Poster E79, Monday, March 27, 2:30 – 4:30 pm, Pacific Concourse
Event-related potentials at study and test explain individual memory-performance differences in associative recognition
Yvonne Y Chen1, Jeremy B Caplan1; 1University of Alberta, Edmonton, Alberta, Canada
A basic function of memory is to retain associations between items. Prior research has examined neural mechanisms of association memory at study and test separately. Here we track how brain activity, measured by event-related potentials (ERPs), at study leads to brain activity at test, in turn influencing memory outcome. Fifty-eight participants studied lists of word pairs and then were tested with associative recognition. They judged if the test probe was a pair from the study set (``intact'') or composed of words drawn from two different studied pairs (``rearranged''). Taking an individual-differences approach, we asked whether memory-related ERP features at study explained common variance with ERP features at test, across participants. We also asked whether those memory-related ERP features explained individual differences in memory performance. The Late Positive Component (400--700 ms) subsequent memory effect (hits minus misses), at study correlated with an early (400--600 ms) retrieval-success effect (hits minus misses) at test, r(58) =0.25, p<0.05. Those features also correlated with memory performance (d'), r(58)=-0.32, p<0.05. Interestingly, the Slow Wave subsequent memory effect, which has been thought to index basic association-memory formation processes, did not correlate with associative recognition d’ or response time, nor with any test ERP features. These results echo findings with item-recognition (Chen et al., 2014), where modulations of an early ERP signal at study may result changes in an early ERP signal at test, in turn leading to better recognition-memory.
Topic Area: LONG-TERM MEMORY: Episodic