Journal of Experimental Psychology-Learning Memory and Cognition最新文献

{"title":"The role of semantics and phonology in bilingual picture naming: Evidence from the phono-translation effect.","authors":"Huanhuan Yin, Martin J Pickering","doi":"10.1037/xlm0001535","DOIUrl":"10.1037/xlm0001535","url":null,"abstract":"<p><p>To what extent do bilinguals activate information associated with the language that they are not currently using? To address this, we conducted three large-scale picture-word interference experiments involving highly proficient Chinese-English bilinguals in English-only (Experiment 1, one-language context) and mixed English-Chinese (Experiment 2, two-language context) settings and a control experiment involving monolingual English speakers (Experiment 3). In all experiments, participants named pictures in English while ignoring English auditory distractors that were phonologically related to the Chinese translations of the picture names (phono-translation distractors). Chinese-English bilinguals in both the one-language and two-language contexts were quicker to name pictures when just preceded by phono-translation than unrelated distractors, but no such facilitation was observed for monolingual English participants. In all experiments, participants showed inhibition for semantically related distractors and facilitation for phonologically related distractors. Taken together, our findings suggest that words from the nontarget language can be activated even when that language is irrelevant to the task, but the activated nontarget candidates do not compete for lexical selection. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"988-1004"},"PeriodicalIF":2.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145259861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The von Restorff effect in free recall, recognition, and source memory.","authors":"Siri-Maria Kamp, Catherina Lenhof, Daniel Zeiler, Alexander Kaumanns, Kenneth J Malmberg","doi":"10.1037/xlm0001518","DOIUrl":"10.1037/xlm0001518","url":null,"abstract":"<p><p>Distinct items encountered in a sequence are better recalled than the less distinctive items (Von Restorff, 1933). This is often referred to as a von Restorff or an isolation effect. There is rarely an isolation effect for recognition, which is inconsistent with intuition and all known theories of memory. Three experiments extend prior findings to a multilist procedure, confirming a free recall advantage for unexpected words, but no recognition advantage unless recall is tested before recognition. A somewhat ambiguous effect was observed when source memory was tested. Based on these results, we hypothesized that the lack of a von Restorff effect for recognition is due to constraints on traditional designs used to study isolation effects and perhaps uncontrolled factors during testing. In three additional experiments targeted specifically at observing isolation effects in recognition and source memory, we obtained more observations per subject in the critical condition, reducing measurement error, and controlled the order in which items in recognition and source memory were tested. The results revealed von Restorff effects for both recognition and source memory. Implications for models of memory are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"873-889"},"PeriodicalIF":2.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144823119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Extending the maze task to Hungarian: New insights in relative clause processing.","authors":"Wesley Orth, Dávid Márk Nemeskey, Eszter Ronai","doi":"10.1037/xlm0001515","DOIUrl":"10.1037/xlm0001515","url":null,"abstract":"<p><p>Relative clauses are one of the most studied constructions in sentence processing research. But even as the number of investigations has grown, there still remain open questions regarding the precise sources of observed processing effects. This article contributes to this domain by adapting the maze task paradigm to Hungarian, a free word order language where memory-based and expectation-based accounts of syntactic processing make distinct predictions for the processing of relative clauses. At the point of the relative pronoun, we observe an effect that is most consistent with expectation-based accounts. At the relative clause verb, we find mixed evidence: In L-maze, we see a memory-based locality effect, while in A-maze, an expectation-driven antilocality effect emerges. These findings add to an existing body of research showing that memory- and expectation-based effects can both occur within the same linguistic structure. We additionally conclude that while the maze task is a valuable tool for increasing language diversity in sentence processing studies, the partially divergent findings between its variants warrant further research. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"969-987"},"PeriodicalIF":2.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145082299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Letter-sound inconsistency impacts word learning and forgetting.","authors":"Yani Qiu, J S H Taylor","doi":"10.1037/xlm0001522","DOIUrl":"10.1037/xlm0001522","url":null,"abstract":"<p><p>In alphabetic writing systems, letters and sounds have systematic mapping relations. Words that display common letter-sound relations are high in consistency (e.g., \"speak,\" \"weak\"; consistent words), whereas those that use less common relations are low in consistency (\"break\"; inconsistent words). This study tested how letter-sound consistency affects word learning (Experiment 1) and forgetting (Experiment 2), considering various aspects of lexical knowledge, including orthography (O), phonology (P), semantics (S), and bindings between them (P-O, S-O, S-P). Eighty-six native English-speaking adults learned novel meanings for eight spoken pseudowords and then read sentences containing the written forms of these pseudowords. Half the pseudowords were consistent, whereas the other half were inconsistent. Knowledge of the pseudowords was tested immediately after learning (Experiment 1; <i>N</i> = 86) and with a delay (<i>M</i> = 77 days; Experiment 2; <i>N</i> = 58). Results showed that inconsistency impaired learning of most aspects of lexical knowledge (P, P-O, S-O, and S-P). After the delay, participants also showed more forgetting of P, but interestingly less forgetting of S-P, for inconsistent relative to consistent items. Together, these findings revealed that lexical development is a complex, interactive, and dynamic process. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"911-933"},"PeriodicalIF":2.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating the effects of code-switch types on cognitive control.","authors":"Souad Kheder, Rodrigo Mello Medina, Jorge Valdés Kroff, Edith Kaan","doi":"10.1037/xlm0001510","DOIUrl":"10.1037/xlm0001510","url":null,"abstract":"<p><p>Code switching, here defined as the use of two languages within a single sentence, has been hypothesized to engage cognitive control such as inhibition and conflict monitoring. The current project investigates whether structurally distinct types of code switching engage cognitive control differently. We tested this in a conflict adaptation paradigm. Early Spanish-English bilinguals in the United States listened to (Experiments 1, 2, 4) or read (Experiment 3) unilingual Spanish sentences and sentences with dense or insertional switches to English. After each sentence, participants saw a Flanker trial and indicated the direction of the center arrow while ignoring the flanking arrows. If processing code switches increases engagement with cognitive control, then subsequent incongruent Flanker trials should demonstrate a reduced Flanker conflict effect. Across four experiments, we found either no effect of code switching on Flanker performance (Experiment 1) or found that the Flanker conflict effect was larger after code switched than after unilingual sentences (Experiments 2-4). We found no evidence that there was a difference between insertional and dense code switching on the Flanker conflict effect or a difference between modalities. We therefore have no evidence that processing code-switched sentences enhances cognitive control. We interpret our finding in terms of resources: Code switches without an interactive context are unexpected and pragmatically odd. This draws resources and attention away from a following Flanker trial, leading to a larger conflict effect after a code switch. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"934-953"},"PeriodicalIF":2.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144676373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Proactive control adaptation in Stroop tasks reflects adjustments in the strength of distractor suppression.","authors":"Paul Kelber, Rolf Ulrich, Ian Grant Mackenzie, Martin Georg Jeschke, Victor Mittelstädt","doi":"10.1037/xlm0001520","DOIUrl":"10.1037/xlm0001520","url":null,"abstract":"<p><p>Conflict tasks often yield smaller mean congruency effects when relevant (target) and irrelevant (distractor) information is mostly incongruent rather than mostly congruent. While this proportion congruency effect may reflect proactive control adaptation, only a few previous studies have provided convincing evidence for proactive control adaptation when ruling out contingency learning and reactive (item-specific) control adaptation. In this study, we present further evidence for proactive control adaptation (as reflected in proportion congruency effects and asymmetrical list-shifting effects in contingency-controlled diagnostic items) across three experiments (each <i>N</i> = 100 participants) using manual counting Stroop tasks (Experiment 1: number words as distractors; Experiment 2: Arabic numerals as distractors; Experiment 3: number words and Arabic numerals as inducer and diagnostic items or vice versa). To better understand the processes underlying proactive control adaptation, we conducted fine-grained distributional analyses (delta functions) and model-based analyses (diffusion model for conflict tasks). These analyses suggest that proactive control adaptation in manual counting Stroop tasks mainly reflects adjustments in the strength of distractor suppression rather than in the timing of distractor suppression, the strength of target amplification, or response caution. Additional distributional and diffusion model reanalyses of the data by Spinelli and Lupker (2023, Experiments 1-3) revealed a similar pattern in vocal color Stroop tasks. In conclusion, the present study provides new evidence for proactive control adaptation in manual counting Stroop tasks and indicates that proactive control adaptation mainly reflects adjustments in the strength of distractor suppression in both manual and vocal Stroop tasks. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"837-860"},"PeriodicalIF":2.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144776705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Children's learning of subordinate level meanings from single/compound words and how it relates to language-wide statistics.","authors":"Felix Hao Wang, Meili Luo, Nan Li","doi":"10.1037/xlm0001519","DOIUrl":"10.1037/xlm0001519","url":null,"abstract":"<p><p>In word learning, children need to identify the referents of the words and decide on their level of category. Previous research found that English-speaking children are more likely to generalize compound words to the subordinate level than single words. But is this linguistically universal, and what is the relationship between the distributions of single/compound words in a language and their semantic generalizations? In this study, we tested children's generalizations of single and compound words in Mandarin Chinese. We started with a corpus analysis of child-directed speech looking at the frequencies of single/compound words and how they correspond to subordinate/basic-level categories. While compounding is more prevalent than single words in Mandarin (different from English), Mandarin compound words are more likely to belong to the subordinate level (similar to English). We generated contrasting hypotheses based on these two features and tested these hypotheses with 202 3- and 5-year-old Mandarin-speaking children, manipulating the morphological status of novel words (single/compound), and whether learning scenarios did not involve semantic contrast (Experiments 1 and 2) or did (Experiments 3 and A1). We found evidence that Mandarin-learning children do not use compounding to generalize at the subordinate level. Rather, our findings suggest that the primary reason for children to arrive at the subordinate level is semantic contrast, where 5-year-olds would mainly generalize at the subordinate level with semantic contrast, but 3-year-olds generalize equally at the basic and subordinate levels. We discuss why a certain language feature may be used for generalization during language acquisition. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"954-968"},"PeriodicalIF":2.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144762146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Feature-based inhibition by internal attention in visual working memory.","authors":"Guo-Qing Fu, En Zhang, Gong-Liang Zhang","doi":"10.1037/xlm0001521","DOIUrl":"10.1037/xlm0001521","url":null,"abstract":"<p><p>Recent studies suggest that attended task-irrelevant features can be actively inhibited during the encoding phase of visual working memory. However, it remains unclear whether a similar filtering mechanism for task-irrelevant information operates during the maintenance phase of visual working memory and whether this mechanism requires the involvement of internal attention. In this study, we combined retro cues with two paradigms designed to measure the memory traces of task-irrelevant features to address this question. Across three experiments, we found that directing internal attention to the object representation in visual working memory leads to weaker memory traces of task-irrelevant features compared with baseline conditions. This effect takes longer to emerge compared with the classic retro-cue effect. The results suggest that internal and external attention may play similar roles in filtering task-irrelevant information, further challenging the traditional view that attention determines working memory and highlights a potential dissociation between attention and working memory in the mechanism of information selection. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"861-872"},"PeriodicalIF":2.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144676372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Young adults' self-initiated intentional memory retrieval strategy use during free recall of unrelated words from episodic memory.","authors":"Samantha A Goewert, Melissa L Stone, Benjamin J Herstam, Alexander L Walters, Brenda A Kirchhoff","doi":"10.1037/xlm0001527","DOIUrl":"10.1037/xlm0001527","url":null,"abstract":"<p><p>Numerous episodic memory research studies have shown that young adults use self-initiated intentional strategies to encode verbal stimuli and that self-initiated intentional encoding strategy use plays a significant role in memory performance. However, the types, frequency, and effectiveness of self-initiated intentional memory retrieval strategies that young adults use during free recall of verbal stimuli from episodic memory have not been systematically investigated. The goals of this study were to (a) systematically examine the types and frequency of self-initiated intentional memory retrieval strategies that young adults use to recall individually presented unrelated words and to (b) investigate whether use of self-initiated intentional memory retrieval strategies during free recall could benefit memory for individually presented unrelated words in addition to use of self-initiated intentional memory strategies during encoding. Young adults intentionally encoded individually presented unrelated words, completed a free recall memory assessment, and made retrospective open-ended and frequency rating scale encoding and retrieval strategy reports. Several types of self-initiated intentional memory retrieval strategies were reported. Ninety-seven and one hundred percent of participants reported using at least one self-initiated systematic intentional memory retrieval strategy in their open-ended and frequency rating scale strategy reports, respectively. Participants reported using individual self-initiated intentional memory retrieval strategies to try to recall 10%-59% of words on average. Self-reported use of concept imagery and sentence generation retrieval strategies predicted free recall when controlling for self-reported use of concept imagery and sentence generation encoding strategies, suggesting that use of self-initiated intentional memory retrieval strategies could benefit verbal episodic memory. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"890-910"},"PeriodicalIF":2.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145439806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Modeling the impact of prenatal audio attenuation on speech sound learning.","authors":"Shuang Zheng, Frank Lihui Tan, Youngah Do","doi":"10.1037/xlm0001616","DOIUrl":"https://doi.org/10.1037/xlm0001616","url":null,"abstract":"<p><p>Human infants demonstrate great knowledge about the sounds of their native language at birth, even though the uterine environment restricts their auditory perception to low-frequency ranges. This study explores the possibility that intrauterine low-pass filtering allows infants to extrapolate from prenatal impoverished input to postnatal speech sound knowledge. We trained neural network models in two stages, simulating prenatal and postnatal learning, and measured the impacts of natural low-frequency filtering, artificial high-frequency filtering, as well as full-frequency prenatal exposure, on speech sound learning. Three model architectures were utilized in the analysis: a long short-term memory-based neural network, a convolutional neural network, and a residual neural network. Results indicated that exposure to low-frequency sound input led to accelerated phonetic learning upon introduction of full-frequency sounds. In addition, the low-frequency filtering condition yielded better learning on phones compared to the high-frequency filtering condition during prenatal learning. These findings suggest the role of prenatal exposure to low-frequency sounds in enhancing infants' speech sound learning capabilities. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147845446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}