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de Jonge, Mario; Tabbers, Huib K.; Pecher, Diane; Jang, Yoonhee; Zeelenberg, René – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
In 2 experiments we investigated the efficacy of self-paced study in multitrial learning. In Experiment 1, native speakers of English studied lists of Dutch-English word pairs under 1 of 4 imposed fixed presentation rate conditions (24 × 1 s, 12 × 2 s, 6 × 4 s, or 3 × 8 s) and a self-paced study condition. Total study time per list was equated for…
Descriptors: Experimental Psychology, Experiments, Pacing, Indo European Languages
Denby, Thomas; Schecter, Jeffrey; Arn, Sean; Dimov, Svetlin; Goldrick, Matthew – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Phonotactics--constraints on the position and combination of speech sounds within syllables--are subject to statistical differences that gradiently affect speaker and listener behavior (e.g., Vitevitch & Luce, 1999). What statistical properties drive the acquisition of such constraints? Because they are naturally highly correlated, previous…
Descriptors: Phonology, Probability, Learning Processes, Syllables
Middlebrooks, Catherine D.; Castel, Alan D. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Learners make a number of decisions when attempting to study efficiently: they must choose which information to study, for how long to study it, and whether to restudy it later. The current experiments examine whether documented impairments to self-regulated learning when studying information sequentially, as opposed to simultaneously, extend to…
Descriptors: Independent Study, Memory, Sequential Learning, Study Habits
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
Huber-Huber, Christoph; Ansorge, Ulrich – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
The present study disentangles 2 sources of the congruence sequence effect with masked primes: congruence and response time of the previous trial (reaction time [RT] carry-over). Using arrows as primes and targets and a metacontrast masking procedure we found congruence as well as congruence sequence effects. In addition, congruence sequence…
Descriptors: Reaction Time, Priming, Experiments, Cognitive Processes
Pastotter, Bernhard; Schicker, Sabine; Niedernhuber, Julia; Bauml, Karl-Heinz T. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2011
In multiple-list learning, retrieval during learning has been suggested to improve recall of the single lists by enhancing list discrimination and, at test, reducing interference. Using electrophysiological, oscillatory measures of brain activity, we examined to what extent retrieval during learning facilitates list encoding. Subjects studied 5…
Descriptors: Foreign Countries, Semantics, Short Term Memory, Recall (Psychology)
Caplan, Jeremy B.; Boulton, Kathy L.; Gagné, Christina L. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
Early verbal-memory researchers assumed participants represent memory of a pair of unrelated items with 2 independent, separately modifiable, directional associations. However, memory for pairs of unrelated words (A-B) exhibits associative symmetry: a near-perfect correlation between accuracy on forward (A??) and backward (??B) cued recall. This…
Descriptors: Paired Associate Learning, Cues, Recall (Psychology), Morphology (Languages)
Undorf, Monika; Erdfelder, Edgar – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2011
According to the ease-of-processing hypothesis, judgments of learning (JOLs) rely on the ease with which items are committed to memory during encoding--that is, encoding fluency. Conclusive evidence for this hypothesis does not yet exist because encoding fluency and item difficulty have been confounded in all previous studies. To disentangle the…
Descriptors: Metacognition, Heuristics, Memory, Undergraduate Students