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Werner Wippich

Publications and source records attributed to Werner Wippich.

3 recordsLinked to original sources

Selective amnesic effects of oxytocin on human memory.

The neuropeptide oxytocin is essential for mammalian parturition and lactation. Recent animal studies suggest that oxytocin is also implicated in the central nervous control of behavior including learning and memory. There has been little investigation, however, of the impact of oxytocin on human memory. The purpose of this study was to investigate the effect of a single dose of intranasal oxytocin on implicit and explicit memory in humans. In a placebo-controlled, double-blind study, 38 healthy men were randomly assigned to receive intranasal oxytocin (24 IU) or placebo 50 min before the study phase (incidental learning). Memory was measured using three different memory tests: an implicit perceptual test (word stem completion), an implicit conceptual test (category-cued semantic association), and an explicit test (cued recall). Due to the reproductive-biological role of oxytocin and the impact of adequate environmental conditions for the stimulation of behavioral effects of oxytocin known from animal research, we used semantic word stimuli with reproduction-related vs. neutral meaning. Oxytocin significantly impaired recall performance as compared with placebo treatment irrespective of the meaning of words in the cued recall test. In the implicit conceptual test, characterized by a deepened information processing, compared with placebo, oxytocin significantly impaired only the overall generation of associated target words with reproduction relevant meaning, whereas no significant difference between oxytocin and placebo was obtained for neutral words. These findings concur with data from animal research suggesting that central oxytocin selectively influences memory performance depending on the kind of memory test used and, more importantly, the psychobiological relevance of stimuli.

Administration, Intranasal↗

Typography and color: effects of salience and fluency on conscious recollective experience.

Within one experiment the central assumptions of the distinctiveness/fluency account of recollective experience were tested and contrasted with predictions of processing theory. To manipulate perceptual salience, the typography of words was varied. Effects of conceptual salience were induced by a variation of word color. In the study phase participants generated different word or object images according to presented words. To manipulate perceptual and conceptual fluency one test group underwent a priming procedure in the test phase, consisting of a recognition test, whereby some primes were identical to the target words typographically or by color and others were not. Additionally, all participants were asked to make judgments of recollective experience (remember, know, guess) after the old/new decisions. The results of the data analyses confirm the distinctiveness/fluency account. Words written in an unusual typography or color were judged significantly more often as "remembered" than normal words. The priming procedure uncovered some effects of fluency on reaction times: old/new decisions took less time if prime and target words were perceptually or conceptually identical.

Awareness↗

Age-related improvements in a conceptual implicit memory test.

The present study investigated developmental improvements in category exemplar generation priming in children from kindergarten to older elementary school age. The strength of categorical links for atypical exemplars increases in this age range, whereas category knowledge for typical exemplars remains relatively stable. Therefore, in comparison with older children, younger children should show less categorical-relational encoding and, thus, less priming for atypical items but not for typical items. This expectation was confirmed in Experiment 1. In Experiment 2, picture versus word format at study dissociated implicit and explicit performance, indicating that the age-related increase in priming for atypical exemplars in Experiment 1 was not an artifact of explicit contamination. The findings suggest that developmental improvements in conceptual priming can be observed when the conceptual knowledge relevant for a given task improves over the age range tested.

Age Factors↗