Memory & Cognition最新文献_第6页

Individual differences in learning and memory abilities: The influence of self-efficacy. 学习记忆能力的个体差异：自我效能感的影响。

IF 2.1 3区心理学

Memory & Cognition Pub Date : 2025-08-01 Epub Date: 2025-03-25 DOI: 10.3758/s13421-025-01693-1

Ashley L Miller, Nash Unsworth

{"title":"Individual differences in learning and memory abilities: The influence of self-efficacy.","authors":"Ashley L Miller, Nash Unsworth","doi":"10.3758/s13421-025-01693-1","DOIUrl":"10.3758/s13421-025-01693-1","url":null,"abstract":"The present study examined whether individual differences in memory self-efficacy (MSE)-one's perception and evaluation of their memory abilities-predict actual learning and memory ability among younger adults. Across three studies, participants completed a delayed free recall task along with measures of working memory, episodic long-term memory (LTM), task-specific motivation, strategy use, and strategy knowledge. Study 1 focused on global MSE (perceived general memory ability across various memory domains), whereas Studies 2 and 3 assessed concurrent MSE (perceived current memory ability for a specific task one is about to complete). Overall, results revealed concurrent MSE, but not global MSE, consistently correlated with delayed free recall accuracy (our index of learning ability). Individuals who believed they were better capable of learning the free recall task tended to perform better on the task, and the strength of this relationship increased with task experience. Both concurrent MSE and overall learning were positively associated with working memory, broad episodic LTM abilities, motivation to perform well, and the use of more effective encoding strategies. Critically, concurrent MSE (assessed pre-task) did not explain unique variance in learning when these additional variables were accounted for. Taken altogether, the present study suggests that among younger adults, efficacy beliefs can reliably predict learning, so long as these beliefs consider contextual features and specific task demands. That said, the efficacy-performance relationship appears to be largely driven by associations with other meaningful \"third\" variables, particularly broader cognitive abilities like working memory and general episodic LTM.","PeriodicalId":48398,"journal":{"name":"Memory & Cognition","volume":" ","pages":"1963-1988"},"PeriodicalIF":2.1,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143711646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

A semantic strategy instruction intervention aimed at boosting young and older adults' visual working memory capacity. 语义策略教学干预对提高青年和老年人视觉工作记忆能力的影响。

IF 2.1 3区心理学

Memory & Cognition Pub Date : 2025-08-01 Epub Date: 2025-03-05 DOI: 10.3758/s13421-024-01676-8

Rebecca Hart, Louise A Brown Nicholls

{"title":"A semantic strategy instruction intervention aimed at boosting young and older adults' visual working memory capacity.","authors":"Rebecca Hart, Louise A Brown Nicholls","doi":"10.3758/s13421-024-01676-8","DOIUrl":"10.3758/s13421-024-01676-8","url":null,"abstract":"Greater semantic availability (meaningfulness) within visual stimuli can positively impact visual working memory performance. Across two experiments, we investigated the effects of semantic availability and, for the first time, semantic strategy instruction on visual working memory performance. Experiment 1 focused on young adults' (aged 18-35 years) strategies during visual matrix task recognition. Results highlighted an existing propensity to report incorporating a semantic strategy. Interestingly, there was no significant effect of semantic availability within the task stimuli. Semantic strategy instruction also did not boost, or indeed hinder, accuracy. Experiment 2 incorporated older adults (aged 60-87 years) and highlighted marked differences in capacity with older age. Greater semantic availability reliably benefitted capacity for young adults only. Furthermore, semantic strategy instruction neither boosted nor hindered capacity, even in older adults. There were also some interesting patterns regarding reported strategy use across groups. Again, participants reported spontaneously using semantic strategies, particularly young adults. However, instruction may have encouraged more frequent use of semantic strategies in older adults. Finally, the results suggest a role for task practice, likely related to strategy development and implementation over time. Future semantic strategy instruction protocols may need to incorporate more extensive training and/or practice to benefit working memory capacity.","PeriodicalId":48398,"journal":{"name":"Memory & Cognition","volume":" ","pages":"1677-1695"},"PeriodicalIF":2.1,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12402024/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143568576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Learning-dependent modulation of working memory. 工作记忆的学习依赖调节。

IF 2.1 3区心理学

Memory & Cognition Pub Date : 2025-07-31 DOI: 10.3758/s13421-025-01754-5

Frida A B Printzlau, Athanasios Bourganos, Keisuke Fukuda, Michael L Mack

{"title":"Learning-dependent modulation of working memory.","authors":"Frida A B Printzlau, Athanasios Bourganos, Keisuke Fukuda, Michael L Mack","doi":"10.3758/s13421-025-01754-5","DOIUrl":"https://doi.org/10.3758/s13421-025-01754-5","url":null,"abstract":"Category knowledge helps us make inferences and decisions but may also bias how information is perceived and remembered. Previous studies have reported categorical biases in working memory (WM), but mostly for highly familiar features with category structure established through life-long exposure (e.g., colour). Key unanswered questions are how quickly category biases arise following new learning and how biases are shaped by the nature of prior experience. Across three experiments, we asked how new category learning biases WM reports (total N = 180). Participants learned to categorise novel shapes in a brief training session (10-15 min). Training either emphasised category prototypes (Experiment 1) or the category boundary (Experiment 2). Following learning, they performed a two-item WM task where category was irrelevant. New category learning modulated WM-guided behaviour in two ways. First, training improved WM accuracy for the most familiar areas of feature space. Second, we found category-dependent bias of WM reports following training that stressed category prototypes but not category boundaries, compared to a control experiment with no learning (Experiment 3). Category bias scaled with the distance from the category boundary and was driven by trials when memory items belonged to distinct categories. Our results show that even newly learned categories may act as priors for WM, but biases may depend on the specific nature of prior experiences.","PeriodicalId":48398,"journal":{"name":"Memory & Cognition","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144761843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

How a first impression biases cognitive load assessments: Anchoring effects in problem-solving tasks of varying element interactivity. 第一印象如何影响认知负荷评估：不同元素交互性的问题解决任务中的锚定效应。

IF 2.1 3区心理学

Memory & Cognition Pub Date : 2025-07-30 DOI: 10.3758/s13421-025-01764-3

Felix Krieglstein, Manuel Schmitz, Lukas Wesenberg, Markus Wolfgang Hermann Spitzer, Günter Daniel Rey

{"title":"How a first impression biases cognitive load assessments: Anchoring effects in problem-solving tasks of varying element interactivity.","authors":"Felix Krieglstein, Manuel Schmitz, Lukas Wesenberg, Markus Wolfgang Hermann Spitzer, Günter Daniel Rey","doi":"10.3758/s13421-025-01764-3","DOIUrl":"https://doi.org/10.3758/s13421-025-01764-3","url":null,"abstract":"The anchoring effect is a cognitive bias in which people rely heavily on an initial piece of information when making judgments or decisions. Once an anchor - typically an objective numerical value - is set, subsequent assessments are adjusted around it, often insufficiently. The extent to which this effect influences cognitive load assessments is unclear. Particularly when students are required to assess cognitive load multiple times during problem-solving, they may resort to heuristics to simplify the cognitively demanding decision-making process. This experimental series aimed to investigate whether anchoring biases cognitive load assessments when students evaluated the cognitive load of several problem-solving tasks. Across three experiments (N1 = 100, N2 = 87, N3 = 80) students assessed the cognitive load of tasks with varying levels of element interactivity (low, moderate, high) multiple times during problem solving. Task sequences were varied to examine whether the first impression of complexity influenced subsequent assessments. The results were mixed: In Experiments 1 and 2, the first impression did not influence the following assessment, but Experiment 3 confirmed the hypothesized anchoring effect. However, this finding cannot be solely attributed to anchoring, as several factors - such as subjective perceptions of complexity, scale effects, task-specific differences, and memory and consistency effects - may have contributed. The findings suggest that anchoring is more likely to occur when there is a substantial contrast between the anchor and subsequent assessments. Furthermore, objective anchors, such as pre-defined numerical values, may exert a stronger influence on decision-making processes than subjective ones, like self-generated assessments.","PeriodicalId":48398,"journal":{"name":"Memory & Cognition","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144754913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Manipulating belief partially remedies the metamemory expectancy illusion in schema-based source monitoring. 操纵信念在一定程度上弥补了基于模式的源监控中的元记忆期望错觉。

IF 2.2 3区心理学

Memory & Cognition Pub Date : 2025-07-24 DOI: 10.3758/s13421-025-01757-2

Marie Luisa Schaper, Ute J Bayen

{"title":"Manipulating belief partially remedies the metamemory expectancy illusion in schema-based source monitoring.","authors":"Marie Luisa Schaper, Ute J Bayen","doi":"10.3758/s13421-025-01757-2","DOIUrl":"https://doi.org/10.3758/s13421-025-01757-2","url":null,"abstract":"Metamemory illusions (i.e., false predictions of memory) are thought to arise from false a priori beliefs or from experiences made during study, such as processing fluency. The aim of the current research was to isolate the contribution of belief to metamemory by testing whether a correction of false beliefs can remedy a metamemory illusion. The authors focus on schema-based source monitoring, in which people show a metamemory expectancy illusion (e.g., Schaper et al., Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(3), 470-496, 2019a). At study, people predict better source memory for items from expected sources (e.g., toothbrush in a bathroom), whereas actual source memory is better for items from unexpected sources (e.g., shampoo in a kitchen) or unaffected by expectations. In two source-monitoring experiments (N = 120/121), the authors tested whether the expectancy illusion could be remedied by correcting a priori belief. Participants studied items from expected and unexpected sources and made item-wise metamemory predictions about source memory. In both experiments, a manipulation to correct belief attenuated the expectancy illusion compared to a control group, but not to full remedy. Experiment 2 further revealed two distinct theoretical mechanisms underlying the partial persistence of the metamemory illusion: A partial inferential deficit, indicated by some participants failing to correct their belief, and a partial utilization deficit, indicated by participants failing to adequately use a corrected belief in metamemory judgments. The authors discuss competing influences of beliefs and experiences in metamemory judgment formation.","PeriodicalId":48398,"journal":{"name":"Memory & Cognition","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Quantifying uncert-AI-nty: Testing the accuracy of LLMs' confidence judgments. 量化不确定性：检验法学硕士置信度判断的准确性。

IF 2.2 3区心理学

Memory & Cognition Pub Date : 2025-07-22 DOI: 10.3758/s13421-025-01755-4

Trent N Cash, Daniel M Oppenheimer, Sara Christie, Mira Devgan

{"title":"Quantifying uncert-AI-nty: Testing the accuracy of LLMs' confidence judgments.","authors":"Trent N Cash, Daniel M Oppenheimer, Sara Christie, Mira Devgan","doi":"10.3758/s13421-025-01755-4","DOIUrl":"https://doi.org/10.3758/s13421-025-01755-4","url":null,"abstract":"The rise of Large Language Model (LLM) chatbots, such as ChatGPT and Gemini, has revolutionized how we access information. These LLMs can answer a wide array of questions on nearly any topic. When humans answer questions, especially difficult or uncertain questions, they often accompany their responses with metacognitive confidence judgments indicating their belief in their accuracy. LLMs are certainly capable of providing confidence judgments, but it is currently unclear how accurate these confidence judgments are. To fill this gap in the literature, the present studies investigate the capability of LLMs to quantify uncertainty through confidence judgments. We compare the absolute and relative accuracy of confidence judgments made by four LLMs (ChatGPT, Bard/Gemini, Sonnet, Haiku) and human participants in both domains of aleatory uncertainty-NFL predictions (Study 1; n = 502) and Oscar predictions (Study 2; n = 109)-and domains of epistemic uncertainty-Pictionary performance (Study 3; n = 164), Trivia questions (Study 4; n = 110), and questions about life at a university (Study 5; n = 110). We find several commonalities between LLMs and humans, such as achieving similar levels of absolute and relative metacognitive accuracy (although LLMs tend to be slightly more accurate on both dimensions). Like humans, we also find that LLMs tend to be overconfident. However, we find that, unlike humans, LLMs-especially ChatGPT and Gemini-often fail to adjust their confidence judgments based on past performance, highlighting a key metacognitive limitation.","PeriodicalId":48398,"journal":{"name":"Memory & Cognition","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144692080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

No congruency sequence effect across Simon and Eriksen tasks with aligned temporal processing dynamics: Evidence for domain-specific over domain-general cognitive control. 在Simon和Eriksen任务中没有一致性序列效应，具有一致的时间处理动态：领域特定认知控制优于领域一般认知控制的证据。

IF 2.2 3区心理学

Memory & Cognition Pub Date : 2025-07-21 DOI: 10.3758/s13421-025-01758-1

Daniel Bratzke, Ruben Ellinghaus, Ian Mackenzie, Victor Mittelstädt

引用次数: 0

Ocular measures of controlled processing: Examining the use of proactive cognitive control in the AX-CPT. 控制性加工的眼部测量：在AX-CPT中检查主动认知控制的使用。

IF 2.2 3区心理学

Memory & Cognition Pub Date : 2025-07-21 DOI: 10.3758/s13421-025-01744-7

Jason F Reimer, Kevin P Rosales, Anthony Sierra, Kyle Mobly, Andrew Rivera

{"title":"Ocular measures of controlled processing: Examining the use of proactive cognitive control in the AX-CPT.","authors":"Jason F Reimer, Kevin P Rosales, Anthony Sierra, Kyle Mobly, Andrew Rivera","doi":"10.3758/s13421-025-01744-7","DOIUrl":"https://doi.org/10.3758/s13421-025-01744-7","url":null,"abstract":"Assessing the use of proactive cognitive control is essential for understanding how thoughts and actions are regulated. The present study aimed to determine whether proactive control can be measured through patterns of eye movements during the cue-probe delay in a spatially modified AX-CPT. Across two experiments, we found that gaze activity at screen locations where cues and probes appeared predicted both the extent of proactive control adopted by participants and their ability to override a prepotent response tendency. However, the specific cognitive processes underlying the engagement of proactive control varied depending on task demands. Specifically, when the cue-probe delay was relatively short (Experiment 1), proactive control was characterized by rapid shifts in visual attention to support cognitive demands associated with frequent changes in the location of probe stimuli. In contrast, when the cue-probe delay was extended (Experiment 2), proactive control aligned with traditional conceptualizations, relying more on increased cue maintenance. Together, these results demonstrate that eye-movement patterns may serve as the foundation for ocular-based measures of proactive control, enabling further investigation into factors influencing its engagement and potential individual differences in its use. Implications that the results have for theories of controlled processing and inhibitory control are discussed.","PeriodicalId":48398,"journal":{"name":"Memory & Cognition","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144683419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Study-test overlap rather than multisensory integration benefits memory. 学习-测试重叠比多感觉整合更有利于记忆。

IF 2.2 3区心理学

Memory & Cognition Pub Date : 2025-07-21 DOI: 10.3758/s13421-025-01759-0

Diane Pecher, Brandon Keytel, René Zeelenberg

引用次数: 0

Inference generation in older adults: Comparing pictorial and textual comprehension in the context of cognitive decline. 老年人的推理生成：认知衰退背景下图片和文本理解的比较。

IF 2.2 3区心理学

Memory & Cognition Pub Date : 2025-07-18 DOI: 10.3758/s13421-025-01736-7

Ekaterina Varkentin, Irina R Brich, Ulrike Sünkel, Anna-Katharina von Thaler, Gerhard W Eschweiler, Markus Huff

{"title":"Inference generation in older adults: Comparing pictorial and textual comprehension in the context of cognitive decline.","authors":"Ekaterina Varkentin, Irina R Brich, Ulrike Sünkel, Anna-Katharina von Thaler, Gerhard W Eschweiler, Markus Huff","doi":"10.3758/s13421-025-01736-7","DOIUrl":"https://doi.org/10.3758/s13421-025-01736-7","url":null,"abstract":"Narrative comprehension, a cognitive skill essential for social participation, relies on a range of abilities, including memory and inference-making. While aging-related cognitive changes are well-documented, research on narrative comprehension in aging populations yields mixed findings, underscoring the importance of this study. This preregistered study examines how age, education, and presentation format (i.e., the narrative's codality: pictorial vs. textual) influence inference generation in older adults (N = 143, ages 62-86 years). Participants were presented with pictorial and textual stories consisting of three panels, with the second panel replaced with a blank panel. Their task was to comprehend the stories and determine whether the inferences provided for the missing event were correct or incorrect. Results reveal that pictorial narratives were better comprehended than textual ones; however, this advantage attenuates with increasing age. Contrary to expectations, narrative comprehension was largely resilient to age-related declines, as neither age nor education significantly impaired performance. Exploratory analyses tested the influence of protective (e.g., physical and mental activity, companionship) and risk factors (e.g., depression, anxiety, chronic pain, stress, and poor sleep) but found no significant impact on comprehension. Notably, narrative comprehension correlated with memory performance but not with other cognitive abilities, underscoring its specificity within the broader cognitive domain. These findings highlight the stability of narrative comprehension across media and aging, while also suggesting a narrowing pictorial advantage with age. Implications for existing cognitive theories and future research directions are discussed.","PeriodicalId":48398,"journal":{"name":"Memory & Cognition","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144668779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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