1,721,014 research outputs found
Automaticity and cognitive control: Effects of cognitive load on cue-controlled reward choice.
Full text linkThis is the author accepted manuscript. The final version is available from SAGE Publications via the DOI in this recordThe extent to which human outcome-response (O-R) priming effects are automatic or under cognitive control is currently unclear. Two experiments tested the effect of cognitive load on O-R priming to shed further light on the debate. In Experiment 1, two instrumental responses earned beer and chocolate points in an instrumental training phase. Instrumental response choice was then tested in the presence of beer, chocolate, and neutral stimuli. On test, a Reversal instruction group was told that the stimuli signalled which response would not be rewarded. The transfer test was also conducted under either minimal (No Load) or considerable (Load) cognitive load. The Non-Reversal groups showed O-R priming effects, where the reward cues increased the instrumental responses that had previously produced those outcomes, relative to the neutral stimulus. This effect was observed even under cognitive load. The Reversal No Load group demonstrated a reversed effect, where response choice was biased towards the response that was most likely to be rewarded according to the instruction. Most importantly, response choice was at chance in the Reversal Load condition. In Experiment 2, cognitive load abolished the sensitivity to outcome devaluation that was otherwise seen when multiple outcomes and responses were cued on test. Collectively, the results demonstrate that complex O-R priming effects are sensitive to cognitive load, whereas the very simple, standard O-R priming effect is more robust
A dimensional summation account of polymorphous category learning
Full text linkPolymorphous concepts are hard to learn, and this is perhaps surprising because they, like many natural concepts, have an overall similarity structure. However, the dimensional summation hypothesis (Milton and Wills Journal of Experimental Psychology: Learning, Memory and Cognition, 30, 407–415 2004) predicts this difficulty. It also makes a number of other predictions about polymorphous concept formation, which are tested here. In Experiment 4, we confirm the theory’s prediction that polymorphous concept formation should be facilitated by deterministic pretraining on the constituent features of the stimulus. This facilitation is relative to an equivalent amount of training on the polymorphous concept itself. In further experiments, we compare the predictions of the dimensional summation hypothesis with a more general strategic account (Experiment 2), a seriality of training account (Experiment 3), a stimulus decomposition account (also Experiment 3), and an error-based account (Experiment 4). The dimensional summation hypothesis provides the best account of these data. In Experiment 5, a further prediction is confirmed—the single feature pretraining effect is eliminated by a concurrent counting task. The current experiments suggest the hypothesis that natural concepts might be acquired by the deliberate serial summation of evidence. This idea has testable implications for classroom learning
Learning from failure:Errorful generation improves memory for items, not associations
Full text linkPotts and Shanks (2014) recently reported that making mistakes improved the encoding of novel information compared with simply studying. This benefit of generating errors is counterintuitive, since it resulted in less study time and more opportunity for proactive interference. Five experiments examined the effect of generating errors versus studying on item recognition, cued recall, associative recognition, two-alternative forced choice and multiple-choice performance. Following Potts and Shanks (2014), participants first attempted to learn the English definitions of either very rare English words or Euskara nouns. During encoding, participants either guessed the definition (and almost always made an error) before the correct definition was revealed, or simply studied the words for an equivalent period. Experiments 1–4 used rare English words. In these experiments, generating errors led to better subsequent recognition of both the cues and targets compared with studying (Experiments 1 and 3). Tests of cued recall and associative recognition, by contrast, revealed no significant benefit of generating errors over studying (Experiments 1–3). Generating errors during encoding also improved performance on a two-alternative forced choice test when the correct target was presented with a novel foil, but not when the familiarity of the target and the foil was matched (Experiment 4). In Experiment 5, a different set of materials – Euskara nouns – and a different (intermixed) encoding procedure was adopted. Here, guessing improved target recognition (performance was improved on a multiple-choice test with unfamiliar foils), but impaired cued recall performance. These results suggest that, when learning word pairs that do not have a pre-existing semantic association, generating errors strengthens the cues and targets in isolation, but does not strengthen the cue-target associations.</p
Selective effects of errorful generation on recognition memory: the role of motivation and surprise
Full text linkThe current research examined the effects of errorful generation on memory, focusing particularly on the roles of motivation and surprise. In two experiments, participants were first presented with photographs of faces and were asked to associate four facts with each photograph. On Generate trials, the participants guessed two of the facts (Guess targets) before those correct facts, and another two correct facts (Study targets), were revealed. On the remaining Read trials, all four facts were presented without a guessing stage. In Experiment 1, participants also ranked their motivation to know the answers before they were revealed, or their surprise on learning the true answers. Guess targets were subsequently better recognised than the concurrently presented, non-guessed Study targets. Guess targets were also better recognised than Read targets, and recognition of Study and Read targets did not differ. Errorful generation also increased self-reported motivation, but not surprise. Experiment 2 showed that the results of Experiment 1 can outlive a 20-minute delay, and that they generalise to a more challenging recognition test. Together, the results suggest that errorful generation improves memory specifically for the guessed fact, and this may be linked to an increase in motivation to learn that fact
Pretesting boosts recognition, but not cued recall, of targets from unrelated word pairs
Full text linkAttempting to retrieve the answer to a question on an initial test can improve memory for that answer on a subsequent test, relative to an equivalent study period. Such retrieval attempts can be beneficial even when they are unsuccessful, although this benefit is usually only seen with related word pairs. Three experiments examined the effects of pretesting for both related (e.g., pond-frog) and unrelated (e.g., pillow-leaf) word pairs on cued recall and target recognition. Pretesting improved subsequent cued recall performance for related but not for unrelated word pairs, relative to simply studying the word pairs. Tests of target recognition, by contrast, revealed benefits of pretesting for memory of targets from both related and unrelated word pairs. These data challenge popular theories that suggest that the pretesting effect depends on partial activation of the target during the pretesting phase
Pre-testing effects are target-specific and are not driven by a generalised state of curiosity
Full text linkGuessing an answer to an unfamiliar question prior to seeing the answer leads to better memory than studying alone (the pre-testing effect), which some theories attribute to increased curiosity. A similar effect occurs in general knowledge learning: people are more likely to recall information that they were initially curious to learn. Gruber and Ranganath [(2019). How curiosity enhances hippocampus-dependent memory: The prediction, appraisal, curiosity, and exploration (PACE) framework. Trends in Cognitive Sciences, 23(12), 1014–1025] argued that unanswered questions can cause a state of curiosity during which encoding is enhanced for the missing answer, but also for incidental information presented at the time. If pre-testing similarly induces curiosity, then it too should produce better memory for incidental information. We tested this idea in three experiments that varied the order, nature and timing of the incidental material presented within a pre-testing context. All three experiments demonstrated a reliable pre-testing effect for the targets, but no benefit for the incidental material presented before the target. This pattern suggests that the pre-testing effect is highly specific and is not consistent with a generalised state of curiosity
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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