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Baroody, Arthur J.; Mix, Kelly S.; Kartal, Gamze; Lai, Meng-lung – Journal of Numerical Cognition, 2023
Number-recognition tasks, such as the how-many task, involve set-to-word mapping, and number-creation tasks, such as the give-n task, entail word-to-set mapping. The present study involved comparing sixty 3-year-olds' performance on the two tasks with collections of one to three items over three time points about 3 weeks apart. Inconsistent with…
Descriptors: Number Concepts, Recall (Psychology), Task Analysis, Preschool Children
Yu-Chin, Chiu – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Recent context-control learning studies have shown that switch costs are reduced in a particular context predicting a high probability of switching as compared to another context predicting a low probability of switching. These context-specific switch probability effects suggest that control of task sets, through experience, can become associated…
Descriptors: Learning Processes, Prior Learning, Task Analysis, Cognitive Ability
Ramirez, Gerardo; Fries, Laura; Gunderson, Elizabeth; Schaeffer, Marjorie W.; Maloney, Erin A.; Beilock, Sian L.; Levine, Susan C. – Journal of Cognition and Development, 2019
Learning to read is a critical but often challenging academic task for young children. In the current study, we explore the relation between children's reading affect--particularly anxiety--and reading achievement in the early years of reading acquisition. We hypothesized that reading anxiety would relate to reading achievement across the school…
Descriptors: Reading Strategies, Anxiety, Reading Attitudes, Reading Achievement
Nosofsky, Robert M.; Meagher, Brian J.; Kumar, Parhesh – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
A classic issue in the cognitive psychology of human category learning has involved the contrast between exemplar and prototype models. However, experimental tests to distinguish the models have relied almost solely on use of artificially-constructed categories composed of simplified stimuli. Here we contrast the predictions from the models in a…
Descriptors: Cognitive Psychology, Natural Sciences, Experimental Psychology, Prediction
Hu, Mingjia; Nosofsky, Robert M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
In a novel version of the classic dot-pattern prototype-distortion paradigm of category learning, Homa et al. (2019) tested a condition in which individual training instances never repeated, and observed results that they claimed severely challenged exemplar models of classification and recognition. Among the results was a dissociation in which…
Descriptors: Classification, Recognition (Psychology), Computation, Models
Braithwaite, David W.; Goldstone, Robert L. – Cognition and Instruction, 2015
Learning abstract concepts through concrete examples may promote learning at the cost of inhibiting transfer. The present study investigated one approach to solving this problem: systematically varying superficial features of the examples. Participants learned to solve problems involving a mathematical concept by studying either superficially…
Descriptors: Concept Formation, Prior Learning, Problem Solving, Mathematical Concepts
Martin, Jessie D.; Shipstead, Zach; Harrison, Tyler L.; Redick, Thomas S.; Bunting, Michael; Engle, Randall W. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
This study uses a novel framework based on work by Shipstead, Harrison, and Engle (2016) that includes measures of both working memory capacity and fluid intelligence in an attempt to better understand the processes that influence successful reading comprehension at the latent level. Further, we extend this framework to a second educationally…
Descriptors: Reading Comprehension, Vocabulary Development, Short Term Memory, Intelligence
Nairne, James S.; Coverdale, Michelle E.; Pandeirada, Josefa N. S. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Four experiments investigated the mnemonic effects of generating survival situations. People were given target words and asked to generate survival situations involving that stimulus (e.g., DOOR: "I'm in a house that's on fire, and I can escape through the door"). No constraints were placed on the generation process, other than that it…
Descriptors: Mnemonics, Recall (Psychology), Evolution, Retention (Psychology)
Best, Ryan M.; Goldstone, Robert L. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Categorical perception (CP) effects manifest as faster or more accurate discrimination between objects that come from different categories compared with objects that come from the same category, controlling for the physical differences between the objects. The most popular explanations of CP effects have relied on perceptual warping causing…
Descriptors: Bias, Comparative Analysis, Models, College Students
O'Donnell, Ryan E.; Clement, Andrew; Brockmole, James R. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Visual working memory (VWM) has a limited capacity of approximately 3-4 visual objects. Current theories of VWM propose that a limited pool of resources can be flexibly allocated to objects, allowing them to be represented at varying levels of precision. Factors that influence the allocation of these resources, such as the complexity and…
Descriptors: Semantics, Short Term Memory, Undergraduate Students, Stimuli
Tullis, Jonathan G.; Fiechter, Joshua L.; Benjamin, Aaron S. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Practice tests provide large mnemonic benefits over restudying, but learners judge practice tests as less effective than restudying. Consequently, learners infrequently utilize testing when controlling their study and often choose to be tested only on well-learned items. In 5 experiments, we examined whether learners' choices about testing and…
Descriptors: Testing, Review (Reexamination), Selection, Memory
Cao, Rui; Nosofsky, Robert M.; Shiffrin, Richard M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
In short-term-memory (STM)-search tasks, observers judge whether a test probe was present in a short list of study items. Here we investigated the long-term learning mechanisms that lead to the highly efficient STM-search performance observed under conditions of consistent-mapping (CM) training, in which targets and foils never switch roles across…
Descriptors: Short Term Memory, Recall (Psychology), Item Response Theory, Learning Processes
Whiffen, Joshua W.; Karpicke, Jeffrey D. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
The episodic context account of retrieval-based learning proposes that retrieval enhances subsequent retention because people must think back to and reinstate a prior learning context. Three experiments directly tested this central assumption of the context account. Subjects studied word lists and then either restudied the words under intentional…
Descriptors: Learning, Recall (Psychology), Retention (Psychology), Prior Learning
Soro, Jerônimo C.; Ferreira, Mário B.; Semin, Gün R.; Mata, André; Carneiro, Paula – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
Three experiments were designed to test whether experimentally created ad hoc associative networks evoke false memories. We used the DRM (Deese, Roediger, McDermott) paradigm with lists of ad hoc categories composed of exemplars aggregated toward specific goals (e.g., going for a picnic) that do not share any consistent set of features. Experiment…
Descriptors: Experiments, Memory, Association (Psychology), Word Recognition
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