Episodic memory updating: The role of context familiarity

Episodic memory updating: The role of context familiarity Almut Hupbach & Rebecca Gomez & Lynn Nadel Psychonomic Bulletin & Review，18（4），787-797 影响因子：2.283

Episodic memory updating: The role of context familiarity

摘要 • 专业术语 • 实验及结果

Abstract • We previously demonstrated that spatial context is a powerful reminder that can trigger memory updating(Hupbach, Hardt, Gomez, & Nadel in Learning & Memory,15, 574–579 2008). In the present study, we asked whether the familiarity of the spatial context modulates the role of spatial context as a reminder.

Abstract • Since context familiarity can be easily manipulated in children, we chose 5-year-olds as study participants. In two experiments, we demonstrated robust memory-updating effects in children. Spatial context triggered incorporation of new information into old memories only when the context was unfamiliar.

Abstract • In highly familiar spatial environments (children’s homes), spatial context did not initiate memory updating. Other reminders (the experimenter and a reminder question) became highly effective in familiar contexts.

Abstract • These findings shed further light on the specific conditions that trigger memory updating and support the view that the mechanisms underlying it are similar in children and adults.

专业术语 • Memory reconsolidation 记忆再巩固 • Episodic memory 情景记忆 • Semantic memory语义记忆 • Spatialcontext空间背景 • temporalcontext时间背景 • temporal context model (TMC) 时间背景模型 • episodic memory retrieval model 情景记忆提取模型

专业术语 • misinformation paradigm误报范式 • retroactive interference 倒摄抑制 • taste aversion experiments 味觉厌恶实验 • fear conditioning experiments 恐惧条件实验 • Context familiarity 背景熟悉度 • Mann–Whitney U test 曼-惠特尼U检验 • simple effects 简单效应

实验:实验1 • 实验目的：验证之前我们成人实验的结果，即背景依赖的记忆更新。 • 方法地点：托儿所被试未去过的房间(unfamiliar) 被试：5岁儿童20名（10女10男，M=5岁1月）材料：set1——玩具，小车，杯子，手电筒，胶水，钥匙，袜子，太阳镜，网球 set2——气球，盒子，蜡烛，蜡笔，羽毛海绵，勺子，牙刷

实验:实验1 程序步骤1：从set1的袋子中拿出物体让孩子们命名，然后放入蓝色的篮子中。8个都放完后让孩子们回忆4次步骤2：学习set2的物体。一半在熟悉的地方，一半在不熟悉的地方；实验者不同；进程也不同（都摆在孩子们面前让其命名，给30秒学习，回忆4次）步骤3：步骤1的实验者在步骤1的房间，放一蓝色篮子让孩子们回忆set1的物体。进行4次，间隔30秒

实验:实验1 • 结果 Fig. 1

实验:实验1 结论：1 空间背景在情景记忆的更新中有特殊作用 (卷入),5岁儿童在相同情境中发生了记忆更新； 2 越稳固的记忆被更新的可能性越小，通过过度训练来增加记忆强度，从而减少卷入。

实验:实验2 • 研究目的：检验高度熟悉的空间背景能否引起记忆的再度激活和更新。 • 方法地点：儿童的家中(familiar) 被试：24个5岁儿童，16女8男， 12个三分量提示组，12个背景提示组 20个5岁儿童，10女10男， 8个直接回忆组，12个set2回忆组材料：与实验1完全相同，只是在儿童家中进行三分量提示组：学习set2前询问一个提示问题——你能向我描述一下昨天我们用那个蓝色的篮子做了什么吗？三分量提示组three-component reminder group 背景提示组context-reminder group

实验:实验2 程序

实验:实验2 • 结果 fig.2

实验:实验2 结论：1 熟悉的空间背景本身不能成为一个有效的提示，引起记忆的更新； 2 在高度熟悉的空间背景中，其他的提示物变的十分有效； 3 set2向set1的卷入在一段时间后才会出现即具有时间依存性； 4 信息记忆困难区别于记忆更新过程。

Think about following questions: 1.How to write a title? 2.How to write an abstract for a manuscript? 3.How to introduce the problem? How to explore importance of the problem? How to describe the relevant scholarship? How to state hypotheses and their correspondence to research design? 4. How to describe participant characteristics ? What is the sample ? What is the research design?

5. How to manipulate or intervene the experiment? 6. How to make statistics and analyze data?

The End!

Episodic memory updating: The role of context familiarity