Distinguishing states of awareness from confidence during retrieval: Evidence from amnesia

Rajaram, Suparna; Hamilton, Maryellen; Bolton, Anthony

doi:10.3758/cabn.2.3.227

Cited by 36 publications

(30 citation statements)

References 53 publications

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“…Words provoke more recollective responses (compared with familiarity responses) during a recognition memory test than do nonwords (Gardiner and Java, 1990). Consistent with our interpretation of the classic episodic memory system as supporting the additional recollective performance found for stimuli with pre-experimental knowledge, amnesic patients do not show the pattern of increased recollection for words relative to nonwords found in healthy controls (Rajaram et al, 2002). Recollection of words has been seen to correspond to hippocampal activation (Henson et al, 1999;Eldridge et al, 2000).…”

Section: Discussionsupporting

confidence: 75%

Neural bases of autobiographical support for episodic recollection of faces

et al. 2009

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Incidental retrieval of autobiographical knowledge can provide rich contextual support for episodic recollection of a recent event. We examined the neural bases of these two processes by performing fMRI scanning during a recognition memory test for faces that were unfamiliar, famous, or personally known. The presence of pre-experimental knowledge of a face was incidental to the task, but nonetheless resulted in improved performance. Two distinct networks of activation were associated with correct recollection of a face's prior presentation (recollection hits vs. correct rejections) on one hand, and with pre-experimental knowledge about it (famous or personally known vs. unfamiliar faces) on the other. The former included mid/posterior cingulate cortex, precuneus, and ventral striatum. The latter included bilateral hippocampus, retrosplenial, and ventromedial prefrontal cortices. Anterior and medial thalamic activations showed an interaction between both effects, driven by increased activation for recollection of unfamiliar faces. When recollecting the presentation of a famous or personally known face, hippocampal activation increased with participants' ratings of how well they felt they knew the person shown. Ventromedial prefrontal cortex showed significantly greater activation for personally known than famous faces. Our results indicate a dissociation between the involvement of retrosplenial vs. mid/posterior cingulate and precuneus in memory tasks. They also indicate that, during recognition memory experiments, the hippocampus supports incidental retrieval of pre-experimental knowledge about the stimuli presented. This type of knowledge likely underlies the additional recollection found for prior presentation of well known stimuli compared with novel ones and may link hippocampal activation at encoding to subsequent memory performance more generally.

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Section: Discussionsupporting

confidence: 75%

Neural bases of autobiographical support for episodic recollection of faces

et al. 2009

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“…While there is good evidence that memory-intact individuals, when properly instructed, can reliably characterize their memorial experience (Gardiner & Richardson-Klavehn, 2000;Rajaram, 1999;Yonelinas, 2002), the ability of memory-impaired individuals to do so may be questioned. Indeed, there is evidence to suggest that in some conditions, amnesic individuals may assign Remember responses more liberally than controls (Rajaram et al, 2002). Although the false alarm rate for Remember responses in the amnesic group in the current study was acceptably low, and comparable with rates reported in the normal literature (e.g., Gardiner, 1988;Rajaram, 1993;Yonelinas & Jacoby, 1995), there was quite a bit of variability, with the rate exceeding .10 in several participants with amnesia.…”

Section: Discussionsupporting

confidence: 62%

Not all repetition is alike: Different benefits of repetition in amnesia and normal memory

Verfaellie

Rajaram

Fossum

et al. 2008

J Inter Neuropsych Soc

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While it is well known that repetition can enhance memory in amnesia, little is known about which forms of repetition are most beneficial. This study compared the effect on recognition memory of repetition of words in the same semantic context and in varied semantic contexts. To gain insight into the mechanisms by which these forms of repetition affect performance, participants were asked to make Remember0Know judgments during recognition. These judgments were used to make inferences about the contribution of recollection and familiarity to performance. For individuals with intact memory, the two forms of repetition were equally beneficial to overall recognition, and were associated with both enhanced Remember and Know responses. However, varied repetition was associated with a higher likelihood of Remember responses than was fixed repetition. The two forms of repetition also conferred equivalent benefits on overall recognition in amnesia, but in both cases, this enhancement was manifest exclusively in enhanced Know responses. We conclude that the repetition of information, and especially repetition in varied contexts, enhances recollection in individuals with intact memory, but exclusively affects familiarity in patients with severe amnesia. (JINS, 2008, 14, 365-372.)

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“…Gardiner et al, 2001;Rajaram, 1996). In Experiments 2 and 3, nonwords were used instead of words because, even under normal learning conditions, they provide less opportunity than words do for meaningful, elaborative encoding and give rise to less remembering (Gardiner & Java, 1990;Rajaram et al, 2002). For those reasons, nonword recognition might be more reliant on vocal cues, and voice congruency effects might occur in knowing.…”

Section: Overview Of the Experimentsmentioning

confidence: 99%

“…Yet other variables have opposite effects on the two responses, such as studying words versus nonwords in mixed lists. In comparison with words, nonwords give rise to more knowing and less remembering (Gardiner & Java, 1990;Rajaram, Hamilton, & Bolton, 2002). Rating personality traits with reference to oneself, rather than for their positive or negative valence, gives rise to more remembering and less knowing (see, e.g., Conway, Dewhurst, Pearson, & Sapute, 2001).…”

mentioning

confidence: 99%