Hostname: page-component-8448b6f56d-sxzjt Total loading time: 0 Render date: 2024-04-23T06:13:56.916Z Has data issue: false hasContentIssue false
  • English
  • Français

Categorization and recognition performance of a memory-impaired group: Evidence for single-system models

Published online by Cambridge University Press:  25 February 2003

Zaki Safa R. ,
Nosofsky Robert M. ,
Jessup Nenette M.  and
Unverzagt Frederick W.
Zaki Safa R.*
Affiliation:
Department of Psychology, Indiana University, Bloomington
Nosofsky Robert M.
Affiliation:
Department of Psychology, Indiana University, Bloomington
Jessup Nenette M.
Affiliation:
Department of Psychiatry, Indiana University School of Medicine, Indianapolis
Unverzagt Frederick W.
Affiliation:
Department of Psychiatry, Indiana University School of Medicine, Indianapolis
*
Reprint requests to: Safa Zaki, Department of Psychology, Brontman Science Center, Williams College, 18 Hoxsey Street, Williamstown, MA 01267. E-mail: szaki@williams.edu
Get access Rights & Permissions [Opens in a new window]

Abstract

Previous research has demonstrated dissociations between categorization and recognition performance in amnesic patients, supporting the idea that separate memory systems govern these tasks. However, previous research has also demonstrated that these dissociations are predicted by a single-system model that allows for reasonable parameter differences across groups. Generally, previous studies have employed categorization tasks that are less demanding than the recognition tasks. In this study, we distinguish between single-system and multiple-system accounts by testing memory-impaired individuals in a more demanding categorization task. These patients, just like previous amnesic participants, show a dissociation between categorization and recognition when tested in previously employed paradigms. However, they display a categorization deficit when tested in the more challenging categorization task. The results are interpreted as support for a single-system framework in which categorization and recognition depend on one representational system. (JINS, 2003, 9, 394–406.)

Keywords

CategorizationRecognitionMemory impairmentCategorization recognition dissociations
Type
Research Article
Information
Journal of the International Neuropsychological Society , Volume 9 , Issue 3 , 25 March 2003 , pp. 394 - 406
Copyright
Copyright © The International Neuropsychological Society 2003

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.Google Scholar
Filoteo, J.V., Maddox, W.T., & Davis, J.D. (2001). Quantitative modeling of category learning in amnesic patients. Journal of the International Neuropsychological Society, 7, 1–19.CrossRefGoogle Scholar
Flanery, M.A., Palmeri, T.J., & Shaper, B.L. (2001). Investigating dissociations between perceptual categorization and explicit memory. Proceedings of the Twenty-Third Annual Conference of the Cognitive Science Society. 291–296.Google Scholar
Folstein, M.F., Folstein, S.E., & McHugh, P.R. (1975). Mini-mental state: A practical method for grading the cognitive state of patients for the clinician. Journal of Psychiatric Research, 12, 189–198.CrossRefGoogle Scholar
Goodglass, H. & Kaplan, E. (1983). The assessment of aphasia and related disorders (2nd ed.). Malvern, PA: Lea & Febiger.Google Scholar
Heit, E. (1993). Modeling the effects of expectations on recognition memory. Psychological Science, 4, 244–252.CrossRefGoogle Scholar
Hintzman, D.L. (1986). “Schema abstraction” in a multiple-trace memory model. Psychological Review, 93, 411–428.CrossRefGoogle Scholar
Hintzman, D.L. (1988). Judgments of frequency and recognition memory in a multiple-trace memory model. Psychological Review, 95, 528–551.CrossRefGoogle Scholar
Ivnik, R.J., Malec, J.F., Smith, G.E., Tangalos, E.G., Petersen, R.C., Kokmen, E., & Kurland, L.T. (1996). Neuropsychological tests' norms above age 55: COWAT, BNT, MAE Token, WRAT–R Reading, AMNART, STROOP, TMT, and JLO. Clinical Neuropsychologist, 10, 262–278.CrossRefGoogle Scholar
Ivnik, R.J., Malec, J.F.S., Smith, G.E., Petersen, R.C., Kokmen, E., & Kurland, L.T. (2001). Mayo's Older Americans Normative Studies: WAIS–R norms for ages 56 to 97. Clinical Neuropsychologist, 6 (Suppl.), 1–30.Google Scholar
Kinder, A. & Shanks, D.R. (2001). Amnesia and the declarative/nondeclarative distinction: A recurrent network model of classification, recognition, and repetition priming. Journal of Cognitive Neuroscience, 13, 648–669.CrossRefGoogle Scholar
Knowlton, B.J. & Squire, L.R. (1993). The learning of categories: Parallel brain systems for item memory and category knowledge. Science, 262, 1747–1749.CrossRefGoogle Scholar
Knowlton, B.J., Squire, L.R., & Gluck, M.A. (1994). Probabilistic classification learning in amnesia. Learning and Memory, 1, 106–120.Google Scholar
Kolodny, J.A. (1994). Memory processes in classification learning: An investigation of amnesic performance in categorization of dot patterns and artistic styles. Psychological Science, 5, 164–169.CrossRefGoogle Scholar
McKhann, G., Drachman, D., Folstein, M., Katzman, R., Price, D., & Stadlan, E.M. (1984). Clinical diagnosis of Alzheimer's disease: Report of the NINCDS-ADRDA Work Group under the auspices of Department of Health and Human Services Task Force on Alzheimer's Disease. Neurology, 34, 939–944.CrossRefGoogle Scholar
Medin, D.L. & Schaffer, M.M. (1978). Context theory of classification learning. Psychological Review, 85, 207–238.CrossRefGoogle Scholar
Morris, J.C., Heyman, A., Mohs, R.C., Hughes, J.P., van Belle G., Fillenbaum G., & Mellits E.D., Clark C. (1989). The consortium to establish a registry for Alzheimer's disease (CERAD): I. Clinical and neuropsychological assessment of Alzheimer's disease. Neurology, 39, 1159–1165.CrossRefGoogle Scholar
Morris, J.C., Mohs, R.C., Rogers, H., Fillenbaum, G., & Heyman, A. (1988). Consortium to Establish a Registry for Alzheimer's Disease (CERAD) clinical and neuropsychological assessment of Alzheimer's disease. Psychopharmacological Bulletin, 24, 641–652.Google Scholar
Nosofsky, R.M. (1986). Attention, similarity, and the identification-categorization relationship. Journal of Experimental Psychology: General, 115, 39–57.CrossRefGoogle Scholar
Nosofsky, R.M. & Zaki, S.R. (1998). Dissociations between categorization and recognition in amnesic and normal individuals: An exemplar-based interpretation. Psychological Science, 9, 247–255.CrossRefGoogle Scholar
Nosofsky, R.M., Zaki, S.R., & Palmeri, T.J. (2001). Commentary on Smith and Minda's (2001) “Journey to the Center of the Category.” Manuscript submitted for publication.Google Scholar
O'Connor, D.W., Pollitt, P.A., Hyde, J.B., Fellows, J.L., Miller, & N.D., Roth M. (1990). A follow-up study of dementia diagnosed in the community using the Cambridge Mental Disorders of the Elderly Examination. Acta Psychiatrica Scandinavica, 81, 78–82.CrossRefGoogle Scholar
Palmeri, T.J. & Flanery, M.A. (1999). Learning about categories in the absence of training: Profound amnesia and the relationship between perceptual categorization and recognition memory. Psychological Science, 10, 526–530.CrossRefGoogle Scholar
Posner, M.I., Goldsmith, R., & Welton, K.E., Jr. (1967). Perceived distance and the classification of distorted patterns. Journal of Experimental Psychology, 73, 28–38.CrossRefGoogle Scholar
Posner, M.I. & Keele, S.W. (1968). On the genesis of abstract ideas. Journal of Experimental Psychology, 77, 353–363.CrossRefGoogle Scholar
Posner, M.I. & Keele, S.W. (1970). Retention of abstract ideas. Journal of Experimental Psychology, 83, 304–308.CrossRefGoogle Scholar
Reber, P.J. & Squire, L.R. (1999). Intact learning of artificial grammars and intact category learning by patients with Parkinson's disease. Behavioral Neuroscience, 113, 235–242.CrossRefGoogle Scholar
Reed, J.M., Squire, L.R., Patalano, A.L., Smith, E.E., & Jonides, J. (1999). Learning about categories that are defined by object-like stimuli despite impaired declarative memory. Behavioral Neuroscience, 113, 411–419.CrossRefGoogle Scholar
Shepard, R.N. (1987). Toward a universal law of generalization for psychological science. Science, 237, 1317–1323.CrossRefGoogle Scholar
Smith, J.D. & Minda, J.P. (2001). Journey to the center of the category: The dissociation in amnesia between categorization and recognition. Journal of Experimental Psychology: Learning, Memory, & Cognition, 27, 984–1002.Google Scholar
Squire, L.R. & Knowlton, B.J. (1995). Learning about categories in the absence of memory. Proceedings of the National Academy of Science, 92, 12470–12474.CrossRefGoogle Scholar
Squire, L.R. & Zola, S.M. (1996). Structure and function of declarative and nondeclarative memory systems. Proceedings of the National Academy of Science, 93, 13515–13522.CrossRefGoogle Scholar
Unverzagt, F.W., Gao, S., Baiyewu, O., Ogunniyi, A.O., Gureje, O., Perkins, A., Emsley, C.L., Dickens, J., Evans, R., Musick, B., Hall, K.S., Hui, S.L., & Hendrie, H.C. (2001). Prevalence of cognitive impairment: Data from the Indianapolis Study of Health and Aging. Neurology, 57, 1655–1662.CrossRefGoogle Scholar
Wechsler, D. (1981). Wechsler Adult Intelligence Scale–Revised manual. New York: The Psychological Corporation.Google Scholar
Welsh, K.A., Butters, N., Mohs, R.C., Beekly, D., Edland, S., Fillenbaum, G., & Heyman, A. (1994). The consortium to establish a registry for Alzheimer's Disease (CERAD): V. A normative study of the neuropsychological battery. Neurology, 44, 609–614.CrossRefGoogle Scholar
Yesavage, J.A., Brink, T.L., Rose, T.L., Lum, O., Huang, V., Adey, M., & Leirer, V.O. (1983). Development and validation of a geriatric depression screening scale: A preliminary report. Journal of Psychiatric Research, 17, 37–49.CrossRefGoogle Scholar
Zaki, S.R. & Nosofsky, R.M. (2001). A single-system interpretation of dissociations between recognition and categorization in a task involving object-like stimuli. Cognitive, Affective, and Behavioral Neuroscience, 1, 344–359.CrossRefGoogle Scholar