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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing 1 to 15 of 206 results
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Sørensen, Thomas Alrik; Vangkilde, Signe; Bundesen, Claus – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
By varying the probabilities that a stimulus would appear at particular times after the presentation of a cue and modeling the data by the theory of visual attention (Bundesen, 1990), Vangkilde, Coull, and Bundesen (2012) provided evidence that the speed of encoding a singly presented stimulus letter into visual short-term memory (VSTM) is…
Descriptors: Cues, Visual Stimuli, Attention Control, Short Term Memory
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Gambi, Chiara; Van de Cavey, Joris; Pickering, Martin J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
In 4 experiments we showed that picture naming latencies are affected by beliefs about the task concurrently performed by another speaker. Participants took longer to name pictures when they believed that their partner concurrently named pictures than when they believed their partner was silent (Experiments 1 and 4) or concurrently categorized the…
Descriptors: Interference (Learning), Barriers, Pictorial Stimuli, Naming
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Horn, Sebastian S.; Bayen, Ute J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
Event-based prospective memory (PM) involves remembering to perform intended actions after a delay. An important theoretical issue is whether and how people monitor the environment to execute an intended action when a target event occurs. Performing a PM task often increases the latencies in ongoing tasks. However, little is known about the…
Descriptors: Memory, Models, Language Processing, Reaction Time
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Bäuml, Karl-Heinz T.; Dobler, Ina M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
Depending on the degree to which the original study context is accessible, selective memory retrieval can be detrimental or beneficial for the recall of other memories (Bäuml & Samenieh, 2012). Prior work has shown that the detrimental effect of memory retrieval is typically recall specific and does not arise after restudy trials, whereas…
Descriptors: Memory, Task Analysis, Recall (Psychology), Comparative Analysis
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Juhos, Csongor; Quelhas, Ana Cristina; Byrne, Ruth M. J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
Four experiments tested the idea that people distinguish between biconditional, conditional, and enabling intention conditionals by thinking about counterexamples. The experiments examined intention conditionals that contain different types of reasons for actions, such as beliefs, goals, obligations, and social norms, based on a corpus of 48…
Descriptors: Logical Thinking, Intention, Protocol Analysis, Beliefs
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Yan, Ming; Pan, Jinger; Bélanger, Nathalie N.; Shu, Hua – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
In the present study, we manipulated different types of information available in the parafovea during the reading of Chinese sentences and examined how deaf readers make use of the parafoveal information. Results clearly indicate that although the reading-level matched hearing readers make greater use of orthographic information in the parafovea,…
Descriptors: Chinese, Sentences, Deafness, Efficiency
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Frosch, Caren A.; McCloy, Rachel; Beaman, C. Philip; Goddard, Kate – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
What is the relationship between magnitude judgments relying on directly available characteristics versus probabilistic cues? Question frame was manipulated in a comparative judgment task previously assumed to involve inference across a probabilistic mental model (e.g., "Which city is largest"--the "larger" question--vs.…
Descriptors: Evaluative Thinking, Congruence (Psychology), Comparative Analysis, Cues
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Frey, Renato; Rieskamp, Jörg; Hertwig, Ralph – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
In nonmonotonic decision problems, the magnitude of outcomes can both increase and decrease over time depending on the state of the decision problem. These increases and decreases may occur repeatedly and result in a variety of possible outcome distributions. In many previously investigated sequential decision problems, in contrast, outcomes (or…
Descriptors: Risk, Learning Processes, Reinforcement, Decision Making
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Yan, Ming; Zhou, Wei; Shu, Hua; Kliegl, Reinhold – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
The present study explored the perceptual span (i.e., the physical extent of an area from which useful visual information is extracted during a single fixation) during the reading of Chinese sentences in 2 experiments. In Experiment 1, we tested whether the rightward span can go beyond 3 characters when visually similar masks were used. Results…
Descriptors: Layout (Publications), Chinese, Sentences, Reading Processes
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Campbell, Jamie I. D.; Beech, Leah C. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
Several types of converging evidence have suggested recently that skilled adults solve very simple addition problems (e.g., 2 + 1, 4 + 2) using a fast, unconscious counting algorithm. These results stand in opposition to the long-held assumption in the cognitive arithmetic literature that such simple addition problems normally are solved by fact…
Descriptors: Adults, Addition, Mathematics, Generalization
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Koriat, Asher; Nussinson, Ravit; Ackerman, Rakefet – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
In self-paced learning, when the regulation of study effort is goal driven (e.g., allocated to different items according to their relative importance), judgments of learning (JOLs) increase with study time. When regulation is data driven (e.g., determined by the ease of committing the item to memory), JOLs decrease with study time (Koriat,…
Descriptors: Learning, Evaluative Thinking, Study Habits, Pacing
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Bar-Hillel, Maya; Peer, Eyal; Acquisti, Alessandro – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
When asked to mentally simulate coin tosses, people generate sequences that differ systematically from those generated by fair coins. It has been rarely noted that this divergence is apparent already in the very 1st mental toss. Analysis of several existing data sets reveals that about 80% of respondents start their sequence with Heads. We…
Descriptors: Bias, Selection, Cognitive Processes, Simulation
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De Sá Teixeira, Nuno; Oliveira, Armando Mónica – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
The spatial memory for the last position occupied by a moving target is usually displaced forward in the direction of motion. Interpreted as a mental analogue of physical momentum, this phenomenon was coined "representational momentum" (RM). As momentum is given by the product of an object's velocity and mass, both these factors…
Descriptors: Bias, Physics, Scientific Concepts, Motion
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de Wit, Bianca; Kinoshita, Sachiko – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
Semantic priming effects at a short prime-target stimulus onset asynchrony are commonly explained in terms of an automatic spreading activation process. According to this view, the proportion of related trials should have no impact on the size of the semantic priming effect. Using a semantic categorization task ("Is this a living…
Descriptors: Priming, Semantics, Classification, Time
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Dignath, David; Pfister, Roland; Eder, Andreas B.; Kiesel, Andrea; Kunde, Wilfried – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
We examined whether a temporal interval between an action and its sensory effect is integrated in the cognitive action structure in a bidirectional fashion. In 3 experiments, participants first experienced that actions produced specific acoustic effects (high and low tones) that occurred temporally delayed after their actions. In a following test…
Descriptors: Intervals, Cognitive Structures, Time, Acoustics
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