Interfering with remembering and knowing: effects of divided attention at retrieval

A Remember-Know paradigm was used to examine the cognitive resource requirements of recollection and familiarity memory processes at retrieval. Younger and older adults studied a list of words, and in a later auditory recognition test indicated whether each word was Remembered, Known, or New. Retrieval was performed under full or divided attention (DA) conditions, with either a digit task to numbers, or an animacy task to words, presented visually. Younger and older adults showed an increase in false Remember responses during both DA conditions, indicating a general effect of attention on illusory recollection. Both age groups also showed decreased accuracy in Know responses, but only during the word-based DA condition, indicating a material-specific effect on familiarity. Aging was associated with decreased accuracy in Remember, but not Know, responses, and with increased latency in distracting task responses under DA conditions. Results suggest that avoiding false recollective responses during retrieval requires attentional resources, whereas accurate familiarity responses require the reactivation of content-specific representations.     

Schooling in western culture promotes context-free processing

Culture has been shown to influence the way people apprehend their physical environment. Cognitive orientation is more holistic in East Asian cultures, which emphasize relationships and connectedness among objects in the field, than in Western cultures, which are more prone to focus exclusively on the object and its attributes. We investigated whether, beyond, or in conjunction with culture, literacy and/or schooling may also have an influence on this cognitive orientation. Using the Framed-Line Test both in Portugal and in Thailand, we compared literate schooled adults with two groups of unschooled adults: one of illiterates and one of ex-illiterates. As in former studies on Western people, Portuguese-schooled literates were more accurate in the absolute task than in the relative task. In contrast, Portuguese illiterates and ex-illiterates were more accurate in the relative task than in the absolute task. Such an effect of schooling was not observed in the Thai groups, all of whom performed better on the relative task. Thus, the capacity to abstract from contextual information does not stem only from passive exposure to the culture or the physical environment of Western countries. Western schooling, as part of or in addition to culture, is a crucial factor.     

Enantiomorphy through the looking glass: literacy effects on mirror-image discrimination

To examine whether enantiomorphy (i.e., the ability to discriminate lateral mirror images) is influenced by the acquisition of a written system that incorporates mirrored letters (e.g., b and d), unschooled illiterate adults were compared with people reading the Latin alphabet, namely, both schooled literate adults and unschooled adults alphabetized in adulthood. In various sorting and same-different comparison tasks with nonlinguistic materials, illiterate participants displayed some sensitivity to enantiomorphic contrasts but performed far worse than all the other participant groups when the task required paying attention to such contrasts. The difficulties of illiterate participants were more severe with enantiomorphs than with rotations in the plane or shape contrasts. Learning a written system that incorporates enantiomorphic letters thus pushes the beginning reader to break the mirror invariance characteristic of the visual system, and this process generalizes beyond the realm of symbolic characters.     

Be yourself,believe in yourself,and be happy: Self‐efficacy as a mediator between personality factors and subjective well‐being

Strobel, M., Tumasjan, A. & Spörrle, M. (2011). Be yourself, believe in yourself, and be happy: Self‐efficacy as a mediator between personality factors and subjective well‐being. Scandinavian Journal of Psychology 52, 43–48. Research has shown close connections between personality and subjective well‐being (SWB), suggesting that personality traits predispose individuals to experience different levels of SWB. Moreover, numerous studies have shown that self‐efficacy is related to both personality factors and SWB. Extending previous research, we show that general self‐efficacy functionally connects personality factors and two components of SWB (life satisfaction and subjective happiness). Our results demonstrate the mediating role of self‐efficacy in linking personality factors and SWB. Consistent with our expectations, the influence of neuroticism, extraversion, openness, and conscientiousness on life satisfaction was mediated by self‐efficacy. Furthermore, self‐efficacy mediated the influence of openness and conscientiousness, but not that of neuroticism and extraversion, on subjective happiness. Results highlight the importance of cognitive beliefs in functionally linking personality traits and SWB.     

Divided attention and memory: evidence of substantial interference effects at retrieval and encoding

In 5 divided attention (DA) experiments, students (24 in each experiment) performed visual distracting tasks (e.g., recognition of words, word and digit monitoring) while either simultaneously encoding an auditory word list or engaging in oral free recall of the target word list. DA during retrieval, using either of the word-based distracting tasks, produced relatively larger interference effects than the digit-monitoring task. DA during encoding produced uniformly large interference effects, regardless of the type of distracting task. Results suggest that when attention is divided at retrieval, interference is created only when the memory and concurrent task compete for access to word-specific representational systems; no such specificity is necessary to create interference at encoding. During encoding, memory and concurrent tasks compete primarily for general resources, whereas during retrieval, they compete primarily for representational systems.     

The drawing effect: Evidence for reliable and robust memory benefits in free recall

In 7 free-recall experiments, the benefit of creating drawings of to-be-remembered information relative to writing was examined as a mnemonic strategy. In Experiments 1 and 2, participants were presented with a list of words and were asked to either draw or write out each. Drawn words were better recalled than written. Experiments 3–5 showed that the memory boost provided by drawing could not be explained by elaborative encoding (deep level of processing, LoP), visual imagery, or picture superiority, respectively. In Experiment 6, we explored potential limitations of the drawing effect, by reducing encoding time and increasing list length. Drawing, relative to writing, still benefited memory despite these constraints. In Experiment 7, the drawing effect was significant even when encoding trial types were compared in pure lists between participants, inconsistent with a distinctiveness account. Together these experiments indicate that drawing enhances memory relative to writing, across settings, instructions, and alternate encoding strategies, both within- and between-participants, and that a deep LoP, visual imagery, or picture superiority, alone or collectively, are not sufficient to explain the observed effect. We propose that drawing improves memory by encouraging a seamless integration of semantic, visual, and motor aspects of a memory trace.     

Is Phonological Encoding in Naming Influenced by Literacy?

We examined phonological priming in illiterate adults, using a cross-modal picture-word interference task. Participants named pictures while hearing distractor words at different Stimulus Onset Asynchronies (SOAs). Ex-illiterates and university students were also tested. We specifically assessed the ability of the three populations to use fine-grained, phonemic units in phonological encoding of spoken words. In the phoneme-related condition, auditory words shared only the first phoneme with the target name. All participants named pictures faster with phoneme-related word distractors than with unrelated word distractors. The results thus show that phonemic representations intervene in phonological output processes independently of literacy. However, the phonemic priming effect was observed at a later SOA in illiterates compared to both ex-illiterates and university students. This may be attributed to differences in speed of picture identification.     

HIV-1 protein gp120 rapidly impairs memory in chicks by interrupting the glutamate-glutamine cycle

Learning and memory impairments are frequently observed in patients suffering from AIDS Dementia Complex (ADC). These effects have been linked to the presence of gp120, an HIV viral coat glycoprotein. The present study investigated the possibility that gp120 prevents the uptake of extracellular glutamate by astrocytes, leading to an interruption of the glutamate-glutamine cycle and a subsequent impairment of memory. Ten microliters of 10nM gp120 was bilaterally injected into the region of the intermediate medial mesopallium of day-old chicks at various times before, or after, training using a single-trial passive avoidance task. Gp120 was found to significantly impair memory retention when injected 10-40 min after training. Memory impairments were evident within 5 min of gp120 administration and remained evident 24h later. Further, the amnestic effect of gp120 could be overcome with glutamine or with precursors of glutamate synthesis, but only weakly by glutamate. These results support the conclusion that the amnestic effect of gp120 is due to an impaired uptake of glutamate by astrocytes and a subsequent interruption of glutamine supply to neurones. The data indicate that the glutamate-glutamine cycle may be a useful therapeutic target in the treatment of ADC.     

The metamorphosis of the statistical segmentation output: Lexicalization during artificial language learning

This study combined artificial language learning (ALL) with conventional experimental techniques to test whether statistical speech segmentation outputs are integrated into adult listeners’ mental lexicon. Lexicalization was assessed through inhibitory effects of novel neighbors (created by the parsing process) on auditory lexical decisions to real words. Both immediately after familiarization and post-one week, ALL outputs were lexicalized only when the cues available during familiarization (transitional probabilities and wordlikeness) suggested the same parsing (Experiments 1 and 3). No lexicalization effect occurred with incongruent cues (Experiments 2 and 4). Yet, ALL differed from chance, suggesting a dissociation between item knowledge and lexicalization. Similarly contrasted results were found when frequency of occurrence of the stimuli was equated during familiarization (Experiments 3 and 4). Our findings thus indicate that ALL outputs may be lexicalized as far as the segmentation cues are congruent, and that this process cannot be accounted for by raw frequency.     

Freedom,self-prediction,and the possibility of time travel

Philosophical Studies - Do time travellers retain their normal freedom and abilities when they travel back in time? Lewis, Horwich and Sider argue that they do. Time-travelling Tim can kill his...