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Dobbins, Ian G. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
The recognition memory receiver operating characteristic (ROC) is typically asymmetric with a characteristic elevation of the left-hand portion. Whereas the unequal variance signal detection model (uvsd) assumes the asymmetry results because old item evidence is noisier than new item evidence, the dual process signal detection model (dpsd) assumes…
Descriptors: Acoustics, Recognition (Psychology), Memory, Task Analysis
Kumar, Abhilasha A.; Balota, David A.; Steyvers, Mark – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
We examined 3 different network models of representing semantic knowledge (5,018-word directed and undirected step distance networks, and an association-correlation network) to predict lexical priming effects. In Experiment 1, participants made semantic relatedness judgments for word pairs with varying path lengths. Response latencies for…
Descriptors: Semantics, Networks, Correlation, Semitic Languages
Hasenäcker, Jana; Schroeder, Sascha – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
Reading development involves several changes in orthographic processing. A key question is, "how does the coding of letters develops in children learning to read?" Masked priming effects of transposition and substitution primes have been taken to index the importance of letter position and identity coding. Somewhat contradicting results…
Descriptors: Alphabets, Reading Processes, Priming, Longitudinal Studies
Hedge, Craig; Powell, Georgina; Bompas, Aline; Sumner, Petroc – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
Response control or inhibition is one of the cornerstones of modern cognitive psychology, featuring prominently in theories of executive functioning and impulsive behavior. However, repeated failures to observe correlations between commonly applied tasks have led some theorists to question whether common response conflict processes even exist. A…
Descriptors: Individual Differences, Cognitive Ability, Cognitive Processes, Meta Analysis
Rottman, Benjamin M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
When testing which of multiple causes (e.g., medicines) works best, the testing sequence has important implications for the validity of the final judgment. Trying each cause for a period of time before switching to the other is important if the causes have tolerance, sensitization, delay, or carryover (TSDC) effects. In contrast, if the outcome…
Descriptors: Correlation, Causal Models, Beliefs, Intervention
Cheng, Xue Jun; McCarthy, Callum J.; Wang, Tony S. L.; Palmeri, Thomas J.; Little, Daniel R. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Upright faces are thought to be processed more holistically than inverted faces. In the widely used composite face paradigm, holistic processing is inferred from interference in recognition performance from a to-be-ignored face half for upright and aligned faces compared with inverted or misaligned faces. We sought to characterize the nature of…
Descriptors: Holistic Approach, Models, Comparative Analysis, Correlation
Scoboria, Alan; Pascal, Lisa – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
Recent studies of metamemory appraisals implicated in autobiographical remembering have established distinct roles for judgments of occurrence, recollection, and accuracy for past events. In studies involving everyday remembering, measures of recollection and accuracy correlate highly (>.85). Thus although their measures are structurally…
Descriptors: Memory, Recall (Psychology), Accuracy, Autobiographies
Williams, Christopher R.; Cook, Anne E.; O'Brien, Edward J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
The RI-Val model of comprehension includes a validation process in which linkages formed by integration are matched against active memory. In five experiments, we investigated factors that influence validation. Reading times were measured on target sentences that contained either correct information or semantically related, but incorrect content.…
Descriptors: Semantics, Memory, Reading Rate, Sentences
Denby, Thomas; Schecter, Jeffrey; Arn, Sean; Dimov, Svetlin; Goldrick, Matthew – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Phonotactics--constraints on the position and combination of speech sounds within syllables--are subject to statistical differences that gradiently affect speaker and listener behavior (e.g., Vitevitch & Luce, 1999). What statistical properties drive the acquisition of such constraints? Because they are naturally highly correlated, previous…
Descriptors: Phonology, Probability, Learning Processes, Syllables
Nosofsky, Robert M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
In a highly systematic literature, researchers have investigated the manner in which people make feature inferences in paradigms involving uncertain categorizations (e.g., Griffiths, Hayes, & Newell, 2012; Murphy & Ross, 1994, 2007, 2010a). Although researchers have discussed the implications of the results for models of categorization and…
Descriptors: Models, Classification, Inferences, Cognitive Psychology
Foroughi, Cyrus K.; Werner, Nicole E.; McKendrick, Ryan; Cades, David M.; Boehm-Davis, Deborah A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
Previous research has shown that there is a time cost (i.e., a resumption lag) associated with resuming a task following an interruption and that the longer the duration of the interruption, the greater the time cost (i.e., resumption lag increases as interruption duration increases). The memory-for-goals model (Altmann & Trafton, 2002)…
Descriptors: Individual Differences, Short Term Memory, Task Analysis, Attention Control
Cowan, Nelson; Hardman, Kyle; Saults, J. Scott; Blume, Christopher L.; Clark, Katherine M.; Sunday, Mackenzie A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
Here we examine a new task to assess working memory for visual arrays in which the participant must judge how many items changed from a studied array to a test array. As a clue to processing, on some trials in the first 2 experiments, participants carried out a metamemory judgment in which they were to decide how many items were in working memory.…
Descriptors: Experimental Psychology, Short Term Memory, Correlation, Performance
Rey-Mermet, Alodie; Gade, Miriam; Oberauer, Klaus – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Inhibition is often conceptualized as a unitary construct reflecting the ability to ignore and suppress irrelevant information. At the same time, it has been subdivided into inhibition of prepotent responses (i.e., the ability to stop dominant responses) and resistance to distracter interference (i.e., the ability to ignore distracting…
Descriptors: Inhibition, Age Differences, Individual Differences, Responses
Gullifer, Jason W.; Titone, Debra – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
We investigated whether cross-language activation is sensitive to shifting language demands and language experience during first and second language (i.e., L1, L2) reading. Experiment 1 consisted of L1 French-L2 English bilinguals reading in the L2, and Experiment 2 consisted of L1 English-L2 French bilinguals reading in the L1. Both groups read…
Descriptors: Bilingualism, Second Language Learning, Native Language, French
Jonker, Tanya R. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
When memory is tested, researchers are often interested in the items that were correctly recalled or recognized, while ignoring or factoring out trials where one "recalls" or "recognizes" a nonstudied item. However, intrusions and false alarms are more than nuisance data and can provide key insights into the memory system. The…
Descriptors: Individual Differences, Recall (Psychology), Test Items, Semantics