Orientation to learning context modulates retrieval processing for unrecognized words

作     者：GUO ChunYan CHEN WenJun TIAN Tian Ken A PALLER Joel L VOSS 

作者机构：'Learning & Cognition'Beijing Key Laboratory Department of Psychology Education Science College Capital Normal University Beijing 100048 China Department of Psychology and Interdepartmental Neuroscience Program Northwestern University Evanston Illinois USA Beckman Institute University of Illinois Urbana-Champaign Urbana Illinois USA Key Laboratory of Mental Health Chinese Academy of Sciences Beijing 100101 China 

出 版 物：《Chinese Science Bulletin》 (科学通报(英文版))

年 卷 期：2010年第55卷第26期

页      面：2966-2973页

核心收录：

学科分类：12[管理学] 1201[管理学-管理科学与工程(可授管理学、工学学位)] 08[工学] 0805[工学-材料科学与工程（可授工学、理学学位）] 080502[工学-材料学] 

基　　金：supported by the National Natural Science Foundation of China (30570603 and 30870760) the Key Foundation of Beijing Municipal Commission of Education (KZ201010028029) 

主　　题：学习环境 检索 环境调节 词处理 取向 内存故障 内存分配 加工调制 

摘      要：Explicit memory errors may occur when individuals fail to retrieve information about items previously studied (item memory) or about the learning context (source memory). We examined electrophysiological measures during recognition failure in order to determine the influence of retrieval orientation for item versus source information. Recognition failure was associated with brain potentials distinct from those associated with success. Furthermore, source-memory failures were associated with earlier-onset brain potentials with a more anterior distribution compared to item-memory failures. Neurocognitive processing was thus modulated by retrieval orientation so as to differentially influence neural correlates of successful versus unsuccessful retrieval.