Journal of Cognition最新文献

People often believe that they have a good understanding of how devices work (e.g., how a ballpoint pen works), despite having poor knowledge of their internal mechanics. We hypothesized that this bias occurs in part because people conflate mechanistic understanding with functional understanding of how devices work (e.g., how to operate a ballpoint pen). In two experiments, we found that increasing the salience of mechanistic information led to lower judgments of understanding for how devices work. In Experiment 1, we did this by showing participants either the internal parts of a device or an external, whole-object view of that same device. Those who saw the internal parts rated their understanding as less than those who saw a whole-object view. In Experiment 2, we removed the pictures and instead tested participants (without feedback) on their mechanistic or functional knowledge using true-or-false questions. Those who were tested on mechanistic knowledge rated their understanding of devices as less than those who were tested on functional knowledge.

Feature binding is the process of integrating features, such as colour and shape, into object representations. A persistent question in the literature concerning whether feature binding is an automatic or resource-demanding process may depend on unitisation, that is, whether the to-be-bound information is intrinsic (belonging to) or extrinsic (contextual). Given extensive evidence showing that Easterners may process information more holistically than Westerners, such cultural differences may be useful to understand the fundamental processes of feature binding in visual working memory (WM). Accordingly, we recruited British and Chinese participants to complete a visual WM task wherein to-be-remembered colours were integrated within (i.e., intrinsic binding) or as backgrounds (i.e., extrinsic binding) of to-be-remembered shapes (Experiments 1 and 2). Experiment 2 further investigated the role of prior knowledge in long-term memory to facilitate feature binding in WM. During retrieval, participants decided among three probes: a target, a lure (i.e., recombination of the presented features), and a new colour/shape. Hierarchical Bayesian multinomial processing tree models were fit to the data to estimate parameters representing binding and item memory. The current results suggest that intrinsic and extrinsic binding memory are similar between the two cultural groups, with no prior knowledge benefits for either intrinsic or extrinsic binding for either cultural group. This result conflicts with the Analytic and Holistic framework and suggests that there are no cultural differences or prior knowledge benefits in feature binding.

Meta-analyses have become indispensable in the behavioral sciences, combining and summarizing data from multiple studies. While they offer many advantages (e.g., increased power, higher generality, and resolving conflicting findings), they currently only provide a snapshot at a given point. In active research areas, frequent meta-analytic updates are necessary to incorporate new evidence. We propose guidelines for live, dynamic meta-analyses and introduce an accessible tool using the R environment. Our app, powered by the Shiny package, enables the meta-analyst to integrate evidence interactively as an update of an existing meta-analysis or from scratch (i.e., a new meta-analysis). By embracing dynamic meta-analyses and leveraging modern tools, researchers can ensure up-to-date meta-analyses in their respective fields.

Within the realm of consciousness research, different methods of measuring the content of visual awareness are used: On the one hand, subjective measures require a report of sensory experiences related to a stimulus. On the other hand, objective measures rely on the observer's performance to accurately detect or discriminate the stimulus. The most appropriate measure of awareness is currently debated. To contribute to this debate, we review findings on the relation between subjective and objective measures of awareness. Although subjective measures sometimes lag behind objective measures, a substantial number of studies demonstrates a convergence of measures. Based on the reviewed studies, we identify five aspects relevant for achieving a convergence of measures. Future research could then identify and empirically test the boundary conditions, under which a convergence or divergence of subjective and measures of awareness is observed.

Executive function (EF) theory and research continues to under-represent the contexts in which the majority of the world's children reside, despite their potential to support, refute, or refine our current understandings. The current study sought to contribute to our understanding of EF in low-income settings in South Africa by investigating longitudinal associations of context-specific risk and protective factors for EF development in three- to five-year-old children who had limited access to ECCE services before the age of five. Child-caregiver dyads (N = 171) participated in two rounds of data collection (approximately seven months apart) during which child EF was assessed using the Early Years Toolbox; context-specific risk and protective factors were assessed through a caregiver questionnaire. Hierarchical linear regressions revealed that after controlling for age, attending ECCE services at time 2 (β = 0.30, p < 0.001), and diversity of caregivers at time 1 (β = 0.14, p = 0.041) were the only factors positively associated with EF at time 2. Other factors commonly associated with EF such as caregiver education, and household income were not significant, while resources in the home were significantly associated with EF (β = -0.18, p = 0.007) but in the opposite direction to what was expected. These results add to accumulating evidence that predictors of EF established in Minority World contexts may not be consistent across contexts, emphasising the need to broaden the EF evidence base. For instance, future studies could incorporate qualitative and ethnographic methods to better capture the cultural and contextual nuances relating to EF, to better inform our statistical and theoretical models.

Limited attentional capacity is essential to working memory. How its limit should be assessed is a debated issue. Five experiments compare Cowan's 4-units and Pascual-Leone's 7-units models of limited working memory capacity, with presentation time and attention to operative schemes as potential explanations of this discrepancy. Experiments 1a-1c used the Compound Stimuli Visual Information (CSVI) task, with long versus brief presentation. Capacity was estimated with the Bose-Einstein model, assuming a different number of attending acts in each condition. Participants' k estimates in both conditions were highly correlated and the means were not different, indicating that the same capacity is assessed in both conditions. Experiments 2 and 3 used the 5000-msec CSVI, and the Visual Array Task (VAT) in two conditions (5000- vs. 120-msec presentation). Capacity in the VAT was estimated with Morey's Bayesian method. Participants' k estimates in both VAT conditions were correlated, but the mean was higher with long presentation, suggesting that the long condition benefits from recoding or chunking. The k estimate in the CSVI correlated with the short VAT and (to a lesser degree in Exp.2) with the long VAT. The mean estimate of k in the CSVI was one unit more than in the short VAT. We conclude that the CSVI and the short VAT tap the same capacity, one unit of which in the short VAT is allocated to an operative scheme; we discuss how Cowan's and Pascual-Leone's views on limited capacity can be reconciled.

Early exposure to books can benefit language acquisition by expanding children's linguistic experience and engaging them in a shared activity (Nation et al. 2022; Dowdall et al., 2020). Video media (including television) could potentially fulfil a similar role by exposing children to new linguistic phenomena in an engaging setting. However, while many studies have examined the impact of screen-time on cognitive development (for a review see Kostyrka-Allchorne et al., 2017), the findings relating specifically to language remain unclear. The aim of this review is to understand how encountering language content in video media might impact a variety of language skills in children aged 3-11. This review maps the methods and findings of 93 studies that met preregistered criteria with the goal of understanding which factors impact learning outcomes following video exposure. Results from observational (N = 31) and experimental (N = 62) studies reveal a divided literature in which video viewing is linked to short-term benefits for learning specific linguistic structures from high-quality video media, as well as having negative or null long-term associations with standardised language measures. Results highlight various methodological difficulties and limitations faced by experimental and observational approaches and reveal the importance of video quality and viewing context for language learning.

Visual working memory (VWM) plays an important role during visual search, with some theories suggesting an equivalence between working memory representations and guidance from attentional templates. However, recent work has shown that participants can also use 'negative templates', the foreknowledge of distractor-features stored in VWM, to guide attention away from distractors during visual search. These negative templates must also be represented in working memory, but the question remains whether the quality of the working memory representations underlying negative and positive templates are similar, in spite of their opposite impacts on attention. In this study, participants (N = 33) engaged in a visual search task for a shape-defined target after receiving a positive cue (target color), negative cue (distractor color) or neutral cue (non-informative). In 20% of the trials, a color-wheel probe was presented instead of a search array to measure the quality of the cue representation stored in VWM. Our results revealed that participants were more likely to guess in response to neutral cues than negative cues. Yet, the comparison between positive and negative cues showed no significant differences. However, we found no difference in memory precision for the three cue types. More interestingly, the more the VWM quality is boosted by the negative cue, the greater the ability to guide attention away from distractors. Such a pattern of results might map to recent evidence of between-individuals differences in utilization of negative cues. These findings highlight the distinction between attentional templates and simple maintenance in working memory.

In the present study, we conducted a Stroop-like task in which the participants were required to decide whether the presented stimulus, which could be either a colored digit or a colored rectangle, consisted of more or less than five colors. Like other Stroop-like tasks, the stimuli could be congruent (the stimulus was a digit that was equal to the presented number of colors), incongruent (the stimulus was a digit that was different than the presented number of colors), or neutral (a colored rectangle). We utilized a two-to-one response setting so that in some incongruent trials the digit and the number of colors would elicit the same response (e.g., the digit 3 containing two colors; both are smaller than 5), while in some incongruent trials, the digit and the number of colors would elicit different responses (e.g., the digit 3 containing 6 colors). This enabled us to measure both conflicts arising from stimulus-stimulus and stimulus-response compatibilities. Our results indicated the existence of stimulus-stimulus compatibility (SSC), stimulus-response compatibility (SRC), and task conflict. Interestingly, these effects were in interaction with the number of colors, so that in small numbers, SSC and SRC were found, and in large numbers, SRC and task conflict were found. Moreover, the results suggest that our task includes two types of task conflict that are raised due to three different tasks: processing the meaning of the digit vs. estimating the number of colors and counting the number of colors vs. estimating the number of colors.