Cognitive Research-Principles and Implications最新文献

Previous studies have shown that fixations on familiar stimuli tend to be longer than on unfamiliar stimuli, theorized to be a result of retrieval of information from memory. We hypothesize that extended fixations are due to a lesser need to explore an already familiar stimulus. Participant's gaze was tracked as they tried to encode or retrieve a familiar face displayed either alone or alongside other unfamiliar faces. Regardless of the memory task (encodingretrieval), longer fixation durations were observed when a single familiar face was presented alone, and not when presented among unfamiliar ones. Thus, fixations were not prolonged when it was possible to explore other, unfamiliar stimuli. We conclude that prolonged fixations on familiar stimuli reflect a lesser need to explore an already familiar percept. The results underscore how memory representations influence active sensing, yielding fresh insights into efficient deployment of attention resources. We conclude that fixation durations could be used in applied memory detection tests, preferably together with other measures and when the familiar stimulus is presented alone.

The interplay between facial age and facial identity is evident from several scenarios experienced in daily life, such as when recognising a face several decades after the last exposure. However, the link between age and identity processing, and how age perception abilities might diverge in individuals with different face processing abilities, has scarcely been considered. Furthermore, the approach used to test age perception ability may also influence outcome, but the effect of different paradigms on performance is not yet known. Across three studies, we compare super-recognisers (SRs), people with developmental prosopagnosia (DPs), and a group of neurotypical controls, on three age perception paradigms. There were no differences on the numeric age estimation task (i.e. providing precise age estimates for a series of faces; Study 1), and numeric age estimation task with added noise-distortion to stimuli (Study 2). However, SRs were more accurate when instructed to classify ambient faces as either over- or under- the age of 18 compared to both DPs and controls (Study 3). Thus, there may be nuanced differences in age processing which can be tapped into using separate paradigms; however, given that the difference is only with SRs it remains unclear to what extent these are linked to facial identity processing.

People are often asked to self-evaluate their abilities, and these evaluations may not always reflect objective reality. Here, we investigated this issue for bilingual adults' self-evaluations of language proficiency and usage. We specifically examined how people's self-reported language solidarity impacted their first- (L1) and second-language (L2) self-evaluations, while statistically controlling for their objective language performance (i.e. LexTALE). We also investigated whether this impact varied for value-laden evaluations (e.g. how "good" am I at my L2) vs. usage-based evaluations (e.g. how often do I use my L2) for two sociolinguistically distinct groups (i.e. English-L1 speakers vs. French-L1 speakers in Montreal). Starting with value-laden self-evaluations, we found that French-L1 speakers with more favourable L2-English solidarity tended to underestimate their objective L2 ability, whereas French-L1 speakers with less favourable L2-English solidarity more accurately estimated their objective L2 ability. In contrast, English-L1 speakers with more favourable L2-French solidarity more accurately estimated their objective L2 ability than those with less favourable L2-French solidarity who underestimated their L2-French abilities. Turning to usage-based self-evaluations, we found that participants' self-evaluations were generally more accurate reflections of their performance, in a manner that was less affected by individual differences in self-reported language solidarity. This implies that language solidarity (or perhaps language attitudes more generally) can implicitly or explicitly impact bilingual adults' language self-evaluations when these evaluations are value-laden. These data suggest that people's language attitudes can bias how they perceive their abilities, although self-evaluations based on language use may be less susceptible to bias than those that are value-laden. These data have implications for the study of language and cognition that depend on self-assessments of individual differences and are relevant to work on how people self-assess their abilities generally.

Perceptual expertise is typically domain-specific and rarely generalises beyond an expert's domain of experience. Forensic feature-comparison examiners outperform the norm in domain-specific visual comparison, but emerging research suggests that they show advantages on other similar tasks outside their domain of expertise. For example, fingerprint examiners not only outperform novices in fingerprint comparison, but also in face comparison. Yet, the extent to which their skills generalise is poorly understood. In this study, we investigated the generalisability of perceptual expertise amongst forensic examiners by comparing their performance to novices and other examiners within and outside their area of expertise. We recruited 85 experts from three forensic disciplines (face, fingerprint, and firearms) and asked them to complete four different visual comparison tasks: faces, fingerprints, firearms, and novel-objects. Examiners displayed domain-specific expertise: they outperformed novices and other examiners within their domain of visual comparison expertise. Yet, some of their skill also generalised: examiners also outperformed novices outside their area of expertise. However, while individual differences in examiners' performance within their domain of experience were associated with their performance in a novel comparison task, they were not related to their performance on tasks outside their expert domain. These results provide key insight into the domain-specific and domain-general contributions of forensic examiners' perceptual expertise. Forensic expertise lends some generalisable skill to other visual comparison tasks, but best performance is still seen within examiners' domain of expertise.

Recent findings suggest that adding a visual depiction of a nose to virtual reality displays (virtual nose) can reduce motion sickness. If so, this would be a simple intervention that could improve the experience of a variety of VR applications. However, only one peer-reviewed study has reported a benefit from a virtual nose, and the effect was observed in a single low-powered experiment. To further test the effectiveness of a virtual nose for mitigating motion sickness in VR, we performed a preregistered experiment with higher power and better control. Subjects were presented with simulated movement in a virtual environment using a head-mounted display, and the resulting motion sickness was measured using the Fast Motion Sickness Scale (FMS) and the Simulator Sickness Questionnaire (SSQ). Conditions with and without a virtual nose were tested in separate sessions on different days, and the mean habituation effects were removed analytically. Awareness of the manipulation was assessed with a funnel debriefing procedure. The sample size (n = 32) was chosen to have over 90% power to detect the estimated effect size based on previous data (d_z = 0.6). We found no significant difference between motion sickness in conditions with and without the virtual nose. The estimated effect size was close to zero, d_z = - 0.02, with a 95% credible interval [- 0.37, 0.33]. Results from a Bayesian analysis imply that any benefit from a virtual nose is unlikely to be more than a 26% reduction in FMS scores, and any cost is unlikely to be more than a 23% increase. Our results do not support the hypothesis that a virtual nose is a general and effective way to relieve motion sickness in virtual reality.

As they become more common, automated systems are also becoming increasingly opaque, challenging their users' abilities to explain and interpret their outputs. In this study, we test the predictions of fuzzy-trace theory-a leading theory of how people interpret quantitative information-on user decision making after interacting with an online decision aid. We recruited a sample of 205 online crowdworkers and asked them to use a system that was designed to detect URLs that were part of coordinated misinformation campaigns. We examined how user endorsements of system interpretability covaried with performance on this coordinated misinformation detection task and found that subjects who endorsed system interpretability displayed enhanced discernment. This interpretability was, in turn, associated with both objective mathematical ability and mathematical self-confidence. Beyond these individual differences, we evaluated the impact of a theoretically motivated intervention that was designed to promote sensemaking of system output. Participants provided with a "gist" version of system output, expressing the bottom-line meaning of that output, were better able to identify URLs that might have been part of a coordinated misinformation campaign, compared to users given the same information presented as verbatim quantitative metrics. This work highlights the importance of enabling users to grasp the essential, gist meaning of the information they receive from automated systems, which benefits users regardless of individual differences.

Observers' memory for a person's appearance can be compromised by the presence of a weapon, a phenomenon known as the weapon-focus effect (WFE). According to the unusual-item hypothesis, attention shifts from the perpetrator to the weapon because a weapon is an unusual object in many contexts. To test this assumption, we monitored participants' eye movements while they watched a mock-crime video. The video was presented with sound and featured a female perpetrator holding either a weapon, a non-threatening unusual object, or a neutral object. Contrary to the predictions of current theories, there were no significant differences in total viewing times for the three objects. For the perpetrator, total viewing time was reduced when she held the non-threatening unusual object, but not when she held the weapon. However, weapon presence led to an attentional shift from the perpetrator's face toward her body. Detailed time-course analyses revealed that the effects of object type were more pronounced during early scene viewing. Thus, our results do not support the idea of extended attentional shifts from the perpetrator toward the unusual objects, but instead suggest more complex attentional effects. Contrary to previous research, memory for the perpetrator's appearance was not affected by object type. Thus, there was no WFE. An additional online experiment using the same videos and methodology produced a WFE, but this effect disappeared when the videos were presented without sound.

Benefits of self-testing for learning have been consistently shown for simple materials such as word lists learned by rote memorization. Considerably less evidence for such benefits exists for complex, more educationally relevant materials and its application to new situations. The present study explores the mechanisms underlying this transfer. To this end, a typical retrieval-practice-effect paradigm was applied to foster the learning of an artificial language. Participants either repeatedly studied grammatically correct exemplar sentences of the artificial language or engaged in a cloze test as the interim test after learning. To assess far transfer, participants in both groups of restudy and retrieval practice engaged in a grammaticality judgment test after a delay of 5 min and 1 week. In addition, participants in both groups completed a final memory test (i.e., a cloze test identical to the initial test) 1 week after learning. In addition to a long-term memory benefit of retrieval practice, results revealed also a retrieval-practice benefit in the far-transfer test after the 1-week delay. The findings further support the view that far transfer is supported by learning the underlying grammatical rules as opposed to memorizing the material. Thus, retrieval practice is also effective for fostering learning of complex materials and, even more importantly, for promoting transfer of learning-a crucial goal in modern educational practices.