The role of attention level in the attentional boost effect

ABSTRACT

Previous studies reported a memory facilitation effect in which increased attention to one task facilitates the memory performance on another. Here we examined the characteristics of this “attentional boost effect” (ABE), and demonstrated how attention level during memory encoding influences the ABE strength by changing the occurring frequency of the attention-engaging target signal relative to the non-attention-engaging distractor signal (Experiment 1), and the physical salience of colour of the target signal (Experiment 2). The results indicated stronger ABE in conditions with a low ratio of target signal trials and with a salient target signal. Experiment 3 examined the role of spatial attention, which sought to measure how the distance between the target signal and the to-be-encoded item would influence the ABE strength. The results showed that the ABE strength was not influenced by the distance between the two. Overall, these findings suggest ABE may be mainly based on temporal attention.     

Searching in the sand: Protracted video deficit in U.S. preschoolers' spatial recall using a continuous search space

Young children exhibit a video deficit for spatial recall, learning less from on-screen than in-person demonstrations. Some theoretical accounts emphasize memory constraints (e.g., insufficient retrieval cues, competition between memory representations). Such accounts imply memory representations are graded, yet video deficit studies measuring spatial recall operationalize memory retrieval as dichotomous (success or failure). The current study tested a graded-representation account using a spatial recall task with a continuous search space (i.e., sandbox) rather than discrete locations. With this more sensitive task, a protracted video deficit for spatial recall was found in children 4–5 years old (n = 51). This may be due to weaker memory representations in the screen condition, evidenced by higher variability and greater perseverative bias. In general, perseverative bias decreased with repeated trials. The discussion considers how the results support a graded-representation account, potentially explaining why children might exhibit a video deficit in some tasks but not others.

Research Highlights

• The task used a continuous search space (sandbox), making it more difficult and sensitive than spatial recall tasks used in prior video deficit research.
• Spatial recall among 4- and 5-year-old children was more variable after watching hiding events on screen via live video feed than through a window.
• Children's spatial recall from screens was more susceptible to proactive interference, evidenced by more perseverative bias in an A-not-B design.
• The results demonstrate memory representations blend experiences that accumulate over time and explain why the video deficit may be protracted for more difficult tasks.

     

客体和空间工作记忆中三维图形的特征加工时程

采用单探测变化觉察范式，对三维图形的特征在客体和空间工作记忆中的加工时程进行了探讨。实验一的材料是由不同颜色和形状组成的规则立体图形。实验二的材料是由不同颜色和图案组成的六棱柱。实验结果显示：（1）客体和空间工作记忆绩效均随识记项目数的增加而显著下降；（2）随着刺激呈现时间的延长，客体工作记忆绩效显著提高，空间工作记忆绩效无明显增加；且在三种呈现时间条件下，空间工作记忆绩效均高于客体工作记忆；（3）三维图形中颜色特征的检测绩效优于形状、图案和特征捆绑。这些结果表明，视觉工作记忆中三维图形的特征加工存在显著的时程效应，空间位置加工最早完成，其次是颜色加工，然后是形状与颜色-形状的捆绑，最后是图案与颜色-图案的捆绑。     

Rear negativity: Verbal messages coming from behind are perceived as more negative

Many studies have explored the evaluative effects of vertical (up/down) or horizontal (left/right) spatial locations. However, little is known about the role of information that comes from the front and back. Basing our investigations on multiple theoretical considerations, we propose that spatial location of sounds is a cue for message valence, such that a message coming from behind is interpreted as more negative than a message presented in front of a listener. Here we show across a variety of manipulations and dependent measures that this effect occurs in the domain of social information. Our data are most compatible with theoretical accounts which propose that social information presented from behind is associated with uncertainty and lack of control, which is amplified in conditions of self-relevance.     

Development of navigational working memory: Evidence from 6‐ to 10‐year‐old children

The ability to learn complex environments may require the contribution of different types of working memory. Therefore, we investigated the development of different types of working memory (navigational, reaching, and verbal) in 129 typically developing children. We aimed to determine whether navigational working memory develops at the same rate as other types of working memory and whether the gender differences reported in adults are already present during development. We found that navigational working memory is less developed than both verbal and reaching working memory and that gender predicts performance only for navigational working memory. Our results are in line with reports that children made significantly more errors in far space than adults, showing that near space representation develops before far space representation.