The Moderating Effect of Prior Experience in Consumers' Use of User-Image Based Versus Utilitarian Cues in Brand Attitude

In this paper, we address the question of whether prior experience with a product moderates the extent to which the use of user-image based cues and utilitarian cues are predictive of brand attitude. Specifically, high experience consumers were expected to focus more on utilitarian cues and low experience consumers to focus on user-image based cues. Results of two studies generally support these predictions.     

A possible association between HLA B-27 and vulnerability to schizophrenia

The frequency of HLA B-27 has been found to be increased in schizophrenic patients, especially in those with a positive family history of schizophrenia. In the present study, psychiatrically healthy arthropathic patients bearing HLA B-27 were found to have significantly higher P scores as compared to arthropathic patients without this antigen. Psychoticism could be seen as a trait of the personality at high-risk for schizophrenia. Thus, the present finding suggests an association between HLA B-27 and the genetic vulnerability to some forms of schizophrenia.     

Implicit training of nonnative speech stimuli

Learning nonnative speech contrasts in adulthood has proven difficult. Standard training methods have achieved moderate effects using explicit instructions and performance feedback. In this study, the authors question preexisting assumptions by demonstrating a superiority of implicit training procedures. They trained 3 groups of Greek adults on a difficult Hindi contrast (a) explicitly, with feedback (Experiment 1), or (b) implicitly, unaware of the phoneme distinctions, with (Experiment 2) or without (Experiment 3) feedback. Stimuli were natural recordings of consonant-vowel syllables with retroflex and dental unvoiced stops by a native Hindi speaker. On each trial, participants heard pairs of tokens from both categories and had to identify the retroflex sounds (explicit condition) or the sounds differing in intensity (implicit condition). Unbeknownst to participants, in the implicit conditions, target sounds were always retroflex, and distractor sounds were always dental. Post-training identification and discrimination tests showed improved performance of all groups, compared with a baseline of untrained Greek listeners. Learning was most robust for implicit training without feedback. It remains to be investigated whether implicitly trained skills can generalize to linguistically relevant phonetic categories when appropriate variability is introduced. These findings challenge traditional accounts on the role of feedback in phonetic training and highlight the importance of implicit, reward-based mechanisms.     

Use of electronic games by young children and fundamental movement skills?

This study investigated associations between pre-school children's time spent playing electronic games and their fundamental movement skills. In 2009, 53 children had physical activity (Actigraph accelerometer counts per minute), parent proxy-report of child's time in interactive and non-interactive electronic games (min./week), and movement skill (Test of Gross Motor Development-2) assessed. Hierarchical linear regression, adjusting for age (range = 3-6 years), sex (Step 1), and physical activity (cpm; M=687, SD=175.42; Step 2), examined the relationship between time in (a) non-interactive and (b) interactive electronic games and locomotor and object control skill. More than half (59%, n=31) of the children were female. Adjusted time in interactive game use was associated with object control but not locomotor skill. Adjusted time in non-interactive game use had no association with object control or locomotor skill. Greater time spent playing interactive electronic games is associated with higher object control skill proficiency in these young children. Longitudinal and experimental research is required to determine if playing these games improves object control skills or if children with greater object control skill proficiency prefer and play these games.     

The impact of orienting attention in fast task-irrelevant perceptual learning

Task-irrelevant perceptual learning (TIPL) refers to the phenomenon where the stimulus features are learned when they are consistently presented at behaviorally relevant times (e.g., with task targets or rewards). Studies on the role of attention in TIPL have found that attention negatively impacts this type of learning; however, these studies involved stimuli that were completely irrelevant to the subjects and that, when noticed, were distracting to the subjects?? task. Here, we asked whether attention would have a beneficial impact on learning in the case where the target-paired stimuli were relevant to a secondary task that subjects were required to perform. We conducted three experiments in adult subjects, using the fast-TIPL paradigm (which allows one to study TIPL with as little as a single trial of exposure). The results from Experiments 1 and 2 showed that fast-TIPL occurred for the target-paired stimuli but that the manipulation of attention increased performance for stimuli presented after the target. Experiment 3 was conducted to address whether the direction of attention positively or negatively impacted fast-TIPL and to better control for the effects of attention. The results of this experiment demonstrate that in the case of fast-TIPL, exogenously directed attention aids in the memorization of target-paired stimuli. Overall, our results demonstrate that attention operates in a beneficial manner in fast-TIPL, where the target-paired stimuli are relevant to a secondary task that subjects perform.     

The effect of statistical learning on internal stimulus representations: Predictable items are enhanced even when not predicted

Statistical learning is the automatic and unconscious learning of environmental regularities and is a basic mechanism of learning in a variety of human perceptual and cognitive domains. Previous studies have mainly focused on the associative mechanisms of statistical learning. However, an unexplored question is whether the internal representations of individual stimuli are altered as their associations are learned. Using a temporal statistical learning paradigm, we examine this question across three experiments and find clear evidence that the internal representations of individual stimuli are differentially altered according to their degree of temporal predictability. These findings complement previous accounts of statistical learning and reveal an enriched mechanism of human learning, such that learning to associate items also enhances the representations of certain items relative to others.     

Visual perceptual learning by operant conditioning training follows rules of contingency

Visual perceptual learning (VPL) can occur as a result of a repetitive stimulus-reward pairing in the absence of any task. This suggests that rules that guide Conditioning, such as stimulus-reward contingency (e.g., that stimulus predicts the likelihood of reward), may also guide the formation of VPL. To address this question, we trained subjects with an operant conditioning task in which there were contingencies between the response to one of three orientations and the presence of reward. Results showed that VPL only occurred for positive contingencies, but not for neutral or negative contingencies. These results suggest that the formation of VPL is influenced by similar rules that guide the process of Conditioning.     

The Role of Cognitive Ability in Self‐Efficacy and Self‐Assessed Test Performance1

Research has shown that test takers are often unable to assess their own test performance accurately. However, the role of cognitive ability in assessing one's test performance has not been explored. We examined whether high cognitive ability participants were better than low cognitive ability participants in assessing their performance on a video‐based situational judgment test (SJT) of customer‐service skills. Results indicated a strong relationship between actual and perceived SJT performance for high cognitive ability participants, but no relationship for those low in cognitive ability. The discussion focuses on implications for metacognitive theory, test perceptions, and providing feedback to applicants.