Toward a Multiple Memory Systems Model of Attitudes and Social Cognition

2018 ◽  
Vol 29 (1) ◽  
pp. 14-19 ◽  
Author(s):  
David M. Amodio ◽  
Jeffrey J. Berg
Keyword(s):  
Social Cognition ◽  
Memory Systems ◽  
Multiple Memory Systems ◽  
Systems Model

Model-Based and Model-Free Social Cognition

2019 ◽  
Author(s):  
Leor M Hackel ◽  
Jeffrey Jordan Berg ◽  
Björn Lindström ◽  
David Amodio
Keyword(s):  
Reinforcement Learning ◽  
Social Cognition ◽  
Learning Strategies ◽  
Memory Systems ◽  
Learning Task ◽  
Financial Advisors ◽  
Model Based ◽  
Model Free ◽  
Systems Model ◽  
Task Assessment

Do habits play a role in our social impressions? To investigate the contribution of habits to the formation of social attitudes, we examined the roles of model-free and model-based reinforcement learning in social interactions—computations linked in past work to habit and planning, respectively. Participants in this study learned about novel individuals in a sequential reinforcement learning paradigm, choosing financial advisors who led them to high- or low-paying stocks. Results indicated that participants relied on both model-based and model-free learning, such that each independently predicted choice during the learning task and self-reported liking in a post-task assessment. Specifically, participants liked advisors who could provide large future rewards as well as advisors who had provided them with large rewards in the past. Moreover, participants varied in their use of model-based and model-free learning strategies, and this individual difference influenced the way in which learning related to self-reported attitudes: among participants who relied more on model-free learning, model-free social learning related more to post-task attitudes. We discuss implications for attitudes, trait impressions, and social behavior, as well as the role of habits in a memory systems model of social cognition.

scholarly journals Memory systems of the brain

2020 ◽  
Author(s):  
Alvaro Pastor
Keyword(s):  
Current Account ◽  
Experimental Work ◽  
Imaging Techniques ◽  
Memory Systems ◽  
Memory Processes ◽  
Multiple Memory Systems ◽  
Systems Model ◽  
The Brain ◽  
Unconscious Memory ◽  
A Current

Humans have long been fascinated by how memories are formed, how they can be damaged or lost, or still seem vibrant after many years. Thus the search for the locus and organization of memory has had a long history, in which the notion that is is composed of distinct systems developed during the second half of the 20th century.A fundamental dichotomy between conscious and unconscious memory processes was first drawn based on evidences from the study of amnesiac subjects and the systematic experimental work with animals. The use of behavioral and neural measures together with imaging techniques have progressively led researchers to agree in the existence of a variety of neural architectures that support multiple memory systems.This article presents a historical lens with which to contextualize these idea on memory systems, and provides a current account for the multiple memory systems model.

scholarly journals Multiple memory systems as substrates for multiple decision systems

2015 ◽  
Vol 117 ◽  
pp. 4-13 ◽  
Author(s):  
Bradley B. Doll ◽  
Daphna Shohamy ◽  
Nathaniel D. Daw
Keyword(s):  
Memory Systems ◽  
Multiple Memory Systems ◽  
Decision Systems

Multiple Memory Systems and Their Support of Language

2014 ◽  
Vol 24 (2) ◽  
pp. 64-73 ◽  
Author(s):  
Jake Kurczek ◽  
Natalie Vanderveen ◽  
Melissa C. Duff
Keyword(s):  
Memory Impairment ◽  
Language Use ◽  
Declarative Memory ◽  
Memory Systems ◽  
Memory And Learning ◽  
Multiple Memory Systems ◽  
History Of Research ◽  
Language And Communication ◽  
History Of ◽  
The Brain

There is a long history of research linking the various forms of memory to different aspects of language. Clinically, we see this memory-language connection in the prevalence of language and communication deficits in populations that have concomitant impairments in memory and learning. In this article, we provide an overview of how the demands of language use and processing are supported by multiple memory systems in the brain, including working memory, declarative memory and nondeclarative memory, and how disruptions in different forms of memory may affect language. While not an exhaustive review of the literature, special attention is paid to populations who speech-language pathologists (SLPs) routinely serve. The goal of this review is to provide a resource for clinicians working with clients with disorders in memory and learning in helping to understand and anticipate the range of disruptions in language and communication that can arise as a consequence of memory impairment. We also hope this is a catalyst for more research on the contribution of multiple memory systems to language and communication.

scholarly journals Place vs. Response Learning: History, Controversy, and Neurobiology

2021 ◽  
Vol 14 ◽  
Author(s):  
Jarid Goodman
Keyword(s):  
Brain Research ◽  
Cognitive Learning ◽  
Memory Systems ◽  
Place Learning ◽  
Mammalian Brain ◽  
Response Learning ◽  
Multiple Memory Systems ◽  
Learning Tasks ◽  
Plus Maze ◽  
Place And Response Learning

The present article provides a historical review of the place and response learning plus-maze tasks with a focus on the behavioral and neurobiological findings. The article begins by reviewing the conflict between Edward C. Tolman’s cognitive view and Clark L. Hull’s stimulus-response (S-R) view of learning and how the place and response learning plus-maze tasks were designed to resolve this debate. Cognitive learning theorists predicted that place learning would be acquired faster than response learning, indicating the dominance of cognitive learning, whereas S-R learning theorists predicted that response learning would be acquired faster, indicating the dominance of S-R learning. Here, the evidence is reviewed demonstrating that either place or response learning may be dominant in a given learning situation and that the relative dominance of place and response learning depends on various parametric factors (i.e., amount of training, visual aspects of the learning environment, emotional arousal, et cetera). Next, the neurobiology underlying place and response learning is reviewed, providing strong evidence for the existence of multiple memory systems in the mammalian brain. Research has indicated that place learning is principally mediated by the hippocampus, whereas response learning is mediated by the dorsolateral striatum. Other brain regions implicated in place and response learning are also discussed in this section, including the dorsomedial striatum, amygdala, and medial prefrontal cortex. An exhaustive review of the neurotransmitter systems underlying place and response learning is subsequently provided, indicating important roles for glutamate, dopamine, acetylcholine, cannabinoids, and estrogen. Closing remarks are made emphasizing the historical importance of the place and response learning tasks in resolving problems in learning theory, as well as for examining the behavioral and neurobiological mechanisms of multiple memory systems. How the place and response learning tasks may be employed in the future for examining extinction, neural circuits of memory, and human psychopathology is also briefly considered.

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