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Honami Kobayashi; Hiroshi Matsui; Hirokazu Ogawa – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2024
Foraging refers to behavior that exploits the current environment for resources and induces exploration for a better environment. Visual foraging tasks have been used to study human behavior during visual searches. Participants searched for target stimuli among the distractors and either acquired or lost points when they clicked on a target or…
Descriptors: Interference (Learning), Information Retrieval, Foreign Countries, Associative Learning
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Mulligan, Neil W.; Spataro, Pietro; Rossi-Arnaud, Clelia; Wall, Avery R. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
Stimuli presented with targets during a monitoring task are better remembered than stimuli presented with distractors, a result referred to as the attentional boost effect (ABE). The ABE is consistently found for item memory, but conflicting results have been reported for different assessments of associative memory, with studies of source memory…
Descriptors: Attention, Memory, Associative Learning, Interference (Learning)
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Ju, Jangkyu; Cho, Yang Seok – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Previous studies on value-driven attentional capture (VDAC) have demonstrated that the uncertainty of reward value modulates attentional allocation via associative learning. However, it is unclear whether such attentional exploration is executed based on the amount of potential reward information available for refining value prediction or the…
Descriptors: Attention, Attention Control, Rewards, Associative Learning
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Antony, James W.; Bennion, Kelly A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Semantic similarity between stimuli can lead to false memories and can also potentially cause retroactive interference (RI) for veridical memories. Here, participants first learned spatial locations for "critical" words that reliably produce false memories in the Deese-Roediger-McDermott paradigm. Next, participants centrally viewed…
Descriptors: Semantics, Task Analysis, Spatial Ability, Ambiguity (Semantics)
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Huang, Zhibang; Li, Sheng – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
Learning to associate specific objects with value contributes to the human's adaptive behavior. However, the intrinsic nature of associative memory posits a challenge that newly learned associations may interfere with the old ones if they share common features (e.g., a reward). In the present study, we conducted a set of behavioral experiments and…
Descriptors: Rewards, Interference (Learning), Associative Learning, Memory
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Kuhlmann, Beatrice G.; Brubaker, Matthew S.; Pfeiffer, Theresa; Naveh-Benjamin, Moshe – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
Few studies have compared interference-based forgetting between item versus associative memory. The memory-system dependent forgetting hypothesis (Hardt, Nader, & Nadel, 2013) predicts that effects of interference on associative memory should be minimal because its hippocampal representation allows pattern separation even of highly similar…
Descriptors: Older Adults, Memory, Comparative Analysis, Interference (Learning)
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Lin, Olivia Y.-H.; MacLeod, Colin M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Three experiments investigated the learning of simple associations in a color-word contingency task. Participants responded manually to the print colors of 3 words, with each word associated strongly to 1 of the 3 colors and weakly to the other 2 colors. Despite the words being irrelevant, response times to high-contingency stimuli and to…
Descriptors: Associative Learning, Learning Processes, Contingency Management, Color
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Popp, Earl Y.; Serra, Michael J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
Recent research suggests that human memory systems evolved to remember animate things better than inanimate things. In the present experiments, we examined whether these effects occur for both free recall and cued recall. In Experiment 1, we directly compared the effect of animacy on free recall and cued recall. Participants studied lists of…
Descriptors: Experimental Psychology, Memory, Recall (Psychology), Cues
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Heyman, Tom; Van Rensbergen, Bram; Storms, Gert; Hutchison, Keith A.; De Deyne, Simon – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
The present research examines the nature of the different processes that have been proposed to underlie semantic priming. Specifically, it has been argued that priming arises as a result of "automatic target activation" and/or the use of strategies like prospective "expectancy generation" and "retrospective semantic…
Descriptors: Short Term Memory, Semantics, Priming, Cognitive Processes
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Melinger, Alissa; Abdel Rahman, Rasha – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
In this study, we present 3 picture-word interference (PWI) experiments designed to investigate whether lexical selection processes are competitive. We focus on semantic associative relations, which should interfere according to competitive models but not according to certain noncompetitive models. In a modified version of the PWI paradigm,…
Descriptors: Cognitive Processes, Semantics, Naming, Pictorial Stimuli
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Finn, Bridgid; Roediger, Henry L., III – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
In 7 experiments, we explored the role of retrieval in associative updating, that is, in incorporating new information into an associative memory. We tested the hypothesis that retrieval would facilitate incorporating a new contextual detail into a learned association. Participants learned 3 pieces of information--a person's face, name, and…
Descriptors: Experimental Psychology, Recall (Psychology), Associative Learning, Memory
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Bugg, Julie M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
The conflict monitoring account posits that globally high levels of conflict trigger engagement of top-down control; however, recent findings point to the mercurial nature of top-down control in high conflict contexts. The current study examined the potential moderating effect of associative learning on conflict-triggered top-down control…
Descriptors: Conflict, Experimental Psychology, Associative Learning, Hypothesis Testing