| 1. |
- Johansson, Tobias
(författare)
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Strengthening the case for stimulus-specificity in artificial grammar learning: No evidence for abstract representations with extended exposure
- 2009
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Ingår i: Experimental Psychology. - : Hogrefe Publishing Group. - 2190-5142 .- 1618-3169. ; 56:3, s. 188-197
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Tidskriftsartikel (refereegranskat)abstract
- Different theories have been proposed regarding the nature of the mental representations formed as a result of implicit learning of sequential regularities. Some theories postulate abstract surface-independent representations, while other theories postulate stimulus-specific representations. This article reports three experiments investigating the development of abstract representations in artificial grammar learning, using amethodological approach developed by Conway and Christiansen [Conway, C. M., & Christiansen, M. H. (2006). Statistical learning within and between modalities: Pitting abstract against stimulus-specific representations. Psychological Science, 17, 905-912.]. In all experiments, the number of blocks during the exposure phase was manipulated (6 blocks vs. 18 blocks of exposure to sequences). Experiment 1 and 2 investigated both visual and auditory learning where sequences were presented element-by-element. Experiment 3 investigated visual learning using a sequence-by-sequence presentation technique more commonly used in visual artificial grammar learning studies. Extending previous research (Conway & Christiansen, 2006) and in support of stimulus-specific accounts, the results of the experiments showed that extended observational learning results in increased stimulus-specific knowledge rather than abstraction towards surface-independent representations.
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| 2. |
- Appelgren, A, et al.
(författare)
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Impact of feedback on three phases of performance monitoring
- 2014
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Ingår i: Experimental psychology. - : Hogrefe Publishing Group. - 2190-5142 .- 1618-3169. ; 61:3, s. 224-233
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Tidskriftsartikel (refereegranskat)abstract
- We investigated if certain phases of performance monitoring show differential sensitivity to external feedback and thus rely on distinct mechanisms. The phases of interest were: the error phase (FE), the phase of the correct response after errors (FEC), and the phase of correct responses following corrects (FCC). We tested accuracy and reaction time (RT) on 12 conditions of a continuous-choice-response task; the 2-back task. External feedback was either presented or not in FE and FEC, and delivered on 0%, 20%, or 100% of FCC trials. The FCC20 was matched to FE and FEC in the number of sounds received so that we could investigate when external feedback was most valuable to the participants. We found that external feedback led to a reduction in accuracy when presented on all the correct responses. Moreover, RT was significantly reduced for FCC100, which in turn correlated with the accuracy reduction. Interestingly, the correct response after an error was particularly sensitive to external feedback since accuracy was reduced when external feedback was presented during this phase but not for FCC20. Notably, error-monitoring was not influenced by feedback-type. The results are in line with models suggesting that the internal error-monitoring system is sufficient in cognitively demanding tasks where performance is ∼ 80%, as well as theories stipulating that external feedback directs attention away from the task. Our data highlight the first correct response after an error as particularly sensitive to external feedback, suggesting that important consolidation of response strategy takes place here.
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| 3. |
- Bell, Raoul, et al.
(författare)
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The Effect of Cognitive Control on Different Types of Auditory Distraction
- 2017
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Ingår i: Experimental psychology (Göttingen). - : Hogrefe Publishing Group. - 1618-3169 .- 2190-5142. ; 64:5, s. 359-368
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Tidskriftsartikel (refereegranskat)abstract
- Deviant as well as changing auditory distractors interfere with short-term memory. According to the duplex model of auditory distraction, the deviation effect is caused by a shift of attention while the changing-state effect is due to obligatory order processing. This theory predicts that foreknowledge should reduce the deviation effect, but should have no effect on the changing-state effect. We compared the effect of foreknowledge on the two phenomena directly within the same experiment. In a pilot study, specific foreknowledge was impotent in reducing either the changing-state effect or the deviation effect, but it reduced disruption by sentential speech, suggesting that the effects of foreknowledge on auditory distraction may increase with the complexity of the stimulus material. Given the unexpected nature of this finding, we tested whether the same finding would be obtained in (a) a direct preregistered replication in Germany and (b) an additional replication with translated stimulus materials in Sweden.
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| 4. |
- Jönsson, Fredrik U., et al.
(författare)
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The Testing Effect as a Function of Explicit Testing Instructions and Judgments of Learning
- 2012
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Ingår i: Experimental psychology (Göttingen). - : Hogrefe Publishing Group. - 1618-3169 .- 2190-5142. ; 59:5, s. 251-257
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Tidskriftsartikel (refereegranskat)abstract
- During study, people monitor their learning; the output of this monitoring is captured in so-called judgments of learning (JOLs). JOLs predict later recall better if they are made after a slight delay, instead of immediately after study (the delayed JOL effect). According to the self-fulfilling prophecy (SFP) hypothesis delayed JOLs are based on covert retrieval attempts from long-term memory, and successful retrieval attempts in themselves enhance learning (the testing effect). We compared memory for 40 Swahili-Swedish paired associates after a week as a function of three different learning conditions, namely study plus (i) explicitly instructed self-testing, (ii) delayed JOLs, or (iii) less self-testing. We showed that repeated delayed JOLs lead to a memory improvement insignificantly different from a comparable condition where the participants are explicitly testing memory, and both the latter groups performed reliably better than a group that self-tested less. The results suggest that delayed JOLs improve long-term retention as efficiently as explicit memory testing and lend support to the SFP hypothesis.
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| 5. |
- Kubik, Veit, 1981-, et al.
(författare)
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Individual and Combined Effects of Enactment and Testing on Memory for Action Phrases
- 2014
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Ingår i: Experimental psychology (Göttingen). - : Hogrefe Publishing Group. - 1618-3169 .- 2190-5142. ; 61:5, s. 347-355
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Tidskriftsartikel (refereegranskat)abstract
- We investigated the individual and combined effects of enactment and testing on memory for action phrases to address whether bothstudy techniques commonly promote item-specific processing. Participants (N = 112) were divided into four groups (n = 28). They eitherexclusively studied 36 action phrases (e.g., ‘‘lift the glass’’) or both studied and cued-recalled them in four trials. During study trials participantsencoded the action phrases either by motorically performing them, or by reading them aloud, and they took final verb-cued recall tests over 18-min and 1-week retention intervals. A testing effect was demonstrated for action phrases, however, only when they were verbally encoded, andnot when they were enacted. Similarly, enactive (relative to verbal) encoding reduced the rate of forgetting, but only when the action phraseswere exclusively studied, and not when they were also tested. These less-than-additive effects of enactment and testing on the rate of forgetting,as well as on long-term retention, support the notion that both study techniques effectively promote item-specific processing that can only bemarginally increased further by combining them.
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| 6. |
- Ljungberg, Jessica K, 1971-, et al.
(författare)
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Cross-modal distraction by deviance : functional similarities between the auditory and tactile modalities
- 2012
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Ingår i: Experimental psychology (Göttingen). - : Hogrefe Publishing. - 1618-3169 .- 2190-5142. ; 59:6, s. 355-363
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Tidskriftsartikel (refereegranskat)abstract
- Unexpected task-irrelevant changes in the auditory or visual sensory channels have been shown to capture attention in an ineluctable manner and distract participants away from ongoing auditory or visual categorization tasks. We extend the study of this phenomenon by reporting the first within-participant comparison of deviance distraction in the tactile and auditory modalities. Using vibro-tactile-visual and auditory-visual cross-modal oddball tasks, we found that unexpected changes in the tactile and auditory modalities produced a number of functional similarities: A negative impact of distracter deviance on performance in the ongoing visual task, distraction on the subsequent trial (post-deviance distraction), and a similar decrease – but not the disappearance – of these effects across blocks. Despite these functional similarities, deviance distraction only correlated between the auditory and tactile modalities for the accuracy-based measure of deviance distraction and not for response latencies. Post-deviance distraction showed no correlation between modalities. Overall, the results suggest that behavioral deviance distraction may be underpinned by both modality-specific and multimodal mechanisms, while post-deviance distraction may predominantly relate to modality-specific processes.
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| 7. |
- Loven, J, et al.
(författare)
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Women's own-gender bias in face recognition memory
- 2011
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Ingår i: Experimental psychology. - : Hogrefe Publishing Group. - 2190-5142 .- 1618-3169. ; 58:4, s. 333-340
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Tidskriftsartikel (refereegranskat)abstract
- Women remember more female than male faces, whereas men do not seem to display an own-gender bias in face recognition memory. Why women remember female faces to a greater extent than male faces is unclear; one proposition is that women attend more to and thereby process female faces more effortfully than male faces during encoding. A manipulation that distracts attention and reduces effortful processing may therefore decrease women’s own-gender bias by reducing memory for female faces relative to male faces. In three separate experiments, women and men encoded female and male faces for later recognition in full attention and divided attention conditions. Results consistently showed that women, in contrast to men, displayed a reliable own-gender bias. Importantly, the magnitude of women’s own-gender bias was not reduced in divided attention conditions, indicating that it is not a result of effortful processing of female faces. We suggest these results reflect that women have greater perceptual expertise for female faces, facilitating recognition memory.
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| 8. |
- Lovén, Johanna, et al.
(författare)
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Women's own-gender bias in face recognition memory : the role of attention at encoding
- 2011
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Ingår i: Experimental psychology (Göttingen). - Göttingen : Hogrefe & Huber Publishers. - 1618-3169 .- 2190-5142. ; 58:4, s. 333-340
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Tidskriftsartikel (refereegranskat)abstract
- Women remember more female than male faces, whereas men do not seem to display an own-gender bias in face recognition memory. Why women remember female faces to a greater extent than male faces is unclear; one proposition is that women attend more to and thereby process female faces more effortfully than male faces during encoding. A manipulation that distracts attention and reduces effortful processing may therefore decrease women's own-gender bias by reducing memory for female faces relative to male faces. In three separate experiments, women and men encoded female and male faces for later recognition in full attention and divided attention conditions. Results consistently showed that women, in contrast to men, displayed a reliable own-gender bias. Importantly, the magnitude of women's own-gender bias was not reduced in divided attention conditions, indicating that it is not a result of effortful processing of female faces. We suggest these results reflect that women have greater perceptual expertise for female faces, facilitating recognition memory.
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| 9. |
- Marmolejo-Ramos, Fernando, et al.
(författare)
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Your Face and Moves Seem Happier When I Smile Facial Action Influences the Perception of Emotional Faces and Biological Motion Stimuli
- 2020
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Ingår i: Experimental psychology (Göttingen). - : Hogrefe Publishing Group. - 1618-3169 .- 2190-5142. ; 67:1, s. 14-22
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Tidskriftsartikel (refereegranskat)abstract
- In this experiment, we replicated the effect of muscle engagement on perception such that the recognition of another's facial expressions was biased by the observer's facial muscular activity (Blaesi & Wilson, 2010). We extended this replication to show that such a modulatory effect is also observed for the recognition of dynamic bodily expressions. Via a multitab and within-subjects approach, we investigated the emotion recognition of point-tight biological walkers, along with that of morphed face stimuli, white subjects were or were not holding a pen in their teeth. Under the pen-in-the-teeth condition, participants tended to tower their threshold of perception of happy expressions in facial stimuli compared to the no-pen condition, thus replicating the experiment by Blaesi and Wilson (2010). A similar effect was found for the biological motion stimuli such that participants Lowered their threshold to perceive happy walkers in the pen-in-the-teeth condition compared to the no-pen condition. This pattern of results was also found in a second experiment in which the no-pen condition was replaced by a situation in which participants held a pen in their lips (pen-in-tips condition). These results suggested that facial muscular activity alters the recognition of not only facial expressions but also bodily expressions.
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| 10. |
- Marsh, John, et al.
(författare)
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Auditory distraction eliminates retrieval induced forgetting : Implications for the processing of unattended sound
- 2013
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Ingår i: Experimental psychology (Göttingen). - : Hogrefe Publishing Group. - 1618-3169 .- 2190-5142. ; 60:5, s. 368-375
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Tidskriftsartikel (refereegranskat)abstract
- The Retrieval-Induced Forgetting (RIF) paradigm includes three phases: (a) study/encoding of category exemplars, (b) practicing retrieval of a sub-set of those category exemplars, and (c) recall of all exemplars. At the final recall phase, recall of items that belong to the same categories as those items that undergo retrieval practice, but that did not undergo retrieval practice themselves, is impaired. The received view is that this is because retrieval of target category-exemplars (e.g., “Tiger” in the category Four-legged animal) requires inhibition of nontarget category-exemplars (e.g., “Dog” and “Lion”) that compete for retrieval. Here, we used the RIF paradigm to investigate whether ignoring auditory items during the retrieval-practice phase modulates the inhibitory process. In two experiments, RIF was present when retrieval practice was conducted in quiet and when it was conducted in the presence of spoken words that were drawn from a different category to that from which the targets for retrieval practice were selected. In contrast, RIF was abolished when words that were either identical to, or merely semantically related to, the retrieval-practice words were presented as background speech. The results suggest that the act of ignoring speech can reduce inhibition of the non-practiced category-exemplars, thereby eliminating RIF, but only when the spoken words are competitors for retrieval (i.e., belong to the same semantic category as the to-be-retrieved items).
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