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ERIC Number: EJ1384938
Record Type: Journal
Publication Date: 2023-Jun
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0278-7393
EISSN: EISSN-1939-1285
Available Date: N/A
Slipping through the Cracks: The Peril of Unexpected Interruption on the Contents of Working Memory
O'Donnell, Ryan E.; Wyble, Brad
Journal of Experimental Psychology: Learning, Memory, and Cognition, v49 n6 p990-1003 Jun 2023
Working memory allows us to hold specific pieces of information in an active and easily retrieved state, but what happens to that information during an unexpected interruption between study and test? To answer this question, we used a surprise trial paradigm in which an unexpected event precedes a probe of the observer's memory for a search target. In the first set of experiments, participants were tasked to report the identity of the target letter before unexpectedly being asked to read a task-irrelevant passage. We observed that the introduction of this passage interfered with the observer's memory of the target letter, but this interference only occurred after participants had experience completing the task without interruption. However, a remember cue placed just prior to the reading prompt reduced this cost, suggesting that participants can rapidly reinforce information about the target in working memory to resist the interference. We then used this same cuing manipulation to test whether information in an attribute amnesia paradigm, which unexpectedly probes an attribute relevant to target selection but irrelevant to participant's response expectations, could also be protected against unexpected interference. Using this paradigm, we observed that a remember cue did not improve performance following the surprising event, which supports theories that attribute amnesia is not caused solely by interference. These results reveal both the vulnerability and flexibility of working memory and demonstrate the importance of understanding how task experience establishes expectations that impact the underlying cognitive representations formed by the observer.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Grant or Contract Numbers: 1734220
Author Affiliations: N/A