Department of Psychology, University of Nebraska-Lincoln, Lincoln, Nebraska 68588, USA
Center for Brain, Biology, and Behavior, University of Nebraska-Lincoln, Lincoln, Nebraska 68588, USA.
Learn Mem. 2024 Oct 31;31(10-11). doi: 10.1101/lm.054006.124. Print 2024 Oct-Nov.
Binding of arbitrary information into distinct memory representations that can be used to guide behavior is a hallmark of relational memory. What is and is not bound into a memory representation and how those things influence the organization of that representation remain topics of interest. While some information is intentionally and effortfully bound-often the information that is consistent with task goals or expectations about what information may be required later-other information appears to be bound automatically. The present set of experiments sought to investigate whether spatial memory would be systematically influenced by the presence and absence of distinct categories of stimuli on a spatial reconstruction task. In this task, participants must learn multiple item-location bindings and place each item back in its studied location after a short delay. Across three experiments, participants made significantly more within-category errors (i.e., misassigning one item to the location of a different item from the same category) than between-category errors (i.e., misassigning one item to the location of an item from a different category) when categories were perceptually or semantically distinct. These data reveal that category information contributed to the organization of the memory representation and influenced spatial reconstruction performance. Together, these results suggest that categorical information can influence memory organization, and not always to the benefit of overall task performance.
将任意信息绑定到可以用于指导行为的不同记忆表示中,是关系记忆的一个标志。什么被绑定到记忆表示中,什么没有被绑定,以及这些东西如何影响该表示的组织,仍然是人们感兴趣的话题。虽然有些信息是有意和费力地绑定的——通常是与任务目标一致的信息,或者是关于稍后可能需要哪些信息的期望——但其他信息似乎是自动绑定的。本系列实验旨在研究在空间重构任务中,不同类别的刺激的存在和缺失是否会系统地影响空间记忆。在这个任务中,参与者必须学习多个项目-位置绑定,并在短时间延迟后将每个项目放回其学习位置。在三个实验中,当类别在感知上或语义上不同时,参与者在类别内错误(即,将一个项目错误地分配到来自同一类别中不同项目的位置)的数量明显多于类别间错误(即,将一个项目错误地分配到来自不同类别的项目的位置)。这些数据表明,类别信息有助于记忆表示的组织,并影响空间重构表现。这些结果表明,类别信息可以影响记忆组织,而并不总是对整体任务表现有利。