Does context matter for memory? Testing the effectiveness of learning by imagining situated interactions with objects.

Mounting evidence supports the efficacy of mental imagery for verbal information retention. Motor imagery, imagining oneself interacting physically with the object to be learned, emerges as an optimal form compared to less physically engaging imagery. Yet, when engaging in mental imagery, it occurs within a specific context that may affect imagined actions and consequently impact the mnemonic benefits of mental imagery. In a first study, participants were given instructions for incidental learning: mental rehearsal, visual imagery, motor imagery or situated motor imagery. The latter, which involved imagining physical interaction with an item within a coherent situation, produced the highest proportion of correct recalls. This highlights memory's role in supporting situated actions and offers the possibility for further developing the mnemonic potential of embodied mental imagery. Furthermore, item-level analysis showed that individuals who engaged in situated motor imagery remembered words primarily due to the sensorimotor characteristics of the words' referent. A second study investigating the role of inter-item distinctiveness in this effect failed to determine the extent to which the situational and motor elements need to be distinctive in order to be considered useful retrieval cues and produce an optimal memory performance.

Toward Optimal Learning of the Gesture in Laparoscopic Surgery: Methodology and Performance.

Classical surgical education has to face both a forensic reality and a technical issue: to train a learner in more complex techniques in an increasingly short time. Moreover, surgical training is still based on an empirical hierarchical relationship in which learners must reproduce a sequence of actions in a situation of strong emotional pressure. However, the effectiveness of learning and its quality are linked to the emotional states in which learners find themselves. Among these emotions, epistemic confusion can be found that arises in complex learning situations where there is a cognitive imbalance related to the comprehension of the task, and which results from a rupture between the pre-established patterns of the learner and the new learning task. Although one knows that confusion can have a beneficial or a negative impact on learning, depending on whether it is well regulated or not, the factors that can influence it positively are still poorly understood. Thus, the objective of this experiment is to assess the impact of confusion on the learning of a surgical procedure in an augmented reality context and to determine if this impact varies according to the feedback given to the learners and according to the occurrence of disruptive events. Medical externs were recruited (N = 15) who were required to perform a suturing task on a simulator and whose performance was measured using a Motion Capture (MoCap) system. Even though the statistical analyzes did not allow a conclusion to be reached, the protocol already established makes it possible to consider a longer-term study that will allow (by increasing the number of sessions and the number of participants) more significant results to be obtained in order to develop new surgical learning protocols. This preliminary study opens a new field of research on the influence of epistemic emotions, and more particularly of confusion, which is likely to upset traditional surgical teaching, and is based on negative conditioning and strong emotions with negative valence as well as stress and coercion.

Embodied mental imagery improves memory.

According to embodied cognition theory, cognitive processes are grounded in sensory, motor, and emotional systems. This theory supports the idea that language comprehension and access to memory are based on sensorimotor mental simulations, which does indeed explain experimental results for visual imagery. These results show that word memorisation is improved when the individual actively simulates the visual characteristics of the object to be learned. Very few studies, however, have investigated the effectiveness of more embodied mental simulations, that is, simulating both the sensory and motor aspects of the object (i.e., motor imagery) from a first-person perspective. The recall performances of 83 adults were analysed in 4 different conditions: mental rehearsal, visual imagery, third-person motor imagery, and first-person motor imagery. Results revealed a memory efficiency gradient running from low-embodiment strategies (i.e., involving poor perceptual and/or motor simulation) to high-embodiment strategies (i.e., rich simulation in the sensory and motor systems involved in interactions with the object). However, the benefit of engaging in motor imagery, as opposed to purely visual imagery, was only observed when participants adopted the first-person perspective. Surprisingly, visual and motor imagery vividness seemed to play a negligible role in this effect of the sensorimotor grounding of mental imagery on memory efficiency.

Enhancing Older Drivers' Safety: On Effects Induced by Stereotype Threat to Older Adults' Driving Performance, Working Memory and Self-Regulation.

In a study concerned with driving behaviors of older drivers (mean age 70 years) in a driving simulator, our findings indicate that telling older drivers that they are more at risk of accidents because of their age and their driving performance-related decline (i.e., exposing them to a stereotype threat concerning older drivers) severely impairs their self-regulatory skills. Moreover, our results show that this is at least partly due to exhaustion of the executive resources (older drivers under stereotype threat tended to contradict the stereotype of being slow by driving faster), appearing also through working memory overload (older drivers under stereotype threat performed markedly less well in a modular arithmetic task than drivers in the control condition). We thus complete the existing evidence that older drivers' performance may be affected by socially-grounded factors, suggesting that simply being investigated may be enough to tax many capabilities in older people. We also propose that stereotype threat might be at least a partial explanation for why older drivers sometimes have poorer self-regulation performances after attending rehabilitation programs designed to make older drivers safer ones.

Naturalistic conversation improves daytime motorway driving performance under a benzodiazepine: a randomised, crossover, double-blind, placebo-controlled study.

The adverse effects of benzodiazepines on driving are widely recognised. The aims of this study were both to determine the impact of naturalistic conversation on the driving ability of drivers under a benzodiazepine, and to measure the accuracy of drivers' assessments of the joint effects of the benzodiazepine and conversation. Sixteen healthy male participants (29.69 ± 3.30 years) underwent a randomised, crossover, double-blind, placebo-controlled study with the benzodiazepine lorazepam (2mg). They drove 200 km (125 miles) on a motorway in the morning. We measured two driving ability-related variables (i.e., lane-keeping performance), and collected a set of self-assessed variables (i.e., self-assessment of driving performance) during two 10-min sequences of interest (no conversation vs. conversation). An analysis of variance revealed an interaction whereby lane-keeping performance under lorazepam was worse in the no-conversation condition than in the conversation condition. No such difference was detected under placebo. Pearson's correlation coefficients revealed that self-assessments were (i) not at all predictive of lane-keeping when performed before the drive, but (ii) moderately predictive of lane-keeping performance when performed during or after the drive. We conclude that conversation with a passenger may contribute to safer lane-keeping when driving under a benzodiazepine. Moreover, a degree of awareness may be attained after some experience of driving under the influence of this type of medication.

Memory monitoring and memory control in patients suffering from obstructive sleep apnoea syndrome.

Patients with obstructive sleep apnoea syndrome exhibit memory deficit. The present study looked at whether this deficit is related to impaired memory monitoring and/or memory control. Here 25 patients and 26 healthy controls performed a paired-associate learning task. After participants had made a judgement of learning for each pair and performed an initial recall test they were free to restudy any items they wished, for as long or little as they wished, within a 5-minute period. They then performed a second recall test. Monitoring and control processes were assessed on the basis of judgements of learning, item selection, and study-time allocation. In spite of their memory impairment, patients accurately predicted their recall. For the restudy phase patients preferentially selected the judged-easy items, while controls selected the judged-difficult items. However, all the participants allocated more restudy time to the judged-difficult items than to the judged-easy ones. There were no significant correlations between memory performance, metamemory processes, and clinical measures (i.e., subjective sleepiness, subjective sleep quality, anxiety, and depression scores). Results suggested that both memory monitoring and memory control were preserved in our sample of patients with obstructive sleep apnoea.

Lorazepam impairs highway driving performance more than heavy alcohol consumption.

While research indicates that benzodiazepine (BZD)-like drugs impair driving performance, it remains unclear (i) how far BZDs affect lane-keeping performance, compared with alcohol and (ii) to what extent this impact can realistically be measured in a simulated environment. To clarify these issues, 16 healthy male drivers who had never previously taken BZDs underwent a randomized, crossover, double-blind, placebo-controlled driving paradigm (with the BZD lorazepam) in both real-world and simulated settings. Two lane-keeping variables, namely inappropriate line crossings (ILCs) and standard deviation of lateral position (SDLP), were recorded during the driving sessions. Analyses revealed that (i) a single lorazepam dose (2 mg given by mouth) caused higher SDLP increases than a blood alcohol concentration of above 0.05%, and that (ii) this BZD effect was amplified in the simulated driving setting, mainly for ILCs. As a consequence, we recommend that physicians be made more aware of BZD-related risks and that researchers make a clear distinction between the effects of BZD intake per se and the impact of simulated driving settings.

Older drivers' self-regulation: discrepancy reduction or region of proximal learning?

We examined older adults' self-regulation within the region of proximal learning (RPL) framework. Younger and older drivers completed four circuits of increasing difficulty in a driving simulator and were then given a limited amount of time to train for a test. Although older drivers chose to train on easier circuits than younger ones, both age groups focused on the easier circuits first, only moving to the more difficult ones later. They were thus equally able to identify their RPL. This framework appears to apply beyond the obvious scope of metamemory and provides a behavioral assessment of self-regulation in driving settings.

Metamemory knowledge and beliefs in patients with schizophrenia and how these relate to objective cognitive abilities.

Subjective reports and theories about memory may have an influence on other beliefs and behaviours. Patients with schizophrenia suffer a wide range of deficits affecting their awareness of daily life, including memory. With the Metamemory Inventory in Adulthood (MIA) we ascertained patients' memory knowledge and thoughts about their own cognitive capacities and about several aspects of cognitive functioning: personal capacities, knowledge of processes, use of strategies, perceived change with ageing, anxiety, motivation and mastery. The participants' ratings were correlated with their intellectual, cognitive and psychiatric data. Patients felt they had a lower capacity and marginally lower mastery over their memory than comparison subjects. They reported less recourse to strategies, and higher levels of memory-related anxiety. However, their knowledge of basic memory processes, motivation to succeed, and perception of ageing effects were similar. So patients with schizophrenia do not suffer a general and non specific impairment of their metacognitive knowledge.

Metamemory beliefs and episodic memory in obstructive sleep apnea syndrome.

This study assessed metamemory and its role in actual episodic memory performance in 26 patients with obstructive sleep apnea syndrome and 27 healthy controls. Metamemory knowledge and memory beliefs were assessed using the Metamemory Inventory in Adulthood. Episodic memory performance was investigated with the Remember/Know paradigm. Subjective sleepiness was evaluated. Patients underwent a polysomnographic assessment. In contrast to the control group's more stable memory beliefs, patients self-assessed their memory as declining across time, and felt more anxious about their memory. There was only a modest difference between patients' self-perceptions of their memory capacities and those of the control group, but patients' actual memory performance was strongly disturbed. While the latter was significantly correlated with severity of obstructive sleep apnea, scores on the Metamemory Inventory in Adulthood scales were not correlated with physiological measures, subjective sleepiness, or episodic memory performance. Obstructive sleep apnea may affect prefrontal cortex functioning and hence the ability to assess one's own memory impairment.

Knowledge accessibility, achievement goals, and memory strategy maintenance.

BACKGROUND: An important aim of educational psychology is to account for the difficulties in cognitive strategy maintenance. Possible explanations may be found in developmental studies concerning the interdependence of knowledge accessibility and strategy use, and in current achievement goal models which assume that individuals with a learning goal use deeper strategies than those with a performance goal. AIMS: The purpose of this study was to examine how knowledge accessibility and achievement goals separately or conjointly affect the maintenance of a categorization strategy, recall performance, and perception of the strategy (utility, difficulty, effort) in a free recall task. SAMPLE: Participants were 93 first-year students from a human science university in France. METHOD: In the first phase, the students were taught how to use a categorization strategy in a recall task involving highly accessible (typical) items. In a subsequent transfer task, the same students were assigned to one of four experimental conditions where they were asked to recall a typical or atypical list and where a learning or performance goal was induced. RESULTS: Analysis showed that whatever the typicality of the list, a learning goal promoted maintenance of the categorization strategy, and of perception of its utility. Performance goal participants only maintained this strategy and its perceptions on typical lists, while on atypical lists they display less clustering and found the strategy less useful. CONCLUSION: Results suggest that maintenance of a cognitive strategy is facilitated when there is compatibility between a performance goal and the task demands, or when the participants are learning-goal oriented.