition and the first of three reversal phases. The ENT group was impaired on all three reversals, and the PHG group was impaired on only the last. On the OR task, HF animals were impaired on all reversals, while ENT animals were impaired on the initial reversal and PHG animals on the last two. These results indicate that damage to the HF alone causes impairments in recognition, spatial processing and object reversal learning. They also indicate that ENT and PHG regions make unique contributions to memory processes as seen in additional impairments on DRST and the inability to perform spatial reversals. Thus impairments previously attributed to hippocampal damage in studies where the ENT and PHG cortices were removed in conjunction with the HF need to be reevaluated in view of additional contributions provided by these cortical regions. / 2031-01-01

Fear is an integral and adaptive aspect of emotion related development (Gullone, 1999) and is one of the earliest regulatory systems influencing the control of behaviors (Rueda, Posner & Rothbart, 2004). This study examined the potential role of child fearfulness on the relation between attention, effortful control and visual recognition memory. Behavioral and physiological measurements of fear as well as measures of attention and recognition memory were examined. Behavioral tendencies of fearfulness rather than discrete behavioral acts were associated with right frontal asymmetry. VRM performance was also associated with more right frontal functioning. Fearfulness regulated the relation between attention and VRM as well as moderated the relation between effortful control and VRM. This study provided some evidence for the influencing role of normal variations of fear (i.e., non-clinical levels of fear) on the cognitive processes of developing children. / Ph. D.

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