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941.
Tests have been shown to improve the later recall of tested information, a result known as the testing effect. Tests, however, can also impair the later recall of related information, an effect known as retrieval-induced forgetting. Although retrieval-induced forgetting has been demonstrated using a wide variety of materials, recent work suggests that learning information in the context of a coherent text passage may afford protection from retrieval-induced forgetting. In four experiments we explored the conditions under which retrieval-induced forgetting does and does not occur with such materials. We found that two factors—the coherence of the to-be-learned material and the competitiveness of retrieval practice—are important in determining whether retrieval-induced forgetting does or does not occur. Furthermore, even if retrieval-induced forgetting does occur, having the opportunity to restudy the forgotten information can prevent that forgetting from persisting. Taken together, these findings provide greater understanding of the costs and benefits of testing text materials, with possible implications for the optimisation of testing as a tool for learning in educational contexts. 相似文献
942.
Jon Heron Catherine Crane David Gunnell Glyn Lewis Jonathan Evans J. Mark G. Williams 《Memory (Hove, England)》2013,21(3):300-320
Although the Autobiographical Memory Test (AMT) is widely used its psychometric properties have rarely been investigated. This paper utilises data gathered from a 10-item written version of the AMT, completed by 5792 adolescents participating in the Avon Longitudinal Study of Parents and Children, to examine the psychometric properties of the measure. The results show that the scale derived from responses to the AMT operates well over a wide range of scores, consistent with the aim of deriving a continuous measure of over-general memory. There was strong evidence of group differences in terms of gender, low negative mood, and IQ, and these were in agreement when comparing an item response theory (IRT) approach with that based on a sum score. One advantage of the IRT model is the ability to assess and consequently allow for differential item functioning. This additional analysis showed evidence of response bias for both gender and mood, resulting in attenuation in the mean differences in AMT across these groups. Implications of the findings for the use of the AMT measure in different samples are discussed. 相似文献
943.
944.
Nicholas A. Hubbard Joanna L. Hutchison Monroe Turner Janelle Montroy Ryan P. Bowles Bart Rypma 《Cognition & emotion》2016,30(2):193-209
Dysphoria is associated with persistence of attention on mood-congruent information. Longer time attending to mood-congruent information for dysphoric individuals (DIs) detracts from goal-relevant information processing and should reduce working memory (WM) capacity. Study 1 showed that DIs and non-DIs have similar WM capacities. Study 2 embedded depressive information into a WM task. Compared to non-DIs, DIs showed significantly reduced WM capacity for goal-relevant information in this task. Study 3 replicated results from Studies 1 and 2, and further showed that DIs had a significantly greater association between processing speed and recall on the depressively modified WM task compared to non-DIs. The presence of inter-task depressive information leads to DI-related decreased WM capacity. Results suggest dysphoria-related WM capacity deficits when depressive thoughts are present. WM capacity deficits in the presence of depressive thoughts are a plausible mechanism to explain day-to-day memory and concentration difficulties associated with depressed mood. 相似文献
945.
Recent research has shown that many prospective thoughts are organised in networks of related events, but the relational dimensions that contribute to the formation of such networks are not fully understood. Here, we investigated the organisational role of emotion by using cues of different valence for eliciting event networks. We found that manipulating the emotional valence of cues influenced the characteristics of events within networks, and that members of a network were more similar to each other on affective components than they were to members of other networks. Furthermore, a substantial proportion of events within networks were part of thematic clusters and cluster membership significantly modulated the impact of represented events on current well-being, in part through an intensification of the emotion felt when thinking about these events. These findings demonstrate that emotion contributes to the organisation of future thoughts in networks that can affect people's well-being. 相似文献
946.
The stimulus order effect refers to the finding that recall in complex span tasks is better when span lists begin with a longer processing task and end with a shorter task than when these processing tasks are presented in the reverse order. This study independently manipulated processing time and processing difficulty between Long-final and Short-final lists. The processing task required participants to solve arithmetic problems with either verbal (Experiment 1) or visuospatial (Experiment 2) materials. The memory items used in the storage task were either digits (verbal material) or dots-in-matrices (visuospatial materials). Storage of both verbal and visuospatial materials was sensitive to the change in processing difficulty, but not processing time. Furthermore, this study provides further evidence for the asymmetry of domain interference in working memory. The similarities and differences between verbal and visuospatial storage in working memory are discussed. 相似文献
947.
Patricia Brosseau‐Liard Danielle Penney Diane Poulin‐Dubois 《The British journal of developmental psychology》2015,33(4):464-475
Children can selectively attend to various attributes of a model, such as past accuracy or physical strength, to guide their social learning. There is a debate regarding whether a relation exists between theory‐of‐mind skills and selective learning. We hypothesized that high performance on theory‐of‐mind tasks would predict preference for learning new words from accurate informants (an epistemic attribute), but not from physically strong informants (a non‐epistemic attribute). Three‐ and 4‐year‐olds (N = 65) completed two selective learning tasks, and their theory‐of‐mind abilities were assessed. As expected, performance on a theory‐of‐mind battery predicted children's preference to learn from more accurate informants but not from physically stronger informants. Results thus suggest that preschoolers with more advanced theory of mind have a better understanding of knowledge and apply that understanding to guide their selection of informants. This work has important implications for research on children's developing social cognition and early learning. 相似文献
948.
Silja B. Kårstad Lars Wichstrøm Trude Reinfjell Jay Belsky Turid S. Berg‐Nielsen 《The British journal of developmental psychology》2015,33(3):340-354
We studied potential determinants of the development of children's emotion understanding (EU) from age 4 to 6 in a Norwegian community sample (N = 974) using the Test of Emotion Comprehension. Interpersonal predictors included the accuracy of parental mentalization, parental emotional availability, and teacher‐reported child social skills. Intrapersonal child factors were child gender and verbal skills. Overall, children's EU increased significantly over time. After adjusting for child gender, age‐4 EU, and parental socio‐economic status, greater child verbal and social skills and greater parental mentalization each uniquely predicted growth in EU. Results are discussed in terms of theory and research on children's EU and parents' emotion socialization. 相似文献
949.
950.
Our research extends studies that have examined the relation between hypnotic suggestibility and experiential involvement and the role of an hypnotic induction in enhancing experiential involvement (e.g., absorption) in engaging tasks. Researchers have reported increased involvement in reading (Baum & Lynn, 1981) and music-listening (Snodgrass & Lynn, 1989) tasks during hypnosis. We predicted a similar effect for film viewing: greater experiential involvement in an emotional (The Champ) versus a non-emotional (Scenes of Toronto) film. We tested 121 participants who completed measures of absorption and trait dissociation and the Harvard Group Scale of Hypnotic Susceptibility and then viewed the two films after either an hypnotic induction or a non-hypnotic task (i.e., anagrams). Experiential involvement varied as a function of hypnotic suggestibility and film clip. Highly suggestible participants reported more state depersonalization than less suggestible participants, and depersonalization was associated with negative affect; however, we observed no significant correlation between hypnotic suggestibility and trait dissociation. Although hypnosis had no effect on memory commission or omission errors, contrary to the hypothesis that hypnosis facilitates absorption in emotionally engaging tasks, the emotional film was associated with more commission and omission errors compared with the non-emotional film. 相似文献