Properties of cognitive maps constructed from texts

Subjects in three experiments read texts describing the locations of landmarks in a fictitious town. Later they drew sketch maps and verified sentences describing the relative locations of the landmarks. We predicted that subjects would develop mental models of the town that were organized around important landmarks (“anchors”), as are cognitive maps constructed through real-world navigation. More specifically, we expected that landmarks used in the text as reference points for describing the locations of some other landmarks would emerge as anchors in the subjects’ cognitive maps and would consequently be recalled more accurately. Results showed that subjects represented such reference-point landmarks more accurately than they did the locations of other landmarks. This effect was independent of: (1) the perspective from which the text was written (route or survey); (2) whether or not a map was present at learning; (3) the order of information in the text (linear or anchors-first), and (4) the amount of information available to the subjects while drawing sketch maps (the full text, the landmark names only, or no information).     

Effect of Landmark Type on Route Memory in Unfamiliar Homogenous Environment

Landmarks are objects that have salience that is either visual, semantic or structural. Recent researches have pointed out observer characteristics that make a landmark salient. These have been termed cognitive salience. This study investigated the effects of two components of cognitive salience, familiarity and degree of recognition, on route memory. The first experiment examined the effect of familiarity of landmark and ease with which it could be recognized (degree of recognition) on remembering a route, while in the second experiment only degree of recognition was varied while holding familiarity constant. Two types of landmarks (text and image) were shown to participants who had to recollect course taken at decision points during wayfinding tasks. Participants were shown navigation videos generated using Squareland Model. The videos had six decision points each having one landmark, and the participants were required to indicate the direction of the turn when the landmarks were shown again. Results showed that pictorial landmarks (high degree of recognition) were better facilitators of route memory than textual landmarks (low degree of recognition). Results also indicated that familiar buildings served as better landmarks than unfamiliar buildings. In the second experiment another level of degree of recognition (medium) was added and compared with high and low levels. Results confirmed the findings of the first experiment with high degree of recognition being the best facilitator followed by medium and low degree of recognition. Our findings lend empirical support to the concept of cognitive salience proposed by Caduff and Timpf (Cogn Process 9:249–267, 2008) and highlight the importance of observer characteristics in determining what constitutes as good landmark.     

Judging Knowledge in the Digital Age: The Role of External‐Memory Organization

Two studies examined relations between features of external‐memory repositories (personal computers) and confidence in knowing. Participants judged their confidence in knowledge related to their work or studies and then answered questions about the way they store and use information. Participants who maintained more organized repositories were more confident in their knowledge. Furthermore, moderation analyses showed that the participants who navigated through their files by manually clicking through folders to find documents, but not those who use an automated search feature, felt more knowledge confident if they maintained a well‐organized electronic repository. These results provide evidence for relation between assessments of internally ‘stored’ knowledge and the degree of organization of their externally stored ‘knowledge.’ Copyright © 2016 John Wiley & Sons, Ltd.     

Make this detour and be unselfish! Influencing urban route choice by explaining traffic management

Traffic management policies aim to improve traffic flow by influencing the route choice of drivers, therefore preventing traffic jams in crowded cities. With respect to a system-optimum of the traffic network, drivers might have to make small-scale detours. The aim of this article is to encourage unselfish route choice behaviour in an urban context by informing drivers in advance about the objectives of traffic management. Two studies were conducted: (1) an online survey (N = 244) and (2) a driving simulation study (N = 48). The first study focussed on the general effect of recommendations for routes with longer travel times (system-optimal routes) when traffic management is explained. Other route choice attributes (travel time, red-light duration, time pressure) were analysed as well. Drivers were randomly confronted with 35 route choice scenarios consisting of a main route with certain red-light duration and an alternative route without. Results showed that the compliance with system-optimal routes is increased by around 10 percentage points when comparing the group with recommendation to the group without. This effect occurred independently of the variation of other route choice attributes. The second study aimed to determine if the compliance can be increased even more if drivers receive in-depth information about traffic management and experience ‘good’ as well as ‘bad’ recommendations in a driving simulator. Results showed no further effect of these manipulations on route choice. Only decision-making times and subjective evaluation were influenced by in-depth information compared to basic information. Altruism was partly correlated with decision-making. This article shows a novel approach to encouraging drivers to select routes with longer travel times for the benefit of the common good. Drivers’ knowledge gap regarding traffic management needs to be closed in order to enhance their understanding of traffic regulations. Finally, results of this research should be transferred to driver models within traffic simulations to estimate the effects on traffic networks.     

Young Children's Reports of When Events Occurred: Do Event Type and Assessment Method Matter?

Studying young children's reporting about when various events occurred informs about the development of episodic memory and metacognition. In two experiments, 55 3‐ to 5‐year‐old children participated in two activity sessions, a week apart. During the activity sessions, they learned novel animal facts and body movements, and they coloured animal pictures and posed for body movement photos. Immediately after the second activity session, children were interviewed about when they experienced the various events. Overall, children were as accurate about learning events as physical events, but they were more accurate when asked temporal distance (e.g. ‘Which did you learn a longer time ago, “X” or “Y”?’) than temporal location questions (e.g. ‘Which did you learn before today, “X” or “Y”?’). The results suggest that young children's apparent difficulty recognizing new learning is not due to a rapid ‘remember‐to‐know shift’. Rather, the way we ask young children about when they experienced various events determines their accuracy. Copyright © 2016 John Wiley & Sons, Ltd.     

Retracted: Judging the unexpected: Disconfirmation of situation‐specific expectancies

People's interactions with others typically take place in specific situations. Therefore, it is likely that expectancies of others are often situation‐specific. In two studies, we examined when and how this situation‐specificity of expectancies affects judgment.We showed that situation‐specific expectancies ‘“Michael is kind at work”’ lead to surprise and contrast effects when incongruent behavior refers to the same specific situation ‘work’, but not in other situations ‘general or home’, whereas general expectancies ‘“Michael is kind”’ lead to such surprise and contrast effects, regardless of the target situation. These results suggest that people sometimes are “situationalists” and do not always show dispositional biases. Copyright © 2009 John Wiley & Sons, Ltd.     

How do we get there? Effects of cognitive aging on route memory

Research into the effects of cognitive aging on route navigation usually focuses on differences in learning performance. In contrast, we investigated age-related differences in route knowledge after successful route learning. One young and two groups of older adults categorized using different cut-off scores on the Montreal Cognitive Assessment (MoCA), were trained until they could correctly recall short routes. During the test phase, they were asked to recall the sequence in which landmarks were encountered (Landmark Sequence Task), the sequence of turns (Direction Sequence Task), the direction of turn at each landmark (Landmark Direction Task), and to identify the learned routes from a map perspective (Perspective Taking Task). Comparing the young participant group with the older group that scored high on the MoCA, we found effects of typical aging in learning performance and in the Direction Sequence Task. Comparing the two older groups, we found effects of early signs of atypical aging in the Landmark Direction and the Perspective Taking Tasks. We found no differences between groups in the Landmark Sequence Task. Given that participants were able to recall routes after training, these results suggest that typical and early signs of atypical aging result in differential memory deficits for aspects of route knowledge.     

Individual and gender differences in good and first‐class undergraduate degree performance

Corroborating recent findings elsewhere, women within a large undergraduate sample at the University of Sussex achieved a greater proportion of ‘good’ (first‐ or upper‐second‐class) degrees than did their male counterparts. This female advantage disappeared when statistically controlling for the trait openness to experience and for study‐related behaviour whilst at university (i.e. attending seminars and completing ‘non‐contributory’ assignments). Contrary to robust findings previously obtained elsewhere, only slight and unreliable evidence was found that men at Sussex obtained a greater proportion of first‐class degrees than did women. Moreover, differences favouring either gender were unreliable across the subjects of study. Indeed, ‘subject gaps’ often appeared more pronounced than ‘gender gaps’, where present. We conclude that emphasis should be shifted away from research on gender differences per se in favour of recent approaches that more directly explore reasons for successful undergraduate performance. However, to the extent that subject choice is an important determinant of degree performance, gender differences in subject choice will continue to be an important area of research.     

Hyper‐affiliation to the Religious In‐group Among British Pakistani Muslim Gay Men

This article examines how British Muslim gay men may safeguard membership in the religious group, which can be threatened as a result of self‐identifying as gay. Twenty British Pakistani Muslim gay men were interviewed. Data were analyze using an interpretative phenomenological analysis through the heuristic lens of identity process theory. The following themes are discussed: (i) ‘gay identity casting doubt upon one's Muslim‐ness’; (ii) ‘Ramadan: a symbolic opportunity to be a “true Muslim”’; and (iii) ‘accepting “Muslim views” and religious authenticity’. Data suggest that threatened Muslim identity can lead to hyper‐affiliation to the religious in‐group, which is achieved through a multitude of substrategies. Practical implications are discussed. Copyright © 2013 John Wiley & Sons, Ltd.     

Effects of testing on subsequent re‐encoding and long‐term forgetting of action‐relevant materials: On the influence of recall type

Testing one's memory of previously studied information reduces the rate of forgetting, compared to restudy. However, little is known about how this direct testing effect applies to action phrases (e.g., “wash the car”) – a learning material relevant to everyday memory. As action phrases consist of two different components, a verb (e.g., “wash”) and a noun (e.g., “car”), testing can either be implemented as noun‐cued recall of verbs or verb‐cued recall of nouns, which may differently affect later memory performance. In the present study, we investigated the effect of testing for these two recall types, using verbally encoded action phrases as learning materials. Results showed that repeated study–test practice, compared to repeated study–restudy practice, decreased the forgetting rate across 1 week to a similar degree for both noun‐cued and verb‐cued recall types. However, noun‐cued recall of verbs initiated more new subsequent learning during the first restudy, compared to verb‐cued recall of nouns. The study provides evidence that testing has benefits on both subsequent restudy and long‐term retention of action‐relevant materials, but that these benefits are differently expressed with testing via noun‐cued versus verb‐cued recall.