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Silva, Susana; Inácio, Filomena; Rocha e Sousa, Daniel; Gaspar, Nuno; Folia, Vasiliki; Petersson, Karl Magnus – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Formal language hierarchy describes levels of increasing syntactic complexity (adjacent dependencies, nonadjacent nested, nonadjacent crossed) of which the transcription into a hierarchy of cognitive complexity remains under debate. The cognitive foundations of formal language hierarchy have been contradicted by two types of evidence: First,…
Descriptors: Vertical Organization, Language Aptitude, Difficulty Level, Cognitive Ability
Hayes, Brett K.; Stephens, Rachel G.; Lee, Michael D.; Dunn, John C.; Kaluve, Anagha; Choi-Christou, Jasmine; Cruz, Nicole – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
Much recent research and theorizing in the field of reasoning has been concerned with intuitive sensitivity to logical validity, such as the logic-brightness effect, in which logically valid arguments are judged to have a "brighter" typeface than invalid arguments. We propose and test a novel signal competition account of this…
Descriptors: Abstract Reasoning, Logical Thinking, Intuition, Comprehension
Donna Bryce; Florian Kattner; Teresa Birngruber; Paul Wellingerhof – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Knowing what one knows and accurately monitoring one's own capacities and performance on a moment-to-moment basis are important determinants of task success. Individual differences in such metacognitive monitoring are well documented, but what determines an individual's monitoring accuracy in a particular context is yet to be fully understood. One…
Descriptors: Accuracy, Short Term Memory, Metacognition, Recall (Psychology)
Madeleine Long; Hannah Rohde; Michelle Oraa Ali; Paula Rubio-Fernandez – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2024
This study aims to advance our understanding of the nature and source(s) of individual differences in pragmatic language behavior over the adult lifespan. Across four story continuation experiments, we probed adults' (N = 496 participants, ages 18-82) choice of referential forms (i.e., names vs. pronouns to refer to the main character). Our…
Descriptors: Attention Control, Individual Differences, Pragmatics, Aging (Individuals)
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
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
Joseph, Tanya N.; Morey, Candice C. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
Previous work with complex memory span tasks, in which simple choice decisions are imposed between presentations of to-be-remembered items, shows that these secondary tasks reduce memory span. It is less clear how reconfiguring and maintaining various amounts of information affects decision speeds. We introduced preliminary "lead-in"…
Descriptors: Short Term Memory, Cognitive Processes, Difficulty Level, Reaction Time
Sarigiannidis, Ioannis; Kirk, Peter A.; Roiser, Jonathan P.; Robinson, Oliver J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
Anxiety alters how we perceive the world and can alter aspects of cognitive performance. Prominent theories of anxiety suggest that the effect of anxiety on cognition is due to anxious thoughts "overloading" limited cognitive resources, competing with other processes. If this is so, then a cognitive load manipulation should impact…
Descriptors: Anxiety, Cognitive Processes, Difficulty Level, Time Perspective
Belletier, Clément; Camos, Valérie; Barrouillet, Pierre – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
Several working memory (WM) theories assume a resource sharing between the maintenance of information and its processing, whereas other theories suppose that these 2 functions of WM rely on different pools of resources. Studies that addressed this question by examining whether dual-task costs occur in tasks combining processing and storage have…
Descriptors: Cognitive Processes, Short Term Memory, Attention, Recall (Psychology)
Knutsen, Dominique; Brunellière, Angèle – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
During dialogue, people reach mutual comprehension through the production of feedback markers such as "yeah" or "okay." The purpose of the current study was to determine if mental load affects feedback production, as there is currently no consensus as to how mental load constrains the way in which dialogue partners reach mutual…
Descriptors: Cognitive Processes, Difficulty Level, Interpersonal Communication, Dialogs (Language)
van 't Wout, Félice; Jarrold, Christopher – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
Recent findings have shown that language plays an important role in the acquisition of novel cognitive tasks (van 't Wout & Jarrold, 2020). The current study sought to elucidate the factors that influence the contribution of language to novel task learning, focusing specifically on the role of task complexity (defined by the number of…
Descriptors: Language Role, Cognitive Processes, Task Analysis, Novelty (Stimulus Dimension)
Papenmeier, Frank; Boss, Annika; Mahlke, Anne-Kathrin – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Observers represent everyday actions in event models along multiple dimensions such as space, time, or goals. Whenever new information along those dimensions is perceived, the event model is updated accordingly. In 3 experiments, we investigated event model updating associated with goal changes during ongoing actions that involved both an agent…
Descriptors: Goal Orientation, Foreign Countries, Activities, Schemata (Cognition)
Andrews, Sally; Veldre, Aaron; Wong, Roslyn; Yu, Lili; Reichle, Erik D. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Facilitated identification of predictable words during online reading has been attributed to the generation of predictions about upcoming words. But highly predictable words are relatively infrequent in natural texts, raising questions about the utility and ubiquity of anticipatory prediction strategies. This study investigated the contribution of…
Descriptors: Aging (Individuals), Eye Movements, Reading Processes, Prediction
Krebs, Julia; Malaia, Evie; Wilbur, Ronnie B.; Roehm, Dietmar – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
Nonsigners viewing sign language are sometimes able to guess the meaning of signs by relying on the overt connection between form and meaning, or iconicity (cf. Ortega, Özyürek, & Peeters, 2020; Strickland et al., 2015). One word class in sign languages that appears to be highly iconic is classifiers: verb-like signs that can refer to location…
Descriptors: Sign Language, Psycholinguistics, Verbs, Morphology (Languages)
Spinelli, Giacomo; Krishna, Kesheni; Perry, Jason R.; Lupker, Stephen J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
A consistent finding in the Stroop literature is that congruency effects (i.e., the color-naming latency difference between words presented in incongruent vs. congruent colors) are larger for mostly-congruent items (e.g., the word RED presented most often in red) than for mostly-incongruent items (e.g., the word GREEN presented most often in…
Descriptors: Short Term Memory, Cognitive Processes, Difficulty Level, Color