Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 2016
Items that are produced (e.g., read aloud) during encoding typically are better remembered than i... more Items that are produced (e.g., read aloud) during encoding typically are better remembered than items that are not produced (e.g., read silently). This "production effect" has been explained by distinctiveness: Produced items have more distinct features than nonproduced items, leading to enhanced retrieval. The goal of the current study was to use electroencephalography (EEG) to examine the neural basis of the production effect. During study, participants were presented with words that they were required to read silently, read aloud, or sing while EEG data were recorded. Subsequent memory performance was tested using a yes/no recognition test. Analysis focused on the event-related brain potentials (ERPs) evoked by the encoding instruction cue for each instruction condition. Our data revealed enhanced memory performance for produced items and a greater P300 ERP amplitude for instructions to sing or read aloud compared with instructions to read silently. Our results demonstrate that the amplitude of the P300 is modulated by at least 1 aspect of production, vocalization (singing/reading aloud relative to reading silently), and are consistent with the distinctiveness account of the production effect. The ERP methodology is a viable tool for investigating the production effect. (PsycINFO Database Record
Canadian Journal of Experimental Psychology, Mar 1, 1997
Page 1. Category Effects in Temporal Visual Search TRACY L. TAYLOR and JEFF HAMM Dalhousie Univer... more Page 1. Category Effects in Temporal Visual Search TRACY L. TAYLOR and JEFF HAMM Dalhousie University Abstract When subjects identify a target during rapid serial visual presentation (RSVP), they show a reduced ability ...
Journal of Experimental Psychology Human Perception and Performance, Dec 1, 2006
On the premise that committing a word to memory is a type of covert action capable of being stopp... more On the premise that committing a word to memory is a type of covert action capable of being stopped, this study merged an item-method directed forgetting paradigm with a stop signal paradigm. The primary dependent measure was immediate recall. Indicating that participants were able to countermand the default instruction to remember, there was an overall directed forgetting effect, the magnitude of which varied as a function of forget signal delay. The results suggest that the covert act of intentionally forgetting may engage cognitive control processes at encoding that are analogous to those required to prevent the execution of prepotent overt responses.
We investigated whether intentional forgetting impacts only the likelihood of later retrieval fro... more We investigated whether intentional forgetting impacts only the likelihood of later retrieval from long-term memory or whether it also impacts the fidelity of those representations that are successfully retrieved. We accomplished this by combining an item-method directed forgetting task with a testing procedure and modeling approach inspired by the delayed-estimation paradigm used in the study of visual short-term memory (STM). Abstract or concrete colored images were each followed by a remember (R) or forget (F) instruction and sometimes by a visual probe requiring a speeded detection response (E1-E3). Memory was tested using an old-new (E1-E2) or remember-know-no (E3) recognition task followed by a continuous color judgment task (E2-E3); a final experiment included only the color judgment task (E4). Replicating the existing literature, more "old" or "remember" responses were made to R than F items and RTs to postinstruction visual probes were longer following F...
Influence of previous visual stimulus or saccade on saccadic reaction times in monkey. Saccadic r... more Influence of previous visual stimulus or saccade on saccadic reaction times in monkey. Saccadic reaction times (SRTs) to suddenly appearing targets are influenced by neural processes that occur before and after target presentation. The majority of previous studies have focused on how posttarget factors, such as target attributes or changes in task complexity, affect SRTs. Studies of pretarget factors have focused on how prior knowledge of the timing or location of the impending target, gathered through cueing or probabilistic information, affects SRTs. Our goal was to investigate additional pretarget factors to determine whether SRTs can also be influenced by the history of saccadic and visual activity even when these factors are spatially unpredictive as to the location of impending saccadic targets. Monkeys were trained on two paradigms. In the saccade-saccade paradigm, monkeys were required to follow a saccadic target that stepped from a central location, to an eccentric location...
Intelligent behaviour requires self-control based on the consequences of actions. The countermand... more Intelligent behaviour requires self-control based on the consequences of actions. The countermanding task is designed to study self-control; it requires subjects to withhold planned movements in response to an imperative stop signal, which they can do with varying success. In humans, the medial frontal cortex has been implicated in the supervisory control of action. In monkeys, the supplementary eye field in the dorsomedial frontal cortex is involved in producing eye movements, but its precise function has not been clarified. To investigate the role of the supplementary eye field in the control of eye movements, we recorded neural activity in macaque monkeys trained to perform an eye movement countermanding task. Distinct groups of neurons were active after errors, after successful withholding of a partially prepared movement, or in association with reinforcement. These three forms of activation could not be explained by sensory or motor factors. Our results lead us to put forward t...
Facilitating staff and student engagement with graduate attribute development, assessment and sta... more Facilitating staff and student engagement with graduate attribute development, assessment and standards in Business Faculties. T Taylor, M Freeman, L Treleaven, L Simpson, F Rohde, A Paltridge, D Thompson Australian Learning and Teaching Council Funded Grant, 2007.
In a novel event method directed forgetting task, instructions to Remember (R) or Forget (F) were... more In a novel event method directed forgetting task, instructions to Remember (R) or Forget (F) were integrated throughout the presentation of four videos depicting common events (e.g., baking cookies). Participants responded more accurately to cued recall questions (E1) and true/false statements (E2-4) regarding R segments than F segments. This was true even when forced to attend to F segments by virtue of having to perform concurrent discrimination (E2) or conceptual segmentation (E3) tasks. The final experiment (E5) demonstrated a larger R >F difference for specific true/false statements (the woman added three cups of flour) than for general true/false statements (the woman added flour) suggesting that participants likely encoded and retained at least a general representation of the events they had intended to forget, even though this representation was not as specific as the representation of events they had intended to remember.
Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 2016
Items that are produced (e.g., read aloud) during encoding typically are better remembered than i... more Items that are produced (e.g., read aloud) during encoding typically are better remembered than items that are not produced (e.g., read silently). This "production effect" has been explained by distinctiveness: Produced items have more distinct features than nonproduced items, leading to enhanced retrieval. The goal of the current study was to use electroencephalography (EEG) to examine the neural basis of the production effect. During study, participants were presented with words that they were required to read silently, read aloud, or sing while EEG data were recorded. Subsequent memory performance was tested using a yes/no recognition test. Analysis focused on the event-related brain potentials (ERPs) evoked by the encoding instruction cue for each instruction condition. Our data revealed enhanced memory performance for produced items and a greater P300 ERP amplitude for instructions to sing or read aloud compared with instructions to read silently. Our results demonstrate that the amplitude of the P300 is modulated by at least 1 aspect of production, vocalization (singing/reading aloud relative to reading silently), and are consistent with the distinctiveness account of the production effect. The ERP methodology is a viable tool for investigating the production effect. (PsycINFO Database Record
Canadian Journal of Experimental Psychology, Mar 1, 1997
Page 1. Category Effects in Temporal Visual Search TRACY L. TAYLOR and JEFF HAMM Dalhousie Univer... more Page 1. Category Effects in Temporal Visual Search TRACY L. TAYLOR and JEFF HAMM Dalhousie University Abstract When subjects identify a target during rapid serial visual presentation (RSVP), they show a reduced ability ...
Journal of Experimental Psychology Human Perception and Performance, Dec 1, 2006
On the premise that committing a word to memory is a type of covert action capable of being stopp... more On the premise that committing a word to memory is a type of covert action capable of being stopped, this study merged an item-method directed forgetting paradigm with a stop signal paradigm. The primary dependent measure was immediate recall. Indicating that participants were able to countermand the default instruction to remember, there was an overall directed forgetting effect, the magnitude of which varied as a function of forget signal delay. The results suggest that the covert act of intentionally forgetting may engage cognitive control processes at encoding that are analogous to those required to prevent the execution of prepotent overt responses.
We investigated whether intentional forgetting impacts only the likelihood of later retrieval fro... more We investigated whether intentional forgetting impacts only the likelihood of later retrieval from long-term memory or whether it also impacts the fidelity of those representations that are successfully retrieved. We accomplished this by combining an item-method directed forgetting task with a testing procedure and modeling approach inspired by the delayed-estimation paradigm used in the study of visual short-term memory (STM). Abstract or concrete colored images were each followed by a remember (R) or forget (F) instruction and sometimes by a visual probe requiring a speeded detection response (E1-E3). Memory was tested using an old-new (E1-E2) or remember-know-no (E3) recognition task followed by a continuous color judgment task (E2-E3); a final experiment included only the color judgment task (E4). Replicating the existing literature, more "old" or "remember" responses were made to R than F items and RTs to postinstruction visual probes were longer following F...
Influence of previous visual stimulus or saccade on saccadic reaction times in monkey. Saccadic r... more Influence of previous visual stimulus or saccade on saccadic reaction times in monkey. Saccadic reaction times (SRTs) to suddenly appearing targets are influenced by neural processes that occur before and after target presentation. The majority of previous studies have focused on how posttarget factors, such as target attributes or changes in task complexity, affect SRTs. Studies of pretarget factors have focused on how prior knowledge of the timing or location of the impending target, gathered through cueing or probabilistic information, affects SRTs. Our goal was to investigate additional pretarget factors to determine whether SRTs can also be influenced by the history of saccadic and visual activity even when these factors are spatially unpredictive as to the location of impending saccadic targets. Monkeys were trained on two paradigms. In the saccade-saccade paradigm, monkeys were required to follow a saccadic target that stepped from a central location, to an eccentric location...
Intelligent behaviour requires self-control based on the consequences of actions. The countermand... more Intelligent behaviour requires self-control based on the consequences of actions. The countermanding task is designed to study self-control; it requires subjects to withhold planned movements in response to an imperative stop signal, which they can do with varying success. In humans, the medial frontal cortex has been implicated in the supervisory control of action. In monkeys, the supplementary eye field in the dorsomedial frontal cortex is involved in producing eye movements, but its precise function has not been clarified. To investigate the role of the supplementary eye field in the control of eye movements, we recorded neural activity in macaque monkeys trained to perform an eye movement countermanding task. Distinct groups of neurons were active after errors, after successful withholding of a partially prepared movement, or in association with reinforcement. These three forms of activation could not be explained by sensory or motor factors. Our results lead us to put forward t...
Facilitating staff and student engagement with graduate attribute development, assessment and sta... more Facilitating staff and student engagement with graduate attribute development, assessment and standards in Business Faculties. T Taylor, M Freeman, L Treleaven, L Simpson, F Rohde, A Paltridge, D Thompson Australian Learning and Teaching Council Funded Grant, 2007.
In a novel event method directed forgetting task, instructions to Remember (R) or Forget (F) were... more In a novel event method directed forgetting task, instructions to Remember (R) or Forget (F) were integrated throughout the presentation of four videos depicting common events (e.g., baking cookies). Participants responded more accurately to cued recall questions (E1) and true/false statements (E2-4) regarding R segments than F segments. This was true even when forced to attend to F segments by virtue of having to perform concurrent discrimination (E2) or conceptual segmentation (E3) tasks. The final experiment (E5) demonstrated a larger R >F difference for specific true/false statements (the woman added three cups of flour) than for general true/false statements (the woman added flour) suggesting that participants likely encoded and retained at least a general representation of the events they had intended to forget, even though this representation was not as specific as the representation of events they had intended to remember.
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