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Direct linkCohen, Michael S.; Rissman, Jesse; Hovhannisyan, Mariam; Castel, Alan D.; Knowlton, Barbara J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
People tend to show better memory for information that is deemed valuable or important. By one mechanism, individuals selectively engage deeper, semantic encoding strategies for high value items (Cohen, Rissman, Suthana, Castel, & Knowlton, 2014). By another mechanism, information paired with value or reward is automatically strengthened in…
Descriptors: Recall (Psychology), Memory, Testing, Learning Processes
Murayama, Kou; Blake, Adam B.; Kerr, Tyson; Castel, Alan D. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
People are often exposed to more information than they can actually remember. Despite this frequent form of information overload, little is known about how much information people choose to remember. Using a novel "stop" paradigm, the current research examined whether and how people choose to stop receiving new--possibly…
Descriptors: Cognitive Processes, Difficulty Level, Metacognition, Study Habits
Rhodes, Matthew G.; Castel, Alan D. – Journal of Experimental Psychology: General, 2008
Although perceptual information is utilized to judge size or depth, little work has investigated whether such information is used to make memory predictions. The present study examined how the font size of to-be-remembered words influences predicted memory performance. Participants studied words for a free-recall test that varied in font size and…
Descriptors: Cues, Memory, Learning Processes, Metacognition
