Memory & Cognition最新文献

Memory for words that are drawn or sketched by the participant, rather than written, during encoding is typically superior. While this drawing benefit has been reliably demonstrated in recent years, there has yet to be an investigation of its neural basis. Here, we asked participants to either create drawings, repeatedly write, or list physical characteristics depicting each target word during encoding. Participants then completed a recognition memory test for target words while undergoing functional magnetic resonance imaging (fMRI). Behavioural results showed memory was significantly higher for words drawn than written, replicating the typical drawing effect. Memory for words whose physical characteristics were listed at encoding was also higher than for those written repeatedly, but lower than for those drawn. Voxel-wise analyses of fMRI data revealed two distributed sets of brain regions more active for items drawn relative to written, the left angular gyrus (BA 39) and bilateral frontal (BA 10) regions, suggesting integration and self-referential processing during retrieval of drawn words. Brain-behaviour correlation analyses showed that the size of one's memory benefit for words drawn relative to written at encoding was positively correlated with activation in brain regions linked to visual representation and imagery (BA 17 and cuneus) and motor planning (premotor and supplementary motor areas; BA 6). This study suggests that drawing benefits memory by coactivating multiple sensory traces. Target words drawn during encoding are subsequently remembered by re-engaging visual, motoric, and semantic representations.

Neuropsychological evidence suggests that visuospatial memory is subserved by two separable processing systems, with dorsal underpinnings for global form and ventral underpinnings for the integration of part elements. Previous drawing studies have explored the effects of Gestalt organisation upon memory for hierarchical stimuli, and we here present an exploratory study of an apraxic dorsal stream patient's (MH) performance. We presented MH with a stimulus set (previously reported by Riddoch et al., Cognitive Neuropsychology, 20(7), 641-671, 2003) and devised a novel quantitative scoring system to obtain a finer grain of insight into performance. Stimuli possessed either good or poor Gestalt qualities and were reproduced in a copy condition and two visual memory conditions (with unlimited viewing before the model was removed, or with 3 s viewing). MH's copying performance was impaired in comparison to younger adult and age-matched older adult controls, with a variety of errors at the local level but relatively few at the global level. However, his performance in the visual memory conditions revealed impairments at the global level. For all participants, drawing errors were modulated by the Gestalt qualities of the stimuli, with accuracy at the global and local levels being lesser for poor global stimuli in all conditions. These data extend previous observations of this patient, and support theories that posit interaction between dorsal and ventral streams in the representation of hierarchical stimuli. We discuss the implications of these findings for our understanding of visuospatial memory in neurological patients, and also evaluate the application of quantitative metrics to the interpretation of drawings.

There is an ongoing debate in the scientific community regarding the nature and role of the mental representations involved in solving arithmetic word problems. In this study, we took a closer look at the interplay between mental representations, drawing production, and strategy choice. We used dual-strategy isomorphic word problems sharing the same mathematical structure, but differing in the entities they mentioned in their problem statement. Due to the non-mathematical knowledge attached to these entities, some problems were believed to lead to a specific (cardinal) encoding compatible with one solving strategy, whereas other problems were thought to foster a different (ordinal) encoding compatible with the other solving strategy. We asked 59 children and 52 adults to solve 12 of those arithmetic word problems and to make a diagram of each problem. We hypothesized that the diagrams of both groups would display prototypical features indicating either a cardinal representation or an ordinal representation, depending on the entities mentioned in the problem statement. Joint analysis of the drawing task and the problem-solving task showed that the cardinal and ordinal features of the diagrams are linked with the hypothesized semantic properties of the problems and, crucially, with the choice of one solving strategy over another. We showed that regardless of their experience, participants' strategy use depends on their problem representation, which is influenced by the non-mathematical information in the problem statement, as revealed in their diagrams. We discuss the relevance of drawing tasks for investigating mental representations and fostering mathematical development in school.

Origami, drawing and colouring are artistic activities that can be beneficial for cognitive abilities or emotional well-being. However, there is a lack of studies that would investigate and compare these activities and their effects within the spatial abilities' domain. The aim of this study was to investigate if and how participating in three artistic activities-colouring, drawing or origami-can enhance spatial abilities. A total of 73 young adults participated in one of the three activities organized as a 7-session training, distributed every third day. Measures of spatial abilities (Spatial Reconstruction Task [SRT]), Mental Rotation Task [MRT]), Santa Barbara Solids Task [SBST]), and Corsi Block Tapping Task [Corsi]) were administered before (pretest) and after (posttest) the training, as well as at the 6-month follow-up). The Intrinsic Motivation Inventory (IMI) was administered at the posttest. The results showed no significant interaction between the training group and the measurement time point for the spatial ability tasks. Nevertheless, effect sizes at posttest favor origami and drawing in enhancing more complex spatial abilities (MRT for origami and drawing; SBST for origami; Corsi for drawing), and colouring in strengthening spatial perception (SRT). Some effects have remained for a longer period of time. Origami led to a greater pressure and tension, and colouring to higher interest and enjoyment. These results suggest that artistic activities can potentially contribute to the strengthening of spatial abilities, but it is advised to presented them in a way that reduces frustration and increase participant's enjoyment.

This article investigates children's graphic representation of two complex motor skills, snowboarding and aikido, from the perspective of drawing flexibility research. In particular, the role of working memory capacity in the development of drawing flexibility is examined. A total of 127 children in the age range 5.7-11.9 years were shown short videos of snowboarding and aikido and were required to make drawings of them. In addition, participants were administered Goodenough's Draw-a-man Test (that measures the ability to draw detail and proportion in the human figure) and two working memory tests (the Mr. Cucumber test and the Backward Digit Span). The snowboarding and aikido drawings were scored for 19 or 13 features, respectively, on which they could differ from the participant's standard drawing of a person. The snowboarding and aikido scores were correlated, also controlling for age and Draw-a-man scores, indicating a common variance for drawing flexibility. The drawing flexibility scores increased with age, and were correlated with working memory capacity, also controlling for age and Draw-a-man scores. These results are consistent with a neo-Piagetian model of drawing flexibility development. Detailed analyses are also provided on children's production of stick figures and "transparencies," and on the relation of each single modified feature with age and working memory capacity.

Transformative experiences in an individual's life have a lasting impact on identity, belief system, and values. At the core of these experiences is the complex emotion of awe that promotes learning, making it worthwhile to study from an educational point of view. Drawing studies may provide a useful measure of awe in children-one that is more intuitive and attractive than questionnaires alone. Previous studies conducted with adults indicated that the diminished self, associated with transformative experiences, manifests in an actual decrease in size for figures representing the self in drawings. In the current study, self-representation was investigated in drawings of 10- to 12-year-old primary school children within the context of an immersive virtual reality (VR) experience that elicits the overview effect, known to lead to an intense apperception of awe. We did not replicate the adult findings regarding self-size in this younger age group. However, details and complexity in children's drawings appeared to be impacted by the awe-elicitation procedure in VR. These elements subsequently correlated to learning gains instead of the overview effect, indicating that this measure could be linked to cognitive ability. The findings of the current study contribute to a better understanding of how drawings reflect self-transcendental experiences; however, they also reveal that in younger age groups, they are not necessarily reflected in decreased self-size.

Semantic dementia (SD) is characterized by progressive impairment in conceptual knowledge due to anterior temporal lobe (ATL) neurodegeneration. Extended neuropsychological assessments can quantitatively demonstrate the semantic impairment, but this graded loss of knowledge can also be readily observed in the qualitative observation of patients' recall of single concepts. Here, we present the results of a simple task of object drawing-from-name, by patients with SD (N = 19), who have isolated atrophy of the ATL bilaterally. Both cross-sectionally and longitudinally, patient drawings demonstrated a pattern of degradation in which rare and distinctive features (such as the hump on a camel) were lost earliest in disease course, and there was an increase in the intrusion of prototypical features (such as the typical small ears of most mammals on an elephant) with more advanced disease. Crucially, patient drawings showed a continuum of conceptual knowledge loss rather than a binary 'present' or 'absent' state. Overall, we demonstrate that qualitative evaluation of line drawings of animals and objects provides fascinating insights into the transmodal semantic deficit in SD. Our results are consistent with a distributed-plus-hub model of semantic memory. The graded nature of the deficit in semantic performance observed in our subset of longitudinally observed patients suggests that the temporal lobe binds feature-based semantic attributes in its central convergence zone.

Artists and laypeople differ in their ability to create drawings. Previous research has shown that artists have improved memory performance during drawing; however, it is unclear whether they have better visual memory after the drawing is finished. In this paper, we focused on the question of differences in visual memory between art students and the general population in two studies. In Study 1, both groups studied a set of images and later drew them in a surprise visual recall test. In Study 2, the drawings from Study 1 were evaluated by a different set of raters based on their drawing quality and similarity to the original image to link drawing evaluations with memory performance for both groups. We found that both groups showed comparable visual recognition memory performance; however, the artist group showed increased recall memory performance. Moreover, they produced drawings that were both better quality and more similar to the original image. Individually, participants whose drawings were rated as better showed higher recognition accuracy. Results from Study 2 also have practical implications for the usage of drawing as a tool for measuring free recall - the majority of the drawings were recognizable, and raters showed a high level of consistency during their evaluation of the drawings. Taken together, we found that artists have better visual recall memory than laypeople.

Humans' ability to draw faces accurately from memory is extremely rare. One source of difficulty is the drawing process itself, which requires converting a complex, three-dimensional mental representation to a two-dimensional drawing. To simplify the drawing process and more directly assess people's recall of faces, we used the Parameterized Face Drawing (PFD) model (Day & Davidenko, Visual Cognition, 26(2), 89-99, 2018; Day & Davidenko, Journal of Vision, 19(11):7, 1-12, 2019) to generate simplified face stimuli that non-artists could draw. In Experiment 1, participants (N = 37) completed a sequential drawing-by-copying task in which they were given 60 s to draw each of 18 target faces by copying them using a stylus on a touchscreen. Following each drawing, participants were prompted to label a set of 20 key points on their drawing based on a reference face, which were used to compute the drawing's accuracy. In Experiment 2, participants (N = 22) observed each target face for 15 s and were then given 60 s to draw it from memory. In Experiment 1, the accuracy of drawings improved slightly over the course of the 18 trials, although most of the improvement occurred during the first few trials. In Experiment 2 (drawing-from-memory), there was no evidence of improvement, although the null results are tentative given the small sample size. Despite weak evidence of learning, participants' drawings captured the likeness of the target faces significantly better than chance. We discuss implications of these findings for the use of drawing as a method of face recall.

The hippocampus plays a critical role in the formation of declarative memories, and hippocampal damage leads to significant impairments in new memory formation. Drawing can serve as a form of multi-modal encoding that improves declarative memory performance relative to other multimodal encoding strategies such as writing. We examined whether, and to what extent, patients with hippocampal damage could benefit from the mnemonic strategy of drawing. Three patients with focal hippocampal damage, and one patient with both hippocampal and cortical lesions, in addition to 22 age-, sex-, and education-matched controls, were shown a list of words one at a time during encoding and instructed to either draw a picture or repeatedly write each word for 40 s. Following a brief filled delay, free recall and recognition memory for words from both encoding trial types were assessed. Controls showed enhanced recall and recognition memory for words drawn versus those that were written, an effect that was even more pronounced in patients with focal hippocampal damage. By contrast, the patient with both hippocampal and cortical lesions showed no drawing-mediated boost in either recall or recognition memory. These findings demonstrate that drawing is an effective encoding strategy, likely accruing from the engagement of extra-hippocampal processes including the integration of cortical-based motor, visual, and semantic processing, enabling more elaborative encoding.