On the relationship between recognition speed and accuracy for words rehearsed via rote versus elaborative rehearsal.

Tacit within both lay and cognitive conceptualizations of learning is the notion that those conditions of learning that foster "good" retention do so by increasing both the probability and the speed of access to the relevant information. In 3 experiments, time pressure during recognition is shown to decrease accessibility more for words learned via elaborative rehearsal than for words learned via rote rehearsal, despite the fact that elaborative rehearsal is a more efficacious learning strategy as measured by the probability of access. In Experiment 1, participants learned each word using both types of rehearsal, and the results show that access to the products of elaborative rehearsal is more compromised by time pressure than is access to the products of rote rehearsal. The results of Experiment 2, in which each word was learned via either pure rote or pure elaborative rehearsal, exhibit the same pattern. Experiment 3, in which the authors used the response-signal procedure, provides evidence that this difference in accessibility owes not to differences in the rate of access to the 2 types of traces, but rather to the higher asymptotic level of stored information for words learned via elaborative rehearsal. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of an imagery mnemonic on second language recall and comprehension.

24 university students with some background in French as a 2nd language used an imagery-based hook mnemonic and rote rehearsal to learn sets of French words. The hook technique involved associating the new items with an overlearned series of French stimulus words and images, which could be retrieved during recall using a number code. The rote condition involved the technique without imagery. The recall items, presented with their translation equivalents on the study trial, varied in familiarity and concreteness. Recall following 1 study trial was much higher for words learned by imagery than by rote. This effect was slightly qualified by familiarity and concreteness, which also affected recall. Translation tests given before and (unexpectedly) 1 day after the recall experiment showed that correct translations of relatively unfamiliar items increased more after study by imagery than after rote study. Thus, imagery simultaneously facilitated both recall and comprehension. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Similarity in cigarette smoking attracts: A prospective study of romantic partner selection by own smoking and smoker prototypes.

In the current research, we used a multiwave longitudinal design to examine how young adults’ own smoking and smoker prototypes are associated with selection of romantic partners over time. Results indicate that participants who smoke, versus participants who do not smoke, and participants who have a more positive prototype of the typical smoker are more likely to initiate a romantic relationship with someone who smokes and who has greater perceived approval for smoking. Among participants who smoke, higher levels of smoking are associated with initiating a relationship with a romantic partner who smokes more and approves of smoking more. The findings suggest some important aspects of romantic partner selection effects in terms of what is selected for, partner smoking and approval, and key young adult variables that contribute to selection, such as participant’s own smoking and smoker prototype. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reports of mental imagery in retrieval from long-term memory

Phenomenal reports were obtained immediately after participants retrieved information from long-term memory. Data were gathered for six basic forms of memory (semantic, generic perceptual, recollective, motor skill, rote skill, cognitive skill) and for three forms of memory that asked for declarative information about procedural tasks (motor-declarative, rote-declarative, cognitive-declarative). The data show consistent reports of mental imagery during retrieval of information from the generic perceptual, recollective, motor-declarative, rote-declarative, and cognitive-declarative categories; much less imagery was reported for the semantic, motor, rote, and cognitive categories. Overall, the data provide support for the theoretical framework outlined in Brewer and Pani (1983).     

Autonomy in children's learning: An experimental and individual difference investigation.

Ninety-one fifth-grade children participated in a study that assessed the effects of motivationally relevant conditions and individual differences on emotional experience and performance on a learning task. Two directed-learning conditions, one controlling and one noncontrolling, were contrasted with each other and with a third nondirected, spontaneous-learning context. Both directed sets resulted in greater rote learning compared with the nondirected-learning condition. However, both the nondirected and the noncontrolling directed-learning sets resulted in greater interest and conceptual learning compared with the controlling set, presumably because they were more conducive to autonomy or an internal perceived locus of causality. Furthermore, children in the controlling condition experienced more pressure and evidenced a greater deterioration in rote learning over an 8- (±1) day follow-up. Individual differences in children's autonomy for school-related activities as measured by the Self-Regulation Questionnaire (Connell & Ryan, 1985) also related to outcomes, with more self-determined styles predicting greater conceptual learning. Results are discussed in terms of the role of autonomy in learning and development and the issue of directed versus nondirected learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinguishing prototype-based and exemplar-based processes in dot-pattern category learning.

The authors contrast exemplar-based and prototype-based processes in dot-pattern categorization. In Experiments 1A and 1B, participants provided similarity ratings of dot-distortion pairs that were distortions of the same originating prototype. The results show that comparisons to training exemplars surrounding the prototype create flat typicality gradients within a category and small prototype-enhancement effects, whereas comparisons to a prototype center create steep typicality gradients within a category and large prototype-enhancement effects. Thus, prototype and exemplar theories make different predictions regarding common versions of the dot-distortion task. Experiment 2 tested these different predictions by having participants learn dot-pattern categories. The steep typicality gradients, the large prototype effects, and the superior fit of prototype models suggest that participants refer to-be-categorized items to a representation near the category's center (the prototype), and not to the training exemplars that surround the prototype. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparing exemplar and prototype models of categorization.

Five experiments contrasted the prototype and exemplar theories of categorization. The stimuli for the experiments were simple perceptual figures that varied along two multi-valued dimensions. During the learning phase of each experiment, participants assigned each of a series of stimuli to one of two categories and received feedback concerning their assignments. During the generalization phase, participants made category judgments with respect to novel stimuli, including some crucial test stimuli that were (a) more similar to the prototype of one of the two categories, and at the same time, (b) more similar, on average, to the exemplars of the other category. Participants assigned the test stimuli to the latter category. This was taken as evidence favoring the exemplar over the prototype theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluating innovation in general practice: a pragmatic framework using programme budgeting and marginal analysis

We investigated the spatio-temporal characteristics of visual attention. In rapid serial visual presentation (RSVP) tasks using Kanji characters, we found temporal migration of characters (Experiment 1) and radicals (Experiment 2). In Experiment 1, the migration was more frequent for the word condition than for the pseudoword condition. Migration with the distractor preceding the target was more frequent than that with the distractor following the target in both experiments. Temporal character and radical migration suggests that characters in words and radicals of characters are separately integrated in RSVP situations where attention is overloaded. However, the hypothesis of independent feature integration is rejected. This dependency means that the attentional units of words and characters might exist.     

Biases in interpretation and memory in generalized social phobia.

Two experiments examined the link between interpretation and memory in individuals diagnosed with Generalized Social Phobia (GSP). In Experiment 1, GSP and control participants generated continuations for nonsocial and ambiguous social scenarios. GSP participants produced more socially anxious and negative continuations for the social scenarios than did the controls. On the subsequent test of recalling the social scenarios, intrusion errors that shared meaning with the original continuations were made more frequently by the GSP group, producing false recall with emotionally negative features. To examine whether nonanxious individuals would also produce such errors if given emotional interpretations, in Experiment 2 the authors asked university students to read the scenarios plus endings produced by GSP participants in Experiment 1. The students either constructed vivid mental images of themselves as the main characters or thought about whether the endings provided closure. Low-anxious students in the closure condition produced fewer ending-based intrusions in recalling the social scenarios than did students in the other 3 conditions. Results illustrate the importance of examining the nature of source-monitoring errors in investigations of memory biases in social anxiety. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Anti-Black prejudice as a function of exposure to the negative behavior of a single Black person.

The authors examined whether the negative behavior of 1 Black male would influence White participants' perceptions of Black Americans and behavior toward another Black person. In Study 1, it was found that participants in the Black-negative condition tended to stereotype Blacks more than participants in the Black-control condition did. It was also found that participants who had observed a negative behavior, whether it was performed by a Black or a White confederate, avoided a subsequently encountered Black person more often than did participants in either the positive condition or the control condition. In a 2nd study, interpersonal interactions with a Black person were minimized only after participants observed the negative behavior of a Black confederate. Study 3 extended the findings of Study 1 by showing that group level stereotypes and the expression of ingroup favoritism resulted from simply overhearing a conversation in which a Black person was alleged to have committed a crime. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prototype abstraction and distinctive feature learning: An application to learning Chinese characters.

Chinese characters with related meanings often have a common symbol included among their components. In an exemplar-prototype and distinctive feature classification system, the multiple-component characters (the exemplars) can be said to have a common component (the prototype) distinctive to the shared concept. A study was conducted with 60 undergraduates who were administered recognition tests with new and old exemplars and prototypes. Results show that the traditional language learning technique of paired-associate training with exemplars of Chinese characters and specific English translations led to the poorest performance of the 3 methods tested. Learning either the English concept for Chinese exemplars (exemplar-category training) or the English concept for only the distinctive feature (prototype training) produced greatly superior performance. Instructions regarding the nature of Chinese characters had no effect on performance. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Category learning with minimal prior knowledge.

In 6 experiments, the authors examined the use of prior knowledge in category learning. Previous studies of the effects of knowledge on category learning have used categories in which knowledge was related to all of the category's features. However, people's knowledge of real-world categories often consists of many "rote" features that are not related to their prior knowledge. Five experiments found that even minimal prior knowledge (1 knowledge-relevant feature and 5 rote features per exemplar) can facilitate category learning. Posttests revealed that although the knowledge aided learning, subjects also acquired the rote features that were not related to knowledge, contradicting predictions of an attentional explanation of the knowledge effect. The results of Experiment 6 suggested that subjects attempt to link even rote features to their knowledge. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interference effects in autistic children: Evidence for the comprehension of single stimuli.

Three versions of the Stroop Color–Word Test were used to investigate whether autistic children appreciate the meaning of individual items. Incongruity in color–form, color–word, and circle–number tests produced as much interference in 12 autistic boys as in 12 normal boys (8.7–16.4 yrs old). Findings suggest that at least some autistic Ss were capable of processing the semantic aspect of a number of stimuli. They understood simple pictorial forms, color words, and numeric characters. Results pose problems for theories that assert that autistic children learn only by rote memory. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prototypes in category learning: The effects of category size, category structure, and stimulus complexity.

Although research in categorization has sometimes been motivated by prototype theory, recent studies have favored exemplar theory. However, some of these studies focused on small, poorly differentiated categories composed of simple, 4-dimensional stimuli. Some analyzed the aggregate data of entire groups. Some compared powerful multiplicative exemplar models to less powerful additive prototype models. Here, comparable prototype and exemplar models were fit to individual-participant data in 4 experiments that sampled category sets varying in size, level of category structure, and stimulus complexity (dimensionality). The prototype model always fit the observed data better than the exemplar model did. Prototype-based processes seemed especially relevant when participants learned categories that were larger or contained more complex stimuli. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Think Different: The Merits of Unconscious Thought in Preference Development and Decision Making.

The role of unconscious and conscious thought in decision making was investigated in 5 experiments. Because of the low processing capacity of consciousness, conscious thought was hypothesized to be maladaptive when making complex decisions. Conversely, unconscious thought was expected to be highly effective. In Experiments 1-3, participants were presented with a complex decision problem in which they had to choose between various alternatives, each with multiple attributes. Some participants had to make a decision immediately after being presented with the options. In the conscious thought condition, participants could think about the decision for a few minutes. In the unconscious thought condition, participants were distracted for a few minutes and then indicated their decision. Throughout the experiments, unconscious thinkers made the best decisions. Additional evidence obtained in Experiments 4 and 5 suggests that unconscious thought leads to clearer, more polarized, and more integrated representations in memory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Journey to the center of the category: The dissociation in amnesia between categorization and recognition.

The authors' theoretical analysis of the dissociation in amnesia between categorization and recognition suggests these conclusions: (a) Comparing to-be-categorized items to a category center or prototype produces strong prototype advantages and steep typicality gradients, whereas comparing to-be, categorized items to the training exemplars that surround the prototype produces weak prototype advantages and flat typicality gradients; (b) participants often show the former pattern, suggesting their use of prototypes; (c) exemplar models account poorly for these categorization data, but prototype models account well for them; and (d) the recognition data suggest that controls use a single-comparison exemplar-memorization process more powerfully than amnesics. By pairing categorization based in prototypes with recognition based in exemplar memorization, the authors support and extend other recent accounts of cognitive performance that intermix prototypes and exemplars, and the authors reinforce traditional interpretations of the categorization-recognition dissociation in amnesia. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effect of attention training on a behavioral test of contamination fears in individuals with subclinical obsessive-compulsive symptoms.

In the current study, we evaluated the effectiveness of attention training in individuals with subclinical obsessive-compulsive symptoms. We hypothesized that after completing attention training, participants would be more likely to complete steps in a hierarchy approaching their feared contaminant compared with participants in the control condition. Participants completed a probe detection task by identifying letters replacing one member of a pair of words (neutral or contamination related). We trained attention by building a contingency between the location of the contamination-related word in the active condition and not in the control condition. Participants in the active group showed a significant reduction in attention bias for threat and completed significantly more steps when approaching their feared objects compared with participants in the control group. Our results suggest that attention disengagement training may facilitate approaching feared objects in individuals with obsessive-compulsive symptoms. (PsycINFO Database Record (c) 2010 APA, all rights reserved)