Relations between emotion, memory encoding, and time perception.

This study examined duration judgments for taboo and neutral words in prospective and retrospective timing tasks. In the prospective task, participants attended to time from the beginning and generated shorter duration estimates for taboo than neutral words and for words that they subsequently recalled in a surprise free recall task. These findings suggested that memory encoding took priority over estimating durations, directing attention away from time and causing better recall but shorter perceived durations for taboo than neutral words. However, in the retrospective task, participants only judged durations in a surprise test at the end, and their duration estimates were longer for taboo than neutral words. Present findings therefore suggest that the same emotion-linked memory encoding processes can cause underestimation of durations in prospective tasks but overestimation in retrospective tasks, as if emotion enhances recall of ongoing events but causes overestimation of the durations of those events in retrospect.

Creativity, Comprehension, Conversation and the Hippocampal Region: New Data and Theory.

Present findings indicate that hippocampal region (HR) damage impairs aspects of everyday language comprehension and production that require creativity ___ defined as the ability to form new internal representations that satisfy relevant constraints for being useful or valuable in the real world. In two studies, seventeen people participated in extensive face-to-face interviews: sixteen normal individuals and H.M., an amnesic with cerebellar and HR damage but virtually no neocortical damage. Study 1 demonstrated deficits in H.M.'s comprehension of creative but not routine aspects of the interviews ___ extending to the real world twelve prior demonstrations that H.M. understands routine but not novel aspects of experimentally constructed sentences, deficits that reflected his HR damage, but not his cerebellar damage, his explicit or declarative memory problems, inability to comprehend or recall the instructions, forgetting, poor visual acuity, motoric slowing, time pressure, deficits in visual scanning or attentional allocation, lack of motivation, and excessive memory load in the tasks. Study 2 demonstrated similar deficits in H.M.'s ability to produce creative but not routine aspects of conversational discourse, extending findings in five prior sentence production experiments to real-world creativity. We discuss conceptual frameworks for explaining relations between new-and-useful creativity and the HR.

Aging, Emotion, Attention, and Binding in the Taboo Stroop Task: Data and Theories.

How does aging impact relations between emotion, memory, and attention? To address this question, young and older adults named the font colors of taboo and neutral words, some of which recurred in the same font color or screen location throughout two color-naming experiments. The results indicated longer color-naming response times (RTs) for taboo than neutral base-words (taboo Stroop interference); better incidental recognition of colors and locations consistently associated with taboo versus neutral words (taboo context-memory enhancement); and greater speed-up in color-naming RTs with repetition of color-consistent than color-inconsistent taboo words, but no analogous speed-up with repetition of location-consistent or location-inconsistent taboo words (the consistency type by repetition interaction for taboo words). All three phenomena remained constant with aging, consistent with the transmission deficit hypothesis and binding theory, where familiar emotional words trigger age-invariant reactions for prioritizing the binding of contextual features to the source of emotion. Binding theory also accurately predicted the interaction between consistency type and repetition for taboo words. However, one or more aspects of these phenomena failed to support the inhibition deficit hypothesis, resource capacity theory, or socio-emotional selectivity theory. We conclude that binding theory warrants further test in a range of paradigms, and that relations between aging and emotion, memory, and attention may depend on whether the task and stimuli trigger fast-reaction, involuntary binding processes, as in the taboo Stroop paradigm.

Errors, error detection, error correction and hippocampal-region damage: data and theories.

This review and perspective article outlines 15 observational constraints on theories of errors, error detection, and error correction, and their relation to hippocampal-region (HR) damage. The core observations come from 10 studies with H.M., an amnesic with cerebellar and HR damage but virtually no neocortical damage. Three studies examined the detection of errors planted in visual scenes (e.g., a bird flying in a fish bowl in a school classroom) and sentences (e.g., I helped themselves to the birthday cake). In all three experiments, H.M. detected reliably fewer errors than carefully matched memory-normal controls. Other studies examined the detection and correction of self-produced errors, with controls for comprehension of the instructions, impaired visual acuity, temporal factors, motoric slowing, forgetting, excessive memory load, lack of motivation, and deficits in visual scanning or attention. In these studies, H.M. corrected reliably fewer errors than memory-normal and cerebellar controls, and his uncorrected errors in speech, object naming, and reading aloud exhibited two consistent features: omission and anomaly. For example, in sentence production tasks, H.M. omitted one or more words in uncorrected encoding errors that rendered his sentences anomalous (incoherent, incomplete, or ungrammatical) reliably more often than controls. Besides explaining these core findings, the theoretical principles discussed here explain H.M.'s retrograde amnesia for once familiar episodic and semantic information; his anterograde amnesia for novel information; his deficits in visual cognition, sentence comprehension, sentence production, sentence reading, and object naming; and effects of aging on his ability to read isolated low frequency words aloud. These theoretical principles also explain a wide range of other data on error detection and correction and generate new predictions for future test.

Compensating for Language Deficits in Amnesia I: H.M.'s Spared Retrieval Categories.

Three studies examined amnesic H.M.'s use of words, phrases, and propositions on the Test of Language Competence (TLC). In Study 1, H.M. used 19 lexical categories (e.g., common nouns, verbs) and one syntactic category (noun phrases) with the same relative frequency as memory-normal controls, he used no lexical or syntactic category with less-than-normal frequency, and he used proper names (e.g., Melanie) and coordinative conjunctions (e.g., and) with reliably greater-than-normal frequency. In Study 2, H.M. overused proper names relative to controls when answering episodic memory questions about childhood experiences in speech and writing, replicating and extending Study 1 results for proper names. Based on detailed analyses of the use (and misuse) of coordinating conjunctions on the TLC, Study 3 developed a syntax-level "compensation hypothesis" for explaining why H.M. overused coordinating conjunctions relative to controls in Study 1. Present results suggested that (a) frontal mechanisms for retrieving word-, phrase-, and propositional-categories are intact in H.M., unlike in category-specific aphasia, (b) using his intact retrieval mechanisms, H.M. has developed a never-previously-observed proposition-level free association strategy to compensate for the hippocampal region damage that has impaired his mechanisms for encoding novel linguistic structures, and (c) H.M.'s overuse of proper names warrants further research.

Compensating for Language Deficits in Amnesia II: H.M.'s Spared versus Impaired Encoding Categories.

Although amnesic H.M. typically could not recall where or when he met someone, he could recall their topics of conversation after long interference-filled delays, suggesting impaired encoding for some categories of novel events but not others. Similarly, H.M. successfully encoded into internal representations (sentence plans) some novel linguistic structures but not others in the present language production studies. For example, on the Test of Language Competence (TLC), H.M. produced uncorrected errors when encoding a wide range of novel linguistic structures, e.g., violating reliably more gender constraints than memory-normal controls when encoding referent-noun, pronoun-antecedent, and referent-pronoun anaphora, as when he erroneously and without correction used the gender-inappropriate pronoun "her" to refer to a man. In contrast, H.M. never violated corresponding referent-gender constraints for proper names, suggesting that his mechanisms for encoding proper name gender-agreement were intact. However, H.M. produced no more dysfluencies, off-topic comments, false starts, neologisms, or word and phonological sequencing errors than controls on the TLC. Present results suggest that: (a) frontal mechanisms for retrieving and sequencing word, phrase, and phonological categories are intact in H.M., unlike in category-specific aphasia; (b) encoding mechanisms in the hippocampal region are category-specific rather than item-specific, applying to, e.g., proper names rather than words; (c) H.M.'s category-specific mechanisms for encoding referents into words, phrases, and propositions are impaired, with the exception of referent gender, person, and number for encoding proper names; and (d) H.M. overuses his intact proper name encoding mechanisms to compensate for his impaired mechanisms for encoding other functionally equivalent linguistic information.

Speech errors of amnesic H.M.: unlike everyday slips-of-the-tongue.

Three language production studies indicate that amnesic H.M. produces speech errors unlike everyday slips-of-the-tongue. Study 1 was a naturalistic task: H.M. and six controls closely matched for age, education, background and IQ described what makes captioned cartoons funny. Nine judges rated the descriptions blind to speaker identity and gave reliably more negative ratings for coherence, vagueness, comprehensibility, grammaticality, and adequacy of humor-description for H.M. than the controls. Study 2 examined "major errors", a novel type of speech error that is uncorrected and reduces the coherence, grammaticality, accuracy and/or comprehensibility of an utterance. The results indicated that H.M. produced seven types of major errors reliably more often than controls: substitutions, omissions, additions, transpositions, reading errors, free associations, and accuracy errors. These results contradict recent claims that H.M. retains unconscious or implicit language abilities and produces spoken discourse that is "sophisticated," "intact" and "without major errors." Study 3 examined whether three classical types of errors (omissions, additions, and substitutions of words and phrases) differed for H.M. versus controls in basic nature and relative frequency by error type. The results indicated that omissions, and especially multi-word omissions, were relatively more common for H.M. than the controls; and substitutions violated the syntactic class regularity (whereby, e.g., nouns substitute with nouns but not verbs) relatively more often for H.M. than the controls. These results suggest that H.M.'s medial temporal lobe damage impaired his ability to rapidly form new connections between units in the cortex, a process necessary to form complete and coherent internal representations for novel sentence-level plans. In short, different brain mechanisms underlie H.M.'s major errors (which reflect incomplete and incoherent sentence-level plans) versus everyday slips-of-the tongue (which reflect errors in activating pre-planned units in fully intact sentence-level plans). Implications of the results of Studies 1-3 are discussed for systems theory, binding theory and relational memory theories.

Visual cognition in amnesic H.M.: selective deficits on the What's-Wrong-Here and Hidden-Figure tasks.

Two experiments compared the visual cognition performance of amnesic H.M. and memory-normal controls matched for age, background, intelligence, and education. In Experiment 1 H.M. exhibited deficits relative to the controls in detecting "erroneous objects" in complex visual scenes--for example, a bird flying inside a fishbowl. In Experiment 2 H.M. exhibited deficits relative to the controls in standard Hidden-Figure tasks when detecting unfamiliar targets but not when detecting familiar targets--for example, circles, squares, and right-angle triangles. H.M.'s visual cognition deficits were not due to his well-known problems in explicit learning and recall, inability to comprehend or remember the instructions, general slowness, motoric difficulties, low motivation, low IQ relative to the controls, or working-memory limitations. Parallels between H.M.'s selective deficits in visual cognition, language, and memory are discussed. These parallels contradict the standard "systems theory" account of H.M.'s condition but comport with the hypothesis that H.M. has difficulty representing unfamiliar but not familiar information in visual cognition, language, and memory. Implications of our results are discussed for binding theory and the ongoing debate over what counts as "memory" versus "not-memory."

Supra-normal age-linked retrograde amnesia: lessons from an older amnesic (H.M.).

MacKay and James (2001) demonstrated greater-than-normal retrograde amnesia (RA) for lexical-semantic information in amnesic H.M., a deficit that worsened with aging or represented supranormal age-linked RA (SARA). The present experiments extend these earlier observations to new types of information. Experiment 1 participants (H.M. and carefully matched memory-normal controls) named pictures on the Boston Naming Test and H.M. correctly named reliably fewer pictures with low frequency names, he produced unusual naming errors, and he benefited reliably less than the controls from phonological cues to the target word. Experiment 2 participants recalled irregularly-spelled aspects of familiar words in a two-choice recognition memory task and H.M. chose the correct spelling reliably less often than the controls. Experiment 3 participants read low frequency words aloud at age 73 and H.M. produced reliably more reading errors than the controls. Results of all three experiments indicate supranormal RA (SRA) for information once familiar to H.M. and comparisons with earlier studies using similar or identical stimuli indicated that H.M.'s SRA has worsened with aging from 1980 to 1999. In short, H.M. exhibits SARA for phonological and orthographic information, consistent with the MacKay and James results and with interactions between aging and amnesia predicted under binding theory.

Amnesic H.M.'s performance on the language competence test: parallel deficits in memory and sentence production.

To test conflicting hypotheses regarding amnesic H.M.'s language abilities, this study examined H.M.'s sentence production on the Language Competence Test (Wiig & Secord, 1988). The task for H.M. and 8 education-, age-, and IQ-matched controls was to describe pictures using a single grammatical sentence containing prespecified target words. The results indicated selective deficits in H.M.'s picture descriptions: H.M. produced fewer single grammatical sentences, included fewer target words, and described the pictures less completely and accurately than did the controls. However, H.M.'s deficits diminished with repeated processing of unfamiliar stimuli and disappeared for familiar stimuli-effects that help explain why other researchers have concluded that H.M.'s language production is intact. Besides resolving the conflicting hypotheses, present results replicated other well-controlled sentence production results and indicated that H.M.'s language and memory exhibit parallel deficits and sparing. Present results comport in detail with binding theory but pose problems for current systems theories of H.M.'s condition.

New age-linked asymmetries: aging and the processing of familiar versus novel language on the input versus output side.

This research demonstrates 3 new age-linked asymmetries between identifying versus retrieving phonological information. Young and older adults read aloud familiar isolated words (e.g., mind) and novel pseudowords (e.g., mond) in a production task and identified lexical status for identical stimuli in a comprehension task. Young adults made fewer errors than older adults in production but not comprehension (an age-related input-output asymmetry), and they produced pseudowords but not words with fewer errors than older adults (a lexical-status asymmetry). The lexical-status asymmetry also occurred for response onset times but not for output durations (an onset-output asymmetry). All 3 asymmetries were predicted under the transmission deficit hypothesis (D. G. MacKay & D. M. Burke, 1990) but contradict theories such as general slowing that cannot explain why aging affects some types of information processing more than others.

Does emotion help or hinder immediate memory? Arousal versus priority-binding mechanisms.

People recall taboo words better than neutral words in many experimental contexts. The present rapid serial visual presentation (RSVP) experiments demonstrated this taboo-superiority effect for immediate recall of mixed lists containing taboo and neutral words matched for familiarity, length, and category coherence. Under binding theory (MacKay et al., 2004), taboo superiority reflects an interference effect: Because the emotional reaction system prioritizes binding mechanisms for linking the source of an emotion to its context, taboo words capture the mechanisms for encoding list context in mixed lists, impairing the encoding of adjacent neutral words when RSVP rates are sufficiently rapid. However, for pure or unmixed lists, binding theory predicted no better recall of taboo-only than of neutral-only lists at fast or slow rates. Present results supported this prediction, suggesting that taboo superiority in immediate recall reflects context-specific binding processes, rather than context-free arousal effects, or emotion-linked differences in rehearsal, processing time, output interference, time-based decay, or guessing biases.

Relations between emotion, illusory word perception, and orthographic repetition blindness: tests of binding theory.

This study reports effects of meaning and emotion (taboo vs. neutral words) on an illusory word (IW) phenomenon linked to orthographic repetition blindness (RB). Participants immediately recalled rapid serial visual presentation (RSVP) lists consisting of two critical words (C1 and C2) containing shared letters, followed by a word fragment: for example, lake (C1) brake (C2) ush (fragment). For neutral critical words, participants often recalled C1, but not C2 or the fragment, reporting instead a nonoccurring or illusory word: here, brush (a blend of C2 and the fragment). Forward RB (defined as reduced report of orthographically similar C2s) was more common for neutral than for taboo C2s, and taboo IWs were reported significantly more often than were neutral IWs. Moreover, when both C2 and the potential IW were taboo, a new phenomenon emerged: Participants reliably reported both the IW and the intact C2. These and other results supported a binding theory of the IW phenomenon and orthographic RB.

Emotion, memory, and attention in the taboo Stroop paradigm.

This study tested the binding hypothesis: that emotional reactions trigger binding mechanisms that link an emotional event to salient contextual features such as event location, a frequently recalled aspect of naturally occurring flash-bulb memories. Our emotional events were taboo words in a Stroop color-naming task, and event location was manipulated by presenting the words in different task-irrelevant screen locations. Seventy-two participants named the font color of taboo and neutral words, with instructions to ignore word meaning; in one condition, several words were location consistent (i.e., always occupied the same screen location), whereas in another condition, several colors were location consistent. Then, in a surprise recognition memory test, participants recalled the locations of location-consistent words or colors. Although attention enhanced overall location memory for colors (the attended dimension during color naming), emotion (taboo vs. neutral words) enhanced location memory for words but not colors. These results support the binding hypothesis but contradict the hypothesis that emotional events induce image-like memories more often than non-emotional events.

Relations between emotion, memory, and attention: evidence from taboo stroop, lexical decision, and immediate memory tasks.

This article reports five experiments demonstrating theoretically coherent effects of emotion on memory and attention. Experiments 1-3 demonstrated three taboo Stroop effects that occur when people name the color of taboo words. One effect is longer color-naming times for taboo than for neutral words, an effect that diminishes with word repetition. The second effect is superior recall of taboo words in surprise memory tests following color naming. The third effect is better recognition memory for colors consistently associated with taboo words rather than with neutral words. None of these effects was due to retrieval factors, attentional disengagement processes, response inhibition, or strategic attention shifts. Experiments 4 and 5 demonstrated that taboo words impair immediate recall of the preceding and succeeding words in rapidly presented lists but do not impair lexical decision times. We argue that taboo words trigger specific emotional reactions that facilitate the binding of taboo word meaning to salient contextual aspects, such as occurrence in a task and font color in taboo Stroop tasks.

Sequencing, speech production, and selective effects of aging on phonological and morphological speech errors.

To test age-linked predictions of node structure theory (NST) and other theories, young and older adults performed a task that elicited large numbers of phonological and morphological speech errors. Stimuli were visually presented words containing either /p/ or /b/, and participants changed the /p/ to /b/ or vice versa and produced the resulting word as quickly as possible. For example, the correct response was "bunk" for the stimulus PUNK, and "ripped" for RIBBED. Consistent with NST predictions, the elicited speech errors exhibited selective effects of aging. Some error types decreased with aging. For example, young adults produced more nonsequential substitution errors (as a percentage of total errors) than older adults (e.g., intended bills misproduced as "gills"). However, other error types remained constant or increased with aging. For example, older adults produced more omission errors than young adults, especially omissions involving inflectional endings (e.g. intended ripped misproduced as "np"). In addition, older adults exhibited special difficulties with 2 types of phonological and morphological sequencing processes.