| 1. |
- Cornell Kärnekull, Stina, et al.
(author)
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Affected by Smells? : Environmental Chemical Responsivity Predicts Odor Perception
- 2011
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In: Chemical Senses. - Oxford : Oxford University Press. - 0379-864X .- 1464-3553. ; 36:7, s. 641-648
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Journal article (peer-reviewed)abstract
- Strong negative reactions, physical symptoms, and behavioral disruptions due to environmental odors are common in the adult population. We investigated relationships among such environmental chemosensory responsivity (CR), personality traits, affective states, and odor perception. Study 1 showed that CR and neuroticism were positively correlated in a sample of young adults (n = 101), suggesting that persons high in neuroticism respond more negatively to environmental odors. Study 2 explored the relationships among CR, noise responsivity (NR), neuroticism, and odor perception (i.e., pleasantness and intensity) in a subset of participants (n = 40). High CR was associated with high NR. Regression analyses indicated that high CR predicted higher odor intensity ratings and low olfactory threshold (high sensitivity) predicted lower pleasantness ratings. However, neuroticism was not directly associated with odor ratings or thresholds. Overall, the results suggest that CR and odor thresholds predict perceptual ratings of odors and that high CR is associated with nonchemosensory affective traits.
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| 2. |
- Jönsson, Fredrik U., et al.
(author)
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An investigation of students' knowledge of the delayed judgements of learning effect
- 2011
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In: Journal of Cognitive Psychology. - : Informa UK Limited. - 2044-5911 .- 2044-592X. ; 23:3, s. 358-373
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Journal article (peer-reviewed)abstract
- Judgements of learning (JOL) of paired associates can be made immediately after learning or after a delay, while viewing the first word (cue) only or both words (cue–target) in a pair. Delayed cue-only judgements are more related to subsequent memory performance than delayed cue–target, immediate cue-only, or immediate cue–target judgements. In two experiments we tested students' knowledge of this delayed JOL effect and whether their knowledge increases as a function of task experience (Experiment 2). The majority of the participants did not choose the more effective judgement strategy and they did not systematically alter their behaviour as a function of task experience. Instead, a subset of the participants selected judgement strategies on the basis of a learning goal, that is, a strategy that let them restudy both words in a pair. In sum, most students appear to be unaware of the powerful influence of delayed cue-only JOLs on monitoring accuracy.
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| 3. |
- Jönsson, Fredrik U., et al.
(author)
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How crucial is the response format for the testing effect?
- 2014
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In: Psychological Research. - : Springer Science and Business Media LLC. - 0340-0727 .- 1430-2772. ; 78:5, s. 623-633
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Journal article (peer-reviewed)abstract
- Combining study and test trials during learning is more beneficial for long-term retention than repeated study without testing (i.e., the testing effect). Less is known about the relative efficacy of different response formats during testing. We tested the hypothesis that overt testing (typing responses on a keyboard) during a practice phase benefits later memory more than covert testing (only pressing a button to indicate successful retrieval). In Experiment 1, three groups learned 40 word pairs either by repeatedly studying them, by studying and overtly testing them, or by studying and covertly testing them. In Experiment 2, only the two testing conditions were manipulated in a within-subjects design. In both experiments, participants received cued recall tests after a short (similar to 19 min) and a long (1 week) retention interval. In Experiment 1, all groups performed equally well at the short retention interval. The overt testing group reliably outperformed the repeated study group after 1 week, whereas the covert testing group performed insignificantly different from both these groups. Hence, the testing effect was demonstrated for overt, but failed to show for covert testing. In Experiment 2, overtly tested items were better and more quickly retrieved than those covertly tested. Further, this does not seem to be due to any differences in retrieval effort during learning. To conclude, overt testing was more beneficial for later retention than covert testing, but the effect size was small. Possible explanations are discussed.
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| 4. |
- Jönsson, Fredrik U., et al.
(author)
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Knowing what we smell
- 2012
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In: Olfactory Cognition. - Amsterdam : John Benjamins Publishing Company. - 9789027213518 - 9789027274649 ; , s. 115-136
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Book chapter (peer-reviewed)abstract
- In this chapter, we review the nature of, and performance levels for, odor source naming, and the different proposed explanations to the generally low odor naming performance observed in experimental studies. We differentiate between odor naming and odor identification and show that although humans can rarely name more than 50% of common household items, this is not an odor naming problem, but rather reflects the difficulty we have in identifying odors. We investigate two broad accounts of odor identification failures in terms of perceptual and associative processes necessary for correct identification. Additionally, we discuss the feeling of knowing and tip of the nose experience commonly associated with identification failures. This type of metacognition provides us with odor knowledge in the absence of odor identification. In light of these phenomena, we discuss the importance of odor identification for olfactory functioning.
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| 5. |
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| 6. |
- Jönsson, Fredrik U., et al.
(author)
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Olfactory working memory : effects of verbalization on the 2-back task
- 2011
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In: Memory & Cognition. - : Springer Science and Business Media LLC. - 0090-502X .- 1532-5946. ; 39:6, s. 1023-1032
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Journal article (peer-reviewed)abstract
- Working memory for odors, which has received almost no attention in the literature, was investigated in two experiments. We show that performance in a 2-back task with odor stimuli is well above chance. This is true not only for highly familiar odors, as has been shown by Dade, Zatorre, Evans, and Jones-Gotman, NeuroImage, 14, 650–660, (2001), but also for unfamiliar ones that are notoriously difficult to name. We can conclude that information about an olfactory stimulus can be retained in the short term and can continuously be updated for comparison with new olfactory probes along the lines of a functional odor working memory. However, the performance in the working memory task is highly dependent on participants’ verbalization of the odor. In addition, results indicated that odor working memory performance is dependent on the ability to discriminate among the odor stimuli (Experiment 2). The results are discussed in relation to recent ideas of a separate olfactory working memory slave system.
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| 7. |
- Jönsson, Fredrik U., et al.
(author)
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The Testing Effect as a Function of Explicit Testing Instructions and Judgments of Learning
- 2012
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In: Experimental psychology (Göttingen). - : Hogrefe Publishing Group. - 1618-3169 .- 2190-5142. ; 59:5, s. 251-257
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Journal article (peer-reviewed)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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| 8. |
- Jönsson, Fredrik U., et al.
(author)
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Using a multidimensional scaling approach to investigate the underlying basis of ease of learning judgments
- 2010
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In: Scandinavian Journal of Psychology. - : Wiley. - 0036-5564 .- 1467-9450. ; 51:2, s. 103-108
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Journal article (peer-reviewed)abstract
- Before studying a material it is of strategic importance to first assess its difficulty, so called Ease of Learning (EOL) judgments. A multidimensional scaling (MDS) procedure was used to investigate the underlying basis of EOL judgments for 24 nouns, which to the authors' knowledge has not been done before. In addition, Judgments of Learning (JOL) followed by a free recall test was performed. The MDS analysis indicated that EOL judgments for the nouns are based on multiple cues (dimensions), namely word length, frequency, and concreteness. Moreover, the concreteness values of the nouns, as judged by an independent group, were correlated with both the JOLs and the concreteness dimension from the MDS analysis. This indicates that EOLs and JOLs for single words are based, to some extent, on the same cues.
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| 9. |
- Kubik, Veit, 1981-, et al.
(author)
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Individual and Combined Effects of Enactment and Testing on Memory for Action Phrases
- 2014
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In: Experimental psychology (Göttingen). - : Hogrefe Publishing Group. - 1618-3169 .- 2190-5142. ; 61:5, s. 347-355
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Journal article (peer-reviewed)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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| 10. |
- Kubik, Veit, et al.
(author)
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Two effects, one explanation : a study on the effects of intended and actual enactment
- 2012
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In: International Journal of Psychology. - : Wiley. - 0020-7594 .- 1464-066X. ; 47:Supplement 1, s. 562-562
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Journal article (other academic/artistic)abstract
- Motor-function encoding action phrases, facilitates recollection more than verbal encoding (enactment effect, c.f. Nilsson, 2000). Further, if the phrases are intended to be recalled via motor-function encoding it also leads to higher memory accessibility, referred to as the intention-superiority effect (Goschke & Kuhl, 1993) or the intended enactment effect (Freeman & Ellis, 2003), depending on whether the same process or different processes are assumed to underlie both effects. In three experiments, both effects were studied as a function of list length (18, 30, 60, or 90 items), retrieval measures (free recall, cued recall and recognition). Additionally, different moderator variables for these effects were investigated (familiarity, degree of motor involvement of the action phrases, individual differences in action orientation). Similar effects of intended and actual enactment were found for memory accuracy and accessibility (i.e., response latencies), but the effects were moderated by the nature of the action phrase and action orientation. State-oriented individuals and highly motoric action phrases showed a pronounced (intended) enactment effect. The results, at least partially, support a common explanation for both effects.
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