How do people order stimuli?

People may find it easier to construct an order after first representing stimuli on a scale or categorizing them, particularly when the number of stimuli to be ordered is large or when some of them must be remembered. Five experiments tested this hypothesis. In two of these experiments (1 and 3), we asked participants to rank line lengths or to rank photographs by artistic value. The participants provided evidence of how they performed these tasks, and this evidence indicated that they often made use of some preliminary representation—either a metric or a categorization. Two further experiments (2 and 4) indicated that people rarely produced rankings when given a choice of assessment measures for either the length of lines or the artistic value of photographs. In Experiment 5, when the number of lines was larger or lines were only visible one at a time, participants were faster at estimating line lengths as a percentage of the card covered than at rank ordering the lengths. Overall, the results indicate that ordering stimuli is not an easy or natural process when the number of stimuli is large or when the stimuli are not all perceptible at once. An implication is that the psychological measures available to individuals are not likely to be purely ordinal when many of the elements being measured must be recalled.     

Language statistics explain the spatial–numerical association of response codes

The spatial–numerical association of response codes (SNARC) has shown that parity judgments with participants’ left hands yield faster response times (RTs) for smaller numbers than for larger numbers, with the opposite result for right-hand responses. These findings have been explained by participants perceptually simulating magnitude on a mental number line. In three RT experiments, we showed that the SNARC effect can also be explained by language statistics. Participants made parity judgments of number words (Exp. 1) and Arabic numerals (Exp. 2). Linguistic frequencies of the number words and numbers mirrored the SNARC effect, explaining aspects of processing that a perceptual simulation account could not. In Experiment 3, we investigated whether high- and low-frequency nonnumerical words would also elicit a SNARC-like effect. Again, RTs were faster for high-frequency words for left-hand responses, with the opposite result for right-hand responses. These results demonstrate that what has only been attributed to perceptual simulation should also be attributed to language statistics.     

Exploiting illusory effects to disclose similarities in numerical and luminance processing

Recent studies have suggested that numerical and physical magnitudes are similarly processed by a generalized magnitude system. The present study investigates the number?Cluminance interaction, taking advantage of illusory effects in a cued line bisection task with numerical or nonnumerical flankers and varying levels of luminance. The results showed that both dimensions influenced bisection performance. Whereas numbers (Experiment 1) induced a systematic shift of the subjective midpoint toward the larger digit, luminance (Experiment 2) modulated the bisection performance toward the darker flanker. By combining these two illusions (Experiments 3 and 4), the two dimensions interfered with each other. This pattern of results suggests overlapping representations for physical and numerical magnitudes and highlights the value of illusory effects in cognitive research.     

Age-of-acquisition effects in delayed picture-naming tasks

We report two experiments that explored the linguistic locus of age-of-acquisition effects in picture naming by using a delayed naming task that involved only a low proportion of trials (25 %) while, for the large majority of the trials (75 %), participants performed another task—that is, the prevalent task. The prevalent tasks were semantic categorization in Experiment 1a and grammatical-gender decision in Experiments 1b and 2. In Experiment 1a, in which participants were biased to retrieve semantic information in order to perform the semantic categorization task, delayed naming times were affected by age of acquisition, reflecting a postsemantic locus of the effect. In Experiments 1b and 2, in which participants were biased to retrieve lexical information in order to perform the grammatical gender decision task, there was also an age-of-acquisition effect. These results suggest that part of the age-of-acquisition effect in picture naming occurs at the level at which the phonological properties of words are retrieved.     

Infants’ discrimination of crossed and uncrossed horizontal disparity

In a series of preferential-looking experiments, infants 5 to 6 months of age were tested for their responsiveness to crossed and uncrossed horizontal disparity. In Experiments 1 and 2, infants were presented with dynamic random dot stereograms displaying a square target defined by either a 0.5° crossed or a 0.5° uncrossed horizontal disparity and a square control target defined by a 0.5° vertical disparity. In Experiment 3, infants were presented with the crossed and the uncrossed horizontal disparity targets used in Experiments 1 and 2. According to the results, the participants looked more often at the crossed (Experiment 1), as well as the uncrossed (Experiment 2), horizontal disparity targets than at the vertical disparity target. These results suggest that the infants were sensitive to both crossed and uncrossed horizontal disparity information. Moreover, the participants exhibited a natural visual preference for the crossed over the uncrossed horizontal disparity (Experiment 3). Since prior research established natural looking and reaching preferences for the (apparently) nearer of two objects, this finding is consistent with the hypothesis that the infants were able to extract the depth relations specified by crossed (near) and uncrossed (far) horizontal disparity.     

Dissociations between vision for perception and vision for action depend on the relative availability of egocentric and allocentric information

In three experiments, we scrutinized the dissociation between perception and action, as reflected by the contributions of egocentric and allocentric information. In Experiment 1, participants stood at the base of a large-scale one-tailed version of a Müller-Lyer illusion (with a hoop) and either threw a beanbag to the endpoint of the shaft or verbally estimated the egocentric distance to that location. The results confirmed an effect of the illusion on verbal estimates, but not on throwing, providing evidence for a dissociation between perception and action. In Experiment 2, participants observed a two-tailed version of the Müller-Lyer illusion from a distance of 1.5 m and performed the same tasks as in Experiment 1, yet neither the typical illusion effects nor a dissociation became apparent. Experiment 3 was a replication of Experiment 1, with the difference that participants stood at a distance of 1.5 m from the base of the one-tailed illusion. The results indicated an illusion effect on both the verbal estimate task and the throwing task; hence, there was no dissociation between perception and action. The presence (Exp. 1) and absence (Exp. 3) of a dissociation between perception and action may indicate that dissociations are a function of the relative availability of egocentric and allocentric information. When distance estimates are purely egocentric, dissociations between perception and action occur. However, when egocentric distance estimates have a (complementary) exocentric component, the use of allocentric information is promoted, and dissociations between perception and action are reduced or absent.     

Negative emotional photographs are identified more slowly than positive photographs

In three experiments, we investigated whether the emotional valence of a photograph influenced the amount of time required to initially identify the contents of the image. In Experiment 1, participants saw a slideshow consisting of positive, neutral, and negative photographs that were balanced for arousal. During the slideshow, presentation time was substantially limited (60?ms), and the images were followed by masks. Immediately following the slideshows, participants were given a recognition memory test. Memory performance was best for positive images and worst for negative images (Experiment 1). In Experiment 2, two simultaneous photographs were briefly presented and masked. On a trial-by-trial basis, participants indicated whether the two images were identical or not, thus removing the need for memory storage and retrieval. Again, performance was worst for negative images. The results of Experiment 3 suggested that these valence-based differences were not related attentional effects (Experiment 3). We argue that the valence of an image is detected rapidly and, in the case of negative images, interferes with processing the identity of the scene.     

Coarse guidance by numerosity in visual search

In five experiments, we examined whether the number of items can guide visual focal attention. Observers searched for the target area with the largest (or smallest) number of dots (squares in Experiment 4 and “checkerboards” in Experiment 5) among distractor areas with a smaller (or larger) number of dots. Results of Experiments 1 and 2 show that search efficiency is determined by target to distractor dot ratios. In searches where target items contained more dots than did distractor items, ratios over 1.5:1 yielded efficient search. Searches for targets where target items contained fewer dots than distractor items were harder. Here, ratios needed to be lower than 1:2 to yield efficient search. When the areas of the dots and of the squares containing them were fixed, as they were in Experiments 1 and 2, dot density and total dot area increased as dot number increased. Experiment 3 removed the density and area cues by allowing dot size and total dot area to vary. This produced a marked decline in search performance. Efficient search now required ratios of above 3:1 or below 1:3. By using more realistic and isoluminant stimuli, Experiments 4 and 5 show that guidance by numerosity is fragile. As is found with other features that guide focal attention (e.g., color, orientation, size), the numerosity differences that are able to guide attention by bottom-up signals are much coarser than the differences that can be detected in attended stimuli.     

The effects of interleaving versus blocking on foreign language pronunciation learning

Many studies have shown that students learn better when they are given repeated exposures to different concepts in a way that is shuffled or interleaved, rather than blocked (e.g., Rohrer Educational Psychology Review, 24, 355–367, 2012). The present study explored the effects of interleaving versus blocking on learning French pronunciations. Native English speakers learned several French words that conformed to specific pronunciation rules (e.g., the long “o” sound formed by the letter combination “eau,” as in bateau), and these rules were presented either in blocked fashion (bateau, carreau, fardeau . . . mouton, genou, verrou . . . tandis, verglas, admis) or in interleaved fashion (bateau, mouton, tandis, carreau, genou, verglas . . .). Blocking versus interleaving was manipulated within subjects (Experiments 1–3) or between subjects (Experiment 4), and participants’ pronunciation proficiency was later tested through multiple-choice tests (Experiments 1, 2, and 4) or a recall test (Experiment 3). In all experiments, blocking benefited the learning of pronunciations more than did interleaving, and this was true whether participants learned only 4 words per rule (Experiments 1–3) or 15 words per rule (Experiment 4). Theoretical implications of these findings are discussed.     

A severe capacity limit in the consolidation of orientation information into visual short-term memory

Previous research has suggested that two color patches can be consolidated into visual short-term memory (VSTM) via an unlimited parallel process. Here we examined whether the same unlimited-capacity parallel process occurs for two oriented grating patches. Participants viewed two gratings that were presented briefly and masked. In blocks of trials, the gratings were presented either simultaneously or sequentially. In Experiments 1 and 2, the presentation of the stimuli was followed by a location cue that indicated the grating on which to base one’s response. In Experiment 1, participants responded whether the target grating was oriented clockwise or counterclockwise with respect to vertical. In Experiment 2, participants indicated whether the target grating was oriented along one of the cardinal directions (vertical or horizontal) or was obliquely oriented. Finally, in Experiment 3, the location cue was replaced with a third grating that appeared at fixation, and participants indicated whether either of the two test gratings matched this probe. Despite the fact that these responses required fairly coarse coding of the orientation information, across all methods of responding we found superior performance for sequential over simultaneous presentations. These findings suggest that the consolidation of oriented gratings into VSTM is severely limited in capacity and differs from the consolidation of color information.     

Integration of visuospatial information encoded from different viewpoints

Two experiments investigated whether separate sets of objects viewed in the same environment but from different views were encoded as a single integrated representation or maintained as distinct representations. Participants viewed two circular layouts of objects that were placed around them in a round (Experiment 1) or a square (Experiment 2) room and were later tested on perspective-taking trials requiring retrieval of either one layout (within-layout trials) or both layouts (between-layout trials). Results from Experiment 1 indicated that participants did not integrate the two layouts into a single representation. Imagined perspective taking was more efficient on within- than on between-layout trials. Furthermore, performance for within-layout trials was best from the perspective that each layout was studied. Results from Experiment 2 indicated that the stable environmental reference frame provided by the square room caused many, but not all, participants to integrate all locations within a common representation. Participants who integrated performed equally well for within-layout and between-layout judgments and also represented both layouts using a common reference frame. Overall, these findings highlight the flexibility of organizing information in spatial memory.     

Neuroscientific information bias in metacomprehension: The effect of brain images on metacomprehension judgment of neuroscience research

In the present study, we investigated how brain images affect metacomprehension judgments of neuroscience research. Participants made a prereading judgment of comprehension of the text topic and then read a text about neuroimaging findings. In Experiment 1, participants read text only or text accompanying brain images. In Experiment 2, participants read text accompanying bar graphs or text accompanying brain images. Then participants were asked to rate their comprehension of the text. Finally, they completed comprehension tests. The results of Experiment 1 showed that the text accompanying brain images was associated with higher metacomprehension judgments than was the text only, whereas the performance of the comprehension test did not differ between each condition. The results of Experiment 2 showed that the text accompanying brain images was associated not only with credibility of the text, but also with higher metacomprehension judgments than was the text accompanying the bar graphs, whereas the performance of the comprehension test did not differ between each condition. The findings suggest that the readers’ subjective judgments differ from actual comprehension.     

Top-down constraint on recognition memory

Can recognition memory be constrained “at the front end,” such that people are more likely to retrieve information about studying a recognition-test probe from a specified target source than they are to retrieve such information about a probe from a nontarget source? We adapted a procedure developed by Jacoby, Shimizu, Daniels, and Rhodes (Psychonomic Bulletin & Review 12:852–857, 2005) to address this question. Experiment 1 yielded evidence of source-constrained retrieval, but that pattern was not significant in Experiments 2, 3, and 4 (nor in several unpublished pilot experiments). In Experiment 5, in which items from the two studied sources were perceptibly different, a pattern consistent with front-end constraint of recognition emerged, but this constraint was likely exercised via visual attention rather than memory. Experiment 6 replicated both the absence of a significant constrained-retrieval pattern when the sources did not differ perceptibly (as in Exps. 2, 3 and 4) and the presence of that pattern when they did differ perceptibly (as in Exp. 5). Our results suggest that people can easily constrain recognition when items from the to-be-recognized source differ perceptibly from items from other sources (presumably via visual attention), but that it is difficult to constrain retrieval solely on the basis of source memory.     

The role of verbal memory in regressions during reading

During reading, participants generally move their eyes rightward on the line. A number of eye movements, called regressions, are made leftward, to words that have already been fixated. In the present study, we investigated the role of verbal memory during regressions. In Experiment 1, participants were asked to read sentences for comprehension. After reading, they were asked to make a regression to a target word presented auditorily. The results revealed that their regressions were guided by memory, as they differed from those of a control group who did not read the sentences. The role of verbal memory during regressions was then investigated by combining the reading task with articulatory suppression (Exps. 2 and 3). The results showed that articulatory suppression affected the size and the accuracy of the initial regression but had a minimal effect on corrective saccades. This suggests that verbal memory plays an important role in determining the location of the initial saccade during regressions.     

Consolidation of statistical information of multiple objects in working memory

The present study investigated working memory consolidation in focused and distributed attention tasks by examining the time course of the consolidation process (Experiment 1) and its dependence on capacity-limited central resources (Experiment 2) in both tasks. In a match-to-sample design using masks at various intervals to vary consolidation rates, the participants performed either an identification task (focused attention) or a mean estimation task (distributed attention) with (Experiment 1) or without (Experiment 2) prior knowledge of what task they were to perform. We found that consolidation in the distributed attention task was more efficient and was about twice as fast as in the focused attention task. In addition, both tasks suffered interference when they had to be performed together, indicating that both types of attention rely on a common set of control processes. These findings can be attributed to differences in the resolution of object representations and in the scope of attention associated with focused and distributed attention.     

Expecting to teach enhances learning and organization of knowledge in free recall of text passages

The present research assessed the potential effects of expecting to teach on learning. In two experiments, participants studied passages either in preparation for a later test or in preparation for teaching the passage to another student who would then be tested. In reality, all participants were tested, and no one actually engaged in teaching. Participants expecting to teach produced more complete and better organized free recall of the passage (Experiment 1) and, in general, correctly answered more questions about the passage than did participants expecting a test (Experiment 1), particularly questions covering main points (Experiment 2), consistent with their having engaged in more effective learning strategies. Instilling an expectation to teach thus seems to be a simple, inexpensive intervention with the potential to increase learning efficiency at home and in the classroom.     

Strength cues and blocking at test promote reliable within-list criterion shifts in recognition memory

In seven experiments, we explored the potential for strength-based, within-list criterion shifts in recognition memory. People studied a mix of target words, some presented four times (strong) and others studied once (weak). In Experiments 1, 2, 4A, and 4B, the test was organized into alternating blocks of 10, 20, or 40 trials. Each block contained lures intermixed with strong targets only or weak targets only. In strength-cued conditions, test probes appeared in a unique font color for strong and weak blocks. In the uncued conditions of Experiments 1 and 2, similar strength blocks were tested, but strength was not cued with font color. False alarms to lures were lower in blocks containing strong target words, as compared with lures in blocks containing weak targets, but only when strength was cued with font color. Providing test feedback in Experiment 2 did not alter these results. In Experiments 3A–3C, test items were presented in a random order (i.e., not blocked by strength). Of these three experiments, only one demonstrated a significant shift even though strength cues were provided. Overall, the criterion shift was larger and more reliable as block size increased, and the shift occurred only when strength was cued with font color. These results clarify the factors that affect participants’ willingness to change their response criterion within a test list.     

Investigating the speed–accuracy trade-off: Better use deadlines or response signals?

Deadlines (DLs) and response signals (RSs) are two well-established techniques for investigating speed–accuracy trade-offs (SATs). Methodological differences imply, however, that corresponding data do not necessarily reflect equivalent processes. Specifically, the DL procedure grants knowledge about trial-specific time demands and requires responses before a prespecified period has elapsed. In contrast, RS intervals often vary unpredictably between trials, and responses must be given after an explicit signal. Here, we investigated the effects of these differences in a flanker task. While all conditions yielded robust SAT functions, a right-shift of the curves pointed to reduced performance in RS conditions (Experiment 1, blocked; Experiments 2 and 3, randomized), as compared with DL conditions (Experiments 1–3, blocked), indicating that the detection of the RS imposes additional task demands. Moreover, the flanker effect vanished at long intervals in RS settings, suggesting that stimulus-related effects are absorbed in a slack when decisions are completed prior to the signal. In turn, effects of a flat (Experiment 2) versus a performance-contingent payment (Experiment 3) indicated that susceptibility to response strategies is higher in the DL than in the RS method. Finally, the RS procedure led to a broad range of slow responses and high accuracies, whereas DL conditions resulted in smaller variations in the upper data range (Experiments 1 and 2); with performance-contingent payment (Experiment 3), though, data ranges became similar. Together, the results uncover characteristic procedure-related effects and should help in selection of the appropriate technique.     

Explaining efficient search for conjunctions of motion and form: Evidence from negative color effects

Dent, Humphreys, and Braithwaite (2011) showed substantial costs to search when a moving target shared its color with a group of ignored static distractors. The present study further explored the conditions under which such costs to performance occur. Experiment 1 tested whether the negative color-sharing effect was specific to cases in which search showed a highly serial pattern. The results showed that the negative color-sharing effect persisted in the case of a target defined as a conjunction of movement and form, even when search was highly efficient. In Experiment 2, the ease with which participants could find an odd-colored target amongst a moving group was examined. Participants searched for a moving target amongst moving and stationary distractors. In Experiment 2A, participants performed a highly serial search through a group of similarly shaped moving letters. Performance was much slower when the target shared its color with a set of ignored static distractors. The exact same displays were used in Experiment 2B; however, participants now responded “present” for targets that shared the color of the static distractors. The same targets that had previously been difficult to find were now found efficiently. The results are interpreted in a flexible framework for attentional control. Targets that are linked with irrelevant distractors by color tend to be ignored. However, this cost can be overridden by top-down control settings.     

Increasing Positive Affect in College Students

Previous research has shown that self-focused writing interventions produce increases in positive affect. This paper examines whether writing about someone else will produce similar increases in positive affect in college students. In Experiment 1, participants wrote about their ideal future, the ideal future of a loved one, or their daily activities. In Experiment 2, participants wrote about three good things or three neutral things that happened either to themselves or to others. In both experiments, participants who wrote about positive outcomes reported increases in positive affect greater than the control group regardless of whether they wrote about themselves or wrote about others. In Experiment1, the increase in positive affect was greater for those who wrote about themselves than those who wrote about others. No such difference was found in Experiment 2. Negative affect change scores did not differ across the groups in either experiment. Implications of these findings are discussed.