Experimental psychology最新文献

IF 1.1 4区心理学

Experimental psychology Pub Date : 2024-09-24 DOI: 10.1027/1618-3169/a000615

Kathleen L Hourihan, Jonathan M Fawcett

{"title":"It's All About That Case.","authors":"Kathleen L Hourihan, Jonathan M Fawcett","doi":"10.1027/1618-3169/a000615","DOIUrl":"https://doi.org/10.1027/1618-3169/a000615","url":null,"abstract":" Prior evidence has indicated that the act of producing a word aloud is more effortful than reading a word silently, and this effort is related to the subsequent memory advantage for produced words. In the current study, we further examined the contributions of reading effort to the overall production effect by making silent reading more effortful. To do this, participants studied words that were presented in standard lowercase font format and words that were presented in an aLtErNaTiNg CaSe font format (which should be more effortful to read). Half of the words in each font condition were read aloud, and half were read silently. Participants completed an old/new recognition test. Experiment 1 was conducted online; Experiment 2 was conducted in-lab and recorded reading times at study to confirm that alternating case font slows reading. In both experiments, we found a production effect in recognition that was uninfluenced by font type. We also found that alternating case font selectively increased recollection (but not familiarity) relative to lowercase font. Thus, the additional time to read words in a disfluent font does not appear to interact with memory benefit of producing words aloud.","PeriodicalId":12173,"journal":{"name":"Experimental psychology","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142307410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Which Encoding Techniques Facilitate Comprehension? 哪些编码技术有助于理解？

IF 1.1 4区心理学

Experimental psychology Pub Date : 2024-09-24 DOI: 10.1027/1618-3169/a000620

Sophia H N Tran, Myra A Fernandes

{"title":"Which Encoding Techniques Facilitate Comprehension?","authors":"Sophia H N Tran, Myra A Fernandes","doi":"10.1027/1618-3169/a000620","DOIUrl":"https://doi.org/10.1027/1618-3169/a000620","url":null,"abstract":" Previous work suggests that similar cognitive processes contribute to memory and comprehension. This is unsurprising as both begin with a common process: encoding. Despite this, the investigation of techniques that benefit memory and comprehension has proceeded separately. In the current study, we compared the robust memory techniques of production and drawing to a similarly effective comprehension strategy known as paraphrasing. Depending on the group, participants were asked to either engage in one of the encoding types (read aloud, draw, or paraphrase) or to silently read 20 term-definition pairs (randomly intermixed and counterbalanced). The encoding techniques of drawing and paraphrasing resulted in better performance on a multiple-choice test of concept comprehension, relative to silently reading. By contrast, reading aloud at encoding did not lead to any benefit relative to silently reading. The results suggest that techniques that invoke transformation of the to-be-remembered text into another format, be it into a picture (drawing) or personally relevant summary (paraphrasing), are particularly effective at improving comprehension. By contrast, encoding techniques that mainly provide a perceptual repetition (production and silent reading) are less effective.","PeriodicalId":12173,"journal":{"name":"Experimental psychology","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142307411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Does the Effect of Production Influence Memory for Background Context? 制作效果会影响对背景语境的记忆吗？

IF 1.1 4区心理学

Experimental psychology Pub Date : 2024-09-24 DOI: 10.1027/1618-3169/a000618

Victoria A J Kavanagh, Kathleen L Hourihan, William E Hockley

{"title":"Does the Effect of Production Influence Memory for Background Context?","authors":"Victoria A J Kavanagh, Kathleen L Hourihan, William E Hockley","doi":"10.1027/1618-3169/a000618","DOIUrl":"https://doi.org/10.1027/1618-3169/a000618","url":null,"abstract":" The current study examined whether the benefit of mixed-list production could extend to memory for background contexts using word-background context pairs. Participants studied words presented on background images; words were read aloud or silently. In Experiment 1a, half of the studied items were tested on their studied background image and half were tested on a new image using old-new recognition. Although a production effect in word recognition was observed, context reinstatement had no effect on sensitivity and only a marginal effect on hit rates; it did not interact with production. In Experiment 1b, whether participants encoded the backgrounds and whether that encoding was affected by production was tested using separate recognition tests. A production effect was found in word recognition, but there was no effect in image recognition. Experiment 2 used a cued-recall test, with the studied background images as the cues to directly test whether associations were formed between words and backgrounds at study. A production effect was found but did not interact with the presence of cues during recall. Both the benefit of production and the benefit of context reinstatement appear to be independent of one another, with production not aiding memory for the associations between items nor the context.","PeriodicalId":12173,"journal":{"name":"Experimental psychology","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142307409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Effects of Posture on Mind Wandering. 姿势对思维游走的影响

IF 1.1 4区心理学

Experimental psychology Pub Date : 2024-07-16 DOI: 10.1027/1618-3169/a000616

Binbin Qian, Yuxuan Liu, Xinrui Yang, Zhijun Zhang

引用次数: 0

Justifying Responses Affects the Relationship Between Confidence and Accuracy. 为回答辩解会影响信心与准确性之间的关系。

IF 1.1 4区心理学

Experimental psychology Pub Date : 2024-07-02 DOI: 10.1027/1618-3169/a000612

Daniel B Wright, Sarah M Wolff

引用次数: 0

The Role of Stimulus Uncertainty and Curiosity in Attention Control. 刺激的不确定性和好奇心在注意力控制中的作用

IF 1.3 4区心理学

Experimental psychology Pub Date : 2024-04-29 DOI: 10.1027/1618-3169/a000608

Seema Prasad, Bernhard Hommel

引用次数: 0

Correction to Bozkurt et al., 2023. 对 Bozkurt 等人的更正，2023 年。

IF 1.3 4区心理学

Experimental psychology Pub Date : 2024-04-29 DOI: 10.1027/1618-3169/a000610

引用次数: 0

The Effects of Mind-Wandering, Cognitive Load, and Task Engagement on Working Memory Performance in Remote Online Experiments. 在远程在线实验中，思维游离、认知负荷和任务参与对工作记忆表现的影响。

IF 1.3 4区心理学

Experimental psychology Pub Date : 2024-01-30 DOI: 10.1027/1618-3169/a000599

Kelly Cotton, Joshua Sandry, Timothy J Ricker

{"title":"The Effects of Mind-Wandering, Cognitive Load, and Task Engagement on Working Memory Performance in Remote Online Experiments.","authors":"Kelly Cotton, Joshua Sandry, Timothy J Ricker","doi":"10.1027/1618-3169/a000599","DOIUrl":"10.1027/1618-3169/a000599","url":null,"abstract":" Recent changes in environments from in-person to remote present several issues for work, education, and research, particularly related to cognitive performance. Increased distraction in remote environments may lead to increases in mind-wandering and disengagement with tasks at hand, whether virtual meetings, online lectures, or psychological experiments. The present study investigated mind-wandering and multitasking effects during working memory tasks in remote and in-person environments. In two experiments, participants completed a working memory task with varied cognitive load during a secondary task. After each working memory trial, participants reported their mind-wandering during that trial. Some participants completed the procedures in-person, while others completed the procedures remotely. Overall, remote participants reported significantly more mind-wandering and poorer secondary task performance than in-person participants, but this pattern was not reflected in working memory accuracy. Both groups exhibited similar multitasking effects on performance. Additional analyses found that for remote participants, task engagement better predicted working memory performance than either cognitive load or mind-wandering rates but did not indicate a tradeoff in resources between tasks. Together, these results demonstrate the importance of considering multiple metrics when assessing performance and illustrate that making assumptions about the equivalence of remote and in-person work is a risky proposition.","PeriodicalId":12173,"journal":{"name":"Experimental psychology","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10915650/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139575027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Are There Age-Related Differences in Effects of Positive and Negative Emotions in Arithmetic? 算术中积极情绪和消极情绪的影响是否存在与年龄相关的差异？

IF 1.3 4区心理学

Experimental psychology Pub Date : 2024-01-30 DOI: 10.1027/1618-3169/a000595

Camille Lallement, Patrick Lemaire

引用次数: 0

One Link to Link Them All. 一个链接串起所有链接

IF 1.3 4区心理学

Experimental psychology Pub Date : 2024-01-30 DOI: 10.1027/1618-3169/a000597

Mrudula Arunkumar, Klaus Rothermund, Carina G Giesen

{"title":"One Link to Link Them All.","authors":"Mrudula Arunkumar, Klaus Rothermund, Carina G Giesen","doi":"10.1027/1618-3169/a000597","DOIUrl":"10.1027/1618-3169/a000597","url":null,"abstract":" A conditioned response to a stimulus can be transferred to an associated stimulus, as seen in sensory preconditioning. In this research paper, we aimed to explore this phenomenon using a stimulus-response contingency learning paradigm using voluntary actions as responses. We conducted two preregistered experiments that explored whether a learned response can be indirectly activated by a stimulus (S1) that was never directly paired with the response itself. Importantly, S1 was previously associated with another stimulus (S2) that was then directly and contingently paired with a response (S2-R contingency). In Experiment 1a, an indirect activation of acquired stimulus-response contingencies was present for audiovisual stimulus pairs wherein the stimulus association resembled a vocabulary learning setup. This result was replicated in Experiment 1b. Additionally, we found that the effect is moderated by having conscious awareness of the S1-S2 association and the S2-R contingency. By demonstrating indirect activation effects for voluntary actions, our findings show that principles of Pavlovian conditioning like sensory preconditioning also apply to contingency learning of stimulus-response relations for operant behavior.","PeriodicalId":12173,"journal":{"name":"Experimental psychology","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10918695/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139575017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0