Does aging affect the allocation of visual attention in global and local information processing?

The earliest studies of Navon (1977) showed that in certain conditions the visual perception of hierarchical stimuli generates a global precedence effect. This hypothesis is based on the joint occurrence of two effects: a response time (RT) advantage for identifying global targets and interference by global distractors when responding to a local target. The aim of the present study was to determine the involvement of attentional mechanisms and whether certain aspects are specifically altered by normal aging. In a selective-attention task, a complete global precedence effect was found for young and old subjects. However, for the old subjects, global interference on local identification was more pronounced than for the young subjects. In a divided-attention task, the RT advantage was affected by attention shifts between global and local forms for both young and old subjects, but the global interference effect did not change.     

Effect of syllabus tone: students’ perceptions of instructor and course

It is not uncommon for students to complain that faculty are unapproachable, while faculty complain that students are not engaged. Such perceptions, especially when formed at the start of a semester, can impact what students learn and how instructors teach; therefore, it is critical that these perceptions are prevented if a course is to be successful. A good starting point is the syllabus, which not only informs students about a course and its requirements, but creates a first impression about the instructor and his or her attitudes toward teaching. We conducted an experiment in which the course syllabus was manipulated to reflect a friendly or an unfriendly tone so that we could explore the perceptions students formed of the instructor and class. Results supported the hypothesis that a syllabus written in a friendly, rather than unfriendly, tone evoked perceptions of the instructor being more warm, more approachable, and more motivated to teach the course.     

Does suppressing the thought of a self-relevant stigma affect interpersonal interaction?

In the current study, we examined the effects of women's suppressing negative gender stereotypes while interacting with a male confederate. Compared with control participants, those who suppressed negative thoughts about women's ability experienced less self-confidence, lower self-esteem, and were more nonverbally submissive during the interaction, particularly if they were high in stigma consciousness (Pinel, 1999). These findings illustrate the negative intra- and interpersonal consequences of stigma suppression.     

Better the devil you know? Nonconscious processing of identity and affect of famous faces

The nonconscious recognition of facial identity was investigated in two experiments featuring brief (17-msec) masked stimulus presentation to prevent conscious recognition. Faces were presented in simultaneous pairs of one famous face and one unfamiliar face, and participants attempted to select the famous face. Subsequently, participants rated the famous persons as ”good“ or ”evil“ (Experiment 1) or liked or disliked (Experiment 2). In Experiments 1 and 2, responses were less accurate to faces of persons rated evil/disliked than to faces of persons rated good/liked, and faces of persons rated evil/disliked were selected significantly below chance. Experiment 2 showed the effect in a within-items analysis: A famous face was selected less often by participants who disliked the person than by participants who liked the person, and the former were selected below chance accuracy. The within-items analysis rules out possible confounding factors based on variations in physical characteristics of the stimulus faces and confirms that the effects are due to participants’ attitudes toward the famous persons. The results suggest that facial identity is recognized preconsciously, and that responses may be based on affect rather than familiarity.     

Does task sustainability provide a unified measure of subjective task difficulty?

Psychonomic Bulletin & Review - What accounts for the subjective difficulty of a task? It is easy to suggest ad hoc measures, such as how many individuals can do the task, how long it takes...     

Does the identification of simple features require serial processing?

Several recent studies have shown performance decrements with increasing display size when background texture elements are present in a same-different feature discrimination task--a result that challenges the traditional notion that the identities of simple visual features are processed in parallel, preattentively. Four experiments are reported that explore the implications of these results. Experiment 1 replicates the recent studies but limits the generalizability of the results to small target numbers. Experiments 2 and 3 show that the observed performance decrements are not due to a serial or even limited-capacity, parallel process. Experiment 4 suggests that decision factors idiosyncratic to the use of texture elements in a same-different task are responsible for the effect. It is concluded that the identification of simple visual features proceeds in parallel, with unlimited capacity (i.e., preattentively).     

Does retrieval fluency contribute to the underconfidence-with-practice effect?

Judgments of learning (JOLs) made during multiple study-test trials underestimate increases in recall performance across those trials, an effect that has been dubbed the underconfidence-with-practice (UWP) effect. In 3 experiments, the authors examined the contribution of retrieval fluency to the UWP effect for immediate and delayed JOLs. The UWP effect was demonstrated with reliable underconfidence on Trial 2 occurring for both kinds of JOL. However, in contrast to a retrieval-fluency hypothesis, fine-grained analyses indicated that the reliance of JOLs on retrieval fluency contributed minimally to the UWP effect. Our discussion focuses on the status of the retrieval-fluency hypothesis for the UWP effect.     

TV or not TV? Does the immediacy of viewing images of a momentous news event affect the quality and stability of flashbulb memories?

The flashbulb accounts of 38 participants concerning the September 11th 2001 terrorist attack reported at both 28 hours and 6 months following the event were examined for quantity, quality, and consistency as a function of the time lapse between first learning of the event and initial viewing of media images. The flashbulb accounts of those who reported seeing images at least an hour after learning of the event differed qualitatively, but not quantitatively, from accounts of participants who reported seeing images at the same time as or within minutes of learning of the event. Delayed viewing of images resulted in less elaborate and generally less consistent accounts across the 6-month interval. The results are discussed in terms of factors affecting flashbulb memory formation and individual differences in connectedness to the event.     

Does the context of reinforcement affect resistance to change?

Eight pigeons were trained on multiple schedules of reinforcement where pairs of components alternated in blocks on different keys to define 2 local contexts. On 1 key, components arranged 160 and 40 reinforcers/hr; on the other, components arranged 40 and 10 reinforcers/hr. Response rates in the 40/hr component were higher in the latter pair. Within pairs, resistance to prefeeding and resistance to extinction were generally greater in the richer component. The two 40/hr components did not differ in resistance to prefeeding, but the 40/hr component that alternated with 10/hr was more resistant to extinction. This discrepancy was interpreted by an algebraic model relating response strength to component reinforcer rate, including generalization decrement. According to this model, strength is independent of context, consistent with research on schedule preference.     

TV or not TV? Does the immediacy of viewing images of a momentous news event affect the quality and stability of flashbulb memories?

The flashbulb accounts of 38 participants concerning the September 11th 2001 terrorist attack reported at both 28 hours and 6 months following the event were examined for quantity, quality, and consistency as a function of the time lapse between first learning of the event and initial viewing of media images. The flashbulb accounts of those who reported seeing images at least an hour after learning of the event differed qualitatively, but not quantitatively, from accounts of participants who reported seeing images at the same time as or within minutes of learning of the event. Delayed viewing of images resulted in less elaborate and generally less consistent accounts across the 6-month interval. The results are discussed in terms of factors affecting flashbulb memory formation and individual differences in connectedness to the event.     

Does a causal relation exist between the functional hemispheric asymmetries of visual processing subsystems?

Past research indicates that specific shape recognition and spatial-relations encoding rely on subsystems that exhibit right-hemisphere advantages, whereas abstract shape recognition and spatial-relations encoding rely on subsystems that exhibit left-hemisphere advantages. Given these apparent regularities, we tested whether asymmetries in shape processing are causally related to asymmetries in spatial-relations processing. We examined performance in four tasks using the same stimuli with divided-visual-field presentations. Importantly, the asymmetry observed in any one task did not correlate with the asymmetries observed in the other tasks in ways predicted by extant theories. Asymmetries in shape processing and spatial-relations encoding may not be due to a common causal force influencing multiple subsystems.     

Does a regional accent perturb speech processing?

The processing costs involved in regional accent normalization were evaluated by measuring differences in lexical decision latencies for targets placed at the end of sentences with different French regional accents. Over a series of 6 experiments, the authors examined the time course of comprehension disruption by manipulating the duration and presentation conditions of accented speech. Taken together, the findings of these experiments indicate that regional accent normalization involves a short-term adjustment mechanism that develops as a certain amount of accented signal is available, resulting in a temporary perturbation in speech processing.     

Repeated retrieval practice and item difficulty: Does criterion learning eliminate item difficulty effects?

A wealth of previous research has established that retrieval practice promotes memory, particularly when retrieval is successful. Although successful retrieval promotes memory, it remains unclear whether successful retrieval promotes memory equally well for items of varying difficulty. Will easy items still outperform difficult items on a final test if all items have been correctly recalled equal numbers of times during practice? In two experiments, normatively difficult and easy Lithuanian–English word pairs were learned via test–restudy practice until each item had been correctly recalled a preassigned number of times (from 1 to 11 correct recalls). Despite equating the numbers of successful recalls during practice, performance on a delayed final cued-recall test was lower for difficult than for easy items. Experiment 2 was designed to diagnose whether the disadvantage for difficult items was due to deficits in cue memory, target memory, and/or associative memory. The results revealed a disadvantage for the difficult versus the easy items only on the associative recognition test, with no differences on cue recognition, and even an advantage on target recognition. Although successful retrieval enhanced memory for both difficult and easy items, equating retrieval success during practice did not eliminate normative item difficulty differences.     

Does substance use affect reliabilities of the Implicit Association Test?

The authors examined whether use of alcohol or marijuana affected reliability of the Implicit Association Test (IAT; A. G. Greenwald, D. E. McGhee, & J. L. K. Schwartz, 1998). Consistent with research indicating the possibility that marijuana use depletes cognitive resources, the authors found worse reliabilities for participants who recently used marijuana than for those who had not. Recent alcohol users and nonusers demonstrated similar IAT reliability. Subsequent analyses indicated that reliability differences between marijuana users and nonusers were most pronounced when participants began with incongruous tasks and then switched to congruous tasks. Results were consistent with work on the residual costs of task switching that indicates that effortful tasks promote interference with tasks that follow. The authors discussed results in terms of IAT scoring procedures and the prevalence of use of alcohol and marijuana on university campuses.     

Does anxiety affect children's reports of memory for a stressful event?

The study was conducted to explore the effects of anxiety on children's memory for a naturalistic, potentially stressful event. Eighty children of two age groups, 4-5 and 7-8 years, visited the dentist for either a teeth-cleaning check-up or an operative procedure. Anxiety was assessed by a behavioural rating scale, as well as through Likert-scale ratings by the hygienist, parent, and child. Memory for the event was elicited through free recall and specific central and peripheral questions. High anxiety had a debilitative effect on the reports of the older children, but not on young children's reports. However, experience with the dental event mediated the influence of age and anxiety on memory. Although all measures of anxiety were significantly associated with each other, only the behavioural rating scale yielded statistically reliable effects of anxiety on memory. The anxiety-memory relationship is believed to be more complex than previous research with children suggests.     

Does the Simon effect affect movement execution?

The present work set out to test the prediction of the dual-route response selection account of the Simon effect, which maintains that the Simon effect, and its facilitation and interference components, should show up at the response selection stage irrespective of when it takes place during processing. Previous works have shown that in the case of a movement response, two strategies can be adopted for responding. The main difference between these two response strategies consists of when response selection operations take place. The two experiments reported in the present study showed that when response selection operates clearly before movement initiations, the Simon effect shows up in reaction time and not in movement time.     

The effect of identical word pairs on people's metamemory judgments: What are the contributions of processing fluency and beliefs about memory?

Judgments of learning (JOLs) are higher for identical pairs (dog–dog) than for related pairs (dog–cat). This identical effect may be mediated (a) by processing fluency (i.e., identical pairs are processed faster than related pairs) or (b) by a belief that identical pairs are better remembered or (c) by both factors. In the present work, we assessed the contribution of both factors. We evaluated whether a measure of processing fluency (i.e., self-paced study) mediated the relationship between pair type and JOLs (Experiment 1) and attempted to disrupt processing fluency using an AlTeRnAtInG presentation format (Experiment 2). We also evaluated whether judgments made in the absence of processing fluency demonstrated the identical effect (Experiment 3), and, finally, we had participants read a vignette about an experiment that included both pair types and estimate which pairs would be best remembered (Experiment 4). Evidence from all experiments converged on the conclusion that people's beliefs about how variables affect memory—and not differential fluency—best explain the identical effect, although we cannot entirely rule out the possibility that fluency plays a small role. The outcomes were consistent with the analytic-processing theory of JOLs—namely, when instructed to make JOLs, people adopt an analytic problem-solving approach that involves identifying variation across pairs that plausibly relate to memory and then use this variation to make JOLs.     

Does rate of processing determine ease of target detection?

In a complex target identification task, Krumhansl (1982) reported that ease of target detection was inversely related to the exposure duration of contextual elements in the display. This relationship held at brief exposures of the contextual elements. However, in Krumhansl's design, brightness and duration covaried. Hence, the results cannot be ascribed unambiguously to the effect of duration alone. In the present two experiments, brightness and duration were varied independently. The outcome showed that brightness differences were both a necessary and a sufficient condition for producing the relationships observed by Krumhansl. In fact, when brightness was equalized across all durations the relationship was reversed. Although unable to account for the effects of duration, Krumhansl's formal model remains viable as a predictor of the effects of brightness.