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Hood, Audrey V. B.; Charbonneau, Brooke; Hutchison, Keith A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
Previous research has shown that Stroop effects interact with working memory capacity (WMC) more strongly with lists of mostly congruent items. Although the predominant explanation for this relationship is goal maintenance, some research has challenged whether listwide effects truly reflect goal-maintenance abilities. The current study improved…
Descriptors: College Students, Short Term Memory, Objectives, Prompting
Coderre, Emily L.; Chernenok, Mariya; Gordon, Barry; Ledoux, Kerry – Journal of Autism and Developmental Disorders, 2017
Individuals with autism spectrum disorders (ASD) experience difficulties with language, particularly higher-level functions like semantic integration. Yet some studies indicate that semantic processing of non-linguistic stimuli is not impaired, suggesting a language-specific deficit in semantic processing. Using a semantic priming task, we…
Descriptors: Autism, Pervasive Developmental Disorders, Language Impairments, Semantics
Linser, Katrin; Goschke, Thomas – Cognition, 2007
How does the brain generate our experience of being in control over our actions and their effects? Here, we argue that the perception of events as self-caused emerges from a comparison between anticipated and actual action-effects: if the representation of an event that follows an action is activated before the action, the event is experienced as…
Descriptors: Stimuli, Prompting, Brain, Self Control
Hashimoto, Naomi; McGregor, Karla K.; Graham, Anne – Journal of Speech, Language, and Hearing Research, 2007
Purpose: The purpose of this study was to examine children's knowledge of semantic relations. Method: In Experiment 1, the 6-year-olds, 8-year-olds, and adults participated in an object decision task. Participants in the primed group made object decisions in response to primes that were related taxonomically, thematically, or perceptually to the…
Descriptors: Semantics, Stimuli, Children, Adults
Green, Collin; Hummel, John E. – Journal of Experimental Psychology: Human Perception and Performance, 2006
Identification of objects in a scene may be influenced by functional relations among those objects. In this study, observers indicated whether a target object matched a label. Each target was presented with a distractor object, and these were sometimes arranged to interact (as if being used together) and sometimes not to interact. When the…
Descriptors: Visual Perception, Identification, Visual Stimuli, Cognitive Processes

Paris, Scott G.; Lindauer, Barbara K. – Cognitive Psychology, 1976
A cued recall procedure was employed to assess the effectiveness of implicit and explicit word prompts for sentence memory in children. The implicit cues were much less effective than the explicit cues for 6-7 year olds while the cue types did not differ for 11-12 year olds. (Author/DEP)
Descriptors: Children, Cognitive Processes, Comprehension, Intellectual Development
Ansorge, Ulrich; Neumann, Odmar – Journal of Experimental Psychology: Human Perception and Performance, 2005
In 5 experiments, the authors tested whether the processing of nonconscious spatial stimulus information depends on a prior intention. This test was conducted with the metacontrast dissociation paradigm. Experiment 1 demonstrated that masked primes that could not be discriminated above chance level affected responses to the visible stimuli that…
Descriptors: Prompting, Experiments, Spatial Ability, Models
Petelle, John L.; Maybee, Richard – 1974
This study used five cueing systems composed of 16 cues each in combination with three topical areas to form cue-topic pairs which acted as stimulus items for the retrieval of naturally stored information. The five cue systems were composed of: randomly selected words, randomly selected nouns, the Wilson and Arnold system, a modification of the…
Descriptors: Cognitive Processes, Communication (Thought Transfer), Cues, Educational Research

Riley, G. A. – Education and Training in Mental Retardation and Developmental Disabilities, 1995
This paper discusses guidelines for devising a hierarchy when fading response prompts in training individuals with developmental disabilities. Existing guidelines are seen as poorly defined, inconsistent, and lacking both theoretical and experimental support. An alternative theoretical account is proposed which suggests that prompts in a hierarchy…
Descriptors: Behavioral Science Research, Cognitive Processes, Cues, Learning Theories