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

{"title":"Assessing the effects of misleading postevent information using multinomial processing tree models.","authors":"Mackenzie R Riggenbach, Scott D Gronlund","doi":"10.1037/xlm0001617","DOIUrl":"https://doi.org/10.1037/xlm0001617","url":null,"abstract":"<p><p>Misleading postevent information can alter an individual's memory. Three hypotheses (no conflict, coexistence, destructive updating) have been proposed to explain the fate of the original memory trace and have subsequently been mathematically formalized to enhance understanding of the predictions regarding false memory formation (Wagenaar & Boer, 1987). We utilized multinomial processing tree models to test these hypotheses concurrently. In two experiments, we implement the Loftus et al. (1978) misinformation paradigm. We found support for both the no-conflict and coexistence models but defaulted to the no-conflict model because it was the most parsimonious. However, when only the top-performing participants were examined, we found strong evidence for the coexistence model. In Experiment 2, we categorized participants based on their perceptions of what happened to their original memory and found some correspondence between participants' perceptions and model fits. Surprisingly, we did not replicate the overall misinformation effect but did find the effect for those participants classified as coexistence and destructive updating, suggesting that participants who acknowledged a conflict were affected by the conflicting information. Future research should continue to apply these models to identify subsets of participants that handle misinformation in different ways, reflecting the varied ways memory can be deployed. (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":"2026-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147822923","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":"Beyond encoding: How do different retrieval contexts modulate the effect of judgments of learning reactivity on memory.","authors":"Fatih Yavuz, Miri Besken","doi":"10.1037/xlm0001605","DOIUrl":"10.1037/xlm0001605","url":null,"abstract":"<p><p>The act of making judgments of learning (JOLs), which involves predicting one's likelihood of remembering information, can modify memory performance, a phenomenon known as JOL reactivity. This study investigates the conditions under which JOL reactivity occurs, focusing on the interplay between encoding processes and retrieval contexts. Across three experiments, participants generated target words either from their phonological or semantic cues or read them in a within-subjects design. For testing JOL reactivity, one group provided JOLs, whereas the other group made random ratings. Experiment 1 used a recognition test, Experiment 2 employed a cued-recall test, and Experiment 3 introduced a process-matched cued-recall test to examine how JOL reactivity may differ across test types. Across experiments, participants produced higher memory performance for the generate than read condition and for semantic processing than phonological processing. Moreover, participants who provided JOLs outperformed participants in the random-rating group, showing the overall JOL reactivity effect. However, the magnitude and scope of this effect depended on the retrieval type. The recognition test boosted memory performance across both phonological and semantic processing conditions. Cued recall selectively favored semantic processing over phonological processing. Finally, process-matched cued recall showed JOL reactivity emerged primarily for semantic retrieval cues. These findings suggest that while JOL reactivity generally enhances the quality of encoding, the type of retrieval test critically determines whether and to what extent these improvements in memory performance are observable. The results are discussed in light of the cue-strengthening hypothesis, enhanced relational processing, and elaborative processing. (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":"2026-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147822974","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":"Narrative coherence warps the timeline of recalled naturalistic events.","authors":"Angelique I Delarazan, Elena Bosak, Brendan I Cohn-Sheehy, Veronica Foureaux-Lee, Jeffrey M Zacks, Zachariah M Reagh","doi":"10.1037/xlm0001516","DOIUrl":"10.1037/xlm0001516","url":null,"abstract":"<p><p>Memories of experiences are often tied together, where remembering one experience can spark memories of others. One may link temporally distant events based on their meaning or recall closely occurring events together. Linking based on temporal organization has been studied in simple list-learning paradigms, but less is known about how these effects manifest in real-life experiences. Here, we investigate how meaningful connections in a narrative interact with temporal context to influence recall. Participants encoded picture stories featuring multiple subplots, some of which connected across time (coherent narratives), while others did not (unrelated narratives). Replicating prior findings, coherent narratives were better recalled than unrelated narratives, regardless of temporal distance between events using character-cued (<i>N</i> = 39 and <i>N</i> = 36) and free recall (<i>N</i> = 39) tasks. Extending this work, free recall analyses revealed that temporally separated coherent narrative event pairs were recalled contiguously, suggesting that memories are bridged through meaningful connections, not just temporal structure. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"783-796"},"PeriodicalIF":2.1,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12333392/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144762147","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}

{"title":"Modeling congruency sequence effects with the revised diffusion model for conflict tasks.","authors":"Ping-Shien Lee, Timothy Ballard, David K Sewell","doi":"10.1037/xlm0001508","DOIUrl":"10.1037/xlm0001508","url":null,"abstract":"<p><p>The congruency sequence effect (CSE), or Gratton effect, describes diminished congruency effects (i.e., faster responses for <<<<< vs. <<><< stimuli in a flanker task) on trials following an incongruent trial compared to those following a congruent trial. Traditionally, the CSE is regarded as an index of conflict adaptation. Accounts of the CSE have typically emphasized either top-down (cognitive control) or bottom-up (associative) processes. To disentangle top-down and bottom-up contributions to the CSE, we compared performance on versions of Simon and flanker tasks that control for memory and learning effects present in the standard versions of these tasks with the standard tasks. We analyzed the data using a recently developed model that explains conflict effects in terms of attention-shifting dynamics, the revised diffusion model for conflict tasks. Our modeling analyses suggest the CSEs in both Simon tasks are mainly driven by across-trial changes in the way attention is loaded onto distractor information, consistent with top-down control. In contrast, for both flanker tasks, our model-based analysis does not provide clear evidence favoring either top-down or bottom-up contributions to the CSEs overall. Furthermore, we fit the standard version of these tasks while separately analyzing trials based on whether the response was repeated or alternated across successive trials. Model fits suggest a combination of both influences, with different patterns for congruent and incongruent trials. Performance benefits on congruent trials are driven by adjusting how attention is loaded onto distractor information based on the previous congruency types (i.e., top-down influence). However, on incongruent trials, asymmetrical repetition benefits are mainly due to faster memory retrieval (i.e., bottom-up influence) and reactive attentional control. Our findings highlight that a more nuanced and integrated theoretical framework is necessary to capture the interplay between top-down and bottom-up processes in explaining control mechanisms when analyzing different response sequences. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"671-703"},"PeriodicalIF":2.1,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144676374","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 role of semantic interpretability and syntactic legality in complex nonword recognition.","authors":"Alessia Rossetto, Srdjan Popov, Lachlan Saar, Myles Reading, Elisabeth Beyersmann","doi":"10.1037/xlm0001511","DOIUrl":"10.1037/xlm0001511","url":null,"abstract":"<p><p>This study explored the role of semantic interpretability and syntactic legality on complex nonword recognition. A rating experiment tested the correlation between these two linguistic factors by asking participants to rate the interpretability of legal and illegal nonwords made up of stem-suffix combinations. Results showed that these two factors are highly correlated. In two further lexical decision experiments (unprimed lexical decision in Experiment 2 and masked primed lexical decision in Experiment 3), we carefully dissociated interpretability and legality by comparing four types of nonwords: high-interpretability syntactically legal, high-interpretability syntactically illegal, low-interpretability syntactically legal, and low-interpretability syntactically illegal nonwords. To test whether or not the activation of embedded stems was modulated by their morphosemantic and morphosyntactic context, all complex nonwords were compared against a matched nonstem control. A significant effect of stem status was found in Experiments 2 and 3, providing evidence for the important role of embedded stems in complex nonword recognition. Moreover, a significant effect of interpretability was found only in the unprimed lexical decision (Experiment 2), but not in masked priming (Experiment 3), suggesting that semantics does not influence complex word recognition until participants have enough time to thoroughly process the nonword. No effect of syntactic legality was found in either experiment. These results highlight the independent roles of semantic interpretability and syntactic legality in visual nonword recognition, supporting an initial semantically blind stage in morphological parsing. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"797-814"},"PeriodicalIF":2.1,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144561822","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":"Musical abilities influence the use of durational prosodic cues in spoken word recognition.","authors":"Elif Canseza Kaplan, Deniz Başkent, Anita Eva Wagner","doi":"10.1037/xlm0001517","DOIUrl":"10.1037/xlm0001517","url":null,"abstract":"<p><p>Prosody plays a fundamental role in both speech and music. In spoken language, word-level local prosodic cues, such as segment duration, contribute to word recognition. This study investigated whether individual differences in musical abilities are associated with the utilization of prosodic cues during spoken word recognition, both in speech-in-quiet and speech-on-speech conditions (i.e., in the presence of competing talkers). Using the visual world paradigm, we measured listeners' gaze fixations and pupil dilations toward images depicting a referent (e.g., hamster) and a competitor word (e.g., ham), while they simultaneously listened to utterances containing the referent word, whose segment duration either matched or mismatched the referent, with the mismatched duration signaling the competitor word. Participants with varying musical backgrounds completed tasks assessing rhythmic and melodic abilities, and a questionnaire evaluating overall musical sophistication. Our results revealed that listeners with higher scores across the three measures exhibited greater sensitivity to durational cues, as indicated by increased fixations to the competitor and greater pupil dilation when the durational cue mismatched the referent word, both in speech-in-quiet and speech-on-speech. These findings highlight that individual differences in musical abilities are associated with the use of prosodic cues during spoken word recognition. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"815-835"},"PeriodicalIF":2.1,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145490777","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":"Enhancing visuospatial mapping in relational category learning.","authors":"Andrew J Lee, Keith J Holyoak, Hongjing Lu","doi":"10.1037/xlm0001514","DOIUrl":"10.1037/xlm0001514","url":null,"abstract":"<p><p>Visual relational concepts-defined by patterns of relationships between entities-are thought to require structured, compositional representations with explicit role information about each entity. Analogical mapping over compositional representations is a key strategy for acquiring such concepts, but in complex situations with many entities and relations, this process can be cognitively demanding. As a result, learning may occur over feature-based representations, where exemplars are encoded as unstructured lists of entities and relations, losing crucial role information and limiting generalizability. To reduce the cognitive load of analogical mapping, we explored the effectiveness of two visuospatial training aids: (a) spatially organizing exemplars by category to facilitate comparisons and (b) using color coding to highlight the roles of entities within each exemplar. Across three experiments, we examined whether these visuospatial aids improve learning rates on the Synthetic Visual Reasoning Test (SVRT), a collection of 23 problems that require learning relational concepts. Our results showed that displays of previous instances that spatially sorted them into positive and negative sets led to faster concept learning. Learning was faster overall when problems were ordered easy-to-hard rather than randomly, but sorted displays were more effective in either case. Color coding proved beneficial only when colors unambiguously and nonredundantly linked entities that played corresponding roles; when color coding did not support a clear mapping, it interfered with learning. These findings suggest that rapid learning of relational concepts can be facilitated by display characteristics that support analogical mapping by comparisons. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"744-759"},"PeriodicalIF":2.1,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144561807","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":"Unreliable landmarks disrupt egocentric navigation in desktop virtual environments.","authors":"Rory Baxter, Alastair D Smith","doi":"10.1037/xlm0001512","DOIUrl":"10.1037/xlm0001512","url":null,"abstract":"<p><p>Navigation relies on the integration of both allocentric (world-centered) and egocentric (navigator-centered) spatial cues. An influential real-world navigational task dissociated allocentric place learning from egocentric path integration, highlighting the decline in allocentric cue use associated with cognitive aging. This report describes a novel computer-based replication of this task, designed as a remote test of navigational ability, that also addresses potential confounds in the original task, including tighter control of spatial cue competition. In Experiment 1a, participants learned a location signaled either by landmark cues in the absence of a stable starting position (allocentric), distance and direction from the starting position in the absence of landmarks (egocentric), or a combination of the two (control). In the allocentric condition, participants exhibited lower accuracy, greater reorientation, and more complex paths compared to the control and egocentric conditions. Experiment 1b employed the same design but featured an egocentric condition with unstable landmarks that did not predict the target location. In Experiment 1b, egocentric condition accuracy was equivalent to the allocentric condition and lower compared to Experiment 1a's egocentric condition. Additionally, in Experiment 1b's egocentric condition, participants took more complex paths and reoriented more to the unstable landmarks. Experiments 2a and 2b replicated findings from Experiments 1a and 1b, indicating their reliability. These data suggest that path complexity is associated with navigational error and underscore the benefits of integrating different sources of information during navigation. Cross-experiment comparisons also show how the presence of unstable visual cues can lead to the adoption of unsuitable strategic approaches. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"760-782"},"PeriodicalIF":2.1,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145679319","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":"Quantifying error in effect size estimates in attention, executive function, and implicit learning.","authors":"Kelly G Garner, Christopher R Nolan, Abbey Nydam, Zoie Nott, Howard Bowman, Paul E Dux","doi":"10.1037/xlm0001338","DOIUrl":"10.1037/xlm0001338","url":null,"abstract":"<p><p>Accurate quantification of effect sizes has the power to motivate theory and reduce misinvestment of scientific resources by informing power calculations during study planning. However, a combination of publication bias and small sample sizes (∼<i>N</i> = 25) hampers certainty in current effect size estimates. We sought to determine the extent to which sample sizes may produce errors in effect size estimates for four commonly used paradigms assessing attention, executive function, and implicit learning (attentional blink, multitasking, contextual cueing, and serial response task). We combined a large data set with a bootstrapping approach to simulate 1,000 experiments across a range of N (13-313). Beyond quantifying the effect size and statistical power that can be anticipated for each study design, we demonstrate that experiments with lower N may double or triple information loss. We also show that basing power calculations on effect sizes from similar studies yields a problematically imprecise estimate between 40% and 67% of the time, given commonly used sample sizes. Last, we show that skewness of intersubject behavioral effects may serve as a predictor of an erroneous estimate. We conclude with practical recommendations for researchers and demonstrate how our simulation approach can yield theoretical insights that are not readily achieved by other methods such as identifying the information gained from rejecting the null hypothesis and quantifying the contribution of individual variation to error in effect size estimates. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"704-720"},"PeriodicalIF":2.1,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141635570","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":"Meaning over familiarity: A secret ingredient for stimulus-response binding effects that exceeds perceptual features.","authors":"Lars-Michael Schöpper, Ruth Laub, Hannah Franke, Birte Moeller, Christian Frings","doi":"10.1037/xlm0001509","DOIUrl":"10.1037/xlm0001509","url":null,"abstract":"<p><p>Action control theories assume that responding to a stimulus leads to binding of stimulus features and the response into a common representation. Repeating any of its components retrieves previous information, causing interference in case of partial repetitions, and leading to so-called stimulus-response binding effects. It has been argued that familiar stimuli (e.g., a yellow banana) lead to larger binding effects than unfamiliar ones (e.g., a yellow strawberry). However, none has systematically investigated how strong the impact of familiarity is on responding and which role meaning is playing hereby. In the present study, we investigated the influence of familiarity and meaningfulness on binding and retrieval. In a first step, the influence of familiarity was investigated by using familiar word (Experiment 1a) and letter (Experiment 1b) stimuli, both meaningful, while participants had to respond to the color of the presented stimuli. In both experiments we found evidence for stronger stimulus-response binding effects for familiar stimuli in contrast to unfamiliar/meaningless stimuli. In the next step, we tried to disentangle the effects of familiarity and meaningfulness by varying familiarity via word frequency with constant meaningfulness (Experiment 2) and by varying meaningfulness via a learning phase prior to experimental start with constant familiarity (Experiment 3). The present study suggests that not simply familiarity but the meaningfulness that usually comes with familiar objects leads to stronger binding and retrieval effects. This has wide implications for action control research, as it suggests that stimulus-response associations are boosted by factors that exceed the perceptual features of stimuli. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"721-743"},"PeriodicalIF":2.1,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144561819","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}