The process of creative problem-solving (CPS) commonly demands that individuals consciously or unconsciously integrate creative ideas from a vast array of diverse information. Using a masked priming paradigm and the Chinese remote associates test (RAT), this study provides innovative behavioral evidence for the integration of multiple unconscious…

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…

Predictive coding theories of autism suggest that symptoms could result from an atypical learning of expectations. We assessed whether adults with autism could learn expectations in an uncertain context. Twenty-nine neurotypicals and 25 autistic adults participated in an associative learning task. After hearing a tone, participants had to predict…

Objectives: We provide a novel application of psycholinguistic theories and methods to the field of auditory training to provide preliminary data regarding which minimal pair contrasts are more difficult for listeners with typical hearing to distinguish in real-time. Design: Using eye-tracking, participants heard a word and selected the…

Visual imagery and mental reconstruction of scenes are considered core components of episodic memory retrieval. Individuals with absent visual imagery (aphantasia) score lower on tests of autobiographical memory, suggesting that aphantasia may be associated with differences in episodic and associative processing. In this online study, we tested…

This study aimed to determine how Chinese children adapt to Chinese orthography-phonology correspondence by acquiring phonetic radical awareness (PRA). This study used two important Chinese encoding approaches (rote and orthographic approaches) as the developmental trajectory, in which the present study hypothesized that phonological awareness…

From the second year of life, children with typical development (TD) demonstrate the ability to form word-word relations. However, this ability has received little attention in children with Down syndrome (DS). We investigated their ability to establish associative relationships between words that tend to occur in the same context. Two groups of…