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How Does Intentionality of Encoding Affect Memory for Episodic Information?

Authors :
Craig, Michael
Butterworth, Karla
Nilsson, Jonna
Hamilton, Colin J.
Gallagher, Peter
Smulders, Tom V.
Source :
Learning & Memory. Nov 2016 23(11):648-659.
Publication Year :
2016

Abstract

Episodic memory enables the detailed and vivid recall of past events, including target and wider contextual information. In this paper, we investigated whether/how encoding intentionality affects the retention of target and contextual episodic information from a novel experience. Healthy adults performed (1) a "What-Where-When" ("WWW") episodic memory task involving the hiding and delayed recall of a number of items ("what") in different locations ("where") in temporally distinct sessions (when) and (2) unexpected tests probing memory for wider contextual information from the "WWW" task. Critically, some participants were informed that memory for "WWW" information would be subsequently probed (intentional group), while this came as a surprise for others (incidental group). The probing of contextual information came as a surprise for "all" participants. Participants also performed several measures of episodic and nonepisodic cognition from which common episodic and nonepisodic factors were extracted. Memory for target ("WWW") and contextual information was superior in the intentional group compared with the incidental group. Memory for target and contextual information was "unrelated" to factors of nonepisodic cognition, irrespective of encoding intentionality. In addition, memory for target information was "unrelated" to factors of episodic cognition. However, memory for wider contextual information was "related" to some factors of episodic cognition, and these relationships differed between the intentional and incidental groups. Our results lead us to propose the hypothesis that intentional encoding of episodic information increases the coherence of the representation of the context in which the episode took place. This hypothesis remains to be tested.

Details

Language :
English
ISSN :
1072-0502
Volume :
23
Issue :
11
Database :
ERIC
Journal :
Learning & Memory
Publication Type :
Academic Journal
Accession number :
EJ1117391
Document Type :
Journal Articles<br />Reports - Research
Full Text :
https://doi.org/10.1101/lm.041491.115