Pub Date : 2023-05-01DOI: 10.1007/s10339-022-01121-1
Çağatay Soyer
Animals use sensory information and memory to build internal representations of space. It has been shown that such representations extend beyond the geometry of an environment and also encode rich sensory experiences usually referred to as context. In mammals, contextual inputs from sensory cortices appear to be converging on the hippocampus as a key area for spatial representations and memory. How metric and external sensory inputs (e.g., visual context) are combined into a coherent and stable place representation is not fully understood. Here, I review the evidence of attentional effects along the ventral visual pathway and in the medial temporal lobe and propose an attention-based model for the integration of visual context in spatial representations. I further suggest that attention-based retrieval of spatial memories supports a feedback mechanism that allows consolidation of old memories and new sensory experiences related to the same place, thereby contributing to the stability of spatial representations. The resulting model has the potential to generate new hypotheses to explain complex responses of spatial cells such as place cells in the hippocampus.
{"title":"A proposed attention-based model for spatial memory formation and retrieval.","authors":"Çağatay Soyer","doi":"10.1007/s10339-022-01121-1","DOIUrl":"https://doi.org/10.1007/s10339-022-01121-1","url":null,"abstract":"<p><p>Animals use sensory information and memory to build internal representations of space. It has been shown that such representations extend beyond the geometry of an environment and also encode rich sensory experiences usually referred to as context. In mammals, contextual inputs from sensory cortices appear to be converging on the hippocampus as a key area for spatial representations and memory. How metric and external sensory inputs (e.g., visual context) are combined into a coherent and stable place representation is not fully understood. Here, I review the evidence of attentional effects along the ventral visual pathway and in the medial temporal lobe and propose an attention-based model for the integration of visual context in spatial representations. I further suggest that attention-based retrieval of spatial memories supports a feedback mechanism that allows consolidation of old memories and new sensory experiences related to the same place, thereby contributing to the stability of spatial representations. The resulting model has the potential to generate new hypotheses to explain complex responses of spatial cells such as place cells in the hippocampus.</p>","PeriodicalId":47638,"journal":{"name":"Cognitive Processing","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9675836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1007/s10339-023-01129-1
Pedro Manuel Cortes, Juan Pablo García-Hernández, Fabiola Alejandra Iribe-Burgos, Miguel Angel Guevara, Marisela Hernández-González
The heuristic approach to decision-making holds that the selection process becomes more efficient when part of the information available is ignored. One element involved in selecting information is emotional valence. If emotional congruency is related to simplified decision-making strategies, then the interaction of this factor with task complexity should exist. The present study explored how factors of this nature influence decision-making efficiency. We hypothesized that emotional congruency would have a positive effect on task execution and that the magnitude of that effect would increase with greater task complexity because in that condition the amount of information to be processed is greater, meaning that a heuristic approach to the problem would be more efficient. We design a decision in browser decision-making task in which participants had to select emotional images to gain points. Depending on the correlation between emotional valence and in-task image value, we defined three emotional congruency conditions: direct, null, and inverse. Our results show that distinct types of emotional congruency have differential effects on behavior. While direct congruency-enhanced overall decision-making performance, inverse congruency interacted with task complexity to modify the pace at which task feedback affected behavior.
{"title":"Effects of emotional congruency and task complexity on decision-making.","authors":"Pedro Manuel Cortes, Juan Pablo García-Hernández, Fabiola Alejandra Iribe-Burgos, Miguel Angel Guevara, Marisela Hernández-González","doi":"10.1007/s10339-023-01129-1","DOIUrl":"https://doi.org/10.1007/s10339-023-01129-1","url":null,"abstract":"<p><p>The heuristic approach to decision-making holds that the selection process becomes more efficient when part of the information available is ignored. One element involved in selecting information is emotional valence. If emotional congruency is related to simplified decision-making strategies, then the interaction of this factor with task complexity should exist. The present study explored how factors of this nature influence decision-making efficiency. We hypothesized that emotional congruency would have a positive effect on task execution and that the magnitude of that effect would increase with greater task complexity because in that condition the amount of information to be processed is greater, meaning that a heuristic approach to the problem would be more efficient. We design a decision in browser decision-making task in which participants had to select emotional images to gain points. Depending on the correlation between emotional valence and in-task image value, we defined three emotional congruency conditions: direct, null, and inverse. Our results show that distinct types of emotional congruency have differential effects on behavior. While direct congruency-enhanced overall decision-making performance, inverse congruency interacted with task complexity to modify the pace at which task feedback affected behavior.</p>","PeriodicalId":47638,"journal":{"name":"Cognitive Processing","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9321252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Semantic alignment refers to the cognitive tendency that people always seek for the matching of semantic relations between mathematical cognition and objects in specific situations. In developing individuals, language ability and mathematical ability are in the development stage, and the development of semantic consistency is more helpful to reveal the relationship between the two. From the perspective of semantic alignment, this study aims to explore the age-related difference in the effects of semantic relationship on arithmetic operations. Sixty-two children and 62 adults were recruited to perform an arithmetical verification task. The results showed that: (1) Compared with children, adults had shorter response times and higher accuracy in mathematical operations. (2) Both adults and children showed longer response times in division condition than that in addition condition. (3) Children are more affected by semantic alignment than adults in addition. (4) For addition operation, participants performed better under semantic consistent condition than under semantic inconsistent condition, but the opposite result was found for division operation. It indicated that semantic consistently promoted the addition operation and semantic inconsistently promoted the division operation. This suggests that teachers should pay attention to integrating mathematical conceptual knowledge and language context in future educational practice.
{"title":"The influence of semantic alignment on the performance of addition and division operation: age-related differences.","authors":"Yangyang Wang, Jia Gao, Tingting Wang, Bijuan Huang, Hongmin Feng, Jiwei Si","doi":"10.1007/s10339-023-01125-5","DOIUrl":"https://doi.org/10.1007/s10339-023-01125-5","url":null,"abstract":"<p><p>Semantic alignment refers to the cognitive tendency that people always seek for the matching of semantic relations between mathematical cognition and objects in specific situations. In developing individuals, language ability and mathematical ability are in the development stage, and the development of semantic consistency is more helpful to reveal the relationship between the two. From the perspective of semantic alignment, this study aims to explore the age-related difference in the effects of semantic relationship on arithmetic operations. Sixty-two children and 62 adults were recruited to perform an arithmetical verification task. The results showed that: (1) Compared with children, adults had shorter response times and higher accuracy in mathematical operations. (2) Both adults and children showed longer response times in division condition than that in addition condition. (3) Children are more affected by semantic alignment than adults in addition. (4) For addition operation, participants performed better under semantic consistent condition than under semantic inconsistent condition, but the opposite result was found for division operation. It indicated that semantic consistently promoted the addition operation and semantic inconsistently promoted the division operation. This suggests that teachers should pay attention to integrating mathematical conceptual knowledge and language context in future educational practice.</p>","PeriodicalId":47638,"journal":{"name":"Cognitive Processing","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9320747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1007/s10339-023-01128-2
Ibrahim Aref Kira, Hanaa Shuwiekh
The study aims to identify the mechanisms underlying the findings that will to exist, live, survive and fight (WTELS-F) optimizes executive functions. Defining executive functions (EF) as having cold (working memory, inhibition, and cognitive flexibility) and hot (e.g., motivation) components, we hypothesized that WTELS-F affects executive functions positively via two pathways. The first pathway is through the hot executive function (motivation), and the second is via survival or existential processing. In a longitudinal study of 228 adult participants two times with ten weeks in between, we used measures for WTELS-F, working memory, inhibition, shift/cognitive flexibility, and self-motivation. We tested the structural validity of the four factors' executive function by exploratory factor analysis in time 1 data and confirmatory factor analysis in time 2 data. We conducted structural equation modeling WTELS-F change as a latent variable predicted by the change in its three components between times 1 and 2., affecting changes in self-motivation (the hot EF), and changes in the latent variable of cold EF as predicted by changes in working memory, inhibition, and shift. Results indicated that the model of EF fit the data well without modification. WTELS-F significantly affected self-motivation (the hot EF) and the cold EF longitudinally. It had further mediated effects on cold EF via its impact on self-motivation. The results provided evidence for the two pathways hypothesis of the effects of WTELS-F on EF. The conceptual and clinical implications of these findings were discussed.
{"title":"Are the main effects of the will to exist, live, survive and fight on optimizing executive function due to its optimizing self-motivation? A longitudinal study.","authors":"Ibrahim Aref Kira, Hanaa Shuwiekh","doi":"10.1007/s10339-023-01128-2","DOIUrl":"https://doi.org/10.1007/s10339-023-01128-2","url":null,"abstract":"<p><p>The study aims to identify the mechanisms underlying the findings that will to exist, live, survive and fight (WTELS-F) optimizes executive functions. Defining executive functions (EF) as having cold (working memory, inhibition, and cognitive flexibility) and hot (e.g., motivation) components, we hypothesized that WTELS-F affects executive functions positively via two pathways. The first pathway is through the hot executive function (motivation), and the second is via survival or existential processing. In a longitudinal study of 228 adult participants two times with ten weeks in between, we used measures for WTELS-F, working memory, inhibition, shift/cognitive flexibility, and self-motivation. We tested the structural validity of the four factors' executive function by exploratory factor analysis in time 1 data and confirmatory factor analysis in time 2 data. We conducted structural equation modeling WTELS-F change as a latent variable predicted by the change in its three components between times 1 and 2., affecting changes in self-motivation (the hot EF), and changes in the latent variable of cold EF as predicted by changes in working memory, inhibition, and shift. Results indicated that the model of EF fit the data well without modification. WTELS-F significantly affected self-motivation (the hot EF) and the cold EF longitudinally. It had further mediated effects on cold EF via its impact on self-motivation. The results provided evidence for the two pathways hypothesis of the effects of WTELS-F on EF. The conceptual and clinical implications of these findings were discussed.</p>","PeriodicalId":47638,"journal":{"name":"Cognitive Processing","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9936929/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9690578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1007/s10339-022-01123-z
Alexander Skulmowski
Realistic visualizations are considered to introduce the risk of distracting learners from relevant information. In two experiments, the interplay between realism and a known form of distraction, the split-attention effect, were investigated. This effect describes that spatially separating relevant information can have a substantial negative effect on learning. The experiments were conducted using short anatomy learning tasks to test whether a combination of realism and split attention would lead to the worst retention performance or, alternatively, whether realism can counteract the negative effects of split attention. The first experiment (n = 125) revealed that realism attenuated the cognitive load induced by split attention, suggesting a compensatory effect of realism (i.e., realism may have helped learners to deal with the detrimental influence of split attention). However, retention performance was not impacted in a similar way, indicating that this compensatory effect on subjective cognitive load may actually be the result of learners' illusion that realistic details are helpful. Split attention significantly reduced retention performance. Experiment 2 (n = 152) resulted in negative effects of realism and split attention on retention. In sum, the experiments suggest that realistic details can affect learners independently of other visual design factors as exemplified by the split-attention effect. Thus, the assumption that realism is likely to distract learners is rendered implausible by the experiments, as the distraction of split attention should have amplified any distractive potential of realistic details. However, the results also suggest that the effects of realism on learning are still somewhat unpredictable.
{"title":"Realistic details impact learners independently of split-attention effects.","authors":"Alexander Skulmowski","doi":"10.1007/s10339-022-01123-z","DOIUrl":"https://doi.org/10.1007/s10339-022-01123-z","url":null,"abstract":"<p><p>Realistic visualizations are considered to introduce the risk of distracting learners from relevant information. In two experiments, the interplay between realism and a known form of distraction, the split-attention effect, were investigated. This effect describes that spatially separating relevant information can have a substantial negative effect on learning. The experiments were conducted using short anatomy learning tasks to test whether a combination of realism and split attention would lead to the worst retention performance or, alternatively, whether realism can counteract the negative effects of split attention. The first experiment (n = 125) revealed that realism attenuated the cognitive load induced by split attention, suggesting a compensatory effect of realism (i.e., realism may have helped learners to deal with the detrimental influence of split attention). However, retention performance was not impacted in a similar way, indicating that this compensatory effect on subjective cognitive load may actually be the result of learners' illusion that realistic details are helpful. Split attention significantly reduced retention performance. Experiment 2 (n = 152) resulted in negative effects of realism and split attention on retention. In sum, the experiments suggest that realistic details can affect learners independently of other visual design factors as exemplified by the split-attention effect. Thus, the assumption that realism is likely to distract learners is rendered implausible by the experiments, as the distraction of split attention should have amplified any distractive potential of realistic details. However, the results also suggest that the effects of realism on learning are still somewhat unpredictable.</p>","PeriodicalId":47638,"journal":{"name":"Cognitive Processing","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10110660/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9698804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1007/s10339-023-01127-3
Rocío Linares, Santiago Pelegrina
The objective of this study was to determine the contribution of retrieval and substitution components of working memory updating to reading comprehension. Difficulties in reading comprehension have been related to the inability to update information in working memory. Updating is a complex process comprising various subprocesses, such as retrieving information into the focus of attention and substituting information that is no longer relevant. Various numerical subtasks requiring or not requiring the substitution and retrieval components of working memory updating, as well as reading comprehension and general cognitive measures, were administered to a sample (n = 148) of 4th grade children. Less-skilled comprehenders showed lower accuracy when information retrieval was required. In contrast, substitution was not related to reading comprehension. These findings suggest that reading comprehension difficulties are related to the efficacy of information retrieval during updating in working memory.
{"title":"The relationship between working memory updating components and reading comprehension.","authors":"Rocío Linares, Santiago Pelegrina","doi":"10.1007/s10339-023-01127-3","DOIUrl":"https://doi.org/10.1007/s10339-023-01127-3","url":null,"abstract":"<p><p>The objective of this study was to determine the contribution of retrieval and substitution components of working memory updating to reading comprehension. Difficulties in reading comprehension have been related to the inability to update information in working memory. Updating is a complex process comprising various subprocesses, such as retrieving information into the focus of attention and substituting information that is no longer relevant. Various numerical subtasks requiring or not requiring the substitution and retrieval components of working memory updating, as well as reading comprehension and general cognitive measures, were administered to a sample (n = 148) of 4th grade children. Less-skilled comprehenders showed lower accuracy when information retrieval was required. In contrast, substitution was not related to reading comprehension. These findings suggest that reading comprehension difficulties are related to the efficacy of information retrieval during updating in working memory.</p>","PeriodicalId":47638,"journal":{"name":"Cognitive Processing","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10110648/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9328386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1007/s10339-022-01122-0
Jakub Krukar, Samuel Navas Medrano, Angela Schwering
When studying wayfinding in urban environments, researchers are often interested in obtaining measures of participants' survey knowledge, i.e., their estimate of distant locations relative to other places. Previous work showed that distance estimations are consistently biased when no direct route is available to the queried target or when participants follow a detour. Here we investigated whether a corresponding bias is manifested in two other popular measures of survey knowledge: a pointing task and a sketchmapping task. The aim of this study was to investigate whether there is a systematic bias in pointing/sketchmapping performance associated with the preferred route choice in an applied urban setting. The results were mixed. We found moderate evidence for the presence of a systematic bias, but only for a subset of urban locations. When two plausible routes to the target were available, survey knowledge estimates were significantly biased in the direction of the route chosen by the participant. When only one plausible route was available, we did not find a statistically significant pattern. The results may have methodological implications for spatial cognition studies in applied urban settings that might be obtaining systematically biased survey knowledge estimates at some urban locations. Researchers should be aware that the choice of urban locations from which pointing and sketchmapping are performed might systematically distort the results, in particular when two plausible but diverging routes to the target are visible from the location.
{"title":"Route effects in city-based survey knowledge estimates.","authors":"Jakub Krukar, Samuel Navas Medrano, Angela Schwering","doi":"10.1007/s10339-022-01122-0","DOIUrl":"https://doi.org/10.1007/s10339-022-01122-0","url":null,"abstract":"<p><p>When studying wayfinding in urban environments, researchers are often interested in obtaining measures of participants' survey knowledge, i.e., their estimate of distant locations relative to other places. Previous work showed that distance estimations are consistently biased when no direct route is available to the queried target or when participants follow a detour. Here we investigated whether a corresponding bias is manifested in two other popular measures of survey knowledge: a pointing task and a sketchmapping task. The aim of this study was to investigate whether there is a systematic bias in pointing/sketchmapping performance associated with the preferred route choice in an applied urban setting. The results were mixed. We found moderate evidence for the presence of a systematic bias, but only for a subset of urban locations. When two plausible routes to the target were available, survey knowledge estimates were significantly biased in the direction of the route chosen by the participant. When only one plausible route was available, we did not find a statistically significant pattern. The results may have methodological implications for spatial cognition studies in applied urban settings that might be obtaining systematically biased survey knowledge estimates at some urban locations. Researchers should be aware that the choice of urban locations from which pointing and sketchmapping are performed might systematically distort the results, in particular when two plausible but diverging routes to the target are visible from the location.</p>","PeriodicalId":47638,"journal":{"name":"Cognitive Processing","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10110726/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9684144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1007/s10339-022-01120-2
Ahmed Masrai
This study investigates the contribution of receptive collocational competence and receptive vocabulary knowledge to L2 general language proficiency, and how well collocational knowledge develops in relation to knowledge of single-word items. To achieve this aim, measures tapping receptive collocation knowledge, receptive vocabulary knowledge and general language proficiency were administered to 86 Arabic-speaking learners of English at the university level. Results showed positive significant correlations of collocational competence (r = .78) and vocabulary knowledge (r = .70) with general language proficiency. Regression analysis revealed that collocational knowledge predicted the largest variance in general language proficiency, over and above, the prediction value of vocabulary knowledge. The results also showed that collocational knowledge develops as vocabulary knowledge increases, and that learners appear to first acquire collocations of items from more frequent word bands. Furthermore, the results indicated that knowledge of collocations and individual words within the third and fifth frequency levels predicted the largest variance in L2 general language proficiency. The findings of the study have important implications for the teaching and learning of L2 collocations and development of a learner's vocabulary knowledge, as these two variables appear to be determinant factors of L2 general language proficiency.
{"title":"Lexical knowledge and L2 general language proficiency: collocational competence and vocabulary size as determinants of lexical knowledge.","authors":"Ahmed Masrai","doi":"10.1007/s10339-022-01120-2","DOIUrl":"https://doi.org/10.1007/s10339-022-01120-2","url":null,"abstract":"<p><p>This study investigates the contribution of receptive collocational competence and receptive vocabulary knowledge to L2 general language proficiency, and how well collocational knowledge develops in relation to knowledge of single-word items. To achieve this aim, measures tapping receptive collocation knowledge, receptive vocabulary knowledge and general language proficiency were administered to 86 Arabic-speaking learners of English at the university level. Results showed positive significant correlations of collocational competence (r = .78) and vocabulary knowledge (r = .70) with general language proficiency. Regression analysis revealed that collocational knowledge predicted the largest variance in general language proficiency, over and above, the prediction value of vocabulary knowledge. The results also showed that collocational knowledge develops as vocabulary knowledge increases, and that learners appear to first acquire collocations of items from more frequent word bands. Furthermore, the results indicated that knowledge of collocations and individual words within the third and fifth frequency levels predicted the largest variance in L2 general language proficiency. The findings of the study have important implications for the teaching and learning of L2 collocations and development of a learner's vocabulary knowledge, as these two variables appear to be determinant factors of L2 general language proficiency.</p>","PeriodicalId":47638,"journal":{"name":"Cognitive Processing","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9319748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-01DOI: 10.1007/s10339-022-01118-w
Riccardo Sacripante, Sergio Della Sala, Robert H Logie
Reports on stability of spatial frequency in short-term memory span have confirmed low-level perceptual memory mechanism in early visual processing. However, some studies have also claimed evidence for high-fidelity perceptual long-term storage of spatial frequency. We report an attempted replication of Magnussen et al. (Psychol Sci 14:74-76, 2003) where participants were asked to discriminate the spatial frequency of a reference grating from a test stimulus after intervals of 5 s or 24 h. Group thresholds after 24 h were significantly higher than after 5 s, therefore failing to support long-term storage of spatial frequency.
{"title":"Long-term memory for spatial frequency: a non-replication.","authors":"Riccardo Sacripante, Sergio Della Sala, Robert H Logie","doi":"10.1007/s10339-022-01118-w","DOIUrl":"https://doi.org/10.1007/s10339-022-01118-w","url":null,"abstract":"<p><p>Reports on stability of spatial frequency in short-term memory span have confirmed low-level perceptual memory mechanism in early visual processing. However, some studies have also claimed evidence for high-fidelity perceptual long-term storage of spatial frequency. We report an attempted replication of Magnussen et al. (Psychol Sci 14:74-76, 2003) where participants were asked to discriminate the spatial frequency of a reference grating from a test stimulus after intervals of 5 s or 24 h. Group thresholds after 24 h were significantly higher than after 5 s, therefore failing to support long-term storage of spatial frequency.</p>","PeriodicalId":47638,"journal":{"name":"Cognitive Processing","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9898317/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10648556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-01DOI: 10.1007/s10339-022-01119-9
Shanu Shukla
Previous research (Ophir et al. in Proc Natl Acad Sci 106(37):15583-15587, 10.1073/pnas.0903620106, 2009; Uncapher and Wagner in Proc Natl Acad Sci 115(40):9889-9896, 10.1073/pnas.1611612115, 2018; Wiradhany and Koerts in Media Psychol 24(2):276-303, 10.1080/15213269.2019.1685393, 2021) suggested that different groups (high, low, and moderate) of habitual media multitaskers process information differently. Most of these studies focused on comprehending the cognitive differences among them. But there is considerably less information on their differences in processing emotional stimuli. In this article, using self-referential emotional stimuli ('positive/likeable' and 'negative/dislikeable' words), we aim to examine whether there is any difference in the self-referential emotional memory among different groups of media multitaskers (HMM, MMM, and LMM) using a recall and recognition paradigm. We also investigate whether HMM, MMM, and LMM vary in an emotional categorization task. A total of 120 students (mean age = 20.9 years; males = 84) voluntarily participated and self-reported their preferences for media multitasking using a questionnaire (Ophir et al. 2009). A total of 50 self-referenced words (positive/likeable and negative/dislikeable) were presented to them on a computerized screen for an emotional categorization task. Afterward, they performed a surprise free recall and a recognition task of the same words. Results suggested that HMM were faster in liking 'positive/likeable' words over 'negative/dislikeable' words in emotional categorization tasks in comparison with LMM and MMM. HMM and MMM performed poorly in both the recall and recognition of 'positive/likeable' emotional words compared to LMM. No significant difference was observed in recall and recognition between HMM and MMM. The three groups did not differ significantly in the recall and recognition tasks related to 'negative/dislikeable' emotional words. These findings help understand the differences in processing self-related emotional stimuli among different groups of media multitaskers.
以前的研究(Ophir et al. in Proc Natl Acad Sci 106(37):15583-15587, 10.1073/pnas)。0903620106, 2009;Uncapher和Wagner,中国科学进展,33 (4):989 - 996,10.1073/pnas。1611612115, 2018;Wiradhany和Koerts在媒体心理24(2):276-303,10.1080/15213269.2019.1685393,2021)表明不同群体(高、低和中等)的习惯性媒体多任务处理的信息不同。这些研究大多集中在理解他们之间的认知差异。但关于他们在处理情绪刺激方面的差异的信息却少得多。在这篇文章中,我们使用自我参照的情绪刺激(“积极/可爱”和“消极/不可爱”的词),目的是使用回忆和识别范式来检验不同媒体多任务组(HMM, MMM和LMM)之间的自我参照情绪记忆是否存在差异。我们还研究了HMM、MMM和LMM在情绪分类任务中的差异。共120名学生,平均年龄20.9岁;男性= 84)自愿参与并通过问卷调查自我报告他们对媒体多任务处理的偏好(Ophir et al. 2009)。总共有50个自我参照词(积极的/讨人喜欢的和消极的/不讨人喜欢的)在电脑屏幕上呈现给他们,让他们完成情绪分类任务。之后,他们对相同的单词进行了意外自由回忆和识别任务。结果表明,在情绪分类任务中,HMM比LMM和MMM更喜欢“积极/喜欢”的词,而不是“消极/不喜欢”的词。与LMM相比,HMM和MMM在回忆和识别“积极/讨人喜欢”的情感词汇方面表现较差。HMM和MMM在回忆和识别方面没有显著差异。这三组在回忆和识别与“消极/不喜欢的”情绪词汇相关的任务上没有显著差异。这些发现有助于理解不同媒体多任务处理群体在处理自我相关情绪刺激方面的差异。
{"title":"High media multitasking habit influences self-referential emotional memory.","authors":"Shanu Shukla","doi":"10.1007/s10339-022-01119-9","DOIUrl":"https://doi.org/10.1007/s10339-022-01119-9","url":null,"abstract":"<p><p>Previous research (Ophir et al. in Proc Natl Acad Sci 106(37):15583-15587, 10.1073/pnas.0903620106, 2009; Uncapher and Wagner in Proc Natl Acad Sci 115(40):9889-9896, 10.1073/pnas.1611612115, 2018; Wiradhany and Koerts in Media Psychol 24(2):276-303, 10.1080/15213269.2019.1685393, 2021) suggested that different groups (high, low, and moderate) of habitual media multitaskers process information differently. Most of these studies focused on comprehending the cognitive differences among them. But there is considerably less information on their differences in processing emotional stimuli. In this article, using self-referential emotional stimuli ('positive/likeable' and 'negative/dislikeable' words), we aim to examine whether there is any difference in the self-referential emotional memory among different groups of media multitaskers (HMM, MMM, and LMM) using a recall and recognition paradigm. We also investigate whether HMM, MMM, and LMM vary in an emotional categorization task. A total of 120 students (mean age = 20.9 years; males = 84) voluntarily participated and self-reported their preferences for media multitasking using a questionnaire (Ophir et al. 2009). A total of 50 self-referenced words (positive/likeable and negative/dislikeable) were presented to them on a computerized screen for an emotional categorization task. Afterward, they performed a surprise free recall and a recognition task of the same words. Results suggested that HMM were faster in liking 'positive/likeable' words over 'negative/dislikeable' words in emotional categorization tasks in comparison with LMM and MMM. HMM and MMM performed poorly in both the recall and recognition of 'positive/likeable' emotional words compared to LMM. No significant difference was observed in recall and recognition between HMM and MMM. The three groups did not differ significantly in the recall and recognition tasks related to 'negative/dislikeable' emotional words. These findings help understand the differences in processing self-related emotional stimuli among different groups of media multitaskers.</p>","PeriodicalId":47638,"journal":{"name":"Cognitive Processing","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10663434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}