Abstract
Prior animal and human studies have shown that post-encoding reinstatement plays an important role in organizing the temporal sequence of unfolding episodes in memory. Here, we investigated whether post-encoding reinstatement serves to promote the encoding of “one-shot” episodic learning beyond the temporal structure in humans. In Experiment 1, participants encoded sequences of pictures depicting unique and meaningful episodic-like events. We used representational similarity analysis on scalp EEG recordings during encoding and found evidence of rapid picture-elicited EEG pattern reinstatement at episodic offset (around 500 msec post-episode). Memory reinstatement was not observed between successive elements within an episode, and the degree of memory reinstatement at episodic offset predicted later recall for that episode. In Experiment 2, participants encoded a shuffled version of the picture sequences from Experiment 1, ren-dering each episode meaningless to the participant but temporally structured as in Experiment 1, and we found no evidence of memory reinstatement at episodic offset. These results suggest that post-encoding memory reinstatement is akin to the rapid formation of unique and meaningful episodes that unfold over time.
| Original language | American English |
|---|---|
| Pages (from-to) | 74-89 |
| Number of pages | 16 |
| Journal | Journal of Cognitive Neuroscience |
| Volume | 35 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2023 |
Bibliographical note
Funding Information:We thank Íria Rodríguez for assistance in data collection and David Cucurell in technical assistance. This work was supported by the Spanish Ministerio de Ciencia, Innovación y Universidades, which is part of Agencia Estatal de Investiga-ción (AEI), through the project PID2019-111199GB-I00 (Co-funded by European Regional Development Fund. ERDF, a way to build Europe) and by ICREA Academia, to L. F. We thank CERCA Programme/Generalitat de Catalunya for institutional support. B. P. S. is supported by European Research Council Grant 101001121. Reprint requests should be sent to Lluís Fuentemilla, Department of Cognition, Development and Educational Psychology, University of Barcelona. Feixa Llarga s/n, 08907, L’Hospitalet (Barcelona), Spain, or via e-mail: llfuentemilla@ub.edu.
Funding Information:
Lluís Fuentemilla, Ministerio de Ciencia e Innovación (https://dx.doi.org/10.13039/501100004837), grant number: PID2019-111199GB-I00.
Funding Information:
We thank Íria Rodríguez for assistance in data collection and David Cucurell in technical assistance. This work was supported by the Spanish Ministerio de Ciencia, Innovación y Universidades, which is part of Agencia Estatal de Investiga-ción (AEI), through the project PID2019-111199GB-I00 (Co-funded by European Regional Development Fund. ERDF, a way to build Europe) and by ICREA Academia, to L. F. We thank CERCA Programme/Generalitat de Catalunya for institutional support. B. P. S. is supported by European Research Council Grant 101001121.
Publisher Copyright:
© 2022 Massachusetts Institute of Technology.