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Murphy, Dillon H. – Applied Cognitive Psychology, 2023
We examined potentially selective offloading decisions when the external store has a limited capacity and how the surprising unavailability of offloaded information influences subsequent offloading decision-making and memory. In three experiments, learners were presented with to-be-remembered words paired with point values counting towards their…
Descriptors: Decision Making, Memory, Cognitive Processes, Difficulty Level
Hagit Magen; Michal Tomer-Offen – Cognitive Research: Principles and Implications, 2025
In many circumstances in everyday life, individuals offload information to external stores (e.g., shopping lists) to compensate for limitations in internal memory. When saving information externally, individuals tend to refrain from actively encoding an additional internal copy of the information, leading to a weakening of its internal trace. This…
Descriptors: Cognitive Processes, Difficulty Level, Memory, Information Storage
Richmond, Lauren L.; Kearley, Julia; Schwartz, Shawn T.; Hargis, Mary B. – Cognitive Research: Principles and Implications, 2023
Although cognitive offloading, or the use of physical action to reduce internal cognitive demands, is a commonly used strategy in everyday life, relatively little is known about the conditions that encourage offloading and the memorial consequences of different offloading strategies for performance. Much of the extant work in this domain has…
Descriptors: Cognitive Processes, Difficulty Level, Memory, Drug Therapy
Dillon H. Murphy; Matthew G. Rhodes; Alan D. Castel – Metacognition and Learning, 2024
When we monitor our learning, often measured via judgments of learning (JOLs), this metacognitive process can change what is remembered. For example, prior work has demonstrated that making JOLs enhances memory for related, but not unrelated, word pairs in younger adults. In the current study, we examined potential age-related differences in…
Descriptors: Metacognition, Memory, Young Adults, Older Adults
Newman, Vera E.; Yee, Hannah F.; Walker, Adrian R.; Toumbelekis, Metaxia; Most, Steven B. – Cognitive Research: Principles and Implications, 2021
People often need to update representations of information upon discovering them to be incorrect, a process that can be interrupted by competing cognitive demands. Because anxiety and stress can impair cognitive performance, we tested whether looming threat can similarly interfere with the process of updating representations of a statement's…
Descriptors: Memory, Cognitive Processes, Difficulty Level, Anxiety
Peper, Phil; Alakbarova, Durna; Ball, B. Hunter – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Prospective memory (PM) refers to the ability to remember to complete a task at the appropriate moment in the future. Past research has found reminders can improve PM performance in both laboratory and naturalistic settings, but few projects have examined the circumstances when and what types of reminders are most beneficial. Three experiments in…
Descriptors: Cognitive Processes, Difficulty Level, Memory, Cues
Dorien Ceuleers; Sofie Degeest; Freya Swinnen; Nele Baudonck; Katrien Kestens; Ingeborg Dhooge; Hannah Keppler – Journal of Speech, Language, and Hearing Research, 2024
Purpose: The purpose of the current study was to assess dual-task interference (i.e., changes between the dual-task and baseline condition) in a listening effort dual-task paradigm in normal-hearing (NH) adults, hearing aid (HA) users, and cochlear implant (CI) users. Method: Three groups of 31 participants were included: (a) NH adults, (b) HA…
Descriptors: Deafness, Hearing Impairments, Assistive Technology, Adults
Gummer, Tobias; Kunz, Tanja – Sociological Methods & Research, 2022
Knowledge questions frequently are used in survey research to measure respondents' topic-related cognitive ability and memory. However, in self-administered surveys, respondents can search external sources for additional information to answer a knowledge question correctly. In this case, the knowledge question measures accessible and procedural…
Descriptors: Information Sources, Knowledge Level, Online Surveys, Cognitive Ability
Tugtekin, Ufuk; Odabasi, Hatice Ferhan – Education and Information Technologies, 2023
Learning environments are undergoing a dynamic alteration with the robust impact of technological transformation. Therefore, adapting to dynamic learning settings has now become a key criterion for academic performance. The factors that we know have a detrimental effect on learners' academic performance and cognitive capacity are related to…
Descriptors: Computer Simulation, Time Management, Executive Function, Difficulty Level
Tuyuan Cheng – Journal of Psycholinguistic Research, 2023
The relationship between working memory (WM) and language processing has been extensively investigated in cognitive research. Previous studies mostly obtain evidence from measuring the involvement of WM in complex syntactic structures reported with well-established processing asymmetry, e.g., relative clauses (RCs) in English. Rarely considered is…
Descriptors: Memory, Interference (Learning), Short Term Memory, Language Processing
Yim, Hyungwook; Dennis, Simon J.; Sloutsky, Vladimir M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
Models of statistical learning do not place constraints on the complexity of the memory structure that is formed during statistical learning, while empirical studies using the statistical learning task have only examined the formation of simple memory structures (e.g., two-way binding). On the contrary, the memory literature, using explicit memory…
Descriptors: Incidental Learning, Barriers, Memory, Difficulty Level
Gross, Marina P.; Dobbins, Ian G. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
Under cognitive load theory, time pressure/urgency-induced arousal is a major contributor to pupil dilation during cognition. However, pupillometric encoding studies have failed to consider the possible role of time pressure/urgency effects, instead often assuming that encoding dilations directly reflect encoding strength. To isolate possible…
Descriptors: Memory, Physiology, Cognitive Processes, Difficulty Level
Del Missier, Fabio; Stragà, Marta; Visentini, Mimì; Munaretto, Giulio; Mäntylä, Timo – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
Research on prospective memory has paid no attention to the way in which the intentions to be remembered are framed. In two studies on time-based prospective memory, participants had to remember multiple delayed intentions framed as time rules (i.e., respond every 7 min, every 10 min) or as a series of corresponding instances (i.e., respond at…
Descriptors: Intention, Memory, Time Perspective, Cognitive Processes
Futrell, Richard; Gibson, Edward; Levy, Roger P. – Cognitive Science, 2020
A key component of research on human sentence processing is to characterize the processing difficulty associated with the comprehension of words in context. Models that explain and predict this difficulty can be broadly divided into two kinds, expectation-based and memory-based. In this work, we present a new model of incremental sentence…
Descriptors: Sentences, Cognitive Processes, Difficulty Level, Comprehension
Yu, Yang; Jiang, Yingjie; Li, Feifei – Metacognition and Learning, 2020
Metamemory refers to the metacognitive awareness of one's own memory status. Previous research has shown that item value plays a dominant role in self-regulated study (e.g., strategic choices regarding when, what, and how to study). In spite of extensive research on the effects of item value on in learners' study behaviour, less is known about the…
Descriptors: Study Habits, Time Management, Time Factors (Learning), Metacognition