Encode a Letter and Get Its Location for Free? Assessing Incidental Binding of Verbal and Spatial Features.

binding short-term memory spatial verbal working memory

Journal

Brain sciences
ISSN: 2076-3425
Titre abrégé: Brain Sci
Pays: Switzerland
ID NLM: 101598646

Informations de publication

Date de publication:
24 May 2022
Historique:
received: 20 03 2022
revised: 28 04 2022
accepted: 05 05 2022
entrez: 24 6 2022
pubmed: 25 6 2022
medline: 25 6 2022
Statut: epublish

Résumé

Previous studies have demonstrated that when presented with a display of spatially arranged letters, participants seem to remember the letters' locations when letters are the focus of a recognition test, but do not remember letters' identity when locations are tested. This strong binding asymmetry suggests that encoding location may be obligatory when remembering letters, which requires explanation within theories of working memory. We report two studies in which participants focused either on remembering letters or locations for a short interval. At test, positive probes were either intact letter-location combinations or recombinations of an observed letter and another previously occupied location. Incidental binding is observed when intact probes are recognized more accurately or faster than recombined probes. Here, however, we observed no evidence of incidental binding of location to letter in either experiment, neither under conditions where participants focused on one feature exclusively for a block, nor where the to-be-remembered feature was revealed prior to encoding with a changing pre-cue, nor where the to-be-remembered feature was retro-cued and therefore unknown during encoding. Our results call into question the robustness of a strong, consistent binding asymmetry. They suggest that while incidental location-to-letter binding may sometimes occur, it is not obligatory.

Identifiants

pubmed: 35741572
pii: brainsci12060685
doi: 10.3390/brainsci12060685
pmc: PMC9221125
pii:
doi:

Types de publication

Journal Article

Langues

eng

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Auteurs

Molly A Delooze (MA)

School of Psychology, Cardiff University, 70 Park Place, Cardiff CF10 3AT, UK.

Naomi Langerock (N)

Faculty of Psychology and Science of Education, University of Geneva, Bureau 5158, 40 Boulevard Pont d'Arve, 1205 Genève, Switzerland.

Robin Macy (R)

School of Philosophy, Psychology and Language Sciences, University of Edinburgh, 3 Charles Street, Edinburgh EH8 9AD, UK.

Evie Vergauwe (E)

Faculty of Psychology and Science of Education, University of Geneva, Bureau 5158, 40 Boulevard Pont d'Arve, 1205 Genève, Switzerland.

Candice C Morey (CC)

School of Psychology, Cardiff University, 70 Park Place, Cardiff CF10 3AT, UK.

Classifications MeSH