Scenes Facilitate Associative Memory and Integration

Autor/inn/en	Robin, Jessica; Olsen, Rosanna K.
Titel	Scenes Facilitate Associative Memory and Integration
Quelle	In: Learning & Memory, 26 (2019) 7, S.252-261 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0502
DOI	10.1101/lm.049486.119
Schlagwörter	Memory; Cognitive Processes; Association (Psychology); Inferences; Eye Movements; Visual Stimuli; Accuracy; Brain Hemisphere Functions + Suchen Sie Ihr Suchwort? Gedächtnis; Cognitive process; Kognitiver Prozess; Assoziation; Inference; Inferenz; Augenbewegung
Abstract	How do we form mental links between related items? Forming associations between representations is a key feature of episodic memory and provides the foundation for learning and guiding behavior. Theories suggest that spatial context plays a supportive role in episodic memory, providing a scaffold on which to form associations, but this has mostly been tested in the context of autobiographical memory. We examined the memory boosting effect of spatial stimuli in memory using an associative inference paradigm combined with eye-tracking. Across two experiments, we found that memory was better for associations that included scenes, even indirectly, compared to objects and faces. Eye-tracking measures indicated that these effects may be partly mediated by greater fixations to scenes compared to objects, but did not explain the differences between scenes and faces. These results suggest that scenes facilitate associative memory and integration across memories, demonstrating evidence in support of theories of scenes as a spatial scaffold for episodic memory. A shared spatial context may promote learning and could potentially be leveraged to improve learning and memory in educational settings or for memory-impaired populations. (As Provided).
Anmerkungen	Cold Spring Harbor Laboratory Press. 500 Sunnyside Boulevard, Woodbury, NY 11797-2924. Tel: 800-843-4388; Tel: 516-367-8800; Fax: 516-422-4097; e-mail: cshpres@cshl.edu; Web site: http://learnmem.cshlp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01