Journal of Experimental Psychology: Learning, Memory, and Cognition最新文献

{"title":"Sentence context modulates the neighborhood frequency effect in Chinese reading: Evidence from eye movements.","authors":"Panpan Yao,&nbsp;Timothy J Slattery,&nbsp;Xingshan Li","doi":"10.1037/xlm0001030","DOIUrl":"https://doi.org/10.1037/xlm0001030","url":null,"abstract":"<p><p>In the current study, we conducted 2 eye-tracking reading experiments to explore whether sentence context can influence neighbor effects in word recognition during Chinese reading. Chinese readers read sentences in which the targets' orthographic neighbors were either plausible or implausible with the pretarget context. The results revealed that the neighbor effect was influenced by context: The context in the biased condition (where only targets but not neighbors can fit in the pretarget context) evoked a significantly weaker inhibitory neighbor effect than in the neutral condition (where both targets and neighbors can fit in the pretarget context). These results indicate that contextual information can be used to modulate neighbor effects during online sentence reading in Chinese. (PsycInfo Database Record (c) 2022 APA, all rights reserved).</p>","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"1507-1517"},"PeriodicalIF":2.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39286339","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}

{"title":"How consistent is mind wandering across situations and tasks? A latent state-trait analysis.","authors":"Jan Rummel,&nbsp;Dirk Hagemann,&nbsp;Lena Steindorf,&nbsp;Anna-Lena Schubert","doi":"10.1037/xlm0001041","DOIUrl":"https://doi.org/10.1037/xlm0001041","url":null,"abstract":"<p><p>Mind wandering is often defined as the phenomenon of one's attention drifting away from the current activity toward inner thoughts and feelings. In the laboratory, mind wandering is most frequently assessed with thought reports that are collected while people perform some ongoing activity. It is not clear, however, inasmuch the resulting mind-wandering reports are reflective of person-consistent mind-wandering tendencies and/or situation-driven fluctuations in mind-wandering behavior. To shed light on this question, we tested how consistent mind-wandering reports are across different measurement occasions and tasks to investigate to which extent they indicate individual differences in mind wandering. Results from a latent state-trait analysis showed that mind-wandering reports are occasion-consistent to some extent and also somewhat task-specific. Theoretical implications of these findings are that mind wandering in the laboratory is less affected by situational factors than often assumed, but that individual differences in mind wandering partly depend on the currently ongoing task. Future research should investigate the origins of task-specificity effects on mind wandering and researchers should further incorporate the idea of task-specificity in future theory building. (PsycInfo Database Record (c) 2022 APA, all rights reserved).</p>","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"1385-1399"},"PeriodicalIF":2.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39326563","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}

{"title":"Keep flexible-Keep switching? Boundary conditions of the influence of forced task switching on voluntary task switching.","authors":"Kerstin Fröber,&nbsp;Vanessa Jurczyk,&nbsp;Gesine Dreisbach","doi":"10.1037/xlm0001104","DOIUrl":"https://doi.org/10.1037/xlm0001104","url":null,"abstract":"<p><p>Frequent forced switching between tasks has been shown to reduce switch costs and increase voluntary switch rates. So far, however, the boundary conditions of the influence of forced task switching on voluntary task switching are unknown. Thus, the present study was aimed to test different aspects of generalizability (across items, tasks, and time) of switching-induced flexibility established in forced-choice trials on voluntary switching in free-choice trials. To this end, stimuli and tasks were systematically varied between forced- and free-choice trials in a hybrid task-switching paradigm. In a series of three experiments, we manipulated forced-choice switch probability (25% vs. 75%) and found that switching-induced flexibility generalizes to new items, but arguably not to new tasks. This task-specific effect is rather short-lived, limited to the first free-choice trial following a forced-choice trial. Underlying mechanisms of switching-induced flexibility, the versatility of flexibility and implications for the trainability of cognitive flexibility are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).</p>","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"1249-1262"},"PeriodicalIF":2.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39750603","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}

{"title":"Memory resources recover gradually over time: The effects of word frequency, presentation rate, and list composition on binding errors and mnemonic precision in source memory.","authors":"Vencislav Popov,&nbsp;Matthew So,&nbsp;Lynne M Reder","doi":"10.1037/xlm0001072","DOIUrl":"https://doi.org/10.1037/xlm0001072","url":null,"abstract":"<p><p>Normative word frequency has played a key role in the study of human memory, but there is little agreement as to the mechanism responsible for its effects. To determine whether word frequency affects binding probability or memory precision, we used a continuous reproduction task to examine working memory for spatial positions of words. In three experiments, after studying a list of five words, participants had to report the spatial location of one of them on a circle. Across experiments we varied word frequency, presentation rate, and the proportion of low-frequency words on each trial. A mixture model dissociated memory precision, binding failure, and guessing rate parameters from the continuous distribution of errors. On trials that contained only low- or only high-frequency words, low-frequency words led to a greater degree of error in recalling the associated location. This was due to a higher word-location binding failure and not due to differences in memory precision or guessing rates. Slowing down the presentation rate eliminated the word frequency effect by reducing binding failures for low-frequency words. Mixing frequencies in a single trial hurt high-frequency and helped low-frequency words. These findings support the idea that word frequency can lead to both positive and negative mnemonic effects depending on a trade-off between an HF encoding advantage and a LF retrieval cue advantage. We suggest that (1) low-frequency words require more resources for binding, (2) that these resources recover gradually over time, and that (3) binding fails when these resources are insufficient. (PsycInfo Database Record (c) 2022 APA, all rights reserved).</p>","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"1263-1280"},"PeriodicalIF":2.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39537722","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}

{"title":"The bizarreness effect and visual imagery: No impact of concurrent visuo-spatial distractor tasks indicates little role for visual imagery.","authors":"Miri Besken,&nbsp;Neil W Mulligan","doi":"10.1037/xlm0001038","DOIUrl":"https://doi.org/10.1037/xlm0001038","url":null,"abstract":"<p><p>Ancient as well as modern writers have promoted the idea that bizarre images enhance memory. Research has documented bizarreness effects, with one standard technique finding that sentences describing unusual, implausible, or bizarre scenarios are better remembered than sentences describing plausible, every day, or common scenarios. Not surprisingly, this effect is often attributed to visual imagery, and the effect often referred to as the bizarre <i>imagery</i> effect. But the role of imagery has been disputed even as research has found it difficult to clearly distinguish the effects of imagery from other possible bases for the bizarreness advantage. The current experiments assessed the visual-imagery hypothesis by disrupting visual imagery processes during encoding, which should reduce the bizarreness effect if it is indeed due to imagery. Specifically, one group carried out a concurrent task that selectively disrupted visual working memory (and visual imagery) during the encoding of sentences; a control group encoded the sentences without distraction. Across four experiments, the distractor task was dynamic visual noise, the spatial tapping task, and a visual span task. Each experiment found a robust bizarreness effect that was never reduced by visuospatial distraction. Combined, meta-analytic, and Bayesian analyses concurred with the results of the individual experiments. The results indicate little role for visual imagery in the bizarreness effect. (PsycInfo Database Record (c) 2022 APA, all rights reserved).</p>","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"1281-1295"},"PeriodicalIF":2.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39286337","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}

{"title":"Frequency effects in action versus value learning.","authors":"Hilary J Don,&nbsp;Darrell A Worthy","doi":"10.1037/xlm0000896","DOIUrl":"https://doi.org/10.1037/xlm0000896","url":null,"abstract":"<p><p>Recent work in reinforcement learning has demonstrated a choice preference for an option that has a lower probability of reward (A) when paired with an alternative option that has a higher probability of reward (C), if A has been experienced more frequently than C (the frequency effect). This finding is critical as it is inconsistent with widespread assumptions that expected value is based on average reward, and instead suggests that value is based on cumulative instances of reward. However, option frequency may also affect instrumental reinforcement of choosing A during training, which may then transfer to choice on AC trials. This study therefore aimed to assess the contribution of action reinforcement and option value to the frequency-effect across 2 experiments. In both experiments we included an additional test phase in which participants were asked to rate the likelihood of reward for each choice option, a response that should be unaffected by action reinforcement. In Experiment 1, participants completed the original choice training phase. In Experiment 2, participants were presented with each option individually, thus removing reinforcement of choice during training. Single cue training reduced the strength of the preference for A compared to choice training, suggesting a contributing role of action reinforcement. However, frequency effects were still evident in both experiments. We found that the pattern of reward likelihood ratings was consistent with the pattern of choice preferences in both experiments, suggesting that action reinforcement may also influence judgements about the likelihood of receiving reward. (PsycInfo Database Record (c) 2022 APA, all rights reserved).</p>","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"1311-1327"},"PeriodicalIF":2.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38887757","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}

{"title":"\"Self-regulated learning of important information under sequential and simultaneous encoding conditions\": Correction to Middlebrooks and Castel (2018).","authors":"","doi":"10.1037/xlm0001011","DOIUrl":"https://doi.org/10.1037/xlm0001011","url":null,"abstract":"<p><p>Reports an error in \"Self-regulated learning of important information under sequential and simultaneous encoding conditions\" by Catherine D. Middlebrooks and Alan D. Castel (<i>Journal of Experimental Psychology: Learning, Memory, and Cognition</i>, 2018[May], Vol 44[5], 779-792). In the article, there was an error in the computer programming used to present the items to participants in the sequential condition in Experiment 1, such that participants in this condition were inadvertently shown only 18 items in each list instead of the intended 20 items. Participants in the simultaneous condition were shown 20 items during study, as intended, and Experiment 2 was not impacted by this coding error. The Procedure subsection in Experiment 1 has been modified to explain this error and the difference in study experience between the simultaneous and sequential conditions. The overall recall and value-directed remembering analyses in Experiment 1 have also been conducted again, and their respective Results subsections have been updated to reflect this missing data. Table 1 (viz. the row pertaining to the sequential condition in Experiment 1), Table 2 (viz. the column pertaining to Experiment 1), and Figure 2a have also been updated. The online version of this article has been corrected. (The following abstract of the original article appeared in record 2017-49129-001.) Learners make a number of decisions when attempting to study efficiently: they must choose which information to study, for how long to study it, and whether to restudy it later. The current experiments examine whether documented impairments to self-regulated learning when studying information sequentially, as opposed to simultaneously, extend to the learning of and memory for valuable information. In Experiment 1, participants studied lists of words ranging in value from 1-10 points sequentially or simultaneously at a preset presentation rate; in Experiment 2, study was self-paced and participants could choose to restudy. Although participants prioritized high-value over low-value information, irrespective of presentation, those who studied the items simultaneously demonstrated superior value-based prioritization with respect to recall, study selections, and self-pacing. The results of the present experiments support the theory that devising, maintaining, and executing efficient study agendas is inherently different under sequential formatting than simultaneous. (PsycInfo Database Record (c) 2022 APA, all rights reserved).</p>","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"1327"},"PeriodicalIF":2.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25449400","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}

{"title":"The passive state: A protective mechanism for information in working memory tasks.","authors":"Jiafeng Zhang,&nbsp;Chaoxiong Ye,&nbsp;Hong-Jin Sun,&nbsp;Jing Zhou,&nbsp;Tengfei Liang,&nbsp;Yuchen Li,&nbsp;Qiang Liu","doi":"10.1037/xlm0001092","DOIUrl":"https://doi.org/10.1037/xlm0001092","url":null,"abstract":"<p><p>Memory representations can be stored in a passive state in a visual working memory (VWM) task. However, it remains unclear whether the representations stored in the passive state are prone to interference and decay. To explore this issue, we asked participants to successively remember two sets of memory items (M1 and M2) in three test manners: a <i>combined test</i> (both M1 and M2 are probed simultaneously), a <i>backward test</i> (probe M2 first and M1 second), or a <i>forward test</i> (probe M1 first and M2 second). We found that the contralateral delay activity (CDA) amplitude after the onset of M2 only tracked M2 independently of M1 in the two <i>separate tests</i> (Experiments 1-3), and the accuracy of M1 was well above chance. These results implied that the M1 representations had been transferred from the online state into the passive state after the onset of M2. Furthermore, the accuracy of M1 (two representations were transferred from the online state into the passive state and retrieved later) in the <i>backward test</i> was worse than M2 (2 representations in the online state throughout) in the <i>backward test</i> (Experiments 1-2), but was comparable to M1 (two representations were transferred from the online state into the passive state and retrieved first) in the <i>forward test</i> (Experiment 2). These results demonstrated that the memory representations were impaired during state switching. Importantly, once the representations had been stored in the passive state, they were robust with little memory loss during latent retention. (PsycInfo Database Record (c) 2022 APA, all rights reserved).</p>","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"1235-1248"},"PeriodicalIF":2.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39556631","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}

{"title":"Frequency and predictability effects in first and second language of different script bilinguals.","authors":"Billy Mor,&nbsp;Anat Prior","doi":"10.1037/xlm0000927","DOIUrl":"https://doi.org/10.1037/xlm0000927","url":null,"abstract":"<p><p>Reading efficiently in a second language (L2) is a crucial skill, but it is not universally achieved. Here we ask whether L2 reading efficiency is better captured as a language specific skill or whether it is mostly shared across L1 and L2, relying on general language abilities. To this end, we examined word frequency and predictability effects in sentence reading, and tested the same readers in L1 and L2, recording participants' eye-movements. Participants were 57 undergraduate bilingual speakers of Hebrew and English, languages that use different scripts, allowing for a clearer distinction between L1 and L2 processing. Both word frequency and word predictability effects were more pronounced in participants' L2 than in the L1, suggesting that both lower level and higher-order processes in reading are sensitive to language proficiency. Further, frequency effects in the L2 were linked with L2 proficiency but not general language abilities, and L2 predictability effects were not associated with either variable. Finally, readers' frequency and predictability effects in L1 and L2 were not associated with each other. Taken together, these results suggest that for different-script bilinguals, efficient reading in the L2 is a highly specific skill, dependent upon proficiency in that language, and drawing less on L1 and general language ability. (PsycInfo Database Record (c) 2022 APA, all rights reserved).</p>","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"1363-1383"},"PeriodicalIF":2.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39397359","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}

{"title":"The role of meaning in visual working memory: Real-world objects, but not simple features, benefit from deeper processing.","authors":"Timothy F Brady,&nbsp;Viola S Störmer","doi":"10.1037/xlm0001014","DOIUrl":"https://doi.org/10.1037/xlm0001014","url":null,"abstract":"<p><p>Visual working memory is a capacity-limited cognitive system used to actively store and manipulate visual information. Visual working memory capacity is not fixed, but varies by stimulus type: Stimuli that are more meaningful are better remembered. In the current work, we investigate what conditions lead to the strongest benefits for meaningful stimuli. We propose that in some situations participants may try to encode the entire display holistically (i.e., in a quick \"snapshot\"). This may lead them to treat objects as simply meaningless, colored \"blobs\", rather than individually and in a high-level way, which could reduce benefits of meaningful stimuli. In a series of experiments, we directly test whether real-world objects, colors, perceptually matched less-meaningful objects, and fully scrambled objects benefit from deeper processing. We systematically vary the presentation format of stimuli at encoding to be either simultaneous-encouraging a parallel, \"take-a-quick-snapshot\" strategy-or present the stimuli sequentially, promoting a serial, each-item-at-once strategy. We find large advantages for meaningful objects in all conditions, but find that real-world objects-and to a lesser degree lightly scrambled, still meaningful versions of the objects-benefit from the sequential encoding and thus deeper, focused-on-individual-items processing, while colors do not. Our results suggest single-feature objects may be an outlier in their affordance of parallel, quick processing, and that in more realistic memory situations, visual working memory likely relies upon representations resulting from in-depth processing of objects (e.g., in higher-level visual areas) rather than solely being represented in terms of their low-level features. (PsycInfo Database Record (c) 2022 APA, all rights reserved).</p>","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"942-958"},"PeriodicalIF":2.6,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25516452","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}