Dual-task slowing and the effects of cross-task compatibility

Recent studies have shown that visual encoding requires central processing, evidenced in the form of dual-task interference on response processes of a reaction time (RT) task. We report two experiments examining such dual-task interference: (1) at global level, to establish that visual encoding indeed requires central processing; and (2) at code level, to see whether two tasks may share the same representational codes. To this end, we manipulated the compatibility relation between the response codes for an auditory choice RTtask and the stimulus codes for a logically independent visual motion detection task. The results showed significant dual-task slowing of the response for the auditory task, demonstrating the interference at a global level. The effects of cross-task compatibility (CTC) were obtained at the short stimulus onset asynchrony (SOA), showing that the RTs were faster for compatible trials. Furthermore, the CTC effect remained even when the visual stimulus did not need to be “consolidated” (Jolicoeur & Dell'Acqua, 1998) for reporting, while the response postponement effect was greatly reduced. We interpret these results as indicating that the present two tasks share both “central” processes and common representational codes, but that these two levels of dual-task interference can be dissociated.     

Über eine neue Methode zur psychologischen Untersuchung von Menschenaffen

Ohne ZusammenfassungMit Genehmigung der Preußischen Akademie der Wissenschaften erscheint diese Mitteilung hier anstatt in ihren Berichten.     

Self‐paced study time as a cue for recall predictions across school age

Recent work on metacognition indicates that monitoring is sometimes based itself on the feedback from control operations. Evidence for this pattern has not only been shown in adults but also in elementary schoolchildren. To explore whether this finding can be generalized to a wide range of age groups, 160 participants from first to eighth grade participated in a study based on a self‐paced study time (ST) allocation paradigm. In contrast to previous studies, picture pairs instead of word pairs were used as stimuli to compensate for reduced reading skills in younger participants. Actual ST and judgments of learning (JOLs) made at the end of each study trial were used as core variables. The results are in line with previous findings, in that children's JOLs decreased with increasing ST, suggesting that JOLs were based on the memorizing effort heuristic that easily learned items are more likely to be remembered. Weaker inverse relationship between JOLs and ST was found for the younger children. Overall, these results underline the importance of mnemonic cues in shaping metacognitive feelings not only in adults but also in older children and expose a developmental trend in their use along childhood.     

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