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Kaixuan Wang; Yue Ma; Xiaowei Che; Shouxin Li; Qian Zhang – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2024
The biological motion refers to the continuous configuration movement of live agents in space. The perceptual processing of biological motion has the specificity of the dissociation between body form and body motion. However, there is limited evidence for whether such specificity continues when holding biological motion in working memory. We…
Descriptors: Short Term Memory, Cognitive Style, Differences, Undergraduate Students
Kalkstein, David A.; Bosch, David A.; Kleiman, Tali – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
In five experiments, we established and explored the contrast diversity effect--the effect of diversity of negative evidence on inductive inferences drawn from a single observation of a target exemplar. In Experiments 1 through 3, we show that increasing the diversity of negative evidence in a contrasting category led people to infer that a target…
Descriptors: Inferences, Logical Thinking, Differences, Evidence
Breining, Bonnie L.; Nozari, Nazbanou; Rapp, Brenda – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Using word learning as an example of a complex system, we investigated how differences in the structure of the subcomponents in which learning occurs can have significant consequences for the challenge of integrating new information within such systems. Learning a new word involves integrating information into the two key stages/subcomponents of…
Descriptors: Vocabulary, Learning Processes, Systems Approach, Differences
Folstein, Jonathan R.; Gauthier, Isabel; Palmeri, Thomas J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2012
How does learning to categorize objects affect how people visually perceive them? Behavioral, neurophysiological, and neuroimaging studies have tested the degree to which category learning influences object representations, with conflicting results. Some studies have found that objects become more visually discriminable along dimensions relevant…
Descriptors: Classification, Visual Perception, Context Effect, Neurosciences
Pachur, Thorsten; Scheibehenne, Benjamin – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2012
People often attach a higher value to an object when they own it (i.e., as seller) compared with when they do not own it (i.e., as buyer)--a phenomenon known as the "endowment effect". According to recent cognitive process accounts of the endowment effect, the effect is due to differences between sellers and buyers in information search.…
Descriptors: Preferences, Experience, Decision Making, Behavior
Chuderski, Adam; Necka, Edward – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2012
Fluid reasoning shares a large part of its variance with working memory capacity (WMC). The literature on working memory (WM) suggests that the capacity of the focus of attention responsible for simultaneous maintenance and integration of information within WM, as well as the effectiveness of executive control exerted over WM, determines…
Descriptors: Short Term Memory, Attention, Stimuli, Differences
Hino, Yasushi; Kusunose, Yuu; Lupker, Stephen J.; Jared, Debra – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
Studies using the lexical decision task with English stimuli have demonstrated that homophones are responded to more slowly than nonhomophonic controls. In contrast, several studies using Chinese stimuli have shown that homophones are responded to more rapidly than nonhomophonic controls. In an attempt to better understand the impact of homophony,…
Descriptors: Phonology, Languages, Differences, Language Processing
Shelton, Amy L.; Marchette, Steven A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2010
Testing spatial memory within the same environment used for learning produces interference between one's immediate representation of current position and the to-be-retrieved position. In a series of 3 experiments, we show that "current position" and its influence on memory performance can be driven by conceptual factors in an ambiguous…
Descriptors: Spatial Ability, Schemata (Cognition), Long Term Memory, Testing
Scullin, Michael K.; McDaniel, Mark A.; Shelton, Jill T.; Lee, Ji Hae – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2010
We investigated whether focal/nonfocal effects (e.g., Einstein et al., 2005) in prospective memory (PM) are explained by cue differences in monitoring difficulty. In Experiment 1, we show that syllable cues (used in Einstein et al., 2005) are more difficult to monitor for than are word cues; however, initial-letter cues (in words) are similar in…
Descriptors: Memory, Intention, Cues, Alphabets
MacLeod, Colin M.; Gopie, Nigel; Hourihan, Kathleen L.; Neary, Karen R.; Ozubko, Jason D. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2010
In 8 recognition experiments, we investigated the "production effect"--the fact that producing a word aloud during study, relative to simply reading a word silently, improves explicit memory. Experiments 1, 2, and 3 showed the effect to be restricted to within-subject, mixed-list designs in which some individual words are spoken aloud at study.…
Descriptors: Oral Reading, Silent Reading, Differences, Memory
Folstein, Jonathan R.; Van Petten, Cyma – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2004
Forty participants assigned artificial creatures to categories after explicit rule instruction or feedback alone. Stimuli were typical and atypical exemplars of 2 categories with independent prototypes, conflicting exemplars sharing features of both categories, and "Others" with only 1 or 2 features of the well-defined categories. Ten…
Descriptors: Memory, Cognitive Processes, Brain, Classification
Estes, Zachary; Hasson, Uri – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2004
The structural alignment theory of similarity distinguishes 2 types of difference that may occur between stimuli: Alignable differences are those related to a commonality, whereas nonalignable differences are not related to a commonality. Alignment theory predicts that alignable differences should be more heavily weighted than nonalignable…
Descriptors: Stimuli, Prediction, Geometric Concepts, Differences