Journal of Experimental Psychology-Learning Memory and Cognition最新文献_第4页

The functional role of the task-irrelevant stimulus feature in the congruency sequence effect. 与任务无关的刺激特征在一致性序列效应中的功能作用。

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2025-05-01 Epub Date: 2024-12-12 DOI: 10.1037/xlm0001403

Herbert Heuer, Peter Wühr

{"title":"The functional role of the task-irrelevant stimulus feature in the congruency sequence effect.","authors":"Herbert Heuer, Peter Wühr","doi":"10.1037/xlm0001403","DOIUrl":"10.1037/xlm0001403","url":null,"abstract":"Humans have to deal with conflicting information. This is studied in conflict tasks such as the Simon task or the flanker task. For example, participants respond with the left or right hand to the color of a stimulus (task-relevant stimulus feature) which is presented in a left or right position (irrelevant feature) in the Simon task or to a letter (relevant) which is flanked by same or different letters (irrelevant) in the flanker task. In incongruent trials, in which relevant and irrelevant stimulus features require different responses, reaction time is longer and errors are more frequent. This congruency effect is reduced after incongruent trials, dubbed congruency sequence effect (CSE). Here, we show that with temporally separated presentations of relevant and irrelevant stimulus features in the Simon task the CSE is strong with leading irrelevant feature, but declines with leading relevant feature. For the flanker task, this modulation of the CSE was unreliable. By means of an extended leaky, competing accumulator model, we contrasted two mechanisms of the CSE for the Simon task: gating of the irrelevant stimulus information and re-mapping of the stimulus positions to response positions after incongruent trials. The gating model failed to account for some aspects of the observed data which could be simulated by the re-mapping model. For the flanker task, there was not only a CSE, but also overall longer reaction times after incongruent trials. This required an extension of the re-mapping model in terms of higher response thresholds after incongruent than after congruent trials. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"704-736"},"PeriodicalIF":2.2,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142819950","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

Phonological networks and systematicity in early lexical acquisition. 早期词汇习得中的语音网络和系统性。

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2025-05-01 Epub Date: 2024-06-24 DOI: 10.1037/xlm0001368

Catherine E Laing

{"title":"Phonological networks and systematicity in early lexical acquisition.","authors":"Catherine E Laing","doi":"10.1037/xlm0001368","DOIUrl":"10.1037/xlm0001368","url":null,"abstract":"Infants' early words tend to be phonologically similar. This may reflect a systematic approach to early production, as they adapt newly acquired forms to fit familiar structures in the output. This \"rich-get-richer\" approach to phonological acquisition, known as preferential attachment in network science, proposes that new words cluster together with existing phonologically similar words in the lexicon (or network). This contrasts with recent work (e.g., Fourtassi et al., 2020) showing that the learning environment is the key predictor of learning (preferential acquisition). This study expands on previous analyses of vocabulary norm data to analyze naturalistic data, namely phonetic transcriptions of nine infants' word productions, from word onset to age 2;6. Network growth models test whether (a) acquisition is best modeled through preferential attachment or preferential acquisition, (b) the trajectory of network growth changes over time, and (c) there are any differences in network growth of adult target forms versus infants' actual productions. Results show that preferential attachment predicts acquisition of new words more convincingly than preferential acquisition: newly acquired words are phonologically similar to existing words in the network. Furthermore, systematicity becomes increasingly apparent over the course of acquisition, and infants produce their early words more systematically than we would expect from looking at target forms alone. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"825-836"},"PeriodicalIF":2.2,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447462","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

Probing the role of multilingualism and working memory in cross-situational word learning. 探究多语言和工作记忆在跨情景单词学习中的作用。

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2025-05-01 Epub Date: 2024-06-24 DOI: 10.1037/xlm0001361

Ye Li, Viridiana L Benitez

{"title":"Probing the role of multilingualism and working memory in cross-situational word learning.","authors":"Ye Li, Viridiana L Benitez","doi":"10.1037/xlm0001361","DOIUrl":"10.1037/xlm0001361","url":null,"abstract":"Cross-situational word learning (CSWL), the ability to resolve word-referent ambiguity across encounters, is a powerful mechanism found in infants, children, and adults. Yet, we know little about what predicts individual differences in CSWL, especially when learning different mapping structures, such as when referents have a single name (1:1 mapping structure) or two names (2:1 mapping structure). Here, we investigated how multilingual experience and working memory skills (visuo-spatial and phonological) contributed to CSWL of 1:1 and 2:1 structures. Monolingual (n = 78) and multilingual (n = 106) adults completed CSWL tasks of 1:1 and 2:1 structures, a symmetry span task, and a listening span task. Results from path models showed that multilingualism predicted visuo-spatial working memory but not CSWL. Additionally, phonological working memory predicted accuracy on CSWL of 1:1 structure, but not 2:1 structure. Findings highlight the importance of considering language experience and cognitive skills together to better understand the factors that promote individual CSWL skills. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"804-824"},"PeriodicalIF":2.2,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447463","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

Delayed testing in directed forgetting dissociates active and passive forms of forgetting. 定向遗忘的延迟测试区分了主动遗忘和被动遗忘。

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2025-05-01 Epub Date: 2024-10-17 DOI: 10.1037/xlm0001394

Jonathon Whitlock, Huiyu Ding, Ryan Hubbard, Lili Sahakyan

{"title":"Delayed testing in directed forgetting dissociates active and passive forms of forgetting.","authors":"Jonathon Whitlock, Huiyu Ding, Ryan Hubbard, Lili Sahakyan","doi":"10.1037/xlm0001394","DOIUrl":"10.1037/xlm0001394","url":null,"abstract":"Across two experiments, we assessed the rates of relative forgetting following instructions to remember or forget information in an item-method directed forgetting paradigm across several retention intervals. In addition to the Forget and Remember cues, we also included Thought Substitution (TS) cues in the same design instructing participants to mentally shift to a different context on some study trials. TS cues have been shown to impair memory compared with Remember cues, but not as effectively as cues to Forget in item-method studies (Hubbard & Sahakyan, 2021). The results demonstrated that Forget cues produce accelerated rates of forgetting compared with Remember cues and showed that these differences are independent of initial learning rates, which were deliberately equated in Experiment 2. TS cued items showed faster forgetting than Remember cued items but were less effective than Forget cues and exhibited a more complex pattern likely reflecting individual differences. Thus, delayed testing demonstrated that active forgetting can have long-lasting effects on memory traces beyond initial suppression, in line with cognitive neuroscientific theory suggesting inhibition can produce lasting changes to memory traces. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"774-790"},"PeriodicalIF":2.2,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142479435","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 role of declarative and procedural learning in adolescent emergent reading. 陈述性和程序性学习在青少年突发阅读中的作用。

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2025-04-28 DOI: 10.1037/xlm0001488

Joelle Hannon, Henry Brice, Benjamin D Zinszer, Brice N'Guessan, Fabrice Tanoh, F Sayako Earle, Kaja K Jasińska

{"title":"The role of declarative and procedural learning in adolescent emergent reading.","authors":"Joelle Hannon, Henry Brice, Benjamin D Zinszer, Brice N'Guessan, Fabrice Tanoh, F Sayako Earle, Kaja K Jasińska","doi":"10.1037/xlm0001488","DOIUrl":"https://doi.org/10.1037/xlm0001488","url":null,"abstract":"The majority of reading research takes place in high-income \"Minority World\" countries where children typically begin learning to read in early childhood. This research, however, does not reflect the experience of many children around the world who learn to read later in childhood or in adolescence. Crucially, children who learn to read later in life may rely on different cognitive systems. Specifically, procedural learning, which supports sequence and pattern learning, reaches maturity around early adolescence, while declarative learning, which supports the arbitrary mapping of form and meaning, continues to develop into adulthood. The declarative/procedural model of learning posits that the role of declarative learning increases as an individual ages, and as it matures, will overlap and compete with typically procedural-supported learning. Therefore, declarative-supported learning may lead to poorer outcomes for older first-time readers. This study examined the potential competition between procedural and declarative learning among emergent readers (n = 88) in rural Cote d'Ivoire, aged 10-16. We examined performance on culturally appropriate declarative and procedural memory tasks, and found that declarative learning competes with procedural learning, such that stronger declarative memory negatively impacts the development of early reading skills. These findings are important for understanding the role of learning systems, and their interaction with age, in supporting literacy development. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144056133","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

Inverted list-strength effects in recognition. 识别中的倒排列表强度效应。

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2025-04-17 DOI: 10.1037/xlm0001489

Jeremy B Caplan, Dominic Guitard

{"title":"Inverted list-strength effects in recognition.","authors":"Jeremy B Caplan, Dominic Guitard","doi":"10.1037/xlm0001489","DOIUrl":"https://doi.org/10.1037/xlm0001489","url":null,"abstract":"If some list items are studied strongly and others weakly, many memory models predict the effect of strength on memory will be larger when strengths are mixed within a list than between pure lists of a single strength: a list-strength effect. In explaining why list-strength effects were elusive in old/new recognition, Shiffrin et al. (1990) introduced differentiation. This gave the model a way to produce an inverted list-strength effect, which they thought was usually offset by the coexisting expected \"upright\" list-strength effect. Alternatively, attentional subsetting theory (Caplan, 2023; Caplan & Guitard, 2024b) predicted inverted list-strength effects in some circumstances by considering how the dimensionalities of attended feature spaces might differ for strong and weak items. Inversions were indeed found in manipulations of stimulus duration (e.g., 500 ms vs. 2,000 ms study time/word). Here we replicated the pattern when display time was equated (Experiment 1) and with massed repetition (Experiment 2), ruling out the relevance of vision-locked features and the number of stimulus onsets. Both theoretical accounts of inverted list-strength effects, however, miss the fine structure of the data, namely, reduced hit rates for weak items in pure than mixed lists and the reverse effect (albeit less robust) for strong items. Model fits suggested the critical factor is that list composition parametrically influences the number of deep features processed at test combined with participants' response bias adapting to list composition. In sum, inverted list-strength effects are robustly found in manipulations of item study time and point to differential processing of probe features depending on list composition, compatible with most models. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144037883","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

Computational similarities between social and nonsocial processing in cognitive control. 认知控制中社会和非社会加工的计算相似性。

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2025-04-14 DOI: 10.1037/xlm0001440

Mengxiao Wang, Qi-Yang Nie

{"title":"Computational similarities between social and nonsocial processing in cognitive control.","authors":"Mengxiao Wang, Qi-Yang Nie","doi":"10.1037/xlm0001440","DOIUrl":"https://doi.org/10.1037/xlm0001440","url":null,"abstract":"It is widely accepted that upright faces are processed more holistically than inverted faces, but there is limited evidence on how face orientation affects holistic processing in conflict tasks and how this differs in arrow and gaze processing. To address these gaps, we devised a novel arrow-gaze Stroop task involving both arrow and gaze judgments. Our results show that face orientation does not influence the congruency effect in this Stroop task. However, the congruency effect is significantly stronger for gaze judgments than for arrow judgments. We used hierarchical Bayesian estimation to evaluate three conflict drift-diffusion models-the diffusion model for conflict tasks, the dual-stage two-phase model, and the shrinking spotlight model (SSP)-to examine holistic cognitive control mechanisms. Our model-based analysis reveals that the SSP outperforms the diffusion model for conflict and dual-stage two-phase models. Representational similarity analysis of the SSP model parameters between gaze and arrow judgments suggests two key findings: (a) Feature-based processing of both arrow and gaze tasks, along with conflict-related factors, explains the similar congruency effects observed across both face orientations, while the processing speed of relevant stimulus attributes impacts overall performance, and (b) there are both shared and dissociable attentional effects between gaze and arrow processing. These findings provide new insights into the shared computational mechanisms underlying social and nonsocial cognitive control processes. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144047829","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

High coherence among training exemplars promotes broad generalization of face families. 训练样本之间的高度一致性促进了人脸家族的广泛泛化。

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2025-04-07 DOI: 10.1037/xlm0001478

Caitlin R Bowman, Dagmar Zeithamova

{"title":"High coherence among training exemplars promotes broad generalization of face families.","authors":"Caitlin R Bowman, Dagmar Zeithamova","doi":"10.1037/xlm0001478","DOIUrl":"https://doi.org/10.1037/xlm0001478","url":null,"abstract":"How do we tailor learning experiences to promote the formation and generalization of conceptual knowledge? Exposing learners to a highly variable set of examples has been postulated to benefit generalization, but evidence is conflicting. In the present study, we manipulated training set variability in terms of both the typicality of training examples (high vs. low coherence) and the number of unique examples (small vs. large set size) while controlling the total number of training trials. The face family category structure was designed to allow participants to learn by picking up on shared features across category members and/or by attending to unique features of individual category members. We found relatively little effect of set size but a clear benefit of high-coherence (lower variability) training both in terms of category learning and generalization. Moreover, high-coherence training biased participants to make judgments based on shared features in both categorization and recognition. Using an exploratory model fitting procedure, we tested the hypothesis that high-coherence training facilitates prototype abstraction. Instead, we found an exemplar model advantage across training conditions. However, there was also systematic misfit for all models for some trial types, including underestimating the influence of shared features in categorization responses. Overall, we show that high-variability training is not necessarily beneficial for concept learning when the total length of training is controlled. Instead, training on typical examples promotes fast learning and broad category knowledge by helping learners extract shared category features. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143804605","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

Revisiting semantic ambiguity in English words: Nonarbitrary polysemy-form mappings influence lexical processing. 重新审视英语词汇的语义歧义：非任意多义形式映射对词汇加工的影响。

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2025-04-07 DOI: 10.1037/xlm0001483

Greig I de Zubicaray

{"title":"Revisiting semantic ambiguity in English words: Nonarbitrary polysemy-form mappings influence lexical processing.","authors":"Greig I de Zubicaray","doi":"10.1037/xlm0001483","DOIUrl":"https://doi.org/10.1037/xlm0001483","url":null,"abstract":"Most English word forms convey multiple meanings, that is, they are semantically ambiguous. A relatively small proportion of these ambiguous forms are homonyms that convey distinct meanings (e.g., bank may refer to a financial institution or the land bordering a river), while the majority are polysemes that convey interrelated senses (mouth may refer to the mouth of a person or a river). Empirical investigations have demonstrated an advantage for polysemous word forms across various lexical processing tasks, suggesting differences in the way they are organized in semantic memory. However, polysemous forms also tend to be more frequent, comprise fewer phonemes and syllables, and occur in more dense neighborhoods involving more similar sounding words. The nature and extent of these systematic polysemy-form mappings and their influence on processing have yet to be fully investigated. The present study reports an analysis of a corpus of English monomorphemic words (N = 4,466), confirming that phonological features predict a significant proportion of variance (16.8%) in the number of senses conveyed by a word. A series of experiments using relative weight analyses of megastudy data sets of word recognition and production tasks demonstrates that these systematic polysemy-form mappings have a relatively important influence on lexical processing compared to other lexical and semantic variables. These findings suggest that polysemous word forms might be structured systematically to minimize cognitive costs and maintain a compact or kernel lexicon. Implications for current accounts of lexical ambiguity based solely on semantic similarity are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143804647","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

Multiple repetitions lead to the long-term elimination of the word frequency effect. 多次重复导致词频效应的长期消除。

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2025-04-07 DOI: 10.1037/xlm0001486

Ruth E Corps, Antje S Meyer

引用次数: 0