Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 3 |
Since 2015 (last 10 years) | 6 |
Since 2005 (last 20 years) | 9 |
Descriptor
Correlation | 9 |
Visual Stimuli | 9 |
Cues | 5 |
Task Analysis | 5 |
Cognitive Ability | 4 |
College Students | 4 |
Color | 4 |
Foreign Countries | 4 |
Learning Processes | 4 |
Prediction | 4 |
Reaction Time | 4 |
More ▼ |
Source
Journal of Experimental… | 9 |
Author
Publication Type
Journal Articles | 9 |
Reports - Research | 8 |
Reports - Descriptive | 1 |
Education Level
Higher Education | 6 |
Postsecondary Education | 6 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
Stroop Color Word Test | 2 |
Edinburgh Handedness Inventory | 1 |
Wechsler Adult Intelligence… | 1 |
Wide Range Achievement Test | 1 |
What Works Clearinghouse Rating
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
Spinelli, Giacomo; Lupker, Stephen J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
In the Stroop task, congruency effects (i.e., the color-naming latency difference between incongruent stimuli, e.g., the word BLUE written in the color red, and congruent stimuli, e.g., RED in red) are smaller in a list in which incongruent trials are frequent than in a list in which incongruent trials are infrequent. The traditional explanation…
Descriptors: Color, Interference (Learning), Visual Stimuli, Reaction Time
Chen, Jinglu; Tan, Ling; Liu, Lu; Wang, Ling – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
It has been demonstrated that the Simon effect may be increased or reversed due to proportion congruency manipulation, suggesting that learned spatial irrelevant stimulus-response (S-R) associations are used to guide responses. In this study, we tested the hypothesis that learning spatial irrelevant S-R associations by rewards may show a similar…
Descriptors: Reinforcement, Reaction Time, Prediction, Color
Sisk, Caitlin A.; Remington, Roger W.; Jiang, Yuhong V. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
Mounting evidence suggests that monetary reward induces an incidentally learned selection bias toward highly rewarded features. It remains controversial, however, whether learning of reward regularities has similar effects on spatial attention. Here we ask whether spatial biases toward highly rewarded locations are learned implicitly, or are…
Descriptors: Rewards, Spatial Ability, Bias, Knowledge Level
Crossley, Matthew J.; Maddox, W. Todd; Ashby, F. Gregory – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Interventions for drug abuse and other maladaptive habitual behaviors may yield temporary success but are often fragile and relapse is common. This implies that current interventions do not erase or substantially modify the representations that support the underlying addictive behavior--that is, they do not cause true unlearning. One example of an…
Descriptors: Cognitive Ability, Correlation, Feedback (Response), Intervention
Le Pelley, Mike E.; Vadillo, Miguel; Luque, David – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
Attentional theories of associative learning and categorization propose that learning about the predictiveness of a stimulus influences the amount of attention that is paid to that stimulus. Three experiments tested this idea by looking at the extent to which stimuli that had previously been experienced as predictive or nonpredictive in a…
Descriptors: Task Analysis, Classification, Cues, Prediction
Livins, Katherine A.; Doumas, Leonidas A. A.; Spivey, Michael J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
Although relational reasoning has been described as a process at the heart of human cognition, the exact character of relational representations remains an open debate. Symbolic-connectionist models of relational cognition suggest that relations are structured representations, but that they are ultimately grounded in feature sets; thus, they…
Descriptors: Visual Perception, Spatial Ability, Prediction, Cues
Jones, Manon W.; Branigan, Holly P.; Parra, Mario A.; Logie, Robert H. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
The ability to learn visual-phonological associations is a unique predictor of word reading, and individuals with developmental dyslexia show impaired ability in learning these associations. In this study, we compared developmentally dyslexic and nondyslexic adults on their ability to form cross-modal associations (or "bindings") based…
Descriptors: Experimental Psychology, Dyslexia, Predictor Variables, Associative Learning
Kruschke, John K.; Kappenman, Emily S.; Hetrick, William P. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2005
The associative learning effects called blocking and highlighting have previously been explained by covert learned attention, but evidence for learned attention has been indirect, via models of response choice. The present research reports results from eye tracking consistent with the attentional hypothesis: Gaze duration is diminished for blocked…
Descriptors: Individual Differences, Associative Learning, Attention, Causal Models