Journal of Experimental Psychology-Learning Memory and Cognition最新文献_第2页

From attentional fluctuations to intentional fluctuations? Monitoring behavior and intraindividual variability in time-based prospective memory. 从注意力波动到有意波动？基于时间的前瞻性记忆中的监控行为和个体内变异。

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2025-01-01 Epub Date: 2024-05-06 DOI: 10.1037/xlm0001344

Emilie Joly-Burra, Maximilian Haas, Gianvito Laera, Paolo Ghisletta, Matthias Kliegel, Sascha Zuber

{"title":"From attentional fluctuations to intentional fluctuations? Monitoring behavior and intraindividual variability in time-based prospective memory.","authors":"Emilie Joly-Burra, Maximilian Haas, Gianvito Laera, Paolo Ghisletta, Matthias Kliegel, Sascha Zuber","doi":"10.1037/xlm0001344","DOIUrl":"10.1037/xlm0001344","url":null,"abstract":"In sharp contrast to event-based prospective memory (PM), dynamics of (re)allocation of attention between the ongoing and PM tasks have been much less investigated in time-based PM tasks. We propose an in-depth examination of attention allocation in a time-based PM task by jointly analyzing multiple indicators of time-monitoring behavior, net and time-structured intraindividual variability (IIV) in ongoing-task reaction times (OT RTs), and task performance. Results from dynamic structural equation modeling in a lifespan sample of 198 adults (19-86 years) revealed that larger fluctuations in OT RTs (net IIV) predicted poorer OT performance, but fostered a more efficient pattern of time-monitoring behavior (i.e., checking a clock more frequently and strategically, and slowing OT RTs during the PM response window) that, in turn, enhanced PM. Conversely, greater inertia in OT RTs (time-structured IIV) led to fewer clock-checks and poorer PM performance. Focusing attention on time monitoring to enhance PM performance did not detrimentally affect OT accuracy. Instead, participants showed a speed-accuracy tradeoff to optimize both OT and PM accuracies by slowing their OT RTs during the PM response window. This study therefore shows that two concomitant aspects of IIV (net and time-structured IIV) not only predicted time-monitoring behavior, but also OT and PM accuracies differentially, hence advocating for the necessity to consider both aspects of IIV and time monitoring together to better understand attention allocation policies in time-based PM tasks. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"46-67"},"PeriodicalIF":2.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140867072","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}

引用次数: 0

Beyond stimulus-response rules: Task sets incorporate information about performance difficulty. 超越刺激-反应规则：任务集包含成绩难度信息

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2025-01-01 Epub Date: 2024-02-26 DOI: 10.1037/xlm0001337

Ricardo Morales-Torres, Tobias Egner

{"title":"Beyond stimulus-response rules: Task sets incorporate information about performance difficulty.","authors":"Ricardo Morales-Torres, Tobias Egner","doi":"10.1037/xlm0001337","DOIUrl":"10.1037/xlm0001337","url":null,"abstract":"The capacity for goal-directed behavior relies on the generation and implementation of task sets. While task sets are traditionally defined as mnemonic ensembles linking task goals to stimulus-response mappings, we here asked the question whether they may also entail information about task difficulty: does the level of focus required for performing a task become incorporated within the task set? We addressed this question by employing a cued task-switching protocol, wherein participants engaged in two intermixed tasks with trial-unique stimuli. Both tasks were equally challenging during a baseline and a transfer phase, while their difficulty was manipulated during an intermediate learning phase by varying the proportion of trials with congruent versus incongruent response mappings between the two tasks. Comparing congruency effects between the baseline and transfer phases, Experiment 1 showed that the task with a low (high) proportion of congruent trials in the learning phase displayed reduced (increased) cross-task interference effects in the transfer phase, indicating that the level of task focus required in the learning phase had become associated with each task set. Experiment 2 indicated that strengthening of task focus level in the task with a low proportion of congruent trials was the primary driver of this effect. Experiment 3 ruled out the possibility of cue-control associations mediating this effect. Taken together, our results show that task sets can become associated with the focus level required to successfully implement them, thus significantly expanding our concept of the type of information that makes up a task set. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"14-45"},"PeriodicalIF":2.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11345883/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139974266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Effects of instructed and experienced uncertainty on attentional priority. 指令性和经验性不确定性对注意力优先级的影响。

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2024-12-16 DOI: 10.1037/xlm0001427

Julie Y L Chow, Kelly G Garner, Daniel Pearson, James Heber, Mike E Le Pelley

{"title":"Effects of instructed and experienced uncertainty on attentional priority.","authors":"Julie Y L Chow, Kelly G Garner, Daniel Pearson, James Heber, Mike E Le Pelley","doi":"10.1037/xlm0001427","DOIUrl":"https://doi.org/10.1037/xlm0001427","url":null,"abstract":"Previous research has demonstrated that attentional prioritization is shaped by prior experience of reward uncertainty: Attention is more likely to be captured by a stimulus associated with a variable (uncertain) reward than a stimulus that provides diagnostic information about available reward. This finding is noteworthy, because it runs counter to the principle that cognition is motivated to reduce uncertainty and hence surprise. Here we investigated whether this pattern of uncertainty-modulated attentional capture (UMAC) reflects a process of attention for learning, wherein uncertainty-related stimuli are prioritized in an attempt to learn about their true predictive status. To address this, we examined the distinct impact of two information sources that modulate potential for learning: explicit instruction versus ongoing experience of prediction error in reward feedback. Experiment 1 demonstrated that providing explicit instructions-and hence negating the need for further learning-did not reduce the magnitude of the UMAC effect, indicating that UMAC does not reflect attention for learning as a strategic approach for determining the task state. On the other hand, Experiment 2 showed that instructions alone were insufficient to generate a UMAC effect in the absence of reward feedback, suggesting that the impact of uncertainty on rapid attentional prioritization is driven by direct experience of prediction error. Taken together, these findings point to two possibilities: UMAC may reflect attention for learning operating at an implicit level or may evince an attentional system that is configured for rapid detection of sources of experienced uncertainty so that subsequent behavior can be tailored appropriately. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830745","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}

引用次数: 0

Learning the lie of the land: How people construct mental representations of distributions. 学习地形：人们如何构建分布的心理表征。

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2024-12-16 DOI: 10.1037/xlm0001402

Alice Mason, Aba Szollosi, Ben R Newell

{"title":"Learning the lie of the land: How people construct mental representations of distributions.","authors":"Alice Mason, Aba Szollosi, Ben R Newell","doi":"10.1037/xlm0001402","DOIUrl":"https://doi.org/10.1037/xlm0001402","url":null,"abstract":"An unexamined assumption in many studies of learning and decision making is that people learn underlying probability distributions. However, the acquisition of distributional knowledge is rarely the focus of investigations. We report five experiments (N = 580 adults) that provide this focus and highlight the factors that impact people's ability to accurately learn and reproduce underlying distributions. We find that people accurately reproduced the distribution only when either the environmental signal is strong (e.g., discrete bimodal distributions) or sufficient cues are provided to aid construction of mental representations (e.g., items from the modes in a noisy bimodal distribution are presented in different colors). We interpret these results in terms of participants testing and learning discrete rules corresponding to salient features of the environment rather than spontaneously representing entire distributions. As such, the findings challenge strong assumptions about the role of probability distribution knowledge in explanations of learning and decision making. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830747","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}

引用次数: 0

Individual variation in encoding strategy optimization in visual working memory: Evidence from a change detection task. 视觉工作记忆中编码策略优化的个体差异：来自变化检测任务的证据

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2024-12-16 DOI: 10.1037/xlm0001398

Yin-Ting Lin, Andrew B Leber

{"title":"Individual variation in encoding strategy optimization in visual working memory: Evidence from a change detection task.","authors":"Yin-Ting Lin, Andrew B Leber","doi":"10.1037/xlm0001398","DOIUrl":"https://doi.org/10.1037/xlm0001398","url":null,"abstract":"Extensive research has shown that differences in cognitive ability predict working memory (WM) performance. However, strategy use may also explain individual differences in WM. Here we explored individual variation in encoding strategy optimization in visual WM. Participants searched for a target that changed between two alternating displays that cycled until response. Critically, participants could freely choose between one red and one blue target, and the ratio of red to blue items varied randomly across trials. Therefore, the optimal strategy was to selectively encode items in the smaller color subset. Results showed a general tendency to choose the optimal (small subset) target, but there were large individual differences in strategy choice, with many participants using suboptimal strategies. While Experiment 1 found no relationship between ability and strategy, a larger sample replication in Experiment 5 found a small, positive correlation between WM ability and strategy optimization. Experiment 2 showed that strategy use was not stable over time. Many participants spontaneously shifted to highly optimal target choices, suggesting a sudden discovery of the optimal strategy. Experiment 3 confirmed the importance of explicit knowledge in strategy choice. Informing participants about the optimal strategy induced a large strategy improvement. Moreover, optimally performing participants demonstrated explicit awareness of the optimal strategy. Experiment 4 showed that, even under greater task demands, when participants viewed the displays only once, strategy use was still suboptimal. Our findings highlight strategy choice as an important source of individual variation and therefore should be considered alongside the ability to fully understand differences in WM. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830746","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}

引用次数: 0

Rivals reloaded: Adapting to sample-based speed-accuracy trade-offs through competitive pressure. 对手重装上阵：通过竞争压力适应基于样本的速度-精度权衡。

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2024-12-12 DOI: 10.1037/xlm0001408

Linda McCaughey, Johannes Ziegler, Klaus Fiedler

{"title":"Rivals reloaded: Adapting to sample-based speed-accuracy trade-offs through competitive pressure.","authors":"Linda McCaughey, Johannes Ziegler, Klaus Fiedler","doi":"10.1037/xlm0001408","DOIUrl":"https://doi.org/10.1037/xlm0001408","url":null,"abstract":"Collecting an adequate amount of information for a decision is an important skill. However, previous experiments on speed-accuracy trade-offs in sample-based decisions revealed marked oversampling that was impervious to various interventions (Fiedler, McCaughey, et al., 2021). When faced with the threat of being preempted by a rival in making decisions, participants seem to reduce information search substantially (Phillips et al., 2014). Such a decrease provides unique opportunities for metareasoning, which should advance people's understanding of the task and improve their performance. To test this possibility, in the present research (N = 101), participants had to compete with a fast (computer-simulated) rival and indeed substantially reduced self-determined sample size compared to a control condition. This speed increase also carried over to a subsequent decision block without rival, albeit participants regressed to a slower strategy. Mere exposure to a teammate using small samples either in an equivalent competitive version of the task or the standard solitary version led to similar reductions in sample size. This demonstrates that competition is not a necessary requirement for participants to make use of the metareasoning opportunity to improve task performance. Further research is needed to uncover the metacognitive underpinnings of improving performance and facilitate people taking full advantage of such opportunities for metareasoning. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142819930","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}

引用次数: 0

The facilitatory effect of modifications (semantic richness) on subsequent retrieval during language comprehension is age-invariant, but depends on level of engagement with task. 在语言理解过程中，修饰（语义丰富度）对后续检索的促进作用与年龄无关，但取决于参与任务的程度。

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2024-12-12 DOI: 10.1037/xlm0001420

Hossein Karimi, Jaden Zinn

{"title":"The facilitatory effect of modifications (semantic richness) on subsequent retrieval during language comprehension is age-invariant, but depends on level of engagement with task.","authors":"Hossein Karimi, Jaden Zinn","doi":"10.1037/xlm0001420","DOIUrl":"https://doi.org/10.1037/xlm0001420","url":null,"abstract":"Past research has shown that semantically richer (i.e., modified) words are retrieved more easily at a subsequent point during language comprehension relative to less rich (i.e., unmodified) words, presumably due to more robust encoding of modified words. We investigated if this modification effect is modulated by age and/or the level of engagement with the task. Young and older participants (total N = 120) read sentences containing unmodified and premodified words followed by a critical verb that triggered their retrieval. The results showed that the retrieval benefit was not modulated by age but depended on the accuracy rates on comprehension questions (a proxy for task engagement), with the retrieval benefit emerging only for participants with lower accuracy rates. We replicated this engagement effect in a reanalysis of an independent, large data set from younger adults (N = 333). Based on these results, it is possible that when engagement is high, the memory representations associated with critical words may remain in the focus of attention when retrieval is being triggered, obviating a retrieval operation and eliminating the modification effect. However, when engagement is low, the critical memory representations may fade to a degree that the modification effect can emerge. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142819944","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}

引用次数: 0

The costs of shifting from dual-task to single-task processing: Applying the fade-out paradigm to dual tasking. 从双任务处理转向单任务处理的代价：将淡出范式应用于双重任务。

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2024-12-12 DOI: 10.1037/xlm0001414

Amelie C Jung, Inga Lück, Rico Fischer

{"title":"The costs of shifting from dual-task to single-task processing: Applying the fade-out paradigm to dual tasking.","authors":"Amelie C Jung, Inga Lück, Rico Fischer","doi":"10.1037/xlm0001414","DOIUrl":"https://doi.org/10.1037/xlm0001414","url":null,"abstract":"Cognitive control processes mirror fast and dynamic adaptation toward a change in the environment. When performing dual tasks, mental representations of dual-task-specific control requirements and the task-pair set are established that help to manage dual-task processing (Hirsch et al., 2017, 2018; Hommel, 2004, 2020). In the present study, we investigated to which extent such higher order representations of dual-task processing persist even if major characteristics of the task context change, for example, if one of the tasks of a dual task becomes irrelevant. For this, we adapted the fade-out paradigm (Mayr & Liebscher, 2001) to a dual-task setting and tested whether fade-out costs appear. Performance of pure Task 1 single tasking was compared to the performance of Task 1 processing right after dual-task trials (fade-out phase). Results showed that performance in this fade-out block did not immediately drop to single-task performance (fade-out costs), indicating the persistence of task-pair set representations (Experiments 1 and 3, N = 40 each). In addition, automatic stimulus-response translation processes continued within the fade-out phase, resulting in ongoing between-task interference. Furthermore, the frequency of between-task interference in dual-task blocks was manipulated (75% vs. 25% incongruence) between participants to establish conflict-biased control states of increased versus relaxed task shielding. These different control states, however, did not modulate fade-out costs (Experiment 2, N = 80). Nevertheless, the persistence of these control adaptations was reflected in manipulation-dependent between-task interference during fade-out trials. Implications of this new evidence are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142819934","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}

引用次数: 0

How long-term memory facilitates working memory: Evidence from flexible responses and neural oscillations. 长期记忆如何促进工作记忆？来自灵活反应和神经振荡的证据

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2024-12-12 DOI: 10.1037/xlm0001406

Zhongting Chen, Yudi Mao, Zhenkai Zheng, Yixuan Ku

{"title":"How long-term memory facilitates working memory: Evidence from flexible responses and neural oscillations.","authors":"Zhongting Chen, Yudi Mao, Zhenkai Zheng, Yixuan Ku","doi":"10.1037/xlm0001406","DOIUrl":"https://doi.org/10.1037/xlm0001406","url":null,"abstract":"Historically, working memory (WM) and long-term memory (LTM) were viewed as distinct systems, operating independently. Recent research, however, has uncovered intricate interactions between these memory systems, revealing that LTM information can enhance the WM performance. This study investigates the mechanisms underlying such facilitation through a delayed color-recall task, adapted from Brady et al. (2009). Across three experiments, we systematically manipulated stimulus pairings with temporarily invalidating (Experiment 2) or changing (Experiment 3) statistical pairing regularities. The results demonstrated subjects' flexible utilization of recent input regularities, showcasing their control over this information. Furthermore, regularity learning selectively modulated neural oscillations during the encoding phase, indicating reduced information storage and increased mental resource deployment when leveraging regularities to enhance the WM performances. In sum, this study shed new light on how and when LTM facilitates WM performances through rapid learning and flexible implementation of regularities between stimuli. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142819911","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}

引用次数: 0

Is there a description-experience gap in choices between a described and an experienced option? 在描述选项和经验选项之间，是否存在描述-经验差距？

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2024-12-12 DOI: 10.1037/xlm0001417

Kevin E Tiede, Wolfgang Gaissmaier, Thorsten Pachur

{"title":"Is there a description-experience gap in choices between a described and an experienced option?","authors":"Kevin E Tiede, Wolfgang Gaissmaier, Thorsten Pachur","doi":"10.1037/xlm0001417","DOIUrl":"https://doi.org/10.1037/xlm0001417","url":null,"abstract":"Decision makers seem to evaluate risky options differently depending on the learning mode-that is, whether they learn about the options' payoff distributions from a summary description (decisions from description) or by drawing samples from them (decisions from experience). Are there also discrepancies when people choose between a described and an experienced option? In two experiments, we compared people's behavior in a condition with mixed learning modes (i.e., one option described, the other experienced with the sampling paradigm) to that in conditions where both options were either described or experienced. Using cumulative prospect theory's value and probability weighting functions to characterize how observed outcome and probability information was subjectively distorted in people's choices, we found clear differences between the pure description and pure experience conditions. In the mixed-mode condition, however, the value and probability weighting functions did not differ between the described and the experienced options, suggesting that people evaluated them based on a joint representation despite the different learning modes. Participants' choices were not biased toward the described or the experienced option. Finally, per-option search effort for an experienced option tended to be higher in the mixed-mode condition than in the purely experience-based condition. Our findings demonstrate that how people evaluate described and experienced options depends on the learning mode of the other option in the choice set, highlighting a previously overlooked boundary condition of discrepancies between description- and experience-based choice. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142819915","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}

引用次数: 0