Events are temporally bounded experiences involving people, objects, and actions that can be segmented into sequences of smaller, meaningful events (e.g., steps involved in constructing a piece of furniture), but the role of inner language in remembering such events has been unclear. We investigated whether inner language enhances memory for events in a naturalistic, nonverbal task where participants constructed simple models from memory. Across three experiments, we used linguistic suppression in a dual-task paradigm to test whether inner language improved overall memory performance and completion time, additionally exploring the number of events that could be recalled. We found that access to inner language at encoding consistently affected memory performance: when inner language was disrupted at encoding, participants were poorer at recalling the models and remembered fewer events. This effect was present whether or not the number of events to be recalled exceed event memory capacity (estimated as approximately seven to eight events). Critically, linguistic suppression impaired memory performance to a greater extent than a control secondary task that did not affect access to language; that is, impairment was not solely due to dual-task interference. The results support the proposal that inner language enhances event memory via a mechanism of linguistic bootstrapping, which makes event representation more efficient by allowing more information to be encoded in an event model even when language is not being used in the task. These findings therefore extend theories of event memory and add to a growing body of evidence that inner language is a highly valuable cognitive tool. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
{"title":"Access to inner language enhances memory for events.","authors":"Briony Banks, Louise Connell","doi":"10.1037/xlm0001351","DOIUrl":"https://doi.org/10.1037/xlm0001351","url":null,"abstract":"<p><p>Events are temporally bounded experiences involving people, objects, and actions that can be segmented into sequences of smaller, meaningful events (e.g., steps involved in constructing a piece of furniture), but the role of inner language in remembering such events has been unclear. We investigated whether inner language enhances memory for events in a naturalistic, nonverbal task where participants constructed simple models from memory. Across three experiments, we used linguistic suppression in a dual-task paradigm to test whether inner language improved overall memory performance and completion time, additionally exploring the number of events that could be recalled. We found that access to inner language at encoding consistently affected memory performance: when inner language was disrupted at encoding, participants were poorer at recalling the models and remembered fewer events. This effect was present whether or not the number of events to be recalled exceed event memory capacity (estimated as approximately seven to eight events). Critically, linguistic suppression impaired memory performance to a greater extent than a control secondary task that did not affect access to language; that is, impairment was not solely due to dual-task interference. The results support the proposal that inner language enhances event memory via a mechanism of linguistic bootstrapping, which makes event representation more efficient by allowing more information to be encoded in an event model even when language is not being used in the task. These findings therefore extend theories of event memory and add to a growing body of evidence that inner language is a highly valuable cognitive tool. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141460491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Remembering past events usually takes less time than their actual duration-their unfolding is temporally compressed in episodic memory. The rate of temporal compression (i.e., the ratio of the actual duration of an event to the duration of its remembering) is not constant but varies between individuals and as a function of the structure of events (e.g., how they can be divided into shorter subevents). However, the cognitive mechanisms underlying these variations remain poorly understood. Given its role in the encoding and retrieval of information in episodic memory, working memory (WM) capacity could be an important determinant of temporal compression rates. We tested this hypothesis in two experiments in which we asked participants to watch and then mentally replay short videos showing people engaged in daily life activities. We showed that temporal compression rates depend on an interplay between WM and the structure of the remembered events: participants' WM capacity (assessed using complex span tasks) was negatively associated with temporal compression rates, but only when the remembered events contained few event boundaries (i.e., few subevents). This suggests that the temporal compression of events in episodic memory emerges when some of the subevents to be retained are too long to be fully represented in WM. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
{"title":"The role of working memory capacity in the temporal compression of episodic memories: An individual differences approach.","authors":"Nathan Leroy, Steve Majerus, Arnaud D'Argembeau","doi":"10.1037/xlm0001350","DOIUrl":"https://doi.org/10.1037/xlm0001350","url":null,"abstract":"<p><p>Remembering past events usually takes less time than their actual duration-their unfolding is temporally compressed in episodic memory. The rate of temporal compression (i.e., the ratio of the actual duration of an event to the duration of its remembering) is not constant but varies between individuals and as a function of the structure of events (e.g., how they can be divided into shorter subevents). However, the cognitive mechanisms underlying these variations remain poorly understood. Given its role in the encoding and retrieval of information in episodic memory, working memory (WM) capacity could be an important determinant of temporal compression rates. We tested this hypothesis in two experiments in which we asked participants to watch and then mentally replay short videos showing people engaged in daily life activities. We showed that temporal compression rates depend on an interplay between WM and the structure of the remembered events: participants' WM capacity (assessed using complex span tasks) was negatively associated with temporal compression rates, but only when the remembered events contained few event boundaries (i.e., few subevents). This suggests that the temporal compression of events in episodic memory emerges when some of the subevents to be retained are too long to be fully represented in WM. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Relations between conative factors (task-specific motivation, attention self-efficacy, and self-set goals) and individual differences in attention control (AC) performance were investigated in two latent variable studies. Participants performed AC tasks along with measures of working memory and processing speed. During the AC tasks, participants self-reported their motivation, self-efficacy, and self-set goals for the tasks. Task-unrelated thoughts were also assessed. Confirmatory factor analyses demonstrated that latent factors for the constructs could be formed and the conative factors were each related to the AC factor. Structural equation modeling further suggested that the conative factors tended to account for unique variance in attention, even after accounting for shared variance with working memory and processing speed. These results provide evidence that conative factors are important for individual differences in AC and further suggest that multiple factors likely contribute to variation in performance on AC tasks. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
在两项潜变量研究中,研究人员调查了意向因素(特定任务动机、注意力自我效能感和自我设定目标)与注意力控制(AC)表现的个体差异之间的关系。参与者在完成注意力控制任务的同时,还进行了工作记忆和处理速度的测量。在完成注意力控制任务期间,受试者自我报告了他们的动机、自我效能感和自我设定的任务目标。此外,还对与任务无关的想法进行了评估。确认性因素分析表明,可以形成这些建构的潜在因素,并且每一个内涵因素都与交流因素相关。结构方程建模进一步表明,即使考虑了与工作记忆和处理速度之间的共同差异,内省因素仍倾向于解释注意力的独特差异。这些结果证明,内省因素对AC的个体差异非常重要,并进一步表明,多种因素可能会导致AC任务中的表现差异。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
{"title":"The importance of conative factors for individual differences in attention control.","authors":"Nash Unsworth, Ashley L Miller","doi":"10.1037/xlm0001356","DOIUrl":"https://doi.org/10.1037/xlm0001356","url":null,"abstract":"<p><p>Relations between conative factors (task-specific motivation, attention self-efficacy, and self-set goals) and individual differences in attention control (AC) performance were investigated in two latent variable studies. Participants performed AC tasks along with measures of working memory and processing speed. During the AC tasks, participants self-reported their motivation, self-efficacy, and self-set goals for the tasks. Task-unrelated thoughts were also assessed. Confirmatory factor analyses demonstrated that latent factors for the constructs could be formed and the conative factors were each related to the AC factor. Structural equation modeling further suggested that the conative factors tended to account for unique variance in attention, even after accounting for shared variance with working memory and processing speed. These results provide evidence that conative factors are important for individual differences in AC and further suggest that multiple factors likely contribute to variation in performance on AC tasks. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Infants' early words tend to be phonologically similar. This may reflect a systematic approach to early production, as they adapt newly acquired forms to fit familiar structures in the output. This "rich-get-richer" approach to phonological acquisition, known as preferential attachment in network science, proposes that new words cluster together with existing phonologically similar words in the lexicon (or network). This contrasts with recent work (e.g., Fourtassi et al., 2020) showing that the learning environment is the key predictor of learning (preferential acquisition). This study expands on previous analyses of vocabulary norm data to analyze naturalistic data, namely phonetic transcriptions of nine infants' word productions, from word onset to age 2;6. Network growth models test whether (a) acquisition is best modeled through preferential attachment or preferential acquisition, (b) the trajectory of network growth changes over time, and (c) there are any differences in network growth of adult target forms versus infants' actual productions. Results show that preferential attachment predicts acquisition of new words more convincingly than preferential acquisition: newly acquired words are phonologically similar to existing words in the network. Furthermore, systematicity becomes increasingly apparent over the course of acquisition, and infants produce their early words more systematically than we would expect from looking at target forms alone. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
{"title":"Phonological networks and systematicity in early lexical acquisition.","authors":"Catherine E Laing","doi":"10.1037/xlm0001368","DOIUrl":"https://doi.org/10.1037/xlm0001368","url":null,"abstract":"<p><p>Infants' early words tend to be phonologically similar. This may reflect a systematic approach to early production, as they adapt newly acquired forms to fit familiar structures in the output. This \"rich-get-richer\" approach to phonological acquisition, known as preferential attachment in network science, proposes that new words cluster together with existing phonologically similar words in the lexicon (or network). This contrasts with recent work (e.g., Fourtassi et al., 2020) showing that the learning environment is the key predictor of learning (preferential acquisition). This study expands on previous analyses of vocabulary norm data to analyze naturalistic data, namely phonetic transcriptions of nine infants' word productions, from word onset to age 2;6. Network growth models test whether (a) acquisition is best modeled through preferential attachment or preferential acquisition, (b) the trajectory of network growth changes over time, and (c) there are any differences in network growth of adult target forms versus infants' actual productions. Results show that preferential attachment predicts acquisition of new words more convincingly than preferential acquisition: newly acquired words are phonologically similar to existing words in the network. Furthermore, systematicity becomes increasingly apparent over the course of acquisition, and infants produce their early words more systematically than we would expect from looking at target forms alone. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The construct of mind wandering has notoriously been characterized as heterogenous which may mean that not all types of mind wandering produce the same pattern of results. One operationalization of mind wandering, task-unrelated thoughts (TUTs), can also itself vary in many dimensions, including the emotional valence of TUTs. The current study summarizes several years of work examining the impact that the emotional valence of TUTs has on different aspects of sustained attention. Participants in several studies reported whether their TUTs were negative, neutral, or positive in emotional valence during a sustained attention-to-response task (SART). The first major focus was a meta-analysis where we examined correlations between each TUT valence and SART performance measures. For the second major focus, we tested how different TUT valences changed over the course of the task. The results suggest that negative TUTs typically show stronger associations with SART performance measures, although all TUT valences have numerically similar correlations. Regarding time-on-task effects, across the studies, there was consistent evidence for a linear increase in negative TUTs across blocks. Evidence for this linear increase was not consistent for neutral and positive TUTs. The results of the current study suggest that the relationships between TUTs and performance, and their likelihood of occurring during a task, are not necessarily the same for every type of TUT. These results highlight the importance of continuing to investigate different types of TUTs and different forms of mind wandering, in general, to better understand how this phenomenon occurs. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
众所周知,思绪游走的结构具有异质性,这可能意味着并非所有类型的思绪游走都会产生相同的结果。思维游移的一种操作方式,即与任务无关的想法(TUTs),其本身也会在许多方面发生变化,其中包括 TUTs 的情绪情感。本研究总结了数年来研究 TUTs 的情绪价值对持续注意力不同方面的影响的工作。在几项研究中,受试者报告了在持续注意-反应任务(SART)中,TUTs 的情绪价位是消极的、中性的还是积极的。第一个重点是荟萃分析,我们研究了每种 TUT 情调与 SART 成绩测量之间的相关性。第二个重点是,我们测试了不同的 TUT 情调在任务过程中是如何变化的。结果表明,负性 TUT 通常与 SART 性能指标有更强的相关性,尽管所有 TUT 价位在数量上具有相似的相关性。关于任务时间效应,在所有的研究中,有一致的证据表明负性 TUTs 在各个区块中呈线性增长。中性和阳性 TUT 线性增加的证据并不一致。本研究的结果表明,TUT 与成绩之间的关系以及在任务中发生的可能性并不一定对每种类型的 TUT 都相同。这些结果凸显了继续研究不同类型的TUT和不同形式的思维游离的重要性,以便更好地了解这种现象是如何发生的。(PsycInfo Database Record (c) 2024 APA,保留所有权利)。
{"title":"Effects of emotional valence of mind wandering on sustained attention performance.","authors":"Matthew S Welhaf, Jonathan B Banks","doi":"10.1037/xlm0001369","DOIUrl":"10.1037/xlm0001369","url":null,"abstract":"<p><p>The construct of mind wandering has notoriously been characterized as heterogenous which may mean that not all types of mind wandering produce the same pattern of results. One operationalization of mind wandering, task-unrelated thoughts (TUTs), can also itself vary in many dimensions, including the emotional valence of TUTs. The current study summarizes several years of work examining the impact that the emotional valence of TUTs has on different aspects of sustained attention. Participants in several studies reported whether their TUTs were negative, neutral, or positive in emotional valence during a sustained attention-to-response task (SART). The first major focus was a meta-analysis where we examined correlations between each TUT valence and SART performance measures. For the second major focus, we tested how different TUT valences changed over the course of the task. The results suggest that negative TUTs typically show stronger associations with SART performance measures, although all TUT valences have numerically similar correlations. Regarding time-on-task effects, across the studies, there was consistent evidence for a linear increase in negative TUTs across blocks. Evidence for this linear increase was not consistent for neutral and positive TUTs. The results of the current study suggest that the relationships between TUTs and performance, and their likelihood of occurring during a task, are not necessarily the same for every type of TUT. These results highlight the importance of continuing to investigate different types of TUTs and different forms of mind wandering, in general, to better understand how this phenomenon occurs. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cross-situational word learning (CSWL), the ability to resolve word-referent ambiguity across encounters, is a powerful mechanism found in infants, children, and adults. Yet, we know little about what predicts individual differences in CSWL, especially when learning different mapping structures, such as when referents have a single name (1:1 mapping structure) or two names (2:1 mapping structure). Here, we investigated how multilingual experience and working memory skills (visuo-spatial and phonological) contributed to CSWL of 1:1 and 2:1 structures. Monolingual (n = 78) and multilingual (n = 106) adults completed CSWL tasks of 1:1 and 2:1 structures, a symmetry span task, and a listening span task. Results from path models showed that multilingualism predicted visuo-spatial working memory but not CSWL. Additionally, phonological working memory predicted accuracy on CSWL of 1:1 structure, but not 2:1 structure. Findings highlight the importance of considering language experience and cognitive skills together to better understand the factors that promote individual CSWL skills. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
{"title":"Probing the role of multilingualism and working memory in cross-situational word learning.","authors":"Ye Li, Viridiana L Benitez","doi":"10.1037/xlm0001361","DOIUrl":"https://doi.org/10.1037/xlm0001361","url":null,"abstract":"<p><p>Cross-situational word learning (CSWL), the ability to resolve word-referent ambiguity across encounters, is a powerful mechanism found in infants, children, and adults. Yet, we know little about what predicts individual differences in CSWL, especially when learning different mapping structures, such as when referents have a single name (1:1 mapping structure) or two names (2:1 mapping structure). Here, we investigated how multilingual experience and working memory skills (visuo-spatial and phonological) contributed to CSWL of 1:1 and 2:1 structures. Monolingual (<i>n</i> = 78) and multilingual (<i>n</i> = 106) adults completed CSWL tasks of 1:1 and 2:1 structures, a symmetry span task, and a listening span task. Results from path models showed that multilingualism predicted visuo-spatial working memory but not CSWL. Additionally, phonological working memory predicted accuracy on CSWL of 1:1 structure, but not 2:1 structure. Findings highlight the importance of considering language experience and cognitive skills together to better understand the factors that promote individual CSWL skills. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
John E Marsh, Mark J Hurlstone, Alexandre Marois, Linden J Ball, Stuart B Moore, François Vachon, Sabine J Schlittmeier, Jan Philipp Röer, Axel Buchner, Frederik Aust, Raoul Bell
In an influential article, Jones et al. (1995) provide evidence that auditory distraction by changing relative to repetitive auditory distracters (the changing-state effect) did not differ between a visual-verbal and visual-spatial serial recall task, providing evidence for an amodal mechanism for the representation of serial order in short-term memory that transcends modalities. This finding has been highly influential for theories of short-term memory and auditory distraction. However, evidence vis-à-vis the robustness of this result is sorely lacking. Here, two high-powered replications of Jones et al.'s (1995) crucial Experiment 4 were undertaken. In the first partial replication (n = 64), a fully within-participants design was adopted, wherein participants undertook both the visual-verbal and visual-spatial serial recall tasks under different irrelevant sound conditions, without a retention period. The second near-identical replication (n = 128), incorporated a retention period and implemented the task-modality manipulation as a between-participants factor, as per the original Jones et al. (1995; Experiment 4) study. In both experiments, the changing-state effect was observed for visual-verbal serial recall but not for visual-spatial serial recall. The results are consistent with modular and interference-based accounts of distraction and challenge some aspects of functional equivalence accounts. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
在一篇颇具影响力的文章中,Jones 等人(1995 年)提供了证据,证明相对于重复性听觉干扰物的变化所产生的听觉干扰(变化状态效应)在视觉-语言和视觉-空间序列回忆任务中并无差异,从而为超越模态的序列顺序在短时记忆中的表征的模态机制提供了证据。这一发现对短时记忆和听觉分心理论具有重大影响。然而,有关这一结果的稳健性的证据却非常缺乏。在此,我们对 Jones 等人(1995 年)的关键实验 4 进行了两次高功率复制。在第一个部分重复实验(n = 64)中,采用了完全的参与者内部设计,即参与者在不同的无关声音条件下进行视觉-语言和视觉-空间序列回忆任务,不设保持期。第二项几乎相同的重复实验(n = 128)则采用了保留期设计,并根据最初的 Jones 等人(1995 年;实验 4)研究,将任务-模式操纵作为参与者之间的因素。在这两项实验中,视觉-语言序列回忆都出现了变化状态效应,而视觉-空间序列回忆则没有。这些结果与分心的模块化和基于干扰的说法相一致,并对功能等效说法的某些方面提出了质疑。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
{"title":"Changing-state irrelevant speech disrupts visual-verbal but not visual-spatial serial recall.","authors":"John E Marsh, Mark J Hurlstone, Alexandre Marois, Linden J Ball, Stuart B Moore, François Vachon, Sabine J Schlittmeier, Jan Philipp Röer, Axel Buchner, Frederik Aust, Raoul Bell","doi":"10.1037/xlm0001360","DOIUrl":"https://doi.org/10.1037/xlm0001360","url":null,"abstract":"<p><p>In an influential article, Jones et al. (1995) provide evidence that auditory distraction by changing relative to repetitive auditory distracters (the changing-state effect) did not differ between a visual-verbal and visual-spatial serial recall task, providing evidence for an amodal mechanism for the representation of serial order in short-term memory that transcends modalities. This finding has been highly influential for theories of short-term memory and auditory distraction. However, evidence vis-à-vis the robustness of this result is sorely lacking. Here, two high-powered replications of Jones et al.'s (1995) crucial Experiment 4 were undertaken. In the first partial replication (<i>n</i> = 64), a fully within-participants design was adopted, wherein participants undertook both the visual-verbal and visual-spatial serial recall tasks under different irrelevant sound conditions, without a retention period. The second near-identical replication (<i>n</i> = 128), incorporated a retention period and implemented the task-modality manipulation as a between-participants factor, as per the original Jones et al. (1995; Experiment 4) study. In both experiments, the changing-state effect was observed for visual-verbal serial recall but not for visual-spatial serial recall. The results are consistent with modular and interference-based accounts of distraction and challenge some aspects of functional equivalence accounts. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jessica C Lee, Justine K Greenaway, Hilary J Don, Evan J Livesey
The learned predictiveness effect refers to the tendency for predictive cues to attract greater attention and show faster learning in subsequent tasks. However, in typical designs, the predictiveness of each cue (its objective cue-outcome correlation) is confounded with the degree to which it is informative for making the correct response on each trial (a feature we term choice relevance). In four experiments, we tested the unique contributions of cue-outcome correlation and choice relevance to the learned predictiveness effect by manipulating the outcome choices available on each trial. Experiments 1A and 1B compared two sets of partially predictive cues and found that participants learned more in a transfer phase about the set of cues that were previously choice-relevant. Experiments 2A and 2B used a design in which the cue-outcome correlation was stronger for one set of cues (perfect predictors) than the other set (imperfect predictors). Manipulating the choice relevance of the imperfect predictors in this design did not influence the magnitude of the learning bias toward the perfect predictor. Unlike cue-outcome correlation, choice relevance did not seem to correspond to biases in eye-gaze, suggesting that it operates via a distinct mechanism. Simulations with a modified EXIT model successfully predicted cue-outcome correlation and choice relevance effects by assuming that participants update learning for present outcomes only, but incorrectly predicted additive effects. We conclude that cue-outcome correlation and choice relevance are important factors that can lead to biases in future learning; both were individually sufficient but neither was necessary. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
{"title":"What makes a stimulus worthy of attention: Cue-outcome correlation and choice relevance in the learned predictiveness effect.","authors":"Jessica C Lee, Justine K Greenaway, Hilary J Don, Evan J Livesey","doi":"10.1037/xlm0001365","DOIUrl":"https://doi.org/10.1037/xlm0001365","url":null,"abstract":"<p><p>The learned predictiveness effect refers to the tendency for predictive cues to attract greater attention and show faster learning in subsequent tasks. However, in typical designs, the predictiveness of each cue (its objective cue-outcome correlation) is confounded with the degree to which it is informative for making the correct response on each trial (a feature we term choice relevance). In four experiments, we tested the unique contributions of cue-outcome correlation and choice relevance to the learned predictiveness effect by manipulating the outcome choices available on each trial. Experiments 1A and 1B compared two sets of partially predictive cues and found that participants learned more in a transfer phase about the set of cues that were previously choice-relevant. Experiments 2A and 2B used a design in which the cue-outcome correlation was stronger for one set of cues (perfect predictors) than the other set (imperfect predictors). Manipulating the choice relevance of the imperfect predictors in this design did not influence the magnitude of the learning bias toward the perfect predictor. Unlike cue-outcome correlation, choice relevance did not seem to correspond to biases in eye-gaze, suggesting that it operates via a distinct mechanism. Simulations with a modified EXIT model successfully predicted cue-outcome correlation and choice relevance effects by assuming that participants update learning for present outcomes only, but incorrectly predicted additive effects. We conclude that cue-outcome correlation and choice relevance are important factors that can lead to biases in future learning; both were individually sufficient but neither was necessary. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Temporal discounting refers to the tendency to discount future rewards as a function of time until receipt of rewards. The discount rate can be reduced by experimentally manipulating time framing, an example being the date/delay effect: Specifically, if time until receipt of the reward is presented as a date (e.g., August 21, 2022) rather than as a delay (e.g., 136 days), temporal discounting is reduced. While this effect has been replicated several times, its underlying cognitive mechanisms are not well understood. Therefore, we used eye tracking to examine the role of attention in the date/delay effect. Participants completed both a delay and date condition of the Monetary Choice Questionnaire, while eye movements were recorded (N = 54). Results revealed a successful replication of the date/delay effect (p < .001, gav = 0.48). Eye tracking showed that participants compared time attributes (relative to reward attributes) more and fixated them longer in the date compared to the delay condition. Moreover, the absolute difference in reward values of choice options was more predictive of choosing the delayed reward in the date compared to the delay condition. Finally, explorative correlations revealed a stronger date/delay effect in participants who paid more attention to time than reward attributes in the delay condition and who used a more integrative search strategy. Our findings suggest that the date manipulation causes participants to weight rewards more strongly in their decision process than in the delay condition, ultimately reducing temporal discounting. Computation of time intervals in the date condition could possibly reflect an adaptation lowering the date/delay effect. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
{"title":"Attentional mechanisms of the date/delay effect in intertemporal choice: An eye-tracking study.","authors":"Kristof Keidel, Carsten Murawski, Ulrich Ettinger","doi":"10.1037/xlm0001363","DOIUrl":"https://doi.org/10.1037/xlm0001363","url":null,"abstract":"<p><p>Temporal discounting refers to the tendency to discount future rewards as a function of time until receipt of rewards. The discount rate can be reduced by experimentally manipulating time framing, an example being the date/delay effect: Specifically, if time until receipt of the reward is presented as a date (e.g., August 21, 2022) rather than as a delay (e.g., 136 days), temporal discounting is reduced. While this effect has been replicated several times, its underlying cognitive mechanisms are not well understood. Therefore, we used eye tracking to examine the role of attention in the date/delay effect. Participants completed both a delay and date condition of the Monetary Choice Questionnaire, while eye movements were recorded (<i>N</i> = 54). Results revealed a successful replication of the date/delay effect (<i>p</i> < .001, <i>g</i><sub>av</sub> = 0.48). Eye tracking showed that participants compared time attributes (relative to reward attributes) more and fixated them longer in the date compared to the delay condition. Moreover, the absolute difference in reward values of choice options was more predictive of choosing the delayed reward in the date compared to the delay condition. Finally, explorative correlations revealed a stronger date/delay effect in participants who paid more attention to time than reward attributes in the delay condition and who used a more integrative search strategy. Our findings suggest that the date manipulation causes participants to weight rewards more strongly in their decision process than in the delay condition, ultimately reducing temporal discounting. Computation of time intervals in the date condition could possibly reflect an adaptation lowering the date/delay effect. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141428153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It has been repeatedly shown that individuals track speaker-specific language use during interaction. Most studies focused on how this facilitates meaning inference when interspeaker variation differentiates between two or more alternatives, or how it allows for successful lexical alignment. However, it has been unclear whether mapping interspeaker variation is stored actively, and if so, what purposes this storage serves. In a pseudointeractive experiment, we created interspeaker variation in naming preferences, such that one speaker (the common speaker) consistently produced favored words, and the other speaker consistently produced less-favored/disfavored words (the uncommon speaker), across two conditions-one where both speakers were relatively common, and one where one of the speakers was highly uncommon. Participants engaged in a picture selection task, at first as matchers (where they were instructed by one of the speakers-each in his/her turn-which image to choose), and then as directors (where they were the instructors). They were then tested on how well they mapped interspeaker variation and how they generalized it linguistically and socially. Participants were successful at directly mapping interspeaker variation in naming preferences. Furthermore, they used this information in (a) lexically aligning with their interlocutors, (b) hypothesizing about unexposed word choices by these speakers, and (c) creating social representations of the speakers as individuals. In line with surprisal-driven learning accounts, these effects were larger for a speaker that used highly uncommon words. Our results suggest that individuals store interspeaker variation explicitly, which in turn helps them to predict their interlocutors' future linguistic and social behavior. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
研究一再表明,个体在互动过程中会跟踪特定说话者的语言使用情况。大多数研究都集中在当说话者之间的差异将两个或更多选择区分开来时,这种差异是如何促进意义推断的,或者是如何使词汇对齐成功的。然而,目前还不清楚说话者之间的差异映射是否会被主动存储,如果是,这种存储的目的是什么。在一项假互动实验中,我们创造了说话者之间在命名偏好方面的差异,这样,在两个条件下,一个条件是两个说话者都相对常见,另一个条件是其中一个说话者非常不常见。受试者参与了一项图片选择任务,他们先是作为配对者(受其中一位说话者的指导,轮流选择图片),然后又作为指导者(他们是指导者)。然后测试他们对说话者之间的差异进行映射的能力,以及他们如何在语言和社交方面进行概括。学员们成功地直接映射出了命名偏好中的说话者之间的差异。此外,他们还利用这些信息:(a)在词汇上与对话者保持一致;(b)对这些说话者的未曝光词汇选择进行假设;以及(c)将说话者作为个体建立社会表征。与惊奇驱动学习的观点一致的是,这些效应在说话者使用非常不常见的词时更大。我们的研究结果表明,个体会明确存储说话者之间的差异,这反过来又有助于他们预测对话者未来的语言和社会行为。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
{"title":"\"Wait, how did you call this?\": Speaker-specific word choices are stored and generalized.","authors":"Nitzan Trainin, Einat Shetreet","doi":"10.1037/xlm0001348","DOIUrl":"https://doi.org/10.1037/xlm0001348","url":null,"abstract":"<p><p>It has been repeatedly shown that individuals track speaker-specific language use during interaction. Most studies focused on how this facilitates meaning inference when interspeaker variation differentiates between two or more alternatives, or how it allows for successful lexical alignment. However, it has been unclear whether mapping interspeaker variation is stored actively, and if so, what purposes this storage serves. In a pseudointeractive experiment, we created interspeaker variation in naming preferences, such that one speaker (the common speaker) consistently produced favored words, and the other speaker consistently produced less-favored/disfavored words (the uncommon speaker), across two conditions-one where both speakers were relatively common, and one where one of the speakers was highly uncommon. Participants engaged in a picture selection task, at first as matchers (where they were instructed by one of the speakers-each in his/her turn-which image to choose), and then as directors (where they were the instructors). They were then tested on how well they mapped interspeaker variation and how they generalized it linguistically and socially. Participants were successful at directly mapping interspeaker variation in naming preferences. Furthermore, they used this information in (a) lexically aligning with their interlocutors, (b) hypothesizing about unexposed word choices by these speakers, and (c) creating social representations of the speakers as individuals. In line with surprisal-driven learning accounts, these effects were larger for a speaker that used highly uncommon words. Our results suggest that individuals store interspeaker variation explicitly, which in turn helps them to predict their interlocutors' future linguistic and social behavior. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141428152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}