Angela M. Maguire

What You Get Out of Memory Depends on the Question You Ask

Following study, participants received 2 tests. The 1st was a recognition test; the 2nd was designed to tap recollection. The objective was to examine performance on Test 1 conditional on Test 2 performance. In Experiment 1, contrary to process dissociation assumptions, exclusion errors better predicted subsequent recollection than did inclusion errors. In Experiments 2 and 3, with alternate questions posed on Test 2, words having high estimates of recollection with one question had high estimates of familiarity with the other question. Results supported the following: (a) the 2-test procedure has considerable potential for elucidating the relationship between recollection and familiarity; (b) there is substantial evidence for dependency between such processes when estimates are obtained using the process dissociation and remember-know procedures; and (c) order of information access appears to depend on the question posed to the memory system.

Using Maintenance Rehearsal to Explore Recognition Memory

We examined associative and item recognition using the maintenance rehearsal paradigm. Our intent was to control for mnemonic strategies; to produce a low, graded level of learning; and to provide evidence of the role of attention in long-term memory. An advantage for low-frequency words emerged in both associative and item recognition at very low levels of learning. This early emergence casts doubt on explanations based on the traditional concept of recollection. A comparison of false alarms supports a role for item information or the joint use of cues but not familiarity in producing associative false alarms. We may also have found a way to measure the amount of attention being paid to a to-be-learned item or pair, independently of memory performance on the attended item. This result may be an important step in determining whether coherent theories about the role of attention in long- and short-term memory can be created. (PsycINFO Database Record (c) 2009 APA, all rights reserved).

Contexts and control operations used in accessing list-specific, generalized, and semantic memories

The human ability to focus memory retrieval operations on a particular list, episode or memory structure has not been fully appreciated or documented. In Experiment 1-3, we make it increasingly difficult for participants to switch between a less recent list (multiple study opportunities), and a more recent list (single study opportunity). Task performance was good, although there was a cost associated with switching. In Experiment 4, list-specific learning experiences were used to create a generalized memory as a step towards semantic memory. List-specific memories intruded during attempts to retrieve the generalized memory and the generalized memory enhanced list-specific performance. The generalized memory also intruded in a free-association task. We propose that a hierarchy of contexts and control operations underlie the human ability to access different memory structures and that there is no sharp discontinuity in the control operations needed to access list-specific, generalized, and semantic memories.

Inhibition, encoding specificity, and response availability revisited

Great apes but not monkeys solve the invisible displacement task under conditions controlling for associative strategies. However, even chimpanzees and young children have difficulty with double invisible displacements in which an object is hidden at two non-adjacent boxes in a linear array. We tested chimpanzees and 24-month-old children on a new adaptation of the task involving four hiding boxes presented in a diamond shaped array on a vertical plane. Both species performed above chance on double invisible displacements using this format, suggesting that previous poor performance was due to inhibition problems rather than fundamental limitations in representational capacity. In a pilot study, four siamangs and a spider monkey were tested on single and double displacement tasks. Performance was mixed but there was some evidence that invisible displacements might be within the capacity of siamangs, with one subject passing double invisible displacements in the vertical format. The spider monkey failed double displacements and showed a significant tendency to search at a box adjacent to the displacement device on the standard single invisible displacement task. However, when this task was administered in the vertical format the spider monkey performed above chance.In the think/no-think paradigm people practice “suppressing” a learned response to a cue. Practice at suppression appears to produce a long-lasting inhibition of the suppressed response, as evidenced by a subsequent failure to recall the response to an extralist (associatively related, non-studied) cue. Critical to this interpretation is the assumption that suppression practice is necessary. A series of interference paradigms, which do not involve suppression practice and which are structurally similar to the think/no-think paradigm, provide evidence against the inhibition interpretation. Additional evidence against inhibition derives from our demonstrations herewith that the findings from the think/no-think paradigm can be replicated without any apparent suppression requirement. Furthermore, the results from all of these paradigms can be explained by the same simple principle. Namely, that when an item exists in an extended associative network, strengthening the item makes it interfere with the recall of other items in the network.This study examined whether readers with good temporal processing ability were better than those with average temporal processing ability in processing certain types of text. One-hundred-and-five English speaking undergraduates participated in a range of visual and auditory temporal tasks, and read English phonologically regular pseudowords and irregular words presented in isolation and as continuous text. Results indicated that good temporal processing readers were significantly better than average temporal processing readers in reading, particularly for irregular words. They were also better spellers and had higher IQ. However, once IQ, reading and spelling scores were controlled, there were no significant group differences in reading irregular and pseudowords presented singly and continuously. Readers with better visual temporal resolution did not process continuously presented text more accurately than single words. The findings highlighted the relevancy of the magnocellular sensitivity in dealing with languages of irregular orthography but failed to provide evidence that better visual temporal resolution would enhance the reading of text presented continuously rather than singly, at least among normal adult readers. Magnocellular sensitivity may be helpful, even though it may not be causal, to reading development. The discrepant results were discussed.Fuzzy signal detection analysis can be a useful complementary technique to traditional signal detection theory analysis methods, particularly in applied settings. For example, traffic situations are better conceived as being on a continuum from no potential for hazard to high potential, rather than either having potential or not having potential. This study examined the relative contribution of sensitivity and response bias to explaining differences in the hazard perception performance of novices and experienced drivers, and the effect of a training manipulation. Novice drivers and experienced drivers were compared (N = 64). Half the novices received training, while the experienced drivers and half the novices remained untrained. Participants completed a hazard perception test and rated potential for hazard in occluded scenes. The response latency of participants to the hazard perception test replicated previous findings of experienced/novice differences and trained/untrained differences. Fuzzy signal detection analysis of both the hazard perception task and the occluded rating task suggested that response bias may be more central to hazard perception test performance than sensitivity, with trained and experienced drivers responding faster and with a more liberal bias than untrained novices. Implications for driver training and the hazard perception test are discussed.Pseudowords with inconsistent vs. consistent spellings (e.g., nurch, with rhyme neighbours search, lurch & perch, vs. mish, with neighbours dish, wish) were presented with definitions for naming either twice or 6 times. In an oral spelling test, there were main and interactive effects of consistency and the number of training trials on accuracy and main effects only on response latency, with the improvement in accuracy from 2 to 6 training trials greater for the more poorly learned inconsistent items. Of most interest, the smaller effect of training on accuracy in the consistent condition was reliable; contrary to the most obvious prediction of dual route spelling models that the sublexical procedure should produce correct spellings for consistent items early in training. In a second task students wrote spellings of multisyllabic words containing unstressed indeterminate (schwa) vowels. In their errors on the schwa vowel, students showed sensitivity to the most common spelling overall but also they were influenced by differences in schwa spellings in English words as a function of the number of syllables and schwa position. These results indicate that dual route models of spelling will need to accommodate the consistency of spellings within categories defined by lexical structure variables.By 24-months of age most children show mirror self-recognition. When surreptitiously marked on their forehead and then presented with a mirror, they explore their own head for the unexpected mark. Here we demonstrate that self-recognition in mirrors does not generalize to other visual feedback. We tested 80 children on mirror and live video versions of the task. Whereas 90% of 24-month olds passed the mirror version, only 35% passed the video version. Seventy percent of 30-month olds showed video selfrecognition and only by age 36-months did the pass rate on the video version reach 90%. It remains to be y 24-months of age most children show mirror self-recognition. When surreptitiously marked on their forehead and then presented with a mirror, they explore their own head for the unexpected mark. Here we demonstrate that self-recognition in mirrors does not generalize to other visual feedback. We tested 80 children on mirror and live video versions of the task. Whereas 90% of 24-month olds passed the mirror version, only 35% passed the video version. Seventy percent of 30-month olds showed video selfrecognition and only by age 36-months did the pass rate on the video version reach 90%. It remains to beAchievement goal orientation represents an individuals general approach to an achievement situation, and has important implications for how individuals react to novel, challenging tasks. However, theorists such as Yeo and Neal (2004) have suggested that the effects of goal orientation may emerge over time. Bell and Kozlowski (2002) have further argued that these effects may be moderated by individual ability. The current study tested the dynamic effects of a new 2x2 model of goal orientation (mastery/performance x approach/avoidance) on performance on a simulated air traffic control (ATC) task, as moderated by dynamic spatial ability. One hundred and one first-year participants completed a self-report goal orientation measure and computerbased dynamic spatial ability test and performed 30 trials of an ATC task. Hypotheses were tested using a two-level hierarchical linear model. Mastery-approach orientation was positively related to task performance, although no interaction with ability was observed. Performance-avoidance orientation was negatively related to task performance; this association was weaker at high levels of ability. Theoretical and practical implications will be discussed.Due to the growing popularity of goal setting programs within organisations, an understanding of the mechanisms underlying the dynamic regulation of performance is paramount (Williams, Donovan, & Dodge, 2000). Goals serve as standards or referents by which behaviour is directed and evaluated. Whilst their importance is well established in the existing literature (e.g. Locke & Latham, 1990), more recent research has highlighted the potential importance of goal-performance discrepancies. Moreover, the relationship between goal-performance discrepancies and outcomes such as self-efficacy and personal goals appears to vary between people (Schmidt & Chambers, 2002). Of interest in the current study was how these relationships were impacted by goal orientation. Ninety-seven participants completed 30 two-minute trials of an Air Traffic Control task. Task specific goal orientation was measured prior to commencement of the task and measures of self-efficacy and personal task goals were taken at each trial to assess the within-person relationships between goal performance discrepancies and each of these dependant variables, as well as the moderating effects of goal orientations on these relationships. Analysis supported the existence of a positive relationship between goal-performance discrepancies and outcome variables, with performance-approach and –avoidance orientations significantly moderating these associations. Implications and future directions are discussed.It has been demonstrated, using abstract psychophysical stimuli, that speeds appear slower when contrast is reduced under certain conditions. Does this effect have any real life consequences? One previous study has found, using a low fidelity driving simulator, that participants perceived vehicle speeds to be slower in foggy conditions. We replicated this finding with a more realistic video-based simulator using the Method of Constant Stimuli. We also found that lowering contrast reduced participants’ ability to discriminate speeds. We argue that these reduced contrast effects could partly explain the higher crash rate of drivers with cataracts (this is a substantial societal problem and the crash relationship variance can be accounted for by reduced contrast). Note that even if people with cataracts can calibrate for the shift in their perception of speed using their speedometers (given that cataracts are experienced over long periods), they may still have an increased chance of making errors in speed estimation due to poor speed discrimination. This could result in individuals misjudging vehicle trajectories and thereby inflating their crash risk. We propose interventions that may help address this problem.Capacity limits in visual attention have traditionally been studied using static arrays of elements from which an observer must detect a target defined by a certain visual feature or combination of features. In the current study we use this visual search paradigm, with accuracy as the dependent variable, to examine attentional capacity limits for different visual features undergoing change over time. In Experiment 1, detectability of a single changing target was measured under conditions where the type of change (size, speed, colour), the magnitude of change, the set size and homogeneity of the unchanging distractors were all systematically varied. Psychometric function slopes were calculated for different experimental conditions and ‘change thresholds’extracted from these slopes were used in Experiment 2, in which multiple supra-threshold changes were made, simultaneously, either to a single or to two or three different stimulus elements. These experiments give an objective psychometric paradigm for measuring changes in visual features over time. Results favour object-based accounts of visual attention, and show consistent differences in the allocation of attentional capacity to different perceptual dimensions.The eye-blink startle reflex can be modulated by attentional and emotional processes. The reflex is facilitated during stimuli that engage attention. A linear pattern of emotional modulation has also been consistently demonstrated: the reflex is facilitated during unpleasant stimuli and attenuated during pleasant stimuli. However, during anticipation of pleasant or unpleasant stimuli it is unclear whether emotion or attention drives startle reflex modulation. This study used a differential learning procedure to investigate whether startle modulation during anticipation of a salient stimulus reflected emotional or attentional processes. In acquisition, a CS+ was paired with a pleasant or unpleasant US and a CS- was presented alone. In extinction, blink startle magnitude was measured during CS+ and CS-. Post-acquisition valence ratings and affective priming showed that CS+ had acquired the same affective value as the pleasant or unpleasant US with which it was paired. No differences in modulation of blink startle reflexes during pleasant CS+ and unpleasant CS+ were found throughout extinction. Blink startle facilitation occurred during CS+ but not CS- across the first third of extinction. Thus, attentional rather than emotional processes appeared to facilitate blink startle during anticipation of salient stimuli.A target word is classified faster as pleasant or unpleasant if preceded by a prime that matches the target word’s valence. This affective priming phenomenon is currently popular as an implicit measure of stimulus valence. The present set of experiments investigated whether rated stimulus arousal will affect target classification as well. In three experiments, word targets were preceded by prime stimuli that differed in rated arousal and valence. The basic priming effect was replicated in all experiments, however, priming was largest after high arousal unpleasant and low arousal pleasant primes, and reduced after low arousal unpleasant and high arousal pleasant primes. This finding emerged for picture and word primes and does not reflect the effect of differences in stimulus complexity. The difference in the effectiveness of the primes was not affected by SOA and seemed to hold across a wide range (50-200 ms for words and 200-500 ms for pictures). The present results suggest that some failures to find affective priming may not reflect on prime valence, but on prime arousal. Moreover, it suggests that increases in stimulus arousal have differential effects for the processing of pleasant and unpleasant stimuli.The present study aims to encourage selective use of a complex categorisation strategy. More specifically, participants will be trained to use a two dimensional strategy in one region of category space and a more complex three-dimensional strategy in another region of category space. In the 2–3 conditions, participants will be presented with stimuli requiring the two-dimensional strategy in the first phase of training and the three-dimensional strategy in the second phase of training. In the 3-2 conditions, participants will be presented with stimuli requiring the three-dimensional strategy in the first phase of training and the two-dimensional strategy in the second phase of training. The main dependent measure will be performance on exceptions to the two-dimensional strategy. If participants learn to selectively use the three-dimensional strategy, then we expect them to correctly classify novel exceptions that occur in the three-dimensional region of the category space and incorrectly classify novel exceptions that occur in the two-dimensional region of the category space.This study attempted to examine the validity of the IQ-discrepancy based definition of dyslexia from the point of view of temporal processes and reading mechanisms, an area being overlooked in the literature. One-hundred-and-five English speaking undergraduates, divided into “high IQ” and “average IQ” groups, were compared on their visual, auditory temporal and reading processes. Results indicated that “high IQ” and “average IQ” readers did not differ significantly in reading, spelling and overall temporal processing ability, even though “high IQ” group had better temporal resolution in BLAN12 (visible persistence at 12 c/deg) and AGAP15 (auditory gap detection at 15 ms). Auditory temporal order judgment and the transient visual measures significantly predicted reading and spelling independent of IQ. The temporal measures were minimally predictive of IQ, suggesting that IQ is multi-dimensional and has a negligible reciprocal interaction with temporal resolution mechanisms. The temporal and the literacy measures were not effective discriminants for individual’s intellectual capacity. The findings questioned the validity of the IQ-discrepancy definition of dyslexia within the domain of temporal processing. However, the restricted use of nonverbal IQ and proficient readers made the generalisation of the results to the verification of the IQ-discrepancy definition difficult.Explicit (aware) learning has been shown to evidence certain characteristics, such as extinction, blocking, occasion setting, and reliance on context. These characteristics have not been assessed in implicit (unaware) learning. The current study investigated whether implicit learning is subject to blocking. Participants completed a cued reaction time task, where they watched rapid presentations of a random sequence of 8 pairs of shapes, and responded to two target shapes. One target was always preceded by a cue. The experimental group completed a pretraining phase where half the cue, one shape, was followed by the target. Both experimental and control groups completed a training phase where both elements of the cue, two shapes, were followed by the target. Both aware and unaware participants evidenced learning, whereby responding was faster for cued than uncued targets. Aware participants in the experimental group responded faster to targets preceded by the pretrained element than by the other element of the cue. Control and unaware experimental participants were faster to respond to targets preceded by either element of the cue. As blocking was only evident in aware participants, but implicit learning was observed in all participants, it is concluded that implicit learning is not subject to blocking.