Journal of Experimental Psychology: Learning, Memory, and Cognition最新文献_第7页

Strange but true: Corroboration and base rate neglect. 奇怪但真实:确证和基本率忽视。

IF 2.6

Journal of Experimental Psychology: Learning, Memory, and Cognition Pub Date : 2021-01-01 Epub Date: 2020-01-16 DOI: 10.1037/xlm0000816

Toby D Pilditch, Sandra Lagator, David Lagnado

{"title":"Strange but true: Corroboration and base rate neglect.","authors":"Toby D Pilditch, Sandra Lagator, David Lagnado","doi":"10.1037/xlm0000816","DOIUrl":"https://doi.org/10.1037/xlm0000816","url":null,"abstract":"How do we deal with unlikely witness testimonies? Whether in legal or everyday reasoning, corroborative evidence is generally considered a strong marker of support for the reported hypothesis. However, questions remain regarding how the prior probability, or base rate, of that hypothesis interacts with corroboration. Using a Bayesian network model, we illustrate an inverse relationship between the base rate of a hypothesis, and the support provided by corroboration. More precisely, as the base rate of hypothesis becomes more unlikely (and thus there is lower expectation of corroborating testimony), each piece of confirming testimony provides a nonlinear increase in support, relative to a more commonplace hypothesis-assuming independence between witnesses. We show across 3 experiments that lay reasoners consistently fail to account for this impact of (rare) base rates in both diagnostic and intercausal reasoning, resulting in substantial underestimation in belief updating. We consider this a novel demonstration of an inverted form of base rate neglect. We highlight the implications of this work for any scenario in which one cannot assume the confirmation or disconfirmation of a reported hypothesis is uniform. (PsycInfo Database Record (c) 2021 APA, all rights reserved).","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"11-28"},"PeriodicalIF":2.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37548898","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

Sentence context guides phonetic retuning to speaker idiosyncrasies. 句子语境引导语音回归到说话者的特质。

IF 2.6

Journal of Experimental Psychology: Learning, Memory, and Cognition Pub Date : 2021-01-01 Epub Date: 2019-12-19 DOI: 10.1037/xlm0000805

Alexandra Jesse

{"title":"Sentence context guides phonetic retuning to speaker idiosyncrasies.","authors":"Alexandra Jesse","doi":"10.1037/xlm0000805","DOIUrl":"https://doi.org/10.1037/xlm0000805","url":null,"abstract":"Speakers vary in their pronunciations of the sounds in their native language. Listeners use lexical knowledge to adjust their phonetic categories to speakers' idiosyncratic pronunciations. Lexical information can, however, be inconclusive or become available too late to guide this phonetic retuning. Sentence context is known to affect lexical processing, and listeners are typically more likely to categorize steps of a phonetic continuum in line with the semantic content of a sentence. In a series of experiments, we tested whether preceding sentence context can guide phonetic retuning. During a passive-listening exposure phase, English listeners heard a sound ambiguous between /s/ and /f/ spliced into the onset position of minimal word pairs (e.g., sin vs. fin). Sentence context disambiguated these minimal pairs as /s/-initial for 1 group of listeners and as /f/-initial for another group. At subsequent test, listeners categorized more steps on a /sa/-/fa/ continuum in line with their prior exposure; that is, when sentence context had disambiguated the ambiguous sound during exposure as /s/, listeners gave more /s/ responses than /f/ responses at test. These aftereffects occurred independently of whether contrastive phonemes from the respective other category were provided. No phonetic retuning was found when the disambiguating sentence contexts were replaced with neutral ones. Overall, these results provide evidence that sentence context can guide phonetic retuning, therefore expanding the usefulness of phonetic retuning as a tool for listeners to accommodate speakers. (PsycInfo Database Record (c) 2021 APA, all rights reserved).","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"184-194"},"PeriodicalIF":2.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37472982","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: 10

Search fluency as a misleading measure of memory. 搜索流畅性是一种误导性的记忆测量方法。

IF 2.6

Journal of Experimental Psychology: Learning, Memory, and Cognition Pub Date : 2021-01-01 Epub Date: 2019-12-30 DOI: 10.1037/xlm0000806

Sean M Stone, Benjamin C Storm

引用次数: 15

Errors may not cue recall of corrective feedback: Evidence against the mediation hypothesis of the testing effect. 错误可能不会提示纠正反馈的回忆:反对测试效应中介假设的证据。

IF 2.6

Journal of Experimental Psychology: Learning, Memory, and Cognition Pub Date : 2021-01-01 Epub Date: 2020-01-16 DOI: 10.1037/xlm0000810

Jack M I Leggett, Jennifer S Burt

{"title":"Errors may not cue recall of corrective feedback: Evidence against the mediation hypothesis of the testing effect.","authors":"Jack M I Leggett, Jennifer S Burt","doi":"10.1037/xlm0000810","DOIUrl":"https://doi.org/10.1037/xlm0000810","url":null,"abstract":"Successfully retrieving information protects it against later forgetting. Failed retrieval attempts are also beneficial if followed by study of corrective feedback. To explain both of these findings, researchers have proposed the mediation hypothesis. In the case of learning from corrective feedback, initial errors may serve as mediators, becoming associated with the corrective information and assisting with recall of that information during later retrieval attempts. A simple prediction follows: reminding learners of their initial errors should improve their recall of the corrections. We tested this prediction with a set of 3 experiments. In Experiment 1, participants learned cue-target word pairs (e.g., cactus-point) by reading or by incorrectly guessing target words before viewing corrective feedback. Immediately afterward, participants were equally good at recalling targets from the cue alone, the cue plus their own guess, or the cue plus a guess made by another participant. Experiment 2 produced similar results when the retention test was delayed by 24 hr. In Experiment 3, participants instead learned word triplets having a mediational relationship through preexisting associations (e.g., film-star-galaxy). Here, reminding participants of a genuine mediator greatly improved target recall, supporting the validity of our cueing procedure. (PsycINFO Database Record (c) 2020 APA, all rights reserved).","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"65-74"},"PeriodicalIF":2.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37548899","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

Individual differences in the desirable difficulty effect during lexical acquisition. 词汇习得过程中理想难度效应的个体差异。

IF 2.6

Journal of Experimental Psychology: Learning, Memory, and Cognition Pub Date : 2021-01-01 Epub Date: 2020-01-09 DOI: 10.1037/xlm0000809

Michael A Eskenazi, Bailey Nix

{"title":"Individual differences in the desirable difficulty effect during lexical acquisition.","authors":"Michael A Eskenazi, Bailey Nix","doi":"10.1037/xlm0000809","DOIUrl":"https://doi.org/10.1037/xlm0000809","url":null,"abstract":"Reading in difficult or novel fonts results in slower and less efficient reading (Slattery & Rayner, 2010); however, these fonts may also lead to better learning and memory (Diemand-Yauman, Oppenheimer, & Vaughan, 2011). This effect is consistent with a desirable difficulty effect such that more effort during encoding results in better long term retention (Bjork, 1994). The effect is robust and found in many contexts; however, it has not yet been applied to the process of lexical acquisition. The purpose of the current study was to investigate whether readers would learn words better when presented in Sans Forgetica, a font designed to induce desirable difficulty. One hundred sixty participants were randomly assigned to one font type and read sentences with 15 very low-frequency English words presented in two different informative contexts while their eye movements were monitored. They completed a spelling skill assessment and tests of their orthographic and semantic acquisition of the words. Linear mixed effects analyses were conducted and indicate that high-skill spellers learned the spelling and meaning of words better in the desirable difficulty font, but low-skill spellers did not show the same benefit. This pattern highlights the importance of individual differences in learning such that a desirable difficulty for one reader may be an undesirable difficulty for another. (PsycInfo Database Record (c) 2021 APA, all rights reserved).","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"45-52"},"PeriodicalIF":2.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37524397","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: 8

Repetition causes confusion: Insights to word segmentation during Chinese reading. 重复导致混淆:汉语阅读中的分词分析。

IF 2.6

Journal of Experimental Psychology: Learning, Memory, and Cognition Pub Date : 2021-01-01 Epub Date: 2020-01-16 DOI: 10.1037/xlm0000817

Jingwen Wang, Bernhard Angele, Guojie Ma, Xingshan Li

{"title":"Repetition causes confusion: Insights to word segmentation during Chinese reading.","authors":"Jingwen Wang, Bernhard Angele, Guojie Ma, Xingshan Li","doi":"10.1037/xlm0000817","DOIUrl":"https://doi.org/10.1037/xlm0000817","url":null,"abstract":"Since there are no spaces between words to mark word boundaries in Chinese, it is common to see 2 identical neighboring characters in natural text. Usually, this occurs when there are 2 adjacent words containing the same character (we will call such a coincidental sequence of 2 identical characters repeated characters). In the present study, we examined how Chinese readers process words when there are repeated characters. In 3 experiments, we compared how Chinese readers process 4-character strings including 2 repeated characters (e.g. , pinyin: xíngdòng dòngjī, meaning behavioral motivation) with a control condition where none of the characters repeat (e.g. , pinyin: xíngdòng yùwàng, meaning behavioral desire). In Experiment 1, the 4-character strings were presented for 40 ms and participants were asked to report as many characters as possible. Participants reported the second and third characters less accurately in the repeated condition than the control condition. In Experiments 2A and 2B, we embedded 2 different types of 4-character strings, compound Chinese characters and simple Chinese characters, into the same sentence frames, and asked participants to read these sentences normally. Gaze duration and total time on the second word were significantly longer in the repeated condition. These results suggest that the repeated characters increased the difficulty of word processing. Moreover, the results are consistent with the predictions of serial models, which assumes that words are processed serially in reading. (PsycInfo Database Record (c) 2021 APA, all rights reserved).","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"147-156"},"PeriodicalIF":2.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37548897","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: 2

The intuitive number sense contributes to symbolic equation error detection abilities. 直观的数感有助于符号方程的错误检测能力。

IF 2.6

Journal of Experimental Psychology: Learning, Memory, and Cognition Pub Date : 2021-01-01 Epub Date: 2020-01-09 DOI: 10.1037/xlm0000803

Harris Wong, Darko Odic

{"title":"The intuitive number sense contributes to symbolic equation error detection abilities.","authors":"Harris Wong, Darko Odic","doi":"10.1037/xlm0000803","DOIUrl":"https://doi.org/10.1037/xlm0000803","url":null,"abstract":"Research over the past 20 years has suggested that our intuitive sense of number-the Approximate Number System (ANS)-is associated with individual differences in symbolic math performance. The mechanism supporting this relationship, however, remains unknown. Here, we test whether the ANS contributes to how well adult observers judge the direction and magnitude of symbolic math equation errors. We developed a novel task in which participants view symbolic equations with incorrect answers (e.g., 47 + 21 = 102), and indicate whether the provided answer was too high or too low. By varying the ratio between the correct and the provided answers, we measured individual differences in how well participants detect the magnitude and direction of symbolic equation errors. We find that individual differences in equation error detection were uniquely predicted by ANS acuity-that is, the precision of each participant's intuitive number representations-even when controlling for differences in surface area perception, working memory span, and operational span. This suggests that the ANS can act as a unique source of error detection variability for formal mathematics, providing a plausible mechanism for how our universally shared number sense might link with human-specific symbolic math abilities. (PsycInfo Database Record (c) 2021 APA, all rights reserved).","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"1-10"},"PeriodicalIF":2.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37524400","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: 6

Distributional learning in English: The effect of verb-specific biases and verb-general semantic mappings on sentence production. 英语的分布学习:动词特定偏差和动词一般语义映射对句子生成的影响。

IF 2.6

Journal of Experimental Psychology: Learning, Memory, and Cognition Pub Date : 2021-01-01 Epub Date: 2020-01-30 DOI: 10.1037/xlm0000814

Malathi Thothathiri, Maria C Braiuca

引用次数: 4

Learning morphologically complex spoken words: Orthographic expectations of embedded stems are formed prior to print exposure. 学习形态复杂的口语单词:嵌入词干的正字法期望在印刷曝光之前形成。

IF 2.6

Journal of Experimental Psychology: Learning, Memory, and Cognition Pub Date : 2021-01-01 Epub Date: 2020-01-09 DOI: 10.1037/xlm0000808

Elisabeth Beyersmann, Signy Wegener, Kate Nation, Ayako Prokupzcuk, Hua-Chen Wang, Anne Castles

{"title":"Learning morphologically complex spoken words: Orthographic expectations of embedded stems are formed prior to print exposure.","authors":"Elisabeth Beyersmann, Signy Wegener, Kate Nation, Ayako Prokupzcuk, Hua-Chen Wang, Anne Castles","doi":"10.1037/xlm0000808","DOIUrl":"https://doi.org/10.1037/xlm0000808","url":null,"abstract":"It is well known that information from spoken language is integrated into reading processes, but the nature of these links and how they are acquired is less well understood. Recent evidence has suggested that predictions about the written form of newly learned spoken words are already generated prior to print exposure. We extend this work to morphologically complex words and ask whether the information that is available in spoken words goes beyond the mappings between phonology and orthography. Adults were taught the oral form of a set of novel morphologically complex words (e.g., \"neshing\", \"neshed\", \"neshes\"), with a 2nd set serving as untrained items. Following oral training, participants saw the printed form of the novel word stems for the first time (e.g., nesh), embedded in sentences, and their eye movements were monitored. Half of the stems were allocated a predictable and half an unpredictable spelling. Reading times were shorter for orally trained than untrained stems and for stems with predictable rather than unpredictable spellings. Crucially, there was an interaction between spelling predictability and training. This suggests that orthographic expectations of embedded stems are formed during spoken word learning. Reading aloud and spelling tests complemented the eye movement data, and findings are discussed in the context of theories of reading acquisition. (PsycInfo Database Record (c) 2021 APA, all rights reserved).","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"87-98"},"PeriodicalIF":2.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37524399","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: 11

Fast syntax in the brain: Electrophysiological evidence from the rapid parallel visual presentation paradigm (RPVP). 大脑中的快速语法:来自快速平行视觉呈现范式(RPVP)的电生理证据。

IF 2.6

Journal of Experimental Psychology: Learning, Memory, and Cognition Pub Date : 2021-01-01 Epub Date: 2020-01-23 DOI: 10.1037/xlm0000811

Yun Wen, Jonathan Mirault, Jonathan Grainger

{"title":"Fast syntax in the brain: Electrophysiological evidence from the rapid parallel visual presentation paradigm (RPVP).","authors":"Yun Wen, Jonathan Mirault, Jonathan Grainger","doi":"10.1037/xlm0000811","DOIUrl":"https://doi.org/10.1037/xlm0000811","url":null,"abstract":"In 2 ERP experiments participants read 4-word sequences presented for 200 ms (RPVP paradigm) and were required to decide whether the word sequences were grammatical or not. In Experiment 1, the word sequence consisted of either a grammatically correct sentence (e.g., she can sing now) or an ungrammatical scrambled sequence (e.g., sing can now she). A reduced N400 effect was obtained in the grammatically correct sequences compared to the ungrammatical sequences. In Experiment 2, the critical comparison was between 2 types of ungrammatical sequences: transposed-word sequences (e.g., you that read wrong, transposing 2 adjacent central words can form a grammatical sequence) and control sequences (e.g., you that read worry, transposing any 2 adjacent central words still forms an ungrammatical sequence). An N400 reduction was observed in the transposed-word sequences relative to the control sequences. We interpret these N400 effects as evidence that an elementary syntactic representation can be rapidly constructed on the basis of parallel processing of word identities and their parts-of-speech. (PsycInfo Database Record (c) 2021 APA, all rights reserved).","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"99-112"},"PeriodicalIF":2.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37571134","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: 12