The dual effect of context on memory of related and unrelated themes: Discrimination at encoding and cue at retrieval

The influence of contextual factors on encoding and retrieval in recognition memory was investigated using a retroactive interference paradigm. Participants were randomly assigned to four context conditions constructed by manipulating types of presentation modality (pictures vs words) for study, interference, and test stages, respectively (ABA, ABB, AAA, & AAB). In Experiment 1 we presented unrelated items in the study and interference stages, while in Experiment 2 each stage contained items from the same semantic category. The results demonstrate a dual role for context in memory processes-at encoding as well as at retrieval. In Experiment 1 there is a hierarchical order between the four context conditions, depending on both target-test and target-interference contextual similarity. Adding a categorical context in Experiment 2 helped to specify each list and therefore better distinguish between target and interferer information, and in some conditions compensated for their perceptual similarity.     

Assessment of working memory components at 6years of age as predictors of reading achievements a year later

The ability of working memory skills (measured by tasks assessing all four working memory components), IQ, language, phonological awareness, literacy, rapid naming, and speed of processing at 6 years of age, before reading was taught, to predict reading abilities (decoding, reading comprehension, and reading time) a year later was examined in 97 children. Among all working memory components, phonological complex memory contributed most to predicting all three reading abilities. A capacity measure of phonological complex memory, based on passing a minimum threshold in those tasks, contributed to the explained variance of decoding and reading comprehension. Findings suggest that a minimal ability of phonological complex memory is necessary for children to attain a normal reading level. Adding assessment of phonological complex memory, before formal teaching of reading begins, to more common measures might better estimate children’s likelihood of future academic success.     

Interactions between spontaneous instantiations to the basic level and post-event suggestions

Extensive research shows that post-event suggestions can distort the memory for a target event. In this study we examined the effect of such suggestions as they interact with the products of a spontaneous memory process: instantiation of abstract information to an intermediate level of abstractness, the basic level (Pansky & Koriat, 2004 Pansky, A. and Koriat, A. 2004. The basic-level convergence effect in memory distortions. Psychological Science, 15: 52–59. [Crossref] , [Google Scholar]). Participants read a narrative containing items presented at the superordinate level (e.g., FRUIT), were exposed to suggestions that referred to these items at the basic level (e.g., APPLE), and were finally asked to recall the original items. We found that the tendency to instantiate spontaneously in the control (non-misleading) condition, particularly over time, increased following exposure to suggestions that were likely to coincide with those instantiations. Exposure to such suggestions, either immediately or following a 24-hour delay, reduced subsequent correct recall of the original items only if the suggested information coincided with the information one tends to instantiate spontaneously in a given context. Suggestibility, in this case, was particularly pronounced and phenomenologically compelling in terms of remember/know judgements. The findings are taken to imply that effects of post-event suggestions can be understood in terms of the constructive processes that set the stage for their occurrence.     

The Effect of External and Internal Focus of Attention on Gait Variability in Older Adults

Internal focus of attention on a movement or focusing on an external target are both strategies that can affect motor performance. The authors explored whether manipulating subjects' focus of attention while walking would alter gait variability, a measure reflecting consistency of gait and associated with the risk of falling in older adults. Twenty community-living older adults participated in the study and were tested while focusing their attention on (a) gait consistency (internal focus) or (b) metronome beats (external focus). In both conditions gait variability increased (i.e., worsened p < .05) or did not change. No benefit was found in instructing subjects to focus on gait consistency or metronome beats. Such instructions may actually have distracted and interfered with the execution of gait.     

Perceptual learning in auditory temporal discrimination: No evidence for a cross-modal transfer to the visual modality

Perceptual learning was used to study potential transfer effects in a duration discrimination task. Subjects were trained to discriminate between two empty temporal intervals marked with auditory beeps, using a twoalternative forced choice paradigm. The major goal was to examine whether perceptual learning would generalize to empty intervals that have the same duration but are marked by visual flashes. The experiment also included longer intervals marked with auditory beeps and filled auditory intervals of the same duration as the trained interval, in order to examine whether perceptual learning would generalize to these conditions within the same sensory modality. In contrast to previous findings showing a transfer from the haptic to the auditory modality, the present results do not indicate a transfer from the auditory to the visual modality; but they do show transfers within the auditory modality.     

The effect of novel distractors on performance in focused attention tasks: A cognitive-psychophysiological approach

In the present study, we examined whether or not novel stimuli affect performance in a focused attention task. Participants responded to a central target while an irrelevant distractor in the visual display was occasionally changed. In Experiment 1, both target and distractor were presented centrally within the focus of attention. In Experiment 2, a central target was presented along with an irrelevant distractor at a peripheral location, outside the focus of attention. Novel distractors were associated with longer latencies and enhanced orienting responses (as measured by skin conductance responses) only when presented at an attended location. In contrast, as is demonstrated in Experiment 3, the same peripheral novel distractors interfered with task performance when they possessed task-relevant information. These results indicate that there is a fundamental difference between novel stimuli and task-relevant stimuli. Whereas the former exert influence only within the focus of attention, the latter affect performance even when positioned in an unattended location. Our findings have important implications for the operation of visual attention.     

Is there a general task switching ability?

Participants were tested on two analogous task switching paradigms involving Shape/Size tasks and Vertical/Horizontal tasks, respectively, and three measures of psychometric intelligence, tapping fluid, crystallized and perceptual speed abilities. The paradigms produced similar patterns of group mean reaction times (RTs) and the vast majority of the participants showed switching cost (switch RT minus repeat RT), mixing cost (repeat RT minus single-task RT) and congruency effects. The shared intra-individual variance across paradigms and with psychometric intelligence served as criteria for general ability. Structural equations modeling indicated that switching cost with ample preparation ("residual cost") and mixing cost met these criteria. However, switching cost with little preparation and congruency effects were predominantly paradigm specific.     

The Effects of Two Different Reading Acceleration Training Programs on Improving Reading Skills of Second Graders

It has been well established that poor reading skills in the first grades of primary school can lead to poor reading skills in all coming years. A reading acceleration program (RAP) known to improve reading skills in adults and children with and without reading difficulties (RD) was tested for its effect on children in second grade with standard reading skills. The influence of the RAP on improving all reading skills—decoding, fluency, and reading comprehension—was examined. Seventy-nine children in second grade were divided into two study groups and one control group. Each study group received a training program that emphasizes reading skills: decoding, fluency, and comprehension were trained at the levels of words and sentences in Version A and at the levels of words and paragraphs in Version B. Both programs significantly improved reading skills compared with the control group that was not trained: Group A improved word fluency whereas Group B improved accuracy measures (word, pseudo-word, and text). Both training groups showed significantly greater improvement over time than the control group on reading comprehension. We conclude that a RAP training that combines words, sentences, and paragraphs is the most effective for improving reading skills.