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Showing 1 to 15 of 143 results Save | Export
Akgül, Ömer Tugsad – Online Submission, 2022
Metacognitive responsiveness is an individual's sensitivity to metacognitive experiences, awareness, and importance of metacognition, and thus can be helpful in terms of finding out the different levels of metacognitive competencies. This study aims to investigate whether and how different components of metacognition predict metacognitive…
Descriptors: Metacognition, Cognitive Processes, College Students, Responses
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Lawrence, Rebecca K.; Cochrane, B. A.; Eidels, A.; Howard, Z.; Lui, L.; Pratt, J. – Cognitive Research: Principles and Implications, 2023
When a highly salient distractor is present in a search array, it speeds target absent visual search and increases errors during target present visual search, suggesting lowered quitting thresholds (Moher in Psychol Sci 31(1):31-42, 2020). Missing a critical target in the presence of a highly salient distractor can have dire consequences in…
Descriptors: Visual Perception, Error Patterns, Accuracy, Feedback (Response)
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Guida, Alessandro; Porret, Axelle – Cognitive Science, 2022
Recent studies on the spatial positional associated response codes (SPoARC) effect have shown that when Western adults are asked to keep in mind sequences of verbal items, they mentally spatialize them along the horizontal axis, with the initial items being associated with the left and the last items being associated with the right. The origin of…
Descriptors: Musicians, Cognitive Processes, Spatial Ability, Learning Theories
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Miller, Sharon E.; Graham, Jessica; Schafer, Erin – Journal of Speech, Language, and Hearing Research, 2021
Purpose: Auditory sensory gating is a neural measure of inhibition and is typically measured with a click or tonal stimulus. This electrophysiological study examined if stimulus characteristics and the use of speech stimuli affected auditory sensory gating indices. Method: Auditory event-related potentials were elicited using natural speech,…
Descriptors: Auditory Perception, Brain, Inhibition, Auditory Stimuli
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François, Clément; Rodriguez-Fornells, Antoni; Teixidó, Maria; Agut, Thaïs; Bosch, Laura – Developmental Science, 2021
Recent findings have revealed that very preterm neonates already show the typical brain responses to place of articulation changes in stop consonants, but data on their sensitivity to other types of phonetic changes remain scarce. Here, we examined the impact of 7-8 weeks of extra-uterine life on the automatic processing of syllables in 20 healthy…
Descriptors: Premature Infants, Brain, Responses, Auditory Stimuli
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Peterson, Dwight J.; Naveh-Benjamin, Moshe – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
An important yet unresolved question regarding visual working memory (VWM) relates to whether or not binding processes within VWM require additional attentional resources compared with processing solely the individual components comprising these bindings. Previous findings indicate that binding of surface features (e.g., colored shapes) within VWM…
Descriptors: Attention, Short Term Memory, Visual Perception, Cognitive Processes
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Gaskins, Casey; Jaekel, Brittany N.; Gordon-Salant, Sandra; Goupell, Matthew J.; Anderson, Samira – Journal of Speech, Language, and Hearing Research, 2019
Purpose: As pulse rate increases beyond a few hundred Hertz, younger normal-hearing (NH) participants' ability to encode temporal information in band-limited acoustic pulse trains decreases, demonstrating a rate limitation in processing rapid temporal information. Rate discrimination abilities, however, have yet to be investigated in older NH…
Descriptors: Cognitive Processes, Auditory Discrimination, Acoustics, Older Adults
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Edwards, Laura A.; Wagner, Jennifer B.; Simon, Charline E.; Hyde, Daniel C. – Developmental Science, 2016
Humans are born with the ability to mentally represent the approximate numerosity of a set of objects, but little is known about the brain systems that sub-serve this ability early in life and their relation to the brain systems underlying symbolic number and mathematics later in development. Here we investigate processing of numerical magnitudes…
Descriptors: Neurological Organization, Brain, Infants, Spectroscopy
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Mulligan, Neil W.; Spataro, Pietro; Picklesimer, Milton – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
Study stimuli presented at the same time as unrelated targets in a detection task are better remembered than stimuli presented with distractors. This attentional boost effect (ABE) has been found with pictorial (Swallow & Jiang, 2010) and more recently verbal materials (Spataro, Mulligan, & Rossi-Arnaud, 2013). The present experiments…
Descriptors: Experimental Psychology, Attention, Cognitive Processes, Memory
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Davis, Danielle K.; Abrams, Lise – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
When people read questions like "How many animals of each kind did Moses take on the ark?", many mistakenly answer "2" despite knowing that Noah sailed the ark. This "Moses illusion" occurs when names share semantic features. Two experiments examined whether shared "visual" concepts (facial features)…
Descriptors: Experimental Psychology, Semantics, Visual Stimuli, Interference (Learning)
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Makovski, Tal; Jiang, Yuhong V.; Swallow, Khena M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
How does responding to an object affect explicit memory for visual information? The close theoretical relationship between action and perception suggests that items that require a response should be better remembered than items that require no response. However, conclusive evidence for this claim is lacking, as semantic coherence, category size,…
Descriptors: Long Term Memory, Responses, Visual Perception, Visual Aids
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Puspitawati, Ira; Jebrane, Ahmed; Vinter, Annie – Child Development, 2014
This study investigated the spatial analysis of tactile hierarchical patterns in 110 early-blind children aged 6-8 to 16-18 years, as compared to 90 blindfolded sighted children, in a naming and haptic drawing task. The results revealed that regardless of visual status, young children predominantly produced local responses in both tasks, whereas…
Descriptors: Blindness, Cognitive Processes, Child Development, Naming
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Herrington, John D.; Riley, Meghan E.; Grupe, Daniel W.; Schultz, Robert T. – Journal of Autism and Developmental Disorders, 2015
This study examines whether deficits in visual information processing in autism-spectrum disorder (ASD) can be offset by the recruitment of brain structures involved in selective attention. During functional MRI, 12 children with ASD and 19 control participants completed a selective attention one-back task in which images of faces and houses were…
Descriptors: Visual Perception, Cognitive Processes, Autism, Pervasive Developmental Disorders
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Coffman, B. A.; Trumbo, M. C.; Flores, R. A.; Garcia, C. M.; van der Merwe, A. J.; Wassermann, E. M.; Weisend, M. P.; Clark, V. P. – Neuropsychologia, 2012
We have previously found that transcranial direct current stimulation (tDCS) over right inferior frontal cortex (RIFC) enhances performance during learning of a difficult visual target detection task (Clark et al., 2012). In order to examine the cognitive mechanisms of tDCS that lead to enhanced performance, here we analyzed its differential…
Descriptors: Brain, Stimulation, Learning, Visual Perception
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Jones, Manon W.; Snowling, Margaret J.; Moll, Kristina – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
Reading fluency is often predicted by rapid automatized naming (RAN) speed, which as the name implies, measures the automaticity with which familiar stimuli (e.g., letters) can be retrieved and named. Readers with dyslexia are considered to have less "automatized" access to lexical information, reflected in longer RAN times compared with…
Descriptors: Reading Fluency, Dyslexia, Interference (Learning), Color
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