Journal of Experimental Psychology: Learning, Memory, and Cognition最新文献_第10页

Empirical comparison of the adjustable spanner and the adaptive toolbox models of choice. 可调扳手与自适应工具箱模型选择的实证比较。

IF 2.6

Journal of Experimental Psychology: Learning, Memory, and Cognition Pub Date : 2019-07-01 Epub Date: 2018-07-23 DOI: 10.1037/xlm0000641

Antonia Krefeld-Schwalb, Chris Donkin, Ben R Newell, Benjamin Scheibehenne

{"title":"Empirical comparison of the adjustable spanner and the adaptive toolbox models of choice.","authors":"Antonia Krefeld-Schwalb, Chris Donkin, Ben R Newell, Benjamin Scheibehenne","doi":"10.1037/xlm0000641","DOIUrl":"https://doi.org/10.1037/xlm0000641","url":null,"abstract":"Past research indicates that individuals respond adaptively to contextual factors in multiattribute choice tasks. Yet it remains unclear how this adaptation is cognitively governed. In this article, empirically testable implementations of two prominent competing theoretical frameworks are developed and compared across two multiattribute choice experiments: the adaptive toolbox framework assuming discrete choice strategies and the adjustable spanner framework assuming one comprehensive adaptive strategy. Results from two experiments indicate that in the environments we tested, in which all cue information was presented openly, the toolbox makes better predictions than the adjustable spanner both in- and out-of-sample. Follow-up simulation studies indicate that it is difficult to discriminate the models based on choice outcomes alone but allowed the identification of a small subset of cases where the predictions of both models diverged. Our results suggest that people adapt their decision strategies by flexibly switching between using as little information as possible and use of all of the available information. (PsycINFO Database Record (c) 2019 APA, all rights reserved).","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"1151-1165"},"PeriodicalIF":2.6,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40531746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Learning in complex, multi-component cognitive systems: Different learning challenges within the same system. 复杂、多组分认知系统中的学习:同一系统中的不同学习挑战。

IF 2.6

Journal of Experimental Psychology: Learning, Memory, and Cognition Pub Date : 2019-06-01 Epub Date: 2018-07-23 DOI: 10.1037/xlm0000630

Bonnie L Breining, Nazbanou Nozari, Brenda Rapp

{"title":"Learning in complex, multi-component cognitive systems: Different learning challenges within the same system.","authors":"Bonnie L Breining, Nazbanou Nozari, Brenda Rapp","doi":"10.1037/xlm0000630","DOIUrl":"https://doi.org/10.1037/xlm0000630","url":null,"abstract":"Using word learning as an example of a complex system, we investigated how differences in the structure of the subcomponents in which learning occurs can have significant consequences for the challenge of integrating new information within such systems. Learning a new word involves integrating information into the two key stages/subcomponents of processing within the word production system. In the first stage, multiple semantic features are mapped onto a single word. Conversely, in the second stage, a single word is mapped onto multiple segmental features. We tested whether the unitary goal of word learning leads to different local outcomes in these two stages because of their reversed mapping patterns. Neurotypical individuals (N = 17) learned names and semantic features for pictures of unfamiliar objects presented in semantically related, segmentally related and unrelated blocks. Both similarity types interfered with word learning. However, feature learning was differentially affected within the two subcomponents of word production. Semantic similarity facilitated learning distinctive semantic features (i.e., features unique to each item), whereas segmental similarity facilitated learning shared segmental features (i.e., features common to several items in a block). These results are compatible with an incremental learning model in which learning not only strengthens certain associations but also weakens others according to the local goals of each subcomponent. More generally, they demonstrate that the same overall learning goal can lead to opposite learning outcomes in the subcomponents of a complex system. The general principles uncovered may extend beyond word learning to other complex systems with multiple subcomponents.","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"1093-1106"},"PeriodicalIF":2.6,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6344326/pdf/nihms972689.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40542054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

When is literal meaning inhibited? Evidence from nonsense in the metaphor-induced lexical forgetting paradigm. 什么时候字面意义被抑制了?隐喻诱发词汇遗忘范式中无意义的证据。

IF 2.6

Journal of Experimental Psychology: Learning, Memory, and Cognition Pub Date : 2019-05-01 Epub Date: 2018-07-23 DOI: 10.1037/xlm0000621

Tim George, Jennifer Wiley

{"title":"When is literal meaning inhibited? Evidence from nonsense in the metaphor-induced lexical forgetting paradigm.","authors":"Tim George, Jennifer Wiley","doi":"10.1037/xlm0000621","DOIUrl":"https://doi.org/10.1037/xlm0000621","url":null,"abstract":"A common feature of metaphoric language processing is a conflict between literal and figurative aspects of meaning. A consequence of this is the need to select the most appropriate meaning among competing associates when we encounter such phrases. The goal of the present experiments was to adapt the \"impossible\" retrieval approach of previous retrieval-induced and problem-solving-induced forgetting (RIF; PSIF) studies to test for the use of inhibitory mechanisms during metaphor comprehension. To achieve this goal, a series of 3 studies assessed forgetting following the processing of nonsense metaphors that were unlikely to lead to viable interpretations within a short period of time (Jealousy is a barn). In the first 2 experiments, processing nonsense metaphors led to reduced recall for previously studied literal associates. In a 3rd study, processing nonsense metaphors led to longer recognition latencies for literal associates on a cue-independent task. In contrast, no evidence of forgetting was seen because of the processing of familiar metaphors in any study. Because participants are unlikely to reach a viable interpretation of these nonsense metaphors, and because results were similar using recall and cue-independent recognition measures, these results provide novel support for an inhibitory account for this forgetting effect over a blocking or cue-based interference account. (PsycINFO Database Record (c) 2019 APA, all rights reserved).","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"869-880"},"PeriodicalIF":2.6,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40442477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Does evaluative conditioning depend on awareness? Evidence from a continuous flash suppression paradigm. 评价性条件反射依赖于意识吗?来自连续闪光抑制范例的证据。

IF 2.6

Journal of Experimental Psychology: Learning, Memory, and Cognition Pub Date : 2018-10-01 Epub Date: 2018-02-26 DOI: 10.1037/xlm0000533

Fabia Högden, Mandy Hütter, Christian Unkelbach

{"title":"Does evaluative conditioning depend on awareness? Evidence from a continuous flash suppression paradigm.","authors":"Fabia Högden, Mandy Hütter, Christian Unkelbach","doi":"10.1037/xlm0000533","DOIUrl":"https://doi.org/10.1037/xlm0000533","url":null,"abstract":"The role of awareness in evaluative learning has been thoroughly investigated with a variety of theoretical and methodological approaches. We investigated evaluative conditioning (EC) without awareness with an approach that conceptually provides optimal conditions for unaware learning - the Continuous Flash Suppression paradigm (CFS). In CFS, a stimulus presented to one eye can be rendered invisible for a prolonged duration by presenting a high-contrast dynamic pattern to the other eye. The suppressed stimulus is nevertheless processed. First, Experiment 1 established EC effects in a pseudo-CFS setup without suppression. Experiment 2 then employed CFS to suppress conditioned stimuli (CSs) from awareness while the unconditioned stimuli (USs) were visible. While Experiment 1 and 2 used a between-participants manipulation of CS suppression, Experiments 3 and 4 both manipulated suppression within participants. We observed EC effects when CSs were not suppressed, but found no EC effects when the CS was suppressed from awareness. We relate our finding to previous research and discuss theoretical implications for EC. (PsycINFO Database Record (c) 2018 APA, all rights reserved).","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"1641-1657"},"PeriodicalIF":2.6,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39984495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 18

Individual differences in semantic processing: Insights from the Calgary semantic decision project. 语义处理的个体差异:来自卡尔加里语义决策项目的见解。

IF 2.6

Journal of Experimental Psychology: Learning, Memory, and Cognition Pub Date : 2018-07-01 Epub Date: 2018-02-26 DOI: 10.1037/xlm0000499

Penny M Pexman, Melvin J Yap

{"title":"Individual differences in semantic processing: Insights from the Calgary semantic decision project.","authors":"Penny M Pexman, Melvin J Yap","doi":"10.1037/xlm0000499","DOIUrl":"https://doi.org/10.1037/xlm0000499","url":null,"abstract":"Most previous studies of semantic processing have examined group-level data. We investigated the possibility that there might be individual differences in semantic decision performance even among the standard undergraduate population and that such differences might provide insights into semantic processing. We analyzed the Calgary Semantic Decision Project dataset, which includes concrete/abstract semantic decision responses to thousands of words and also a vocabulary measure for each of 312 participants. Results of our analyses showed that semantic decision responses had good reliability, and that the speed of those responses was related to individual differences as assessed by vocabulary scores and also by diffusion model parameters. That is, semantic decisions were faster for participants with higher vocabulary scores and for participants with steeper drift rates. Further, in their semantic decision responses high vocabulary participants showed more sensitivity to some lexical/semantic predictors and less sensitivity to others. For responses to both concrete and abstract words, high vocabulary participants were more sensitive to word concreteness and less sensitive to word frequency and age of acquisition. For concrete words, high vocabulary participants were also more sensitive to semantic neighborhood similarity. The results suggest that high vocabulary participants are able to more readily access semantic information and are better able to emphasize task-relevant dimensions. In sum, the results are consistent with a dynamic, multidimensional account of semantic processing. (PsycINFO Database Record","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"1091-1112"},"PeriodicalIF":2.6,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39985718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 20

The case of the missing visual details: Occlusion and long-term visual memory. 视觉细节缺失的病例:遮挡和长期视觉记忆。

IF 2.6

Journal of Experimental Psychology: Learning, Memory, and Cognition Pub Date : 2017-10-01 Epub Date: 2017-03-02 DOI: 10.1037/xlm0000393

Carrick C Williams, Kyle A Burkle

{"title":"The case of the missing visual details: Occlusion and long-term visual memory.","authors":"Carrick C Williams, Kyle A Burkle","doi":"10.1037/xlm0000393","DOIUrl":"https://doi.org/10.1037/xlm0000393","url":null,"abstract":"To investigate the critical information in long-term visual memory representations of objects, we used occlusion to emphasize 1 type of information or another. By occluding 1 solid side of the object (e.g., top 50%) or by occluding 50% of the object with stripes (like a picket fence), we emphasized visible information about the object, processing the visible details in the former and the object's overall form in the latter. On a token discrimination test, surprisingly, memory for solid or stripe occluded objects at either encoding (Experiment 1) or test (Experiment 2) was the same. In contrast, when occluded objects matched at encoding and test (Experiment 3) or when the occlusion shifted, revealing the entire object piecemeal (Experiment 4), memory was better for solid compared with stripe occluded objects, indicating that objects are represented differently in long-term visual memory. Critically, we also found that when the task emphasized remembering exactly what was shown, memory performance in the more detailed solid occlusion condition exceeded that in the stripe condition (Experiment 5). However, when the task emphasized the whole object form, memory was better in the stripe condition (Experiment 6) than in the solid condition. We argue that long-term visual memory can represent objects flexibly, and task demands can interact with visual information, allowing the viewer to cope with changing real-world visual environments. (PsycINFO Database Record","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"1567-1580"},"PeriodicalIF":2.6,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39984038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A two-phase model of resource allocation in visual working memory. 视觉工作记忆资源分配的两阶段模型。

IF 2.6

Journal of Experimental Psychology: Learning, Memory, and Cognition Pub Date : 2017-10-01 Epub Date: 2017-03-02 DOI: 10.1037/xlm0000376

Chaoxiong Ye, Zhonghua Hu, Hong Li, Tapani Ristaniemi, Qiang Liu, Taosheng Liu

{"title":"A two-phase model of resource allocation in visual working memory.","authors":"Chaoxiong Ye, Zhonghua Hu, Hong Li, Tapani Ristaniemi, Qiang Liu, Taosheng Liu","doi":"10.1037/xlm0000376","DOIUrl":"https://doi.org/10.1037/xlm0000376","url":null,"abstract":"Two broad theories of visual working memory (VWM) storage have emerged from current research, a discrete slot-based theory and a continuous resource theory. However, neither the discrete slot-based theory or continuous resource theory clearly stipulates how the mental commodity for VWM (discrete slot or continuous resource) is allocated. Allocation may be based on the number of items via stimulus-driven factors, or it may be based on task demands via voluntary control. Previous studies have obtained conflicting results regarding the automaticity versus controllability of such allocation. In the current study, we propose a two-phase allocation model, in which the mental commodity could be allocated only by stimulus-driven factors in the early consolidation phase. However, when there is sufficient time to complete the early phase, allocation can enter the late consolidation phase, where it can be flexibly and voluntarily controlled according to task demands. In an orientation recall task, we instructed participants to store either fewer items at high-precision or more items at low-precision. In 3 experiments, we systematically manipulated memory set size and exposure duration. We did not find an effect of task demands when the set size was high and exposure duration was short. However, when we either decreased the set size or increased the exposure duration, we found a trade-off between the number and precision of VWM representations. These results can be explained by a two-phase model, which can also account for previous conflicting findings in the literature. (PsycINFO Database Record","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"1557-1566"},"PeriodicalIF":2.6,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5581736/pdf/nihms846073.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39984081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 22

Predicting and priming thematic roles: Flexible use of verbal and nonverbal cues during relative clause comprehension. 预测和启动主位角色:在关系分句理解中语言和非语言线索的灵活运用。

IF 2.6

Journal of Experimental Psychology: Learning, Memory, and Cognition Pub Date : 2017-09-01 Epub Date: 2017-03-02 DOI: 10.1037/xlm0000389

Alix Kowalski, Yi Ting Huang

{"title":"Predicting and priming thematic roles: Flexible use of verbal and nonverbal cues during relative clause comprehension.","authors":"Alix Kowalski, Yi Ting Huang","doi":"10.1037/xlm0000389","DOIUrl":"https://doi.org/10.1037/xlm0000389","url":null,"abstract":"Relative-clause sentences (RCs) have been a key test case for psycholinguistic models of comprehension. While object-relative clauses (e.g., ORCs: \"The bear that the horse . . .\") are distinguished from subject-relative clauses (SRCs) after the second noun phrase (NP2; e.g., SRCs: \"The bear that pushed . . .\"), role assignments are often delayed until the embedded verb (e.g., \". . . pushed ate the sandwich\"). This contrasts with overwhelming evidence of incremental role assignment in other garden-path sentences. The current study investigates how contextual factors modulate reliance on verbal and nonverbal cues. Using a visual-world paradigm, participants saw preceding discourse contexts that highlighted relevant roles within events (e.g., pusher, pushee). Nevertheless, role assignment for ORCs remained delayed until the embedded verb (Experiment 1). However, role assignment for ORCs occurred before the embedded verb when additional linguistic input was provided by an adverb (Experiment 2). Finally, when the likelihood of encountering RCs increased within the experimental context, role immediate assignment for ORCs was observed after NP2 (Experiment 3). Together, these findings suggest that real-time role assignment often prefers verbal cues, but can also flexibly adapt to the statistical properties of the local context. (PsycINFO Database Record","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"1341-1351"},"PeriodicalIF":2.6,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/xlm0000389","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39983450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Ignoring memory hints: The stubborn influence of environmental cues on recognition memory. 忽略记忆提示:环境线索对识别记忆的顽固影响。

IF 2.6

Journal of Experimental Psychology: Learning, Memory, and Cognition Pub Date : 2017-09-01 Epub Date: 2017-03-02 DOI: 10.1037/xlm0000383

Diana Selmeczy, Ian G Dobbins

{"title":"Ignoring memory hints: The stubborn influence of environmental cues on recognition memory.","authors":"Diana Selmeczy, Ian G Dobbins","doi":"10.1037/xlm0000383","DOIUrl":"https://doi.org/10.1037/xlm0000383","url":null,"abstract":"Recognition judgments can benefit from the use of environmental cues that signal the general likelihood of encountering familiar versus unfamiliar stimuli. While incorporating such cues is often adaptive, there are circumstances (e.g., eyewitness testimony) in which observers should fully ignore environmental cues in order to preserve memory report fidelity. The current studies used the explicit memory cueing paradigm to examine whether participants could intentionally ignore reliable environmental cues when instructed. Three experiments demonstrated that participants could volitionally dampen the directional influence of environmental cues on their recognition judgments (i.e., whether influenced to respond \"old\" or \"new\") but did not fully eliminate their influence. Although monetary incentives diminished the mean influence of cues on responses rates, finer grained individual differences analysis, as well as confidence and RTs analyses, demonstrated that participants were still systematically influenced. These results demonstrate that environmental cues presented at test remain a potent influence on recognition decisions and subjective confidence even when ostensibly ignored. (PsycINFO Database Record","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"1448-1469"},"PeriodicalIF":2.6,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/xlm0000383","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39982750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Reading time allocation strategies and working memory using rapid serial visual presentation. 快速连续视觉呈现的阅读时间分配策略与工作记忆。

IF 2.6

Journal of Experimental Psychology: Learning, Memory, and Cognition Pub Date : 2017-09-01 Epub Date: 2017-03-02 DOI: 10.1037/xlm0000392

Jessica N Busler, Alejandro A Lazarte

引用次数: 4