Browsing by Author "McDermott, K. B."
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Item Are There Multiple Kinds of Episodic Memory? An fMRI Investigation Comparing Autobiographical and Recognition Memory Tasks(Society for Neuroscience, 2018-08-20) Chen, H. -Y; Gilmore, A. W.; Nelson, Steven M.; McDermott, K. B.; Nelson, Steven M.What brain regions underlie retrieval from episodic memory? The bulk of research addressing this question with fMRI has relied upon recognition memory for materials encoded within the laboratory. Another, less dominant tradition has used autobiographical methods, whereby people recall events from their lifetime, often after being cued with words or pictures. The current study addresses how the neural substrates of successful memory retrieval differed as a function of the targeted memory when the experimental parameters were held constant in the two conditions (except for instructions). Human participants studied a set of scenes and then took two types of memory test while undergoing fMRI scanning. In one condition (the picture memory test), participants reported for each scene (32 studied, 64 nonstudied) whether it was recollected from the prior study episode. In a second condition (the life memory test), participants reported for each scene (32 studied, 64 nonstudied) whether it reminded them of a specific event from their preexperimental lifetime. An examination of successful retrieval (yes responses) for recently studied scenes for the two test types revealed pronounced differences; that is, autobiographical retrieval instantiated with the life memory test preferentially activated the default mode network, whereas hits in the picture memory test preferentially engaged the parietal memory network as well as portions of the frontoparietal control network. When experimental cueing parameters are held constant, the neural underpinnings of successful memory retrieval differ when remembering life events and recently learned events.Item High-Fidelity Mapping of Repetition-Related Changes in the Parietal Memory Network(Elsevier Inc., 2019-06-05) Gilmore, A. W.; Nelson, Steven M.; Laumann, T. O.; Gordon, Evan M.; Berg, J. J.; Greene, D. J.; Gratton, C.; Nguyen, A. L.; Ortega, M.; Hoyt, C. R.; Coalson, R. S.; Schlaggar, B. L.; Petersen, S. E.; Dosenbach, N. U. F.; McDermott, K. B.; Nelson, Steven M.; Gordon, Evan M.fMRI studies of human memory have identified a “parietal memory network” (PMN) that displays distinct responses to novel and familiar stimuli, typically deactivating during initial encoding but robustly activating during retrieval. The small size of PMN regions, combined with their proximity to the neighboring default mode network, makes a targeted assessment of their responses in highly sampled subjects important for understanding information processing within the network. Here, we describe an experiment in which participants made semantic decisions about repeatedly-presented stimuli, assessing PMN BOLD responses as items transitioned from experimentally novel to repeated. Data are from the highly-sampled subjects in the Midnight Scan Club dataset, enabling a characterization of BOLD responses at both the group and single-subject level. Across all analyses, PMN regions deactivated in response to novel stimuli and displayed changes in BOLD activity across presentations, but did not significantly activate to repeated items. Results support only a portion of initially hypothesized effects, in particular suggesting that novelty-related deactivations may be less susceptible to attentional/task manipulations than are repetition-related activations within the network. This in turn suggests that novelty and familiarity may be processed as separable entities within the PMN. © 2019 The AuthorsItem Learning Efficiency: Identifying Individual Differences in Learning Rate and Retention in Healthy Adults(Sage Publications Inc.) Zerr, C. L.; Berg, J. J.; Nelson, Steven M.; Fishell, A. K.; Savalia, Neil K.; McDermott, K. B.; Nelson, Steven M.; Savalia, Neil K.People differ in how quickly they learn information and how long they remember it, yet individual differences in learning abilities within healthy adults have been relatively neglected. In two studies, we examined the relation between learning rate and subsequent retention using a new foreign-language paired-associates task (the learning-efficiency task), which was designed to eliminate ceiling effects that often accompany standardized tests of learning and memory in healthy adults. A key finding was that quicker learners were also more durable learners (i.e., exhibited better retention across a delay), despite studying the material for less time. Additionally, measures of learning and memory from this task were reliable in Study 1 (N = 281) across 30 hr and Study 2 (N = 92; follow-up n = 46) across 3 years. We conclude that people vary in how efficiently they learn, and we describe a reliable and valid method for assessing learning efficiency within healthy adults.