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Rachel Swainson; Laura Joy Prosser; Motonori Yamaguchi – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2024
This study investigated the nature of switch costs after trials on which the cued task had been either only prepared (cue-only trials) or both prepared and performed (completed trials). Previous studies have found that task-switch costs occur following cue-only trials, demonstrating that preparing--without performing--a task is sufficient to…
Descriptors: Cognitive Processes, Task Analysis, Cues, Performance
Gesa Fee Komar; Laura Mieth; Axel Buchner; Raoul Bell – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2024
The animacy effect refers to the memory advantage of words denoting animate beings over words denoting inanimate objects. Remembering animate beings may serve important evolutionary functions, but the cognitive mechanism underlying the animacy effect has remained elusive. According to the richness-of-encoding account, animate words stimulate…
Descriptors: Foreign Countries, Cognitive Processes, Memory, Recall (Psychology)
Daan Hendriks; Peter Verkoeijen; Diane Pecher – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2024
Numerous studies have found better memory for multimodal than unimodal stimuli. In these studies, however, multimodal stimuli consist not only of multiple modalities, but also of more varied information than unimodal. Therefore, in the present study, we investigated encoding variability as an explanation for the multisensory benefit. Written words…
Descriptors: Multisensory Learning, Memory, Recognition (Psychology), Learning Modalities
Grant, Lauren D.; Weissman, Daniel H. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Current views posit that forming and retrieving memories of ongoing events influences action control. However, the organizational structure of these memories, or event files, remains unclear. The "hierarchical coding view" posits a hierarchical structure, wherein task sets occupy a high level of the hierarchy. Here, the contents of an…
Descriptors: Memory, Generalization, Cognitive Processes, College Students
Laura Jane Kelly; Sangeet Khemlani – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Descriptions of durational relations can be ambiguous, for example, the description "one meeting happened during another" could mean that one meeting started before the other ended, or it could mean that the meetings started and ended simultaneously. A recent theory posits that people mentally simulate descriptions of durational events…
Descriptors: Schemata (Cognition), Cognitive Processes, Simulation, Time Perspective
Jesse Q. Sargent; Lauren L. Richmond; Devin M. Kellis; Maverick E. Smith; Jeffrey M. Zacks – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2024
Spatial memory is important for supporting the successful completion of everyday activities and is a particularly vulnerable domain in late life. Grouping items together in memory, or chunking, can improve spatial memory performance. In memory for desktop scale spaces and well-learned large-scale environments, error patterns suggest that…
Descriptors: Spatial Ability, Memory, Cognitive Processes, Aging (Individuals)
Yanli Lin; Rachel E. Brough; Allison Tay; Joshua J. Jackson; Todd S. Braver – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2024
Previous research has linked working memory capacity (WMC) with enhanced proactive control. However, it remains unclear the extent to which this relationship reflects the influence of WMC on the tendency to engage proactive control, or rather, the ability to implement it. The current study sought to clarify this ambiguity by leveraging the Dual…
Descriptors: Short Term Memory, Cognitive Processes, Individual Differences, Self Control
Luca Moretti; Iring Koch; Marco Steinhauser; Stefanie Schuch – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2024
In the present study, we used a modeling approach for measuring task conflict in task switching, assessing the probability of selecting the correct task via multinomial processing tree (MPT) modeling. With this method, task conflict and response conflict can be independently assessed as the probability of selecting the correct task and the…
Descriptors: Conflict, Persistence, Performance, Probability
Ivan Tomic; Paul M. Bays – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2024
Population coding models provide a quantitative account of visual working memory (VWM) retrieval errors with a plausible link to the response characteristics of sensory neurons. Recent work has provided an important new perspective linking population coding to variables of signal detection, including d-prime, and put forward a new hypothesis: that…
Descriptors: Error Patterns, Short Term Memory, Visual Perception, Recall (Psychology)
Jeunehomme, Olivier; D'Argembeau, Arnaud – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Why does it take less time to remember an event than to experience it? Recent evidence suggests that the dynamic unfolding of events is temporally compressed in memory representations, but the exact nature of this compression mechanism remains unclear. The present study tested two possible mechanisms. First, it could be that memories compress the…
Descriptors: Memory, Cognitive Processes, Time, Recall (Psychology)
Rolison, Jonathan J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Why are some people more willing than others to take risks? While behavioral tasks (e.g., monetary lotteries) are often regarded as a gold standard for capturing a person's risk preference, recent studies have found stated preferences (e.g., responses to hypothetical scenarios) to exhibit higher reliability, convergent validity, and test-retest…
Descriptors: Risk, Psychological Patterns, Preferences, Psychological Characteristics
Jasmine Spencer; Hasibe Kahraman; Elisabeth Beyersmann – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2024
Reading morphologically complex words requires analysis of their morphemic subunits (e.g., play + er); however, the positional constraints of morphemic processing are still little understood. The current study involved three unprimed lexical decision experiments to directly compare the positional encoding of stems and affixes during reading and to…
Descriptors: Morphemes, Suffixes, Word Recognition, College Students
Ransom, Keith J.; Perfors, Andrew; Hayes, Brett K.; Connor Desai, Saoirse – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
In describing how people generalize from observed samples of data to novel cases, theories of inductive inference have emphasized the learner's reliance on the contents of the sample. More recently, a growing body of literature suggests that different assumptions about how a data sample was generated can lead the learner to draw qualitatively…
Descriptors: Sampling, Generalization, Inferences, Logical Thinking
Kreiner, Hamutal; Gamliel, Eyal – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
"Attribute-framing bias" reflects people's tendency to evaluate objects framed positively more favorably than the same objects framed negatively. Although biased by the framing valence, evaluations are nevertheless calibrated to the magnitude of the target attribute. In three experiments that manipulated magnitudes in different ways, we…
Descriptors: Responses, Bias, Evaluation, Cognitive Processes
Hurst, Michelle A.; Boyer, Ty W.; Cordes, Sara – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Although difficulties processing both symbolic and nonsymbolic proportion compared with absolute number are well established, the mechanisms involved remain unclear. We investigate four potential explanations to account for better number processing in adulthood: (a) number is more salient than proportion, (b) number is encoded more automatically…
Descriptors: Attention, Numbers, Cognitive Processes, Interference (Learning)