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Caitlin R. Bowman; Dagmar Zeithamova – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
A major question for the study of learning and memory is how to tailor learning experiences to promote knowledge that generalizes to new situations. In two experiments, we used category learning as a representative domain to test two factors thought to influence the acquisition of conceptual knowledge: the number of training examples (set size)…
Descriptors: Classification, Learning Processes, Generalization, Recognition (Psychology)
Bowman, Caitlin R.; Zeithamova, Dagmar – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
Building conceptual knowledge that generalizes to novel situations is a key function of human memory. Category-learning paradigms have long been used to understand the mechanisms of knowledge generalization. In the present study, we tested the conditions that promote formation of new concepts. Participants underwent 1 of 6 training conditions that…
Descriptors: Concept Formation, Generalization, Discrimination Learning, Classification
Francis, Wendy S.; Strobach, E. Natalia; Penalver, Renee M.; Martínez, Michelle; Gurrola, Bianca V.; Soltero, Amaris – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Three source-memory experiments were conducted with Spanish-English bilinguals and monolingual English speakers matched on age, education, nonverbal cognitive ability and socioeconomic status. Bilingual language proficiency and dominance were assessed using standardized objective measures. In Experiment 1, source was manipulated visuo-spatially,…
Descriptors: Associative Learning, Short Term Memory, Context Effect, Concept Formation
Bauer, Patricia J.; Jackson, Felicia L. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
Like language, semantic memory is productive: It extends itself through self-derivation of new information through logical processes such as analogy, deduction, and induction, for example. Though it is clear these productive processes occur, little is known about the time course over which newly self-derived information becomes incorporated into…
Descriptors: Semantics, Brain Hemisphere Functions, Concept Formation, Diagnostic Tests
Otgaar, Henry; Scoboria, Alan; Smeets, Tom – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
We report on the 1st experimental elicitation of nonbelieved memories for childhood events in adults (Study 1) and children (Study 2) using a modified false memory implantation paradigm. Participants received true (trip to a theme park) and false (hot air balloon ride) narratives and recalled these events during 2 interviews. After debriefing, 13%…
Descriptors: Memory, Recall (Psychology), Beliefs, Concept Formation
Cyr, Andrée-Ann; Anderson, Nicole D. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
The memorial costs and benefits of trial-and-error learning have clear pedagogical implications for students, and increasing evidence shows that generating errors during episodic learning can improve memory among younger adults. Conversely, the aging literature has found that errors impair memory among healthy older adults and has advocated for…
Descriptors: Error Patterns, Memory, Learning Processes, Young Adults