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Djalal, Farah Mutiasari; Hampton, James A.; Storms, Gert; Heyman, Tom – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
The present study investigated the relationship between category extension and intension for 11 different semantic categories. It is often tacitly assumed that there is a (strong) extension-intension link. However, a recent study by Hampton and Passanisi (2016) examining the patterns of stable individual differences in concepts across participants…
Descriptors: Classification, Semantics, Evaluative Thinking, Correlation
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Longman, Cai S.; Lavric, Aureliu; Monsell, Stephen – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
The performance overhead associated with changing tasks (the "switch cost") usually diminishes when the task is specified in advance but is rarely eliminated by preparation. A popular account of the "residual" (asymptotic) switch cost is that it reflects "task-set inertia": carry-over of task-set parameters from the…
Descriptors: Pacing, Performance, Attention, Eye Movements
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Carvalho, Paulo F.; Goldstone, Robert L. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
The sequence of study influences how we learn. Previous research has identified different sequences as potentially beneficial for learning in different contexts and with different materials. Here we investigate the mechanisms involved in inductive category learning that give rise to these sequencing effects. Across 3 experiments we show evidence…
Descriptors: Classification, Sequential Approach, Learning, Cognitive Processes
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Silva, Susana; Inácio, Filomena; Folia, Vasiliki; Petersson, Karl Magnus – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
Artificial grammar learning (AGL) has been probed with forced-choice behavioral tests (active tests). Recent attempts to probe the outcomes of learning (implicitly acquired knowledge) with eye-movement responses (passive tests) have shown null results. However, these latter studies have not tested for sensitivity effects, for example, increased…
Descriptors: Grammar, Eye Movements, Classification, Preferences
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Vogel, Tobias; Carr, Evan W.; Davis, Tyler; Winkielman, Piotr – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Stimuli that capture the central tendency of presented exemplars are often preferred--a phenomenon also known as the classic beauty-in-averageness effect. However, recent studies have shown that this effect can reverse under certain conditions. We propose that a key variable for such ugliness-in-averageness effects is the category structure of the…
Descriptors: Interpersonal Attraction, Preferences, Stimuli, Experiments
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Steinhauser, Marco; Ernst, Benjamin; Ibald, Kevin W. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
Posterror slowing (PES) refers to an increased response time following errors. While PES has traditionally been attributed to control adjustments, recent evidence suggested that PES reflects interference. The present study investigated the hypothesis that control and interference represent 2 components of PES that differ with respect to their time…
Descriptors: Reaction Time, Interference (Learning), Cognitive Processes, Classification
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Hunt, R. Reed; Smith, Rebekah E.; Toth, Jeffrey P. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
The experiments reported here were designed to replicate and extend McCabe, Roediger, and Karpicke's (2011) finding that retrieval in category cued recall involves both controlled and automatic processes. The extension entailed identifying whether distinctive encoding affected 1 or both of these 2 processes. The first experiment successfully…
Descriptors: Cues, Recall (Psychology), Memory, Experimental Psychology
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Hoffmann, Janina A.; von Helversen, Bettina; Rieskamp, Jörg – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
The distinction between similarity-based and rule-based strategies has instigated a large body of research in categorization and judgment. Within both domains, the task characteristics guiding strategy shifts are increasingly well documented. Across domains, past research has observed shifts from rule-based strategies in judgment to…
Descriptors: Classification, Evaluative Thinking, Cognitive Processes, Comparative Analysis
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de Wit, Bianca; Kinoshita, Sachiko – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
Semantic priming effects are popularly explained in terms of an automatic spreading activation process, according to which the activation of a node in a semantic network spreads automatically to interconnected nodes, preactivating a semantically related word. It is expected from this account that semantic priming effects should be routinely…
Descriptors: Priming, Semantics, Language Processing, Classification
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Sturz, Bradley R.; Bell, Z. Kade; Bodily, Kent D. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
During spatial reorientation, the use of local geometric cues (e.g., corner angles) and global geometric cues (e.g., principal axis) is differentially influenced by enclosure size. Local geometric cues exert more influence in large enclosures compared to small enclosures, whereas the use of global geometric cues is not influenced by changes in…
Descriptors: Spatial Ability, Comparative Analysis, Testing, Classification
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Quinlan, Philip T.; Cohen, Dale J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
We conducted a series of recognition experiments that assessed whether visual short-term memory (VSTM) is sensitive to shared category membership of to-be-remembered (tbr) images of common objects. In Experiment 1 some of the tbr items shared the same basic level category (e.g., hand axe): Such items were no better retained than others. In the…
Descriptors: Short Term Memory, Visual Perception, Foreign Countries, College Students
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Chen, Wenfeng; Ren, Naixin; Young, Andrew W.; Liu, Chang Hong – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
The composite face paradigm (Young, Hellawell, & Hay, 1987) is widely used to demonstrate holistic perception of faces (Rossion, 2013). In the paradigm, parts from different faces (usually the top and bottom halves) are recombined. The principal criterion for holistic perception is that responses involving the component parts of composites in…
Descriptors: Human Body, Visual Stimuli, Responses, Gender Differences
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Ashby, F. Gregory; Vucovich, Lauren E. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
Feedback is highly contingent on behavior if it eventually becomes easy to predict, and weakly contingent on behavior if it remains difficult or impossible to predict even after learning is complete. Many studies have demonstrated that humans and nonhuman animals are highly sensitive to feedback contingency, but no known studies have examined how…
Descriptors: Feedback (Response), Classification, Learning Processes, Associative Learning
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Soro, Jerônimo C.; Ferreira, Mário B.; Semin, Gün R.; Mata, André; Carneiro, Paula – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
Three experiments were designed to test whether experimentally created ad hoc associative networks evoke false memories. We used the DRM (Deese, Roediger, McDermott) paradigm with lists of ad hoc categories composed of exemplars aggregated toward specific goals (e.g., going for a picnic) that do not share any consistent set of features. Experiment…
Descriptors: Experiments, Memory, Association (Psychology), Word Recognition
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Yang, Chunliang; Shanks, David R. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
"Induction" refers to the process in which people generalize their previous experience when making uncertain inferences about the environment that go beyond direct experience. Here we show that interim tests strongly enhance inductive learning. Participants studied the painting styles of eight famous artists across four lists, each…
Descriptors: Logical Thinking, Inferences, Art Products, Painting (Visual Arts)
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