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    Does surprise enhance infant memory? Assessing the impact of the encoding context on subsequent object recognition

    Csink, Viktoria and Mareschal, Denis and Gliga, Teodora (2021) Does surprise enhance infant memory? Assessing the impact of the encoding context on subsequent object recognition. Infancy 26 (2), pp. 303-318. ISSN 1525-0008.

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    Abstract

    A discrepancy between what was predicted and what is observed has been linked to increased looking times, changes in brain electrical activity, and increased pupil dilation in infants. These processes associated with heightened attention and readiness to learn might enhance the encoding and memory consolidation of the surprising object, as suggested by both the infant and the adult literature. We therefore investigated whether the presence of surprise during the encoding context enhances subsequent encoding and recognition memory processes for the items that violated infants’ expectations. Seventeen-month-olds viewed 20 familiar objects, half of which were labelled correctly, while the other half were mislabelled. Subsequently, infants were presented with a silent recognition memory test where the previously labelled objects appeared along with new images. Pupil dilation was measured, with more dilated pupils indicating (1) surprise during those labelling events where the item was mislabelled and (2) successful retrieval processes during the memory test. Infants responded with more pupil dilation to mislabelling compared to correct labelling. Importantly, despite the presence of a surprise response during mislabelling, infants only differentiated between the previously seen and unseen items at the memory test, offering no evidence that surprise had facilitated the encoding of the mislabelled items.

    Metadata

    Item Type: Article
    Additional Information: This is the peer reviewed version of the article, which has been published in final form at the link above. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
    Keyword(s) / Subject(s): surprise, recognition memory, pupillometry, mislabelling, enhanced learning
    School: School of Science > Psychological Sciences
    Depositing User: Administrator
    Date Deposited: 14 Dec 2020 12:30
    Last Modified: 23 Jul 2021 02:10
    URI: https://eprints.bbk.ac.uk/id/eprint/42137

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