scholarly journals Flexible updating of dynamic knowledge structures

2018 ◽  
Author(s):  
Franziska Rebekka Richter ◽  
Paul Bays ◽  
Priyanga Jeyarathnarajah ◽  
Jon Simons
Keyword(s):  
Knowledge Structures ◽  
Long Term Memory ◽  
Systematic Bias ◽  
Inconsistent Information ◽  
Related Information ◽  
New Learning ◽  
The Cost ◽  
Dynamic Updating ◽  
Consistent Information

Schemas are knowledge structures that allow us to make efficient judgments about the world without the cost of memorizing every detail of previous experiences. It has long been known that schemas can enhance long-term memory for related information. The usefulness of schemas, however, critically depends on their adaptability: how flexibly a schema can be updated according to changing environmental conditions. Prior consolidation of a schema supports new learning of schema-consistent information. Yet, the effect of consolidation on inconsistent information, and how schemas may be subsequently updated, are not well understood. It is difficult to track the dynamic updating of knowledge structures with traditional memory measures. Here, using a continuous-report paradigm, we were able to show that schematization increases incrementally with consolidation and that the strength with which schemas are initially established predicts schema-guided responding in a later test. Critically, schema updating in response to inconsistent information was more pronounced in a group which was given time to consolidate compared to a group that was not given time to consolidate. Importantly, the later group reverted back to the no longer relevant schema, indicating that systematic bias towards old information, rather than increased forgetting underlies decreased memory for schema-inconsistent information.

Guidance in the Interface

2009 ◽  
pp. 465-482
Author(s):  
Christof van Nimwegen ◽  
Hermina Tabachneck-Schijf ◽  
Herre van Oostendorp
Keyword(s):  
Working Memory ◽  
Transfer Task ◽  
Long Term Memory ◽  
Term Memory ◽  
Knowledge And Skills ◽  
Advantages And Disadvantages ◽  
Related Information ◽  
Initial Learning ◽  
Error Behavior

How can we design technology that suits human cognitive needs? In this chapter, we review research on the effects of externalizing information on the interface versus requiring people to internalize it. We discuss the advantages and disadvantages of externalizing information. Further, we discuss some of our own research investigating how externalizing or not externalizing information in program interfaces influences problem-solving performance. In general, externalization provides information relevant to immediate task execution visibly or audibly in the interface. Thus, remembering certain task-related knowledge becomes unnecessary, which relieves working memory. Examples are visual feedback aids such as “graying out” nonapplicable menu items. On the contrary, when certain needed task-related information is not externalized on the interface, it needs to be internalized, stored in working memory and long-term memory. In many task situations, having the user acquire more knowledge of the structure of the task or its underlying rules is desirable. We examined the hypothesis that while externalization will yield better performance during initial learning, internalization will yield a better performance later. We furthermore expected internalization to result in better knowledge, and expected it to provoke less trial-and-error behavior. We conducted an experiment where we compared an interface with certain information externalized versus not externalizing it, and measured performance and knowledge. In a second session 8 months later, we investigated what was left of the participants’ knowledge and skills, and presented them with a transfer task. The results showed that requiring internalization can yield advantages over having all information immediately at hand. This shows that using cognitive findings to enhance the effectiveness of software (especially software with specific purposes) can make a valuable contribution to the field of human-computer interaction.

scholarly journals On the relationship between knowledge and memory for pictures: Evidence from the study of patients with semantic dementia and Alzheimer's disease

1997 ◽  
Vol 3 (6) ◽  
pp. 534-544 ◽  
Author(s):  
KIM S. GRAHAM ◽  
JAMES T. BECKER ◽  
JOHN R. HODGES
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Medial Temporal Lobe ◽  
Semantic Dementia ◽  
Long Term Memory ◽  
New Learning ◽  
The Relationship ◽  
Hippocampal Complex ◽  
Temporal Neocortex

Current views of long-term memory presume that both the hippocampal complex and the neocortex play interactive, but separate, roles in the storage of memories. While the neocortex is considered the eventual and permanent store for our memories, the encoding of recently experienced events is thought to be initially dependent upon the hippocampus and closely related structures. Neuropsychological studies have demonstrated that damage to the medial temporal lobe results in a retrograde amnesia extending back in time, with better preservation of older memories. The converse pattern has been shown in patients with semantic dementia, who have focal atrophy of the inferolateral temporal neocortex, but relative sparing of the hippocampal complex (Graham & Hodges, 1997). Here we demonstrate that such patients can show relatively preserved new learning on a forced-choice recognition memory test (based on real and chimeric animals), while patients in the early amnestic phase of Alzheimer's disease show severely impaired learning on the same test. This result provides support for the view that new learning is primarily dependent upon the hippocampus and related structures. (JINS, 1997, 3, 534–544.)

scholarly journals Semantic relatedness retroactively boosts memory and promotes memory interdependence across episodes

2021 ◽  
Author(s):  
James Antony ◽  
America Romero ◽  
Anthony Vierra ◽  
Rebecca Luenser ◽  
Robert Hawkins ◽  
...  
Keyword(s):  
Paired Associate ◽  
Memory Performance ◽  
Semantic Relatedness ◽  
Long Term Memory ◽  
Promising Candidate ◽  
Associate Learning ◽  
Memory Research ◽  
Semantic Relationships ◽  
New Learning

Two fundamental issues in memory research concern when later experiences strengthen or weaken initial memories and when the two memories become linked or remain independent. A promising candidate for explaining these issues is semantic relatedness. Here, across five paired associate learning experiments (N=1000), we systematically varied the semantic relatedness between initial and later cues, initial and later targets, or both. We found that learning retroactively benefited long-term memory performance for semantically related words (versus unshown control words), and these benefits increased as a function of relatedness. Critically, memory dependence between initial and later pairs also increased with relatedness, suggesting that pre-existing semantic relationships interdependence for memories formed across episodes. We also found that modest retroactive benefits, but not interdependencies, emerged when subjects learned via studying rather than practice testing. These findings demonstrate that semantic relatedness during new learning retroactively strengthens old associations while scaffolding new ones into well-fortified memory traces.

scholarly journals Reward signal in a recurrent circuit drives appetitive long-term memory formation

eLife ◽  
2015 ◽  
Vol 4 ◽  
Author(s):  
Toshiharu Ichinose ◽  
Yoshinori Aso ◽  
Nobuhiro Yamagata ◽  
Ayako Abe ◽  
Gerald M Rubin ◽  
...  
Keyword(s):  
Dopamine Neurons ◽  
Long Term Memory ◽  
Feedback Circuit ◽  
Single Class ◽  
Memory Specificity ◽  
Single Presentation ◽  
Restricted Region ◽  
Short And Long Term ◽  
The Cost

Dopamine signals reward in animal brains. A single presentation of a sugar reward to Drosophila activates distinct subsets of dopamine neurons that independently induce short- and long-term olfactory memories (STM and LTM, respectively). In this study, we show that a recurrent reward circuit underlies the formation and consolidation of LTM. This feedback circuit is composed of a single class of reward-signaling dopamine neurons (PAM-α1) projecting to a restricted region of the mushroom body (MB), and a specific MB output cell type, MBON-α1, whose dendrites arborize that same MB compartment. Both MBON-α1 and PAM-α1 neurons are required during the acquisition and consolidation of appetitive LTM. MBON-α1 additionally mediates the retrieval of LTM, which is dependent on the dopamine receptor signaling in the MB α/β neurons. Our results suggest that a reward signal transforms a nascent memory trace into a stable LTM using a feedback circuit at the cost of memory specificity.

Retroactive or proactive control of the bilingual system

1998 ◽  
Vol 1 (2) ◽  
pp. 86-87 ◽  
Author(s):  
ANNETTE M. B. DE GROOT
Keyword(s):  
Knowledge Structures ◽  
Definite Article ◽  
Long Term Memory ◽  
Proactive Control ◽  
Memory Functioning ◽  
Natural Categories ◽  
New Information ◽  
Incoming Information ◽  
Original Story

The schema concept has had a long and varied history in psychology. It was introduced by Bartlett (1932), who observed that subjects' reproductions of a story showed systematic deviations from the original. Elements in the original story that were uncommon or strange were lost or changed and elaborated such that they became more common and made more sense to the subjects, and infrequent words and concepts were replaced by more common ones. Bartlett explained this normalization behavior by assuming that humans adapt incoming information to existing knowledge structures in long-term memory and that they understand new information in terms of these structures. These knowledge structures were called schemas. Schemas may represent our knowledge of stereotypical events such as doing the laundry or cooking a meal (these schema structures are usually called scripts, Schank & Abelson, 1977), of objects and natural categories (see Anderson, 1985, for a discussion), and the knowledge underlying routine behavior (Norman, 1981). They provide a basis for explaining many different phenomena of information processing and memory functioning, such as inferencing, elaborating, stereotyping, reconstruction, false memorization, and the occurrence of slips in task performance. When, for instance, a reader encounters the word forest in a text, he is not surprised to see the noun phrase the trees, with the definite article, in the next sentence even though no trees were explicitly introduced before.

The Fundamentals of Game-Based Learning

2017 ◽  
pp. 174-185 ◽  
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Global Education ◽  
Cost Effective ◽  
Long Term Memory ◽  
Game Based Learning ◽  
Immediate Feedback ◽  
Interactive Instruction ◽  
Modern Learning ◽  
Practical Experiences ◽  
The Cost

This chapter explains the overview of Game-Based Learning (GBL) and the significance of GBL in global education. The aim of GBL is to teach something while the students are playing. As the cost-effective and highly engaging learning method, GBL has the potential to motivate students and offer custom learning experiences while promoting long-term memory and providing practical experiences. GBL facilitates student engagement, motivation, and immediate feedback, toward bringing educational success into the modern learning environments. Regarding GBL, goal-directed practice coupled with targeted feedback enhances the quality of students' learning. GBL provides the learning opportunities that engage students in the interactive instruction and helps prepare them to participate in the technological society of the 21st century.

Guidance in the Interface

2011 ◽  
pp. 74-101
Author(s):  
Christof V. Tabachneck-Schijf Nimwegen
Keyword(s):  
Working Memory ◽  
Transfer Task ◽  
Long Term Memory ◽  
Term Memory ◽  
Knowledge And Skills ◽  
Advantages And Disadvantages ◽  
Related Information ◽  
Initial Learning ◽  
Error Behavior

How can we design technology that suits human cognitive needs? In this chapter, we review research on the effects of externalizing information on the interface versus requiring people to internalize it. We discuss the advantages and disadvantages of externalizing information. Further, we discuss some of our own research investigating how externalizing or not externalizing information in program interfaces influences problem-solving performance. In general, externalization provides information relevant to immediate task execution visibly or audibly in the interface. Thus, remembering certain task-related knowledge becomes unnecessary, which relieves working memory. Examples are visual feedback aids such as “graying out” nonapplicable menu items. On the contrary, when certain needed task-related information is not externalized on the interface, it needs to be internalized, stored in working memory and long-term memory. In many task situations, having the user acquire more knowledge of the structure of the task or its underlying rules is desirable. We examined the hypothesis that while externalization will yield better performance during initial learning, internalization will yield a better performance later. We furthermore expected internalization to result in better knowledge, and expected it to provoke less trial-and-error behavior. We conducted an experiment where we compared an interface with certain information externalized versus not externalizing it, and measured performance and knowledge. In a second session 8 months later, we investigated what was left of the participants’ knowledge and skills, and presented them with a transfer task. The results showed that requiring internalization can yield advantages over having all information immediately at hand. This shows that using cognitive findings to enhance the effectiveness of software (especially software with specific purposes) can make a valuable contribution to the field of human-computer interaction.

Retrieval-Induced Forgetting and Executive Control

2009 ◽  
Vol 20 (9) ◽  
pp. 1053-1058 ◽  
Author(s):  
Patricia Román ◽  
M. Felipa Soriano ◽  
Carlos J. Gómez-Ariza ◽  
M. Teresa Bajo
Keyword(s):  
Executive Control ◽  
Retrieval Practice ◽  
Long Term Memory ◽  
Control Mechanisms ◽  
Executive Processes ◽  
Practice Condition ◽  
Related Information ◽  
Induced Forgetting ◽  
Task Conditions

Retrieving information from long-term memory can lead people to forget previously irrelevant related information. Some researchers have proposed that this retrieval-induced forgetting (RIF) effect is mediated by inhibitory executive-control mechanisms recruited to overcome interference. We assessed whether inhibition in RTF depends on executive processes. The RIF effect observed in a standard retrieval-practice condition was compared to that observed in two different conditions in which participants had to perform two concurrent updating tasks that demanded executive attention. Whereas the usual RIF effect was observed when retrieval practice was performed singly, no evidence of forgetting was found in the dual-task conditions. Results strongly suggest that inhibition involved in RIF is the result of executive-control processes.

scholarly journals Long-term memory of individual identity in ant queens

2007 ◽  
Vol 3 (5) ◽  
pp. 459-462 ◽  
Author(s):  
Stephanie Dreier ◽  
Jelle S van Zweden ◽  
Patrizia D'Ettorre
Keyword(s):  
Social Life ◽  
Individual Recognition ◽  
Evolution Of Cooperation ◽  
Long Term Memory ◽  
Individual Identity ◽  
Term Memory ◽  
The Individual ◽  
The Cost ◽  
First Time

Remembering individual identities is part of our own everyday social life. Surprisingly, this ability has recently been shown in two social insects. While paper wasps recognize each other individually through their facial markings, the ant, Pachycondyla villosa , uses chemical cues. In both species, individual recognition is adaptive since it facilitates the maintenance of stable dominance hierarchies among individuals, and thus reduces the cost of conflict within these small societies. Here, we investigated individual recognition in Pachycondyla ants by quantifying the level of aggression between pairs of familiar or unfamiliar queens over time. We show that unrelated founding queens of P. villosa and Pachycondyla inversa store information on the individual identity of other queens and can retrieve it from memory after 24 h of separation. Thus, we have documented for the first time that long-term memory of individual identity is present and functional in ants. This novel finding represents an advance in our understanding of the mechanism determining the evolution of cooperation among unrelated individuals.

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