Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale最新文献_第4页

Updating local and global probabilities during maze navigation. 在迷宫导航过程中更新局部和全局概率

IF 1.1 4区心理学

Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale Pub Date : 2024-09-01 Epub Date: 2024-08-05 DOI: 10.1037/cep0000342

Sixuan Chen, Britt Anderson

引用次数: 0

Beyond memory: The transcendence of episodic narratives. 超越记忆：情节性叙述的超越性。

IF 1.1 4区心理学

Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale Pub Date : 2024-09-01 Epub Date: 2024-08-01 DOI: 10.1037/cep0000345

Daniela J Palombo

引用次数: 0

Observation of conflict triggers conflict adaptation. 对冲突的观察会引发对冲突的适应。

IF 1.1 4区心理学

Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale Pub Date : 2024-09-01 Epub Date: 2024-07-25 DOI: 10.1037/cep0000335

Yongqiang Chen, Wei Gao, Zhifang Li, Minmin Yan, Shouhang Yin, Na Hu, Antao Chen

{"title":"Observation of conflict triggers conflict adaptation.","authors":"Yongqiang Chen, Wei Gao, Zhifang Li, Minmin Yan, Shouhang Yin, Na Hu, Antao Chen","doi":"10.1037/cep0000335","DOIUrl":"10.1037/cep0000335","url":null,"abstract":"The conflict monitoring theory posits that the simultaneous activation of incompatible responses in the current trial leads to response conflict. Conflict occurrence signals to enhance attention to the target stimulus, reduce attention to distracting stimuli, and ultimately lead to conflict adaptation (i.e., reduced interference effect after conflict trials compared to nonconflict trials). However, this theory does not explicitly assume whether the involvement of response execution is necessary in the process of conflict occurrence. Research on the negative emotion theory suggests that even in the absence of response execution, incompatible response representations can induce conflict. Our present study aimed to provide direct behavioural evidence regarding whether conflict activated without response execution is sufficient to trigger conflict adaptation. In a word-colour Stroop task, this study employed the LOOK-to-DO transition design, in which participants refrained from responding in half of the trials (LOOK trials) and responded with key presses in the other half (DO trials). Across three experiments, we controlled for feature integration and contingency learning and manipulated the stimulus presentation duration in the previous trial. The results indicated a significant conflict adaptation effect in reaction time when the stimulus presentation duration was shorter in the previous trial. This finding suggested that in a confounding-minimal design with no response execution in the previous trial, conflict triggers control adjustments and leads to conflict adaptation. This finding aligns with and further elaborates on the original conflict monitoring theory by demonstrating that response execution is not a necessary condition for the generation of response conflict. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":51529,"journal":{"name":"Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale","volume":" ","pages":"190-202"},"PeriodicalIF":1.1,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141762503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Determining the optimal environmental information for training computational models of lexical semantics and lexical organization. 确定训练词汇语义和词汇组织计算模型的最佳环境信息。

IF 1.1 4区心理学

Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale Pub Date : 2024-09-01 DOI: 10.1037/cep0000344

Brendan T Johns

{"title":"Determining the optimal environmental information for training computational models of lexical semantics and lexical organization.","authors":"Brendan T Johns","doi":"10.1037/cep0000344","DOIUrl":"https://doi.org/10.1037/cep0000344","url":null,"abstract":"Experiential theories of cognition propose that the external environment shapes cognitive processing, shifting emphasis from internal mechanisms to the learning of environmental structure. Computational modelling, particularly distributional models of lexical semantics (e.g., Landauer & Dumais, 1997) and models of lexical organization (e.g., Johns, 2021a), exemplifies this, highlights the influence of language experience on cognitive representations. While these models have been successful, comparatively less attention has been paid to the training materials used to train these models. Recent research has explored the role of social/communicatively oriented training materials on models of lexical semantics and organization (Johns, 2021a, 2021b, 2023, 2024), introducing discourse- and user-centred text training materials. However, determining the optimal training materials for these two model types remains an open question. This article addresses this problem by using experiential optimization (Johns, Jones, & Mewhort, 2019), which selects the materials that maximize model performance. This study will use experiential optimization to compare user-based and discourse-based corpora in optimizing models of lexical organization and semantics, offering insight into pathways towards integrating cognitive models in these areas. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":51529,"journal":{"name":"Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale","volume":"78 3","pages":"163-173"},"PeriodicalIF":1.1,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142114611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Forty years of research on mathematical cognition: Summing it up. 数学认知研究四十年：总结。

IF 1.1 4区心理学

Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale Pub Date : 2024-09-01 Epub Date: 2024-08-05 DOI: 10.1037/cep0000337

Jo-Anne LeFevre

引用次数: 0

Ordinal processing differences between children with persistent dyscalculia and typically performing children. 患有持续性计算障碍的儿童与表现典型的儿童在序数处理方面的差异。

IF 1.1 4区心理学

Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale Pub Date : 2024-08-29 DOI: 10.1037/cep0000343

Michael Slipenkyj, Jane Hutchison, Daniel Ansari, Ian M Lyons, Stephanie Bugden

{"title":"Ordinal processing differences between children with persistent dyscalculia and typically performing children.","authors":"Michael Slipenkyj, Jane Hutchison, Daniel Ansari, Ian M Lyons, Stephanie Bugden","doi":"10.1037/cep0000343","DOIUrl":"https://doi.org/10.1037/cep0000343","url":null,"abstract":"Ordinal number processing skills are important for adults and children. Recent work demonstrates that children have difficulty with judging the ordinality of sequences that are in-order but do not match the typical count-list (i.e., in-order non-adjacent sequences, such as 2-4-6). Limited evidence in the literature suggests that dyscalculic children show a similar pattern of behavior. In the present study, we sought to explicitly test the hypothesis that children with developmental dyscalculia struggle primarily with extending notions of ordinality to sequences outside of the count-list. We test this hypothesis using a sample of children with persistent developmental dyscalculia, and a comparison group of typically performing children. Both groups completed an ordinality judgment task, in which triplet sequences were judged as being in-order (e.g., 3-4-5; 2-4-6) or in mixed-order (e.g., 3-5-4; 2-6-4). In line with our prediction, results demonstrate that children with persistent developmental dyscalculia make more errors, compared to typically performing children, but only on the in-order non-adjacent trials (e.g., 2-4-6). Broadly, this finding suggests that ordinality processing abilities are impaired in children with developmental dyscalculia, and that this characteristic appears primarily in extending notions of ordinality beyond adjacent sequences. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":51529,"journal":{"name":"Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142114610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Visualizing numbers: Investigating the effect of presentation format on emotional responses and performance in lottery tasks. 数字可视化：调查展示形式对彩票任务中情绪反应和表现的影响。

IF 1.1 4区心理学

Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale Pub Date : 2024-07-25 DOI: 10.1037/cep0000330

Jakub Michalik, Lukasz Sumlinski, Agata Sobkow

{"title":"Visualizing numbers: Investigating the effect of presentation format on emotional responses and performance in lottery tasks.","authors":"Jakub Michalik, Lukasz Sumlinski, Agata Sobkow","doi":"10.1037/cep0000330","DOIUrl":"https://doi.org/10.1037/cep0000330","url":null,"abstract":"Numeracy is the ability to understand, manipulate, and make sense of numerical information. It is crucial for everyday decision making that involves dealing with numbers. In this study, we tested whether we can help people make better choices in monetary lotteries by communicating numerical values (i.e., payoffs and probabilities) using visual aids. We also checked whether presenting this information in a visual form reduces affect negativity. Participants (N = 210) made choices in 10 monetary lotteries accompanied with visual aids (experimental condition) or without visual aids (control condition). After the lottery task, participants completed questionnaires measuring experienced emotions and numerical skills. Despite finding no hypothesized effect of visual aids on performance in a lottery task, the exploratory analysis revealed the interaction effect. In a visual aid condition, participants who were relatively less educated scored significantly higher in a lottery task in comparison to those in the control condition. Additionally, participants in the visual aid condition reported significantly lower intensity of negative emotions after the lottery task than those in the control condition. We discuss possible causes and mechanisms that can explain the results we obtained. We argue that visual aids are a promising tool for future learning, and their friendly format can positively influence people's reactions to decisions involving numerical information. However, we also point out the necessity for further research and exploration of the role of different designs of visual aids and individual differences. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":51529,"journal":{"name":"Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141762506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Profiles of preschoolers' numerical abilities across quantity representations. 学龄前儿童在数量表征方面的计算能力概况。

IF 1.1 4区心理学

Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale Pub Date : 2024-07-25 DOI: 10.1037/cep0000339

Brianna L Devlin, Haobai Zhang, Amber Beliakoff, Dana Miller-Cotto, Alice Klein, Nancy C Jordan

{"title":"Profiles of preschoolers' numerical abilities across quantity representations.","authors":"Brianna L Devlin, Haobai Zhang, Amber Beliakoff, Dana Miller-Cotto, Alice Klein, Nancy C Jordan","doi":"10.1037/cep0000339","DOIUrl":"https://doi.org/10.1037/cep0000339","url":null,"abstract":"Children's early numerical abilities shape their trajectories for math learning throughout schooling, and task quantity representation (e.g., nonsymbolic vs. symbolic) affects their reasoning about numerical concepts. The role of quantity representation in early numerical ability has typically been studied using variable-centered approaches. The present study builds on past work by using latent profile analysis as a person-centered approach to investigate heterogeneity in U.S. preschoolers' (N = 200, Mage = 4 years, 6 months) numerical abilities across nonsymbolic, verbal symbolic, and written symbolic representation types. The aim was to determine whether numerical ability indicators across the three representation types would result in empirically distinct ability profiles and whether preschool ability profile would predict variance on a standardized assessment of math achievement a year later, in kindergarten. We found evidence of four distinct preschool number ability profiles: (a) consistently low; (b) consistently high; (c) intermediate, with an advantage on nonsymbolic items; and (d) intermediate, with an advantage on verbal symbolic items. Although children in the consistently low and consistently high profiles performed reliably lower and higher, respectively, on the assessment of kindergarten math achievement, the two intermediate profiles performed similarly. The results reveal heterogeneity in preschool numerical ability across quantity representations and suggest that proficiency with either nonsymbolic or verbal representations may be a helpful foundation for building future math achievement. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":51529,"journal":{"name":"Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141762504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Towards mechanistic investigations of numerical and music cognition. 实现对数字和音乐认知的机理研究。

IF 1.1 4区心理学

Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale Pub Date : 2024-07-25 DOI: 10.1037/cep0000336

Dominique T Vuvan, Jessica Sullivan

引用次数: 0

A novel demonstration of preparation in pop-out search. 弹出式搜索中准备工作的新演示。

IF 1.3 4区心理学

Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale Pub Date : 2024-06-01 Epub Date: 2024-02-08 DOI: 10.1037/cep0000327

Ben Sclodnick, Hongjin Sun, Bruce Milliken

引用次数: 0