Getting connected: Both associative and semantic links structure semantic memory for newly learned persons

Abstract

. (2015) 'Getting connected : both associative and semantic links structure semantic memory for newly learned persons.', Quarterly journal of experimental psychology., 68 (11). pp. 2131-2148.Further information on publisher's website:https://doi.org/10. 1080/17470218.2015.1008526 Publisher's copyright statement:This is an Accepted Manuscript of an article published by Taylor Francis Group in Quarterly journal of experimental psychology on 02/03/2015, available online at: http://www.tandfonline.com/10. 1080/17470218.2015.1008526 Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. 2 AbstractThe present study examined whether semantic memory for newly learnt people is structured by visual co-occurrence, shared semantics, or both. Participants were trained with pairs of simultaneously presented (i.e., co-occurring) pre-experimentally unfamiliar faces, which either did or did not share additionally provided semantic information (occupation, place of living etc.). Semantic information could also be shared between faces that did not cooccur. A subsequent priming experiment revealed faster responses for both co-occurrence/no shared semantics and no co-occurrence/shared semantics conditions, relative to an unrelated condition. Strikingly, priming was strongest in the co-occurrence/shared semantics condition, suggesting additive effects of these factors. Additional analysis of event-related brain potentials yielded priming in the N400 component only for combined effects of visual cooccurrence and shared semantics, with more positive amplitudes in this relative the unrelated condition. Overall, these findings suggest that both semantic relatedness and visual cooccurrence are important when novel information is integrated into person-related semantic memory.

Perceptual Expectations do not Modulate Image Repetition Effects as Measured by Event-Related Potentials

“…Later repetition effects between 375-537ms from stimulus onset differed in direction and topography to previously reported face repetition or semantic/categorical priming effects at similar latencies (e.g. Schweinberger et al, 2002;Wiese & Schweinberger, 2015). These repetition effects may index influences on local recurrent network activity, as found in macaque inferior temporal neurons (Kaliukhovich & Vogels, 2016) and in V1 (Patterson et al, 2013).…”

The N400 reveals how personal semantics is processed: Insights into the nature and organization of self-knowledge

“…Our work thus expands the pool of domains by which to study the nature and organization of self-knowledge and semantic memory. Moreover, it seems fruitful for future work to examine similarities and differences between the processing of self-knowledge and knowledge of individual people more generally, as ERP studies of person-specific processing have also reported both N400 (e.g., Wiese and Schweinberger, 2015) and LPC (Bartholow et al, 2001) effects.…”

Elements of person knowledge: Episodic recollection helps us to identify people but not to recognize their faces

“…Waveform modulations reported as N400 effects have been observed for familiar faces and argued to reflect access to semantic representations (Wiese and Schweinberger, 2015, Schweinberger, 1996; Schweinberger and Burton, 2003). Bruce and Young (1986) distinguish between visually-derived and identity-specific semantics, referring to information that is derived from a face without the face necessarily having to be identified, and the knowledge that supports person identification, respectively.…”