Showing papers in "Journal of Experimental Psychology: General in 2001"

Emotion drives attention: detecting the snake in the grass.

Abstract: Participants searched for discrepant fear-relevant pictures (snakes or spiders) in grid-pattern arrays of fear-irrelevant pictures belonging to the same category (flowers or mushrooms) and vice versa. Fear-relevant pictures were found more quickly than fear-irrelevant ones. Fear-relevant, but not fear-irrelevant, search was unaffected by the location of the target in the display and by the number of distractors, which suggests parallel search for fear-relevant targets and serial search for fear-irrelevant targets. Participants specifically fearful of snakes but not spiders (or vice versa) showed facilitated search for the feared objects but did not differ from controls in search for nonfeared fear-relevant or fear-irrelevant, targets. Thus, evolutionary relevant threatening stimuli were effective in capturing attention, and this effect was further facilitated if the stimulus was emotionally provocative.

Do threatening stimuli draw or hold visual attention in subclinical anxiety

Abstract: Biases in information processing undoubtedly play an important role in the maintenance of emotion and emotional disorders In an attentional cueing paradigm, threat words and angry faces had no advantage over positive or neutral words (or faces) in attracting attention to their own location, even for people who were highly state-anxious In contrast, the presence of threatening cues (words and faces) had a strong impact on the disengagement of attention When a threat cue was presented and a target subsequently presented in another location, high state-anxious individuals took longer to detect the target relative to when either a positive or a neutral cue was presented It is concluded that threat-related stimuli affect attentional dwell time and the disengage component of attention, leaving the question of whether threat stimuli affect the shift component of attention open to debate

A Controlled-Attention View of Working-Memory Capacity

Abstract: In 2 experiments the authors examined whether individual differences in working-memory (WM) capacity are related to attentional control. Experiment I tested high- and low-WM-span (high-span and low-span) participants in a prosaccade task, in which a visual cue appeared in the same location as a subsequent to-be-identified target letter, and in an antisaccade task, in which a target appeared opposite the cued location. Span groups identified targets equally well in the prosaccade task, reflecting equivalence in automatic orienting. However, low-span participants were slower and less accurate than high-span participants in the antisaccade task, reflecting differences in attentional control. Experiment 2 measured eye movements across a long antisaccade session. Low-span participants made slower and more erroneous saccades than did high-span participants. In both experiments, low-span participants performed poorly when task switching from antisaccade to prosaccade blocks. The findings support a controlled-attention view of WM capacity.

The relationships among working memory, math anxiety, and performance.

Abstract: Individuals with high math anxiety demonstrated smaller working memory spans, especially when assessed with a computation-based span task. This reduced working memory capacity led to a pronounced increase in reaction time and errors when mental addition was performed concurrently with a memory load task. The effects of the reduction also generalized to a working memory-intensive transformation task. Overall, the results demonstrated that an individual difference variable, math anxiety, affects on-line performance in math-related tasks and that this effect is a transitory disruption of working memory. The authors consider a possible mechanism underlying this effect--disruption of central executive processes--and suggest that individual difference variables like math anxiety deserve greater empirical attention, especially on assessments of working memory capacity and functioning.

On the fragility of skilled performance: what governs choking under pressure?

Abstract: Experiments 1-2 examined generic knowledge and episodic memories of putting in novice and expert golfers. Impoverished episodic recollection of specific putts among experts indicated that skilled putting is encoded in a procedural form that supports performance without the need for step-by-step attentional control. According to explicit monitoring theories of choking, such proceduralization makes putting vulnerable to decrements under pressure. Experiments 3-4 examined choking and the ability of training conditions to ameliorate it in putting and a nonproceduralized alphabet arithmetic skill analogous to mental arithmetic. Choking occurred in putting but not alphabet arithmetic. In putting, choking was unchanged by dual-task training but eliminated by self-consciousness training. These findings support explicit monitoring theories of choking and the popular but infrequently tested belief that attending to proceduralized skills hurts performance.

How are visuospatial working memory, executive functioning, and spatial abilities related? A latent-variable analysis.

Abstract: This study examined the relationships among visuospatial working memory (WM) executive functioning, and spatial abilities One hundred sixty-seven participants performed visuospatial short-term memory (STM) and WM span tasks, executive functioning tasks, and a set of paper-and-pencil tests of spatial abilities that load on 3 correlated but distinguishable factors (Spatial Visualization, Spatial Relations, and Perceptual Speed) Confirmatory factor analysis results indicated that, in the visuospatial domain, processing-and-storage WM tasks and storage-oriented STM tasks equally implicate executive functioning and are not clearly distinguishable These results provide a contrast with existing evidence from the verbal domain and support the proposal that the visuospatial sketchpad may be closely tied to the central executive Further, structural equation modeling results supported the prediction that, whereas they all implicate some degree of visuospatial storage, the 3 spatial ability factors differ in the degree of executive involvement (highest for Spatial Visualization and lowest for Perceptual Speed) Such results highlight the usefulness of a WM perspective in characterizing the nature of cognitive abilities and, more generally, human intelligence

Perceiving, remembering, and communicating structure in events

Abstract: How do people perceive routine events, such as making a bed, as these events unfold in time? Research on knowledge structures suggests that people conceive of events as goal-directed partonomic hierarchies. Here, participants segmented videos of events into coarse and fine units on separate viewings; some described the activity of each unit as well. Both segmentation and descriptions support the hierarchical bias hypothesis in event perception: Observers spontaneously encoded the events in terms of partonomic hierarchies. Hierarchical organization was strengthened by simultaneous description and, to a weaker extent, by familiarity. Describing from memory rather than perception yielded fewer units but did not alter the qualitative nature of the descriptions. Although the descriptions were telegraphic and without communicative intent, their hierarchical structure was evident to naive readers. The data suggest that cognitive schemata mediate between perceptual and functional information about events and indicate that these knowledge structures may be organized around object/action units.

Working memory span and the role of proactive interference.

Abstract: The authors investigated the possibility that working memory span tasks are influenced by interference and that interference contributes to the correlation between span and other measures. Younger and older adults received the span task either in the standard format or one designed to reduce the impact of interference with no impact on capacity demands. Participants then read and recalled a short prose passage. Reducing the amount of interference in the span task raised span scores, replicating previous results (C. P. May, L. Hasher, & M. J. Kane, 1999). The same interference-reducing manipulations that raised span substantially altered the relation between span and prose recall. These results suggest that span is influenced by interference, that age differences in span may be due to differences in the ability to overcome interference rather than to differences in capacity, and that interference plays an important role in the relation between span and other tasks.

Working memory and the control of action: Evidence from task switching

Abstract: A series of 7 experiments used dual-task methodology to investigate the role of working memory in the operation of a simple action-control plan or program involving regular switching between addition and subtraction. Lists requiring switching were slower than blocked lists and showed 2 concurrent task effects. Demanding executive tasks impaired performance on both blocked and switched lists, whereas articulatory suppression impaired principally the switched condition. Implications for models of task switching and working memory and for the Vygotskian concept of verbal control of action are discussed.

Multisensory prior entry.

Abstract: Despite 2 centuries of research, the question of whether attending to a sensory modality speeds the perception of stimuli in that modality has yet to be resolved. The authors highlight weaknesses inherent in this previous research and report the results of 4 experiments in which a novel methodology was used to investigate the effects on temporal order judgments (TOJs) of attending to a particular sensory modality or spatial location. Participants were presented with pairs of visual and tactile stimuli from the left and/or right at varying stimulus onset asynchronies and were required to make unspeeded TOJs regarding which stimulus appeared first. The results provide the strongest evidence to date for the existence of multisensory prior entry and support previous claims for attentional biases toward the visual modality and toward the right side of space. These findings have important implications for studies in many areas of human and animal cognition.

Context processing in older adults: evidence for a theory relating cognitive control to neurobiology in healthy aging.

Abstract: A theory of cognitive aging is presented in which healthy older adults are hypothesized to suffer from disturbances in the processing of context that impair cognitive control function across multiple domains, including attention, inhibition, and working memory. These cognitive disturbances are postulated to be directly related to age-related decline in the function of the dopamine (DA) system in the prefrontal cortex (PFC). A connectionist computational model is described that implements specific mechanisms for the role of DA and PFC in context processing. The behavioral predictions of the model were tested in a large sample of older (N = 81) and young (N = 175) adults performing variants of a simple cognitive control task that placed differential demands on context processing. Older adults exhibited both performance decrements and, counterintuitively, performance improvements that are in close agreement with model predictions.

Cognitive arithmetic across cultures.

Abstract: Canadian university students either of Chinese origin (CC) or non-Asian origin (NAC) and Chinese university students educated in Asia (AC) solved simple-arithmetic problems in the 4 basic operations (e.g., 3 + 4, 7 - 3, 3 X 4, 12 •*• 3) and reported their solution strategies. They also completed a standardized test of more complex multistep arithmetic. For complex arithmetic, ACs outperformed both CCs and NACs. For simple arithmetic, however, ACs and CCs were equal and both performed better than NACs. The superior simple-arithmetic skills of CCs relative to NACs implies that extracurricular culture-specific factors rather than differences in formal education explain the simple-arithmetic advantage for Chinese relative to non-Asian North American adults. NAC's relatively poor simple-arithmetic performance resulted both from less efficient retrieval skills and greater use of procedural strategies. Nonetheless, all 3 groups reported using procedures for the larger simple subtraction and division problems, confirming the importance of procedural knowledge in skilled adults' performance of elementary mathematics. Knowledge of elementary arithmetic (i.e., simple addition, multiplication, subtraction, and division) is a pervasive requirement of everyday modern life, providing the essential means for dealing with a widely diverse variety of numerical-problem-solving situations. Basic arithmetic also provides the foundation for the more advanced mathematical skills that are central to all modern scientific disciplines. Consequently, understanding this fundamental intellectual skill is an important goal for cognitive science (Ashcraft, 1995; Geary, 1994). In this study, Chinese adults educated in the People's Republic of China and Canadian adults educated in Canada, either of Chinese or non-Asian origin, solved simple arithmetic problems involving the four basic operations (e.g., 3 + 4, 7 - 3, 3 X 4, 12 -=- 3). Participants also reported their strategy (i.e., direct memory retrieval vs. procedural strategies) after each problem. The purpose was to address three important questions of current research in cognitive arithmetic. First, when adults solve simple-arithmetic problems, what is the relative balance of direct memory retrieval versus use of procedural strategies such as counting or transformation (e.g., 6 + 7 = 6 + 6+1 = 13)? Recent evidence suggests that even skilled adults make substantial use of procedures (e.g., LeFevre, Sadesky, & Bisanz, 1996), but no study has attempted to assess this for the entire domain of elementary arithmetic. Second, what determines the problem-size effect (PSE) in cognitive arithmetic? The PSE is the virtually ubiquitous phenomenon that the difficulty of simplearithmetic problems increases as problem size increases. The PSE has been recognized and studied systematically for over 75 years (e.g., Clapp, 1924), but our study was the first to estimate the

Emotional modulation of cognitive control: Approach–withdrawal states double-dissociate spatial from verbal two-back task performance.

Abstract: Emotional states might selectively modulate components of cognitive control. To test this hypothesis, the author randomly assigned 152 undergraduates (equal numbers of men and women) to watch short videos intended to induce emotional states (approach, neutral, or withdrawal). Each video was followed by a computerized 2-back working memory task (spatial or verbal, equated for difficulty and appearance). Spatial 2-back performance was enhanced by a withdrawal state and impaired by an approach state; the opposite pattern held for verbal performance. The double dissociation held more strongly for participants who made more errors than average across conditions. The results suggest that approach-withdrawal states can have selective influences on components of cognitive control, possibly on a hemispheric basis. They support and extend several frameworks for conceptualizing emotion-cognition interactions.

Consciousness, control, and confidence: the 3 Cs of recognition memory.

Abstract: The contributions of recollection and familiarity to recognition memory performance were examined using the process dissociation, remember-know, and receiver operating characteristic (ROC) procedures. Under standard test conditions the 3 measurement procedures led to process estimates that were almost identical and to similar conclusions regarding the effects of different encoding manipulations. Dividing attention led to a large decrease in recollection and a smaller, sometimes nonsignificant, decrease in familiarity. Semantic compared with perceptual processing led to a large increase in recollection and a moderate increase in familiarity. Moreover, the results showed that familiarity was well described by classical signal-detection theory but that recollection reflected a threshold process. The convergence observed across the 3 measurement procedures shows that the 3 procedures tap similar underlying processes and that recollection and familiarity differ in terms of conscious awareness, intentional control, and the manner in which they contribute to the shape of response confidence ROCs.

Implicit learning out of the lab: the case of orthographic regularities.

Abstract: Children's (Grades 1 to 5) implicit learning of French orthographic regularities was investigated through nonword judgment (Experiments 1 and 2) and completion (Experiments 3a and 3b) tasks. Children were increasingly sensitive to (a) the frequency of double consonants (Experiments 1, 2, and 3a), (b) the fact that vowels can never be doubled (Experiment 2), and (c) the legal position of double consonants (Experiments 2 and 3b). The latter effect transferred to never doubled consonants but with a decrement in performance. Moreover, this decrement persisted without any trend toward fading, even after the massive amounts of experience provided by years of practice. This result runs against the idea that transfer to novel material is indicative of abstract rule-based knowledge and suggests instead the action of mechanisms sensitive to the statistical properties of the material. A connectionist model is proposed as an instantiation of such mechanisms.

Expressive writing can increase working memory capacity.

Abstract: The effect of emotional disclosure through expressive writing on available working memory (WM) capacity was examined in 2 semester-long experiments. In the first study, 35 freshmen assigned to write about their thoughts and feelings about coming to college demonstrated larger working memory gains 7 weeks later compared with 36 writers assigned to a trivial topic. Increased use of cause and insight words was associated with greater WM improvements. In the second study, students (n = 34) who wrote about a negative personal experience enjoyed greater WM improvements and declines in intrusive thinking compared with students who wrote about a positive experience (n = 33) or a trivial topic (n = 34). The results are discussed in terms of a model grounded in cognitive and social psychological theory in which expressive writing reduces intrusive and avoidant thinking about a stressful experience, thus freeing WM resources.

Grounding spatial language in perception: an empirical and computational investigation.

Abstract: The present paper grounds the linguistic cdategorization of space in aspects of visual perception; specifically, the structure of projective spatial terms such as above are grounded in the process of attention and in vector-sum coding of overall direction. This is formalized in the attentional vector-sum (AVS) model. This computational model accurately predicts linguistic acceptability judgments for spatial terms, under a variety of spatial configurations. In 7 experiments, the predictions of the AVS model are tested against those of 3 competing models. The results support the AVS model and disconfirm its competitors. The authors conclude that the structure of linguistic spatial categories can be partially explained in terms of independently motivated perceptual processes.

I am not an animal: mortality salience, disgust, and the denial of human creatureliness.

Abstract: The present research investigated the need to distinguish humans from animals and tested the hypothesis derived from terror management theory that this need stems in part from existential mortality concerns. Specifically, the authors suggest that being an animal is threatening because it reminds people of their vulnerability to death; therefore, reminding people of their mortality was hypothesized to increase the need to distance from animals. In support, Study 1 revealed that reminders of death led to an increased emotional reaction of disgust to body products and animals. Study 2 showed that compared to a control condition, mortality salience led to greater preference for an essay describing people as distinct from animals; and within the mortality salient condition but not the control condition, the essay emphasizing differences from other animals was preferred to the essay emphasizing similarities. The implications of these results for understanding why humans are so invested in beautifying their bodies and denying creaturely aspects of themselves are discussed.

What limits children's working memory span? Theoretical accounts and applications for scholastic development.

Abstract: Explanations of working memory span in children were studied in a longitudinal follow-up of J. N. Towse, G. J. Hitch, and U. Hutton (1998). Reading span and operation span were lower when within-task retention intervals were lengthened. For each task, variation in span between test waves and age cohorts was systematically related to changes in processing speed. The two spans explained substantial shared variance in both reading and arithmetic scores, with some evidence for domain specificity. Combined span scores predicted unique variance in scholastic attainment over a 1-year interval. The authors concluded that working memory span is constrained by rapid loss of active codes and is not simply a measure of capacity for resource sharing. Working memory is also implicated in scholastic development.

Thematic relations in adults' concepts.

Abstract: Concepts can be organized by their members' similarities, forming a kind (e.g., animal), or by their external relations within scenes or events (e.g., cake and candles). This latter type of relation, known as the thematic relation, is frequently found to be the basis of children's but not adults' classification. However, 10 experiments found that when thematic relations are meaningful and salient, they have significant influence on adults' category construction (sorting), inductive reasoning, and verification of category membership. The authors conclude that concepts function closely with knowledge of scenes and events and that this knowledge has a role in adults' conceptual representations.

The entry point of face recognition: evidence for face expertise.

Abstract: Previous studies have shown that experts (e.g., birdwatchers) are as fast to recognize objects at subordinate levels of abstraction (e.g., robin) as they are to recognize the same object at the basic level (e.g., bird). As a test of face expertise, the current study found that adults identify faces more frequently (Experiment 1) and as quickly (Experiment 2) at the subordinate level (e.g., Bill Clinton) as at the basic level (e.g., human). Whereas brief presentation (75 ms) impaired subordinate-level recognition of nonface objects, it did not impair the subordinate level recognition of faces (Experiment 3). Finally, in an identity-matching task, subordinate-level primes facilitated the matching responses of faces but not nonface objects (Experiment 4). Collectively, these results indicate that face expertise, like expert object expertise, promotes a downward shift in recognition to more subordinate levels of abstraction.

Teaching Bayesian reasoning in less than two hours.

Abstract: The authors present and test a new method of teaching Bayesian reasoning, something about which previous teaching studies reported little success. Based on G. Gigerenzer and U. Hoffrage's (1995) ecological framework, the authors wrote a computerized tutorial program to train people to construct frequency representations (representation training) rather than to insert probabilities into Bayes's rule (rule training). Bayesian computations are simpler to perform with natural frequencies than with probabilities, and there are evolutionary reasons for assuming that cognitive algorithms have been developed to deal with natural frequencies. In 2 studies, the authors compared representation training with rule training; the criteria were an immediate learning effect, transfer to new problems, and long-term temporal stability. Rule training was as good in transfer as representation training, but representation training had a higher immediate learning effect and greater temporal stability.

Task preparation and task repetition: two-component model of task switching

Abstract: The switch cost (the disadvantage of performing a new task vs. a repeated task) has been attributed to lack of preparation for the switched task or priming of the repeated task. These sources were examined by manipulating foreknowledge of task transition (repeat or switch), response-to-stimulus interval (RSI), and practice level. Regardless of foreknowledge, the cost decreased with RSI and practice. The reduction was greater with foreknowledge than with no foreknowledge, and the amount of switch cost did not depend on foreknowledge. These results suggest that the switch cost with foreknowledge may consist of both inadequate preparation and repetition benefit but the switch cost with no foreknowledge may reflect repetition benefit only. An ACT-R (adaptive control of thought-rational) model was proposed, accommodating both preparation and priming effect with 2 independent processes: conflict resolution among productions and decay of chunk activation.

Rhesus monkeys use geometric and nongeometric information during a reorientation task

Abstract: Rhesus monkeys (Macaca mulata) were subjected to a place finding task in a rectangular room perfectly homogeneous and without distinctive featural information. Results of Experiment 1 show that monkeys rely on the large-scale geometry of the room to retrieve a food reward. Experiments 2 and 3 indicate that subjects use also nongeometric information (colored wall) to reorient. Data of Experiments 4 and 5 suggest that monkeys do not use small angular cues but that they are sensitive to the size of the cues (Experiments 6, 7, and 8). Our findings strengthen the idea that a mechanism based on the geometry of the environment is at work in several mammalian species. In addition, the present data offer new perspectives on spatial cognition in animals that are phylogenetically close to humans. Specifically, the joint use of both geometric and landmark-based cues by rhesus monkeys tends to demonstrate that spatial processing became more flexible with evolution.

Statistical learning in a serial reaction time task: access to separable statistical cues by individual learners.

Abstract: The ability of adult learners to exploit the joint and conditional probabilities in a serial reaction time task containing both deterministic and probabilistic information was investigated. Learners used the statistical information embedded in a continuous input stream to improve their performance for certain transitions by simultaneously exploiting differences in the predictability of 2 or more underlying statistics. Analysis of individual learners revealed that although most acquired the underlying statistical structure veridically, others used an alternate strategy that was partially predictive of the sequences. The findings show that learners possess a robust learning device well suited to exploiting the relative predictability of more than 1 source of statistical information at the same time. This work expands on previous studies of statistical learning, as well as studies of artificial grammar learning and implicit sequence learning.

The sensitization and differentiation of dimensions during category learning.

Abstract: The reported experiments explored 2 mechanisms by which object descriptions are flexibly adapted to support concept learning: selective attention and dimension differentiation. Arbitrary dimensions were created by blending photographs of faces in different proportions. Consistent with learned selective attention, positive transfer was found when initial and final categorizations shared either relevant or irrelevant dimensions. Unexpectedly good transfer was observed when both irrelevant dimensions became relevant and relevant dimensions became irrelevant, and was explained in terms of participants learning to isolate one dimension from another. This account was further supported by experiments indicating that conditions expected to produce positive transfer via dimension differentiation produced better transfer than conditions expected to produce positive transfer via selective attention, but only when stimuli were composed of highly integral and spatially overlapping dimensions.

Causal knowledge and categories: the effects of causal beliefs on categorization, induction, and similarity.

Abstract: Despite the recent interest in the theoretical knowledge embedded in human representations of categories, little research has systematically manipulated the structure of such knowledge. Across four experiments this study assessed the effects of interattribute causal laws on a number of category-based judgments. The authors found that (a) any attribute occupying a central position in a network of causal relationships comes to dominate category membership, (b) combinations of attribute values are important to category membership to the extent they jointly confirm or violate the causal laws, and (c) the presence of causal knowledge affects the induction of new properties to the category. These effects were a result of the causal laws, rather than the empirical correlations produced by those laws. Implications for the doctrine of psychological essentialism, similarity-based models of categorization, and the representation of causal knowledge are discussed.

Forgetting our facts: the role of inhibitory processes in the loss of propositional knowledge.

Abstract: Seven experiments are reported that show that retrieving facts from long-term memory is accomplished, in part, by inhibitory processes that suppress interfering facts. When asked to repeatedly retrieve a recently learned proposition (e.g., recalling The actor is looking at the tulip, given cues such as Actor looking t__), subjects experienced a recall deficit for related facts (e.g., The actor is looking at the violin) on a recall test administered 15 min later. Importantly, this retrieval-induced forgetting was shown to generalize to other facts in which the inhibited concepts took part (e.g., The teacher is lifting the violin), replicating a finding observed by M. C. Anderson and B. A. Spellman (1995) with categorical stimuli. These findings suggest a critical role for suppression in models of propositional retrieval and implicate the mere retrieval of what we know as a source of forgetting of factual knowledge.

An analysis of ideomotor action.

Abstract: This article presents a framework based on the work of R. H. Lotze (1852), W. James (1890), and A. G. Greenwald (1970) for understanding ideomotor actions that tend to arise when individuals watch others perform certain actions. Two principles of ideomotor action induction are distinguished: perceptual induction, in which people tend to perform the movements they see, and intentional induction, in which people tend to perform movements suited to achieve what they would like to see. In 3 experiments, ideomotor hand, head, and foot movements were studied while participants watched a ball traveling toward a target. Results showed strong support for intentional induction, weaker support for perceptual induction, and a strong impact of the effector studied. The representational basis of action induction (stimulus vs. goal representations) and the automaticity of the underlying processing (task-dependent vs. task-independent induction) were considered.

The dawning of a past: the emergence of long-term explicit memory in infancy.

Abstract: The ability to recall information about the past is thought to emerge in the 2nd half of the 1st year of life. Although there is evidence from both cognitive neuroscience and behavioral psychology to support this hypothesis, there is little longitudinal evidence with which the question can be addressed. Infants' memory abilities were tested between the ages of 9 and 16 months using elicited and deferred imitation. Infants' memory for events was tested after delays ranging from 1 to 6 months. The results suggest that at 9 months of age, infants are able to store and retrieve representations over delays of as many as 4 weeks but not over long delays. In contrast, 10-month-olds have at their disposal a system that allows encoding and retrieval of event representations over delays of up to 6 months. These results support the idea that the system that underlies long-term ordered recall emerges near the end of the 1st year of life.