What Studies of Actors and Acting Can Tell Us About Memory and Cognitive Functioning

ABSTRACT— The art of acting has been defined as the ability to live truthfully under imaginary circumstances. Our many years of researching theatrical expertise have produced findings relevant to text comprehension, learning theory, cognitive aging, and expert memory. In this article, we first discuss how large amounts of dialogue, learned in a very short period, can be reproduced in real time with complete spontaneity. We then turn to abstracting the essence of acting and applying it to diverse undertakings, from discovering optimal learning strategies to promoting healthy cognitive aging. Finally, we address the implications of acting expertise on current theories of embodied cognition.     

The consistency and structure of aspect-based career preferences

Career aspects (e.g., work environment, using verbal ability, length of training, teamwork) are an elaboration and extension of vocational interests. Aspect-based preferences can serve individuals and their career counselors only if they are reliable and stable. Study 1 estimated the two-week test–retest reliability of 213 college freshmen's preferences in 31 career aspects and the two-year stability of these preferences for 132 of these freshmen. The two-week reliability and the two-year stability of both the within-aspect preferred levels (e.g., “only indoors” most preferred, but “mostly indoors” is also acceptable) and the aspect importance were tested for each of the aspects. The interquartile ranges of the two-week reliability of the aspect importance and of the preferred within-aspect levels were .54–.62 and .63–.74 for the 31 aspects; the interquartile ranges of the two-year stabilities were .38–.48 and .48–.59, respectively. These interquartile ranges reflect the variance in consistency among the aspects. Study 2 explored the structure of the aspects based on the pattern of associations among them. In addition, it examined the consistency of the aspect structures by comparing them in four samples (total N = 40,313). The structure was found consistent across time (Spearman r_s = .88, .76 and .68, two weeks, two years, and 20 years later, respectively), within culture (r_s = .75 and .76, for women and men, respectively), and across cultures (USA and Israel; r_s = .64). Theoretical and practical implications are discussed.     

Visual search and autism symptoms: What young children search for and co‐occurring ADHD matter

Superior visual search is one of the most common findings in the autism spectrum disorder (ASD) literature. Here, we ascertain how generalizable these findings are across task and participant characteristics, in light of recent replication failures. We tested 106 3‐year‐old children at familial risk for ASD, a sample that presents high ASD and ADHD symptoms, and 25 control participants, in three multi‐target search conditions: easy exemplar search (look for cats amongst artefacts), difficult exemplar search (look for dogs amongst chairs/tables perceptually similar to dogs), and categorical search (look for animals amongst artefacts). Performance was related to dimensional measures of ASD and ADHD, in agreement with current research domain criteria (RDoC). We found that ASD symptom severity did not associate with enhanced performance in search, but did associate with poorer categorical search in particular, consistent with literature describing impairments in categorical knowledge in ASD. Furthermore, ASD and ADHD symptoms were both associated with more disorganized search paths across all conditions. Thus, ASD traits do not always convey an advantage in visual search; on the contrary, ASD traits may be associated with difficulties in search depending upon the nature of the stimuli (e.g., exemplar vs. categorical search) and the presence of co‐occurring symptoms.     

Only “efficient” emotional stimuli affect the content of working memory during free-recollection from natural scenes

Emotional events are thought to have privileged access to attention and memory, consuming resources needed to encode competing emotionally neutral stimuli. However, it is not clear whether this detrimental effect is automatic or depends on the successful maintenance of the specific emotional object within working memory. Here, participants viewed everyday scenes including an emotional object among other neutral objects followed by a free-recollection task. Results showed that emotional objects—irrespective of their perceptual saliency—were recollected more often than neutral objects. The probability of being recollected increased as a function of the arousal of the emotional objects, specifically for negative objects. Successful recollection of emotional objects (positive or negative) from a scene reduced the overall number of recollected neutral objects from the same scene. This indicates that only emotional stimuli that are efficient in grabbing (and then consuming) available attentional resources play a crucial role during the encoding of competing information, with a subsequent bias in the recollection of neutral representations.