Quarterly Journal of Experimental Psychology最新文献

There are conflicting findings regarding the accuracy of metamemory for scene pictures. Judgements of stimulus memorability in general (memorability judgements [MJs]) have been reported to be unpredictive of actual image memorability. However, other studies have found that judgements of learning (JOLs)-predictions of one's own later memory performance for recently studied items-are moderately predictive of people's own actual recognition memory for pictures. The current study directly compared the relative accuracy and cue basis of JOLs and MJs for scene pictures. In Experiments 1 and 2, participants completed an MJ task and a JOL task in counterbalanced order. In the MJ task, they judged the general memorability of each picture. In the JOL task, they studied pictures and made JOLs during a learning phase, followed by a recognition memory test. Results showed that MJs were predictive of general scene memorability and relied on the same cues as JOLs, but MJ accuracy considerably improved after the JOL task. Experiment 3 demonstrated that prior learning experiences drove this increase in MJ accuracy. This work demonstrates that people can predict not only their own future memory performance for scene pictures with moderate accuracy but also the general memorability of scene pictures. In addition, experiences with one's own learning and memory support the ability to assess scene memorability in general. This research contributes to our understanding of the basis and accuracy of different metamemory judgements.

We report six experiments that examine the relationship between visuospatial and analogical reasoning. In Experiments 1-3b, participants completed a series of spatial assessments and analogical reasoning tasks. In Experiment 2, participants were assigned to one of three training conditions that involved analogical reasoning. One group visualized the elements in each scenario (visualization training), a second group identified the spatial relationships in each scenario (spatial training), and a third group identified the corresponding elements between two scenarios (analogy training). Participants completed pre- and post-tests, wherein they solved various analogy problems; Experiments 3a-4b were similar but did not include an analogy training condition. In Experiments 1-3b, a positive relationship between visuospatial and analogical reasoning was observed (regardless of the perceptibility of the analogy's spatial relations), as participants who performed better on the spatial measures also demonstrated better analogical reasoning. Furthermore, in Experiments 2 and 4b, spatial training led to greater posttest performance than the visualization training, but this outcome was not observed in Experiments 3a-4a. A combined analysis (Experiments 2-4b), however, revealed a small, but reliable advantage of spatial over visualization training. These findings suggest that strategies that encourage spatial reasoning might better aid analogical learning and reasoning than strategies that encourage visualization.

The hippocampus is thought to support episodic memory by pattern separation, thereby supporting the ability to discriminate high similarity items. Past research evaluating whether acute exercise can improve mnemonic discrimination of high similarity items is mixed. The present experiment attempts to extend these prior mixed findings by evaluating the effects of multiple exercise intensities on hippocampal-dependent, mnemonic discrimination and memory performance. Fifty-seven young adults completed a three-condition (control, moderate-intensity, and vigorous-intensity), within-subjects crossover pretest-posttest comparison. We observed no effects of acute exercise on recognition memory or mnemonic discrimination. We discuss the implications of these null findings with the broader literature by discussing the complexity of this potential exercise-mnemonic discrimination relationship, including the unique role of exercise intensity, differences in the level of processing (e.g., conceptual vs. perceptual), and unique brain regions involved in mnemonic discrimination.

Delay discounting occurs when a reward loses value as a function of delay. Episodic future thinking (EFT) reliably decreases delay discounting. EFT may share cognitive features with recalling episodic memories such as constructive episodic simulation. We therefore explored whether recalling episodic memories also reduces delay discounting. In Experiment 1, participants wrote about episodic memories and recalled those memories before completing a delay discounting task. Episodic memories reduced delay discounting according to one commonly used delay discounting measure (area under the curve) but not another (using the hyperbolic model). Experiment 2 compared the effects of general and episodic memories. Neither general nor episodic memories significantly decreased delay discounting compared with a control "counting" condition, but episodic memories reduced delay discounting compared with general memories under some conditions. In Experiment 3, episodic memories did not decrease delay discounting compared with three other control conditions while EFT did. Experiment 3 therefore found that thinking must be both episodic and future orientated to reduce delay discounting. Together, these results suggest that episodic thinking is not sufficient to reliably decrease delay discounting, rather, features unique to episodic future thinking are required. Episodic memory might reduce delay discounting in some contexts, but this effect is small and fragile.

Prior research suggests that the development of speech perception and word recognition stabilises in early childhood. However, recent work suggests that development of these processes continues throughout adolescence. This study aimed to investigate whether these developmental changes are based solely within the lexical system or are due to domain general changes, and to extend this investigation to lexical-semantic processing. We used two Visual World Paradigm tasks: one to examine phonological and semantic processing, one to capture non-linguistic domain-general skills. We tested 43 seven- to nine-year-olds, 42 ten- to thirteen-year-olds, and 30 sixteen- to seventeen-year-olds. Older children were quicker to fixate the target word and exhibited earlier onset and offset of fixations to both semantic and phonological competitors. Visual/cognitive skills explained significant, but not all, variance in the development of these effects. Developmental changes in semantic activation were largely attributable to changes in upstream phonological processing. These results suggest that the concurrent development of linguistic processes and broader visual/cognitive skills lead to developmental changes in real-time phonological competition, while semantic activation is more stable across these ages.

Previous work has investigated the information-based mechanism for learning and transfer of learning in coordinated rhythmic movements. In those papers, we trained young adults to produce either 90° or 60° and showed in both cases that learning entailed learning to use relative position as information for the relative phase. This variable then supported transfer of learning to untrained coordinations +/30° on either side. In this article, we replicate the 90° study with younger adults and extend it by training older adults (aged between 55 and 65 years). Other work has revealed a steep decline in learning rate around this age, and no follow-up study has been able to successfully train older adults to perform a novel coordination. We used a more intensive training paradigm and showed that while older adult learning rates remain about half that of younger adults, given time they are able to acquire the new coordination. They also learn to use relative position, and consequently show the same pattern of transfer. We discuss implications for attempts to model the process of learning in this task.

Visual-spatial contextual cueing learning underpins the daily lives of older adults, enabling them to navigate their surroundings, perform daily activities, and maintain cognitive function. While the contextual cueing effect has received increasing attention from researchers, the relationship between this cognitive ability and healthy ageing remains controversial. To investigate whether visual-spatial contextual cueing learning declines with age, we examined the contextual learning patterns of older (60-71 years old) and younger adults (18-26 years old) using a contextual-guided visual search paradigm and response variability measurements. We observed significant contextual learning effects in both age groups, impacting response speed and variability, with these effects persisting for at least 24 days. However, older adults required more repetitions and memorised fewer repeated stimuli during initial learning. Interestingly, their long-term memory maintenance appeared stronger, as their contextual facilitation persisted in both response speed and variability, while younger adults only persisted in response speed but not variability. Overall, our results suggest an age-related complex and diverse contextual cueing pattern, with older adults showing weaker learning but stronger long-term memory maintenance compared with younger adults.

Attention can be covertly shifted to peripheral stimuli to improve their processing. However, attention is also then inhibited against returning to the previously attended location; thus, both detection and discrimination of a stimulus presented at that location decrease (the inhibition of return [IOR] effect). The after-effect of the covert orienting hypothesis postulates a close link between attention shifting, IOR, and oculomotor control. The fixation offset, which improves the generation of saccades, decreases IOR in detection tasks, suggesting a close link between IOR and oculomotor control. However, according to some alternative views (e.g., the input-based IOR hypothesis and the object files segregation/integration hypothesis), IOR may be related to some sensory rather than motor processes. Some studies support that view and show that IOR may occur differently in detection and discrimination tasks and that oculomotor processes do not affect IOR in tasks where manual responses are required and eye movements are suppressed. Two experiments presented in this article show that removing the fixation point decreases manual IOR in detection and discrimination tasks. The results are discussed in terms of various theoretical approaches.

Pre-crastination refers to the tendency to begin a task as soon as possible, even at the cost of additional effort. This phenomenon is consistently observed in tasks in which participants are asked to select one of two buckets to carry to a target. Surprisingly, on a high proportion of trials participants choose the bucket that is closer to them (and further from the target) as opposed to the bucket that is further from them (and closer to the target). In other words, participants tend to complete the task of picking up a bucket as soon as possible, even when this requires additional physical effort. The purpose of the current experiment was to test whether an individual's tendency to pre-crastinate is stable across tasks. Participants performed a physical load task where they selected one of two buckets to carry to a target. The same participants performed a cognitive load task where they picked up number strings at one of the two bucket locations and mentally carried the number string to a target. We found that participants pre-crastinated in both tasks and this tendency was reduced as task difficulty increased. Importantly, we found a significant association between an individual's tendency to pre-crastinate in the physical load task and their tendency to pre-crastinate in the cognitive load task. Thus, an individual's tendency to pre-crastinate is consistent across tasks and suggests that this is a stable characteristic of how individuals choose to order tasks.

Combined action observation and motor imagery (AO + MI) can improve movement execution (ME) in healthy adults and certain patient populations. However, it is unclear how the specificity of the observation component during AO + MI influences ME. As generalised observation could result in more flexible AO + MI rehabilitation programmes, this study investigated whether observing typing of target words (specific condition) or non-matching words (general condition) during AO + MI would have different effects on keyboard typing in healthy young adults. In Experiment 1, 51 students imagined typing a target word while watching typing videos that were either specific to the target word or general. There were no differences in typing execution between AO + MI conditions, though participants typed more slowly after both AO + MI conditions compared with no observation or imagery. Experiment 2 repeated Experiment 1 in 20 students, but with a faster stimulus speed in the AO + MI conditions and increased cognitive difficulty in the control condition. The results showed that the slowed typing after AO + MI was likely due to a strong influence of task-switching between imagery and execution, as well as an automatic imitation effect. Both experiments demonstrate that general and specific AO + MI comparably affect ME. In addition, slower ME following both AO + MI and a challenging cognitive task provides support for the motor-cognitive model of MI.