Department of Psychology, University of Alberta Edmonton, AB, Canada.
Front Integr Neurosci. 2012 Aug 27;6:61. doi: 10.3389/fnint.2012.00061. eCollection 2012.
Learning through reward is central to adaptive behavior. Indeed, items are remembered better if they are experienced while participants expect a reward, and people can deliberately prioritize memory for high- over low-valued items. Do memory advantages for high-valued items only emerge after deliberate prioritization in encoding? Or, do reward-based memory enhancements also apply to unrewarded memory tests and to implicit memory? First, we tested for a high-value memory advantage in unrewarded implicit- and explicit-tests (Experiment 1). Participants first learned high or low-reward values of 36 words, followed by unrewarded lexical decision and free-recall tests. High-value words were judged faster in lexical decision, and more often recalled in free recall. These two memory advantages for high-value words were negatively correlated suggesting at least two mechanisms by which reward value can influence later item-memorability. The ease with which the values were originally acquired explained the negative correlation: people who learned values earlier showed reward effects in implicit memory whereas people who learned values later showed reward effects in explicit memory. We then asked whether a high-value advantage would persist if trained items were linked to a new context (Experiments 2a and 2b). Following the same value training as in Experiment 1, participants learned lists composed of previously trained words mixed with new words, each followed by free recall. Thus, participants had to retrieve words only from the most recent list, irrespective of their values. High- and low-value words were recalled equally, but low-value words were recalled earlier than high-value words and high-value words were more often intruded (proactive interference). Thus, the high-value advantage holds for implicit- and explicit-memory, but comes with a side effect: High-value items are more difficult to relearn in a new context. Similar to emotional arousal, reward value can both enhance and impair memory.
学习奖励是适应性行为的核心。事实上,如果参与者在期待奖励的情况下体验到某个项目,那么他们会更好地记住该项目,并且人们可以故意优先记忆高价值的项目。高价值项目的记忆优势仅在编码时经过深思熟虑的优先级排序后才会出现吗?或者,基于奖励的记忆增强是否也适用于未奖励的记忆测试和内隐记忆?首先,我们在未奖励的内隐和外显测试中测试了高价值的记忆优势(实验 1)。参与者首先学习了 36 个单词的高或低奖励值,然后进行了词汇判断和自由回忆测试。在词汇判断中,高价值的单词判断更快,在自由回忆中更多地被回忆起来。高价值单词的这两个记忆优势呈负相关,这表明奖励价值至少有两种机制可以影响后续项目的可记忆性。最初获得价值的难易程度解释了这种负相关:那些较早学习价值的人在内隐记忆中表现出奖励效应,而那些较晚学习价值的人在外显记忆中表现出奖励效应。然后,我们询问如果训练项目与新的上下文相关联,高价值优势是否会持续存在(实验 2a 和 2b)。在与实验 1 相同的价值训练之后,参与者学习了由之前训练过的单词和新单词组成的列表,每个列表之后都有自由回忆。因此,参与者只能从最近的列表中检索单词,而不管它们的价值如何。高价值和低价值的单词被同等回忆,但低价值的单词比高价值的单词更早被回忆起来,并且高价值的单词更容易被干扰(前摄干扰)。因此,高价值优势适用于内隐和外显记忆,但伴随着一个副作用:高价值的项目在新的背景下更难重新学习。与情绪唤醒类似,奖励价值既可以增强也可以损害记忆。