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Undorf, Monika; Zimdahl, Malte F. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Words printed in a larger 48-point font are judged to be more memorable than words printed in a smaller 18-point font, although font size does not affect actual memory. To clarify the basis of this font size effect on metamemory and memory, 4 experiments investigated how presenting words in 48 (Experiment 1) or 4 (Experiments 2 to 4) font sizes…
Descriptors: Memory, Metacognition, Printed Materials, Layout (Publications)
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Strickrodt, Marianne; Bülthoff, Heinrich H.; Meilinger, Tobias – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Objects learned within single enclosed spaces (e.g., rooms) can be represented within a single reference frame. Contrarily, the representation of navigable spaces (multiple interconnected enclosed spaces) is less well understood. In this study we examined different levels of integration within memory (local, regional, global), when learning object…
Descriptors: Memory, Navigation, Spatial Ability, Simulated Environment
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Karaman, Ferhat; Hay, Jessica F. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Research over the past 2 decades has demonstrated that infants are equipped with remarkable computational abilities that allow them to find words in continuous speech. Infants can encode information about the transitional probability (TP) between syllables to segment words from artificial and natural languages. As previous research has tested…
Descriptors: Infants, Retention (Psychology), Word Recognition, Familiarity
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Macnamara, Brooke N.; Frank, David J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
For well over a century, scientists have investigated individual differences in performance. The majority of studies have focused on either differences in practice, or differences in cognitive resources. However, the predictive ability of either practice or cognitive resources varies considerably across tasks. We are the first to examine task…
Descriptors: Learning, Performance, Cognitive Processes, Difficulty Level
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Schulz, Eric; Konstantinidis, Emmanouil; Speekenbrink, Maarten – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
The authors introduce the contextual multi-armed bandit task as a framework to investigate learning and decision making in uncertain environments. In this novel paradigm, participants repeatedly choose between multiple options in order to maximize their rewards. The options are described by a number of contextual features which are predictive of…
Descriptors: Learning, Decision Making, Context Effect, Rewards
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Stephens, Rachel G.; Kalish, Michael L. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Delayed feedback during categorization training has been hypothesized to differentially affect 2 systems that underlie learning for rule-based (RB) or information-integration (II) structures. We tested an alternative possibility: that II learning requires more precise item representations than RB learning, and so is harmed more by a delay interval…
Descriptors: Classification, Memory, Feedback (Response), Learning
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Kalish, Michael L.; Newell, Ben R.; Dunn, John C. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
It is sometimes supposed that category learning involves competing explicit and procedural systems, with only the former reliant on working memory capacity (WMC). In 2 experiments participants were trained for 3 blocks on both filtering (often said to be learned explicitly) and condensation (often said to be learned procedurally) category…
Descriptors: Short Term Memory, Classification, Learning, Accuracy
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England, Benjamin D.; Ortegren, Francesca R.; Serra, Michael J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
Framing metacognitive judgments of learning (JOLs) in terms of the likelihood of forgetting rather than remembering consistently yields a counterintuitive outcome: The mean of participants' forget-framed JOLs is often higher (after reverse-scoring) than the mean of their remember-framed JOLs, suggesting greater confidence in memory. In the present…
Descriptors: Metacognition, Evaluative Thinking, Learning, Memory
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Rouhani, Nina; Norman, Kenneth A.; Niv, Yael – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Reward-prediction errors track the extent to which rewards deviate from expectations, and aid in learning. How do such errors in prediction interact with memory for the rewarding episode? Existing findings point to both cooperative and competitive interactions between learning and memory mechanisms. Here, we investigated whether learning about…
Descriptors: Rewards, Learning, Memory, Interaction
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Susser, Jonathan A.; Jin, Andy; Mulligan, Neil W. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
Perceptual fluency manipulations influence metamemory judgments, with more fluently perceived information judged as more memorable. However, it is not always clear whether this influence is driven by actual experienced processing fluency or by beliefs about memory. The current study used an identity-priming paradigm--in which words are preceded by…
Descriptors: Memory, Priming, Beliefs, Learning
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Undorf, Monika; Böhm, Simon; Cüpper, Lutz – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
Current memory theories generally assume that memory performance reflects both recollection and automatic influences of memory. Research on people's predictions about the likelihood of remembering recently studied information on a memory test, that is, on judgments of learning (JOLs), suggests that both magnitude and resolution of JOLs are linked…
Descriptors: Memory, Learning, Evaluative Thinking, Accuracy
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Zhou, Ruojing; Mou, Weimin – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
Cognitive mapping is assumed to be through hippocampus-dependent place learning rather than striatum-dependent response learning. However, we proposed that either type of spatial learning, as long as it involves encoding metric relations between locations and reference points, could lead to a cognitive map. Furthermore, the fewer reference points…
Descriptors: Cognitive Mapping, Learning, Spatial Ability, Accuracy
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Carvalho, Paulo F.; Goldstone, Robert L. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
The sequence of study influences how we learn. Previous research has identified different sequences as potentially beneficial for learning in different contexts and with different materials. Here we investigate the mechanisms involved in inductive category learning that give rise to these sequencing effects. Across 3 experiments we show evidence…
Descriptors: Classification, Sequential Approach, Learning, Cognitive Processes
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Kornell, Nate; Klein, Patricia Jacobs; Rawson, Katherine A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
Retrieving information from memory enhances learning. We propose a 2-stage framework to explain the benefits of retrieval. Stage 1 takes place as one attempts to retrieve an answer, which activates knowledge related to the retrieval cue. Stage 2 begins when the answer becomes available, at which point appropriate connections are strengthened and…
Descriptors: Memory, Learning, Failure, Success
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Anglim, Jeromy; Wynton, Sarah K. A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
The current study used Bayesian hierarchical methods to challenge and extend previous work on subtask learning consistency. A general model of individual-level subtask learning was proposed focusing on power and exponential functions with constraints to test for inconsistency. To study subtask learning, we developed a novel computer-based booking…
Descriptors: Bayesian Statistics, Hierarchical Linear Modeling, Learning, Statistical Analysis
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