“…Previous retrieval orientation studies showed more negative ERPs to new items in conditions that were characterized by incongruent study and test formats (e.g. pictures and words), as compared to conditions in which study and test formats were the same (Halsband, Ferdinand, Bridger, & Mecklinger, 2012;Herron & Rugg, 2003;Hornberger, Morcom, & Rugg, 2004;Robb & Rugg, 2002;Stenberg, Johansson, & Rosén, 2006). It has been suggested that the more negative ERPs in case of study-test incongruence reflect processing differences necessary to maximize overlap between cue and memory representations; in particular, the differential reliance on semantic/conceptual information derived from retrieval cues was proposed to play a major role (Hornberger et al, 2004).…”