Search Results (2)

Human memory is inherently susceptible to errors, including the formation of false memories—instances where individuals mistakenly recall information they were never exposed to. While prior research has largely focused on neural activity associated with false memory, the structural brain correlates of this phenomenon remain relatively unexplored. This study bridges that gap by investigating gray matter structure as it relates to individual differences in false memory performance. Using publicly available magnetic resonance imaging datasets, we analyzed cortical thickness (CT) in neural regions implicated in memory processes. To assess false memory, we applied signal detection theory, which provides a robust framework for differentiating between true and false memory. Our findings reveal that increased CT in the parietal lobe and middle occipital gyrus correlates with greater susceptibility to false memories, highlighting its role in integrating and manipulating memory information. Conversely, CT in the middle frontal gyrus and occipital pole was associated with enhanced accuracy in memory recall, emphasizing its importance in perceptual processing and encoding true memories. These results provide novel insights into the structural basis of memory errors and offer a foundation for future investigations into the neural underpinnings of memory reliability. Full article

Learning a second language (L2) presents a significant challenge to many people in adulthood. Platforms for effective L2 instruction have been developed in both academia and the industry. While real-life (RL) immersion is often lauded as a particularly effective L2 learning platform, little is known about the features of immersive contexts that contribute to the L2 learning process. Immersive virtual reality (iVR) offers a flexible platform to simulate an RL immersive learning situation, while allowing the researcher to have tight experimental control for stimulus delivery and learner interaction with the environment. Using a mixed counterbalanced design, the current study examines individual differences in L2 performance during learning of 60 Mandarin Chinese words across two learning sessions, with each participant learning 30 words in iVR and 30 words via word–word (WW) paired association. Behavioral performance was collected immediately after L2 learning via an alternative forced-choice recognition task. Our results indicate a main effect of L2 learning context, such that accuracy on trials learned via iVR was significantly higher as compared to trials learned in the WW condition. These effects are reflected especially in the differential effects of learning contexts, in that less successful learners show a significant benefit of iVR instruction as compared to WW, whereas successful learners do not show a significant benefit of either learning condition. Our findings have broad implications for L2 education, particularly for those who struggle in learning an L2. Full article