Generalization and False Memory in an Acquired Equivalence Paradigm: The Influence of Physical Resemblance Across Related Episodes

Bowman, Caitlin R.; Sanchez, Maria-Alejandra de Araujo; Hou, William; Rubin, Sarina; Zeithamová, Dagmar

doi:10.3389/fpsyg.2021.669481

Cited by 5 publications

(3 citation statements)

References 56 publications

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“…In the yoked task version, each quadruplet was yoked to another quadruplet to serve as each other's foils (Bowman et al, 2021;de Araujo Sanchez and Zeithamova, 2023). This meant that the foil for each face was the same across all repetitions of the same trial type.…”

Section: Yoked Conditionmentioning

confidence: 99%

Retrieval-based inference in the acquired equivalence paradigm

Houser,

Krantz,

Zeithamova

2024

Front. Cognit.

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IntroductionGeneralization is fundamental to cognition. In acquired equivalence, two stimuli that share a common association become treated as equivalent, with information acquired about one stimulus generalizing to the other. Acquired equivalence has been thought to rely on integrating related memories as they are encoded, resulting in fast spontaneous generalization, but other studies suggested effortful on-demand recombination of initially separate memories at retrieval. Here, we tested whether the tendency to separate vs. integrate related information may depend on a methodological detail of a traditional acquired equivalence paradigm.MethodsHuman participants underwent feedback-based learning of overlapping face-scene associations, choosing a correct scene for a face from two options on each trial. Foil (incorrect) scenes were controlled for half of the participants to ensure that they can only learn from corrective feedback. The other half had foils selected randomly on each trial, allowing statistical learning of face-scene co-occurrence to supplement feedback-based learning. We hypothesized that the opportunity for statistical learning would boost learning and generalization and facilitate memory integration.ResultsThe opportunity for statistical learning increased associative learning and generalization. However, rather than integrated memories, generalization was increased through learning during test.DiscussionThe results indicate that the tendency for generalization in the acquired equivalence is rather small, with no evidence for integrative encoding irrespective of group. The results inform current debates regarding encoding-based vs. retrieval-based mechanisms of generalization. They also highlight how methodological details may alter performance and the involvement of cognitive processes that underlie it.

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Section: Yoked Conditionmentioning

confidence: 99%

Retrieval-based inference in the acquired equivalence paradigm

Houser,

Krantz,

Zeithamova

2024

Front. Cognit.

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“…They found that participants who successfully made this generalization were also more likely to have worse memory for details of the learning experience (i.e., the context), compared to those who did not make this generalization 22 . Yet, this trade-off between generalization and detailed memory has not been consistently reported 24,25 and thus requires further investigation as to the parameters that drive this trade-off. In our study, we tested the following hypothesis: if the presence of conceptual knowledge promotes generalization during learning through episodic memory, it will impair the alternate function of episodic memory, to form detailed memories of that same information.…”

Section: The Relationship Between Memory Generalization and Detailed ...mentioning

confidence: 99%

Conceptual relatedness promotes memory generalization at the cost of detailed recollection

Melega,

Sheldon

2023

Sci Rep

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An adaptive memory system is one that allows us to both retrieve detailed memories as well as generalize knowledge about our past, the latter termed memory generalization and is useful for making inferences about new situations. Research has indicated that memory generalization relies on forming knowledge structures by integrating experiences with shared encountered elements. Whether memory generalization occurs more readily when experiences also have elements that share established (conceptual) information is less clear. It is also unclear if engaging in memory generalization during learning comes at the cost of retrieving detailed memories, the other function of episodic memory. To address these two knowledge gaps, we paired a modified version of the acquired equivalence task with a recognition memory test. Across three experiments, participants first learned a series of overlapping object-scene pairs (A–X, B–X and A–Y) in which half of the overlapping pairs contained conceptually-related objects (e.g., A—pencil; B—scissors; conceptual condition) and the other half contained unrelated objects (neutral condition). Participants ability to generalize to new overlapping object-scene pairs (B–Y) as well as not-learned but semantically-related objects was measured. Finally, participants completed a recognition memory test that included the encoded objects, perceptually similar lures or new foil objects. Across all experiments, we found higher rates of generalization but reduced detailed memory (indexed by increased false alarms to lure objects) for information learned in the conceptual than neutral condition. These results suggest the presence of conceptual knowledge biases an individual towards a generalization function of memory, which comes at the expense of detailed recollection.

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“…Yoked condition. In the yoked task version, each quadruplet was yoked to another quadruplet to serve as each other's foils (Bowman et al, 2021;de Araujo Sanchez & Zeithamova, 2023). This meant that the foil for each face was the same across all repetitions of the same trial type.…”

Section: Procedures Differences Between Conditionsmentioning

confidence: 99%

Statistical learning and retrieval-based inference in the acquired equivalence paradigm

Houser,

Krantz,

Zeithamova

2023

Preprint

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Introduction: Generalization is fundamental to cognition. In acquired equivalence, twostimuli that share a common association become treated as equivalent, with informationacquired about one stimulus generalizing to the other. Acquired equivalence has beenthought to rely on integrating related memories as they are encoded, resulting in fastspontaneous generalization, but other studies suggested effortful on-demand recombinationof initially separate memories at retrieval. Here, we tested whether the tendency to separateversus integrate related information may depend on a methodological detail of a traditionalacquired equivalence paradigm.Methods: Human participants underwent feedback-based learning of overlapping face-sceneassociations, choosing a correct scene for a face from two options on each trial. Foil(incorrect) scenes were controlled for half of the participants to ensure that they can onlylearn from corrective feedback. The other half had foils selected randomly on each trial,allowing statistical learning of face-scene co-occurrence to supplement feedback-basedlearning. We hypothesized that the opportunity for statistical learning would boost learningand generalization and facilitate memory integration.Results: The opportunity for statistical learning increased associative learning andgeneralization. However, rather than integrated memories, generalization was increasedthrough learning during test.Discussion: The results indicate that the tendency for generalization in the acquiredequivalence is rather small, with no evidence for integrative encoding irrespective of group.They also highlight that methodological details of how associations are learned and testedmodulates performance and the involvement of cognitive processes that underlie it.

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Generalization and False Memory in an Acquired Equivalence Paradigm: The Influence of Physical Resemblance Across Related Episodes

Cited by 5 publications

References 56 publications

Retrieval-based inference in the acquired equivalence paradigm

Retrieval-based inference in the acquired equivalence paradigm

Conceptual relatedness promotes memory generalization at the cost of detailed recollection

Statistical learning and retrieval-based inference in the acquired equivalence paradigm

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