Showing papers by "Gail McKoon published in 2018"
TL;DR: This work tested whether older adults, college students, and adults with poor literacy skills accomplish contextually relevant encoding, and found that all three groups encoded meanings as contextuallyrelevant.
11 citations
TL;DR: The study demonstrates that confidence judgment choice proportion and RT distribution data from older adults can be fit with the response time and confidence 2 (RTCON2) model.
Abstract: We examined the effects of aging on performance in an item-recognition experiment with confidence judgments. A model for confidence judgments and response time (RTs; Ratcliff & Starns, 2013) was used to fit a large amount of data from a new sample of older adults and a previously reported sample of younger adults. This model of confidence judgments allows us to distinguish between changes evidence from memory and changes in decision-related components and it accounts for both RT distributions and response proportions. Older adults took longer to respond than younger adults, older adults exhibited a small decrease in the strength of evidence from memory compared with younger adults and a slight bias toward judging items as "old." The difference in RTs between the 2 age groups was primarily explained by the difference in the nondecision component. Although our small sample size makes the general conclusions about aging tentative, the results are consistent with other research examining the effects of aging in two-choice RT tasks and response-signal tasks, and the study demonstrates that confidence judgment choice proportion and RT distribution data from older adults can be fit with the response time and confidence 2 (RTCON2) model. (PsycINFO Database Record
8 citations
17 Apr 2018
TL;DR: There are two different notions of automaticity as mentioned in this paper, one concerned the relationship between a stimulus and the response to that stimulus, and how that relationship can become automatic with practice, and the other notion was used for discussing priming, that is, whether one concept automatically activates another.
Abstract: There are a number of procedures that can be described as involving priming. What they have in common is an attempt to influence a subject’s response to a test item by presenting some priming information immediately prior to the test item. The priming task have found most useful for examining the processes of comprehension is item recognition. Priming in item recognition as a procedure for investigating comprehension can be compared both to other procedures for investigating comprehension and to other kinds of priming procedures. There are two different notions of automaticity. One is that of Schneider and Shiffrin and it concerns the relationship between a stimulus and the response to that stimulus, and how that relationship can become automatic with practice. The other notion of automaticity, the one which will be used for discussing priming, concerns the relationship between one concept and another, that is, whether one concept automatically activates another.
1 citations