Abstracts
of the Psychonomic Society
Volume 21 • November 2016
57TH ANNUAL MEETING
POSTER SESSIONS
Sheraton Boston Hotel
Boston, Massachusetts
Thursday, November 17-Sunday, November 20, 2016
Grand Ballroom Foyer, Sheraton Boston Hotel
Thursday, November 17....... 10:00 a.m.-8:00 p.m.
Friday, November 18.............. 7:30 a.m.-6:00 p.m.
Saturday, November 19......... 7:30 a.m.-5:00 p.m.
Hynes Ballroom B, Hynes Convention Center
Session I
Thursday, November 17......... 6:00 p.m.-7:30 p.m.
Session II
Friday, November 18........... 12:00 noon-1:30 p.m.
Session III
Friday, November 18.............. 6:00 p.m.-7:30 p.m.
Session IV
Saturday, November 19...... 12:00 noon-1:30 p.m.
Session V
Saturday, November 19......... 6:00 p.m.-7:30 p.m.
OPENING SESSION/KEYNOTE ADDRESS
BUSINESS MEETING
Grand Ballroom, Sheraton Boston Hotel
Thursday, November 17......... 8:00 p.m.-9:30 p.m.
• Psychonomic Society 2016 Early Career
Awards
• Psychonomic Society/Women in Cognitive
Science Travel and Networking Award for
Junior Scientists
• Perception and Action in the Wild
Roberta Klatzky, Carnegie Mellon University
Liberty Ballroom B, Sheraton Boston Hotel
Saturday, November 19......... 5:10 p.m.-6:00 p.m.
• Presentation of the Psychonomic Society
2016 Clifford T. Morgan Best Article Awards
• Business of the Psychonomic Society
REGISTRATION
SYMPOSIA
Grand Ballroom, Sheraton Boston
Friday, November 18.......... 10:00 a.m.-12:05 p.m.
Model-Based Cognitive Neuroscience
FUTURE MEETINGS
2017 – Vancouver, BC – November 9-12
2018 – New Orleans, LA – November 15-18
2019 – Montréal, QC – November 14-17
2020 – Austin, TX – November 19-22
2021 – San Diego, CA – November 18-21
2022 – Washington, DC – November 17-20
Friday, November 18.............. 1:30 p.m.-3:30 p.m.
Motivated Memory: Considering the Functional
Role of Memory
Saturday, November 19.... 10:00 a.m.-12:00 noon
Language by Mouth and by Hand
Saturday, November 19......... 1:30 p.m.-3:30 p.m.
The Evolutionary and Psychological
Significance of Play
From the Psychonomic Society’s Leading Edge
Workshop initiative
In honor of Stanley J. Kuczaj, II
A PSYCHONOMIC SOCIETY PUBLICATION
www.psychonomic.org
General Information
OPENING SESSION/KEYNOTE ADDRESS
Perception and Action in the Wild
Roberta Klatzky, Carnegie Mellon University
Thursday, November 17, 8:00 p.m., Grand Ballroom
2016 EARLY CAREER AWARDS
Bharath Chandrasekaran, University of Texas at Austin
Christopher Donkin, University of New South Wales
Kimberly Fenn, Michigan State University
Jennifer Trueblood, Vanderbilt University
OPENING RECEPTION
Thursday, November 17, immediately following the Keynote Address, Grand Ballroom
Hosted by: Psychonomic Society Governing Board
TABLE OF CONTENTS
General Information........................................................................................................................................................................................ii
Maps of Meeting Space.................................................................................................................................................................................... v
2016 Early Career Awards............................................................................................................................................................................viii
2016 Member Select-Speaker Awards..........................................................................................................................................................ix
2016 Graduate Travel Awards......................................................................................................................................................................... x
2016 Clifford T. Morgan Best Article Awards.............................................................................................................................................xi
2016 Special Events........................................................................................................................................................................................xii
In Memoriam.................................................................................................................................................................................................xiii
Condensed Schedule A, sessions by time............................................................................................................................................... xxiii
Condensed Schedule B, sessions by room...............................................................................................................................................xxvi
Condensed Schedule C, abstracts by time............................................................................................................................................ xxviii
Spoken Sessions, Friday morning.................................................................................................................................................................. 1
Spoken Sessions, Friday afternoon..............................................................................................................................................................15
Spoken Sessions, Saturday morning............................................................................................................................................................29
Spoken Sessions, Saturday afternoon..........................................................................................................................................................43
Spoken Sessions, Sunday morning..............................................................................................................................................................57
Business Meeting............................................................................................................................................................................................57
Poster Session I, Thursday evening..............................................................................................................................................................73
Poster Session II, Friday noon....................................................................................................................................................................125
Poster Session III, Friday evening..............................................................................................................................................................177
Poster Session IV, Saturday noon...............................................................................................................................................................229
Poster Session V, Saturday evening............................................................................................................................................................281
Author Index................................................................................................................................................................................................333
Keyword Index.............................................................................................................................................................................................354
NOTICES
• Designation of Psychonomic Society Early Career Award Winners: An asterisk (*) preceding an author’s name indicates that he/she
is a recipient of the Psychonomic Society’s Early Career Award for 2016.
i
General Information
HOTELS
It is recommended that you download the mobile app before
you come to the Annual Meeting. Internet service will not be
available in the meeting space at the Sheraton Boston Hotel.
The Sheraton Boston Hotel will serve as our headquarters
hotel. All spoken sessions for the 2016 Psychonomic Society
Annual Meeting will be held at the Sheraton with the exception
of the poster sessions, which will be held in the nearby Hynes
Convention Center.
MEETING ROOMS
All meeting rooms for spoken papers are located in the
Sheraton Boston Hotel:
• Back Bay (2nd floor)
• Independence Ballroom (2nd floor)
• Liberty Ballroom (2nd floor)
• Public Garden (5th floor)
• Republic Ballroom (2nd floor)
• Constitution Ballroom (2nd floor)
• Grand Ballroom (2nd floor)
• Commonwealth (3rd Floor)
To maintain the Society’s practice of no registration fee for
members, it is essential that all rooms reserved for the Annual
Meeting be identified as such at the time of booking. To assure
you receive the specially negotiated room rate of $209 + tax
(single/double) per night, please make your reservations no
later than October 21, 2016. There are a limited number of
rooms available at the Sheraton, so please book early to secure
your sleeping room reservations (rooms may be sold out
well before this date). Visit the Psychonomic Society website
(www.psychonomic.org) to make online reservations.
Session chairs are encouraged to solicit papers from individuals
in their sessions prior to the meeting and load presentations
onto the laptop computer in the meeting room. This will save
time during the session.
The Colonnade Hotel is open for reservations in case the
Sheraton Boston sells out. The room rates are $249 + tax
(single/double). Visit the Psychonomic Society website to
secure online reservations.
TRAVEL TO BOSTON
REGISTRATION
Airport
Logan International Airport (BOS) is located approximately 6
miles from the Sheraton Boston Hotel.
Registration is free to members of the Psychonomic Society.
Registration fees for non-member PhDs and graduate
students are $75. There is no registration fee for undergraduate
students. Membership in the Society is inexpensive and
strongly encouraged.
Parking
Valet parking at the Sheraton Boston Hotel is $53 daily. Selfparking is $42 daily. Self-parking ramps are available in the
downtown area. Check out the Best Parking app (Apple
App Store and Google Play), which will detail more parking
opportunities and pricing.
Registration will be located in the Grand Ballroom Foyer on
the second floor of the Sheraton during the following times:
Thursday, November 17...................10:00 a.m. – 8:00 p.m.
Friday, November 18..........................7:30 a.m. – 6:00 p.m.
Saturday, November 19......................7:30 a.m. – 5:00 p.m.
Shuttle Service
GoBoston Shuttle
• Pickup locations: Logan Airport terminals and Sheraton
Boston Hotel
• Hours: 24/7
• Cost: $17 per person, advance reservations required.
• You may schedule a pickup from the Sheraton
Boston or from Boston Logan Airport online at
http://ultimateshuttle.hudsonltd.net/res, or you may
contact the GoBoston Shuttle directly at 888-437-4379.
To avoid lines on site, you are strongly encouraged to
preregister through the Psychonomic Society website (www.
psychonomic.org). Click on the “Annual Meeting” link, then
“Registration” to access the online registration form. If you
choose not to preregister, please visit our registration desk in
the Grand Ballroom Foyer on the second floor of the Sheraton
Hotel. All attendees must register.
Back Bay Logan Express offers transportation to and from
Logan International airport. It drops off and loads by the
front entrance to the Hynes Convention Center on Boylston
Street. First departure: 6:00 a.m. Last departure: 10:00 p.m.
Bus service costs approximately $5. You will need to pay on
the bus with a credit card.
ABSTRACT AND PROGRAM BOOK
Programs will be available in print at the registration desk and
as a PDF at www.psychonomic.org. Additional or replacement
copies of the printed program will be available for $20.
Taxis
Taxis are available at Logan International Airport and at the
Sheraton Boston Hotel. The cost is approximately $40 one way.
Rates vary based on rush hour traffic.
MOBILE APP
A free mobile app for this year’s meeting will be available for
download in the Apple App Store and Google Play Store a few
weeks prior to the Annual Meeting. All versions include the
full program and abstracts.
ii
General Information
RECEPTIONS
Subway
From outside the Logan Airport terminal, take any Silver
Line bus to South Station. Change at South Station to the Red
Line. Take an Alewife-bound Red Line train to Park Street.
Change at Park Street to the Green Line. Take an “E-Heath
Street” Green Line train to Prudential Station. Exit Prudential
Station into Prudential Center mall. At center court, make a
left into the Prudential Arcade, and the hotel will be just past
Au Bon Pain. The fare is $2.65. For more information, visit:
www.mbta.com.
Opening Reception (Thursday, immediately following the
Keynote Address); 9:30 p.m.-10:30 p.m.
Grand Ballroom Foyer and Constitution Ballroom
Diversity & Inclusion Reception; Friday, 4:30 p.m.-5:30 p.m.
Gardner Room
Friday Reception (Cash bar only); 5:30 p.m. -7:30 p.m.
Hynes Ballroom B, Hynes Convention Center
POSTER SESSIONS
Saturday Reception (Cash bar only); 5:30 p.m. -7:30 p.m.
Hynes Ballroom B, Hynes Convention Center
All poster sessions will take place at the Hynes Convention
Center in Hynes Ballroom A-C.
COFFEE BREAKS
The three evening sessions will be held in conjunction with a
general reception. Authors of posters are asked to make their
posters available for viewing on the following schedule:
Session
Viewing Time
Author Present
Thursday Evening
4:00 p.m.–7:30 p.m.
6:00 p.m.–7:30 p.m.
Friday Noon
11:00 a.m.–1:30 p.m.
12:00 noon–1:30 p.m.
Friday Evening
4:00 p.m.–7:30 p.m.
6:00 p.m.–7:30 p.m.
Saturday Noon
11:00 a.m.–1:30 p.m.
12:00 noon–1:30 p.m.
Saturday Evening
4:00 p.m.–7:30 p.m.
6:00 p.m.–7:30 p.m.
Complimentary coffee and tea will be available from 7:30 a.m.
to 9:00 a.m. in the Grand Ballroom Foyer.
JOGONOMICS
Join your fellow Psychonomes on a 5K fun run/walk. The
group will meet in the lobby of the Sheraton Boston Hotel at
6:00 a.m. on Saturday, November 19, and the run will leave
promptly at 6:15 a.m. Again, this year we have added a lowkey route that will run lower mileage at a more relaxed rate.
Organizers: Jeff Zacks and Marianne Lloyd. There is no fee,
but you will be required to sign a waiver.
NOTE: The poster size has changed this year. Each poster
must fit on one side of a 4 feet high X 8 feet wide (with a 1
inch frame around the perimeter) poster board. Visit www.
psychonomic.org for suggestions on preparing your poster.
PSYCHONOMIC TIME
Persons chairing sessions this year will be asked to keep the
spoken papers schedule on times standardized against a clock
at the Psychonomic Society registration desk. All attendees are
asked to synchronize their watches to Psychonomic time.
The extended viewing time will allow all interested persons to
see posters of their choice and hopefully reduce the crowded
conditions we have sometimes had at the poster sessions.
Please do NOT leave your poster behind at the end of your
session. All posters must be removed as soon as the poster
session is concluded.
AUDIOVISUAL EQUIPMENT FOR TALKS
The numbering of posters this year uses the same system as
last year. Abstract numbers assigned to posters are not in
sequence with the numbers assigned to talks. Rather, each
poster is assigned a four-digit abstract number. The first digit
codes the session to which the poster has been assigned; the
last three digits code the location of the poster within its
session (i.e., 001-243).
LCD projectors (e.g., for PowerPoint presentations) and
laptop computers (PC) will be provided in all rooms where
spoken sessions are scheduled. Please bring your presentation
on a USB drive and load it onto the laptop computer in your
session room prior to the beginning of that session. Bring two
copies of your presentation in case of media failure. Presenters
are strongly encouraged to visit the speaker ready room in the
MPO Back Bay (2nd floor, near Back Bay A), well in advance
of their talks to review their presentations.
EXHIBITORS
2016: THE PROGRAM
Attendees are encouraged to visit our exhibitors located in
Grand Ballroom Foyer at the Sheraton Boston Hotel. Exhibit
hours are:
There were 1,520 total submissions and 1,514 valid submissions.
Of the 1,511 papers that were placed on the program, 306 are
spoken papers and 1,205 are posters. In addition, there were
three invited symposia, and one symposium that resulted
from the Psychonomic Society Leading Workshop program.
Thursday, November 17.................. 5:30 p.m. – 10:30 p.m.
Friday, November 18..........................9:30 a.m. – 6:00 p.m.
Saturday, November 19......................9:30 a.m. – 4:00 p.m.
iii
General Information
PROGRAM HISTORY
Year – Site
Society for Mathematical Psychology (SMP)
Computational Approaches to Cognition Symposium
Thursday, November 17, 2016
9:00 a.m.-4:30 p.m.
Back Bay A (2nd Floor)
Website: http://mathpsych.org/conferences/psychonomics2016/
Valid Submissions
2016 - Boston
1,514
2015 – Chicago
1,306
2014 – Long Beach
1,300
2013 – Toronto
1,264
2012 – Minneapolis
1,054
2011 – Seattle
1,037
2010 – St. Louis
Tactile Research Group (TRG)
Thursday, November 17, 2016
9:00 a.m.-6:00 p.m.
Gardner (3rd Floor)
Website: http://trg.objectis.net/
Women in Cognitive Science (WiCS)
928
2009 – Boston
1,220
2008 – Chicago
950
2007 – Long Beach
928
Thursday, November 17, 2016
4:00 p.m.-7:00 p.m.
Commonwealth (3rd Floor)
Website: http://www.womenincogsci.org/
PHOTOGRAPHIC RELEASE
2016 AFFILIATE MEETINGS
As part of your registration for the 2016 Annual Meeting, the
Psychonomic Society reserves the right to use photographs
and video taken during the meeting for future marketing purposes. If you do not wish to have your photograph or video
used for such purposes, please contact us at the Psychonomic
Society registration desk.
Auditory Perception, Cognition, and Action Meeting
(APCAM)
Thursday, November 17, 2016
8:00 a.m.-5:00 p.m.
Back Bay C (2nd Floor)
Website: www.apcam.us
Comparative Cognition Society (CCS)
PROGRAM AND CONFERENCE
ORGANIZATION
Thursday, November 17, 2016
8:00 a.m.-5:00 p.m.
Back Bay B (2nd Floor)
Website: www.comparativecognition.org
The Secretary/Treasurer, Ruth Maki, has the responsibility for
organizing the program, the Program Committee reviews the
schedule, and the Convention Manager, Andrew Conway, has
the responsibility for arranging facilities at the meeting. They
do so with the indispensable help of Lou Shomette, Executive
Director; Valerie Ickes and Jane Shepard, Meeting Planners;
Brian Weaver, Communications & Marketing Manager;
Nan Knuteson, Membership Coordinator and Registrar;
Kathy Kuehn, Production Director; Cynthia Coates, Graphic
Artist; Erica Koconis, Accountant; Erika O’Leary, IT; and Bill
Stoeffler, Account Director.
Configural Processing Consortium (CPC)
Wednesday, November 16, 2016
8:30 a.m.-5:30 p.m.
Back Bay D (2nd Floor)
Website: configural.org
International Association for Metacognition (IAM)
Thursday, November 17, 2016
12:00 noon-4:00 p.m.
Hampton (3rd Floor)
Website: http://iametacognition.wix.com/metacognition
Object Perception, Attention, and Memory (OPAM)
Thursday, November 17, 2016
7:00 a.m.-5:00 p.m.
Independence Ballroom (2nd Floor)
Website: www.opam.net
OFFICERS OF THE SOCIETY
Chair
Society for Computers in Psychology (SCiP)
Past Chair
Thursday, November 17, 2016
8:00 a.m.-5:30 p.m.
Fairfax (3rd Floor)
Website: http://scip.ws
Chair-Elect
Secretary/Treasurer
Society for Judgment and Decision-Making Annual
Meeting (SJDM)
Friday, November 18-Monday, November 21
Website: www.sjdm.org
iv
Cathleen Moore,
University of Iowa
Robert Logie,
University of Edinburgh
Aaron Benjamin,
University of Illinois
Ruth Maki,
University of Arizona
Hotel Maps
2016 GOVERNING BOARD
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•
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•
•
•
•
•
•
•
•
•
2016 PROGRAM COMMITTEE
Cathleen Moore, University of Iowa
Edward Awh, University of Chicago
Teresa Bajo, University of Granada
Aaron Benjamin, University of Illinois
Laura Carlson, University of Notre Dame
John Dunlosky, Kent State University
Fernanda Ferreira, University of California, Davis
Robert Logie, University of Edinburgh
Janet Metcalfe, Columbia University
Lynne Reder, Carnegie Mellon University
Patricia Reuter-Lorenz, University of Michigan
Valerie Reyna, Cornell University
Ruth H. Maki, University of Arizona, ex officio
Louis Shomette, Executive Director, ex officio
•
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John Dunlosky, Chair, Kent State University
Edward Awh, University of Chicago
Teresa Bajo, University of Granada
Janet Metcalfe, Columbia University
Kristi Multhaup, Davidson College
Andrew Conway, Claremont Graduate University, ex officio
Ruth Maki, University of Arizona, ex officio
Ruth Maki, Secretary/Treasurer
Adjunct Professor, University of Arizona
rmaki@email.arizona.edu
SHERATON BOSTON HOTEL - SECOND FLOOR
Registration
Exhibitors
v
Hotel Maps
SHERATON BOSTON HOTEL - THIRD FLOOR
SHERATON BOSTON HOTEL - FIFTH FLOOR
vi
Hotel Maps
HYNES CONVENTION CENTER - LEVEL THREE
POSTER SESSIONS
POSTER SESSIONS WILL BE HELD IN BALLROOM A-C OF THE HYNES CONVENTION CENTER - LEVEL THREE
vii
2016 Early Career Awards
The Psychonomic Society
Announces the Recipients of the
2016
EARLY CAREER
AWARD
The Psychonomic Society Early Career
Award recognizes exceptional research
accomplishments among our members.
Nominees must have completed their
Bharath Chandrasekaran
University of Texas at Austin
Speech Perception
Dr. Chandrasekaran’s research examines the
neurobiological computations that underlie
speech perception and learning, using an
interdisciplinary, computational, and lifespan
approach. His current focus is on examining
the neurocognitive sources of individual
differences in speech processing. The ultimate
goal of his work is to develop optimized and
neurobiologically-informed training approaches for second language
learning, learning impairments, and auditory processing deficits.
Christopher Donkin
University of New South Wales
Cognitive Models
THE STEVEN YANTIS EARLY CAREER AWARD
Dr. Donkin’s research uses computational models
to help understand human cognition. His work
uses quantitative methods, preferably Bayesian,
to develop, test, and compare theoretical
accounts of working memory, category
learning, perceptual identification, cognitive
architecture, and both simple and complex decision-making. He is also
interested in using cognitive models as ways of measuring behavior.
terminal degree (typically PhD) within
Kimberly M. Fenn
the last 10 years and must be a Fellow
or Member of the Society. Nominations
are made by members of the Society,
and each candidate must be endorsed
by two members. Up to four awards
can be made each year. One nominee,
whose research is closest to the areas of
perception and attention, will receive
Michigan State University
Memory
Dr. Fenn’s research focuses broadly on memory
consolidation and skill acquisition. The
ultimate goal of her work is to understand
the factors that lead to successful memory
retention. A primary line of research in
her lab investigates the effect of sleep and
sleep deprivation on memory stability
and false memory formation. She also investigates the extent to
which fitness impacts memory and the role of hand and acoustic
gesture in mathematical learning and declarative memory.
the Steven Yantis Early Career Award.
Jennifer S. Trueblood
Selection of the awards is made by a
Vanderbilt University
Judgment and Decision Making
committee consisting of members of the
Governing Board and other members
of the Society. The 2016 committee
consisted of Laura Carlson, chair; Jason
Arndt, Teresa Bajo, John Henderson,
Patricia
Schooler.
Reuter-Lorenz
and
Lael
Dr. Trueblood’s research takes a joint
experimental and computational modeling
approach to study human judgment,
decision-making, and reasoning. Her work
examines how people make decisions
when faced with multiple alternatives
and in changing environments. She
is also interested in how people reason about causal events
and how different perspectives, contexts, and frames can lead
to interference effects in decision-making and memory.
viii
2016 Member Select-Speaker Awards
The Psychonomic Society
Announces the Recipients of the
2016
MEMBER
SELECT-SPEAKER
AWARD
The Member Select-Speaker Awards
are designed to showcase exceptional
research by Members. Each award
winner will be given the unique
opportunity to present his or her
research in a spoken session during
the conference and will be provided
travel funds.
The Program Committee was
responsible for the extremely difficult
task of selecting the top abstracts
submitted for a Member SelectSpeaker Award. The main criteria
for selection were overall quality of
research, theoretical impact, and
methodological rigor. This year’s
award winners more than satisfied
these criteria and collectively
represent an exciting and diverse
range of research topics, including
attention,
memory,
learning,
judgment and decision making, and
language processing.
The Member Select-Speaker Awards
is an annual award program. All
Members are encouraged to apply for
the award next year!
Gregory Cox
Syracuse University
Area: Recognition
Abstract #58: Parallel Facilitatory Retrieval of Item and Associative
Information From Event Memory
Nicholas Gaspelin
University of California, Davis
Area: Capture
Abstract #235: Converging Evidence for Suppression of Attentional Capture
by Salient-but-Irrelevant Stimuli
Marieke van Heugten
University at Buffalo, State University of New York
Area: Psycholinguistics
Abstract #43: The Flexibility of Syntactic Processing Across Development
Janina Hoffmann
University of Konstanz, Germany
Area: Judgment
Abstract #87: Testing Learning Mechanisms of Rule-based Judgment
Oliver Kliegl
Regensburg University, Germany
Area: Testing Effects
Abstract #104: Testing Can Insulate Items Against Intralist Interference:
Evidence From Output Interference and Retrieval-Induced Forgetting
Matthew Lowder
University of California, Davis
Area: Psycholinguistics
Abstract #42: Anticipating Speech Errors During Online Sentence
Processing
Bridget McConnell
James Cook University Singapore
Area: Recall
Abstract #211: Retrieval-Induced Forgetting of Spatial Information for
Items With Equal Strengths
Laura Morett
University of Pittsburgh
Area: Psycholinguistics
Abstract #248: Beat Gesture Alters How Pitch Accenting Affects Discourse
Memory: Evidence for Top-Down Use of Talker Expectations
Jan Rummel
Heidelberg University, Germany
Area: Cognitive Control
Abstract #78: Towards a Better Understanding of Controlled ProspectiveMemory Processing: Shared Processing, Increased On-Task Focus, or Both?
ix
2016 Graduate Travel Awards
The Psychonomic Society
Announces the Recipients of the
2016
G R A D UAT E
T R AV E L
AWARD
The Psychonomic Society Program
Committee
selected
15
Graduate
Travel Awards based on the quality
of the abstracts submitted by Student
Members of the Society for the 2016
Annual Meeting in Boston, MA. Each
recipient receives a travel stipend of
$1,000 and will be recognized at the
PS Business Meeting on Saturday,
November 19, 2016.
Kirsten Adam
University of Chicago
Abstract #1081: The Reliability and Stability of Change Detection Capacity
Estimates
Siti Syuhada Binte Faizal
Washington University in St. Louis
Abstract #4200: Visual Word Processing in an Atypical Learning Situation:
The Case of Non-Arabic-Speaking Qur’anic Memoriser
Sara Davis
Iowa State University
Abstract #4058: Variation in Initial Test Performance Does Not Affect the
Benefit of Testing in Cued Recall
Juan Guevara Pinto
Louisiana State University
Abstract #3152: The Low-Prevalence Effect Transfers to Across Tasks
Mehmet Gunal
University of Texas at Dallas
Abstract #2108: Survival Processing of Face Memory
Hannah Hausman
Williams College
Abstract #3126: Pretesting to Facilitate Conceptual Learning From Reading
Texts
Corinne Holmes
Temple University
Abstract #1068: Integrating Partial Viewpoints of Space: Array Stability
Supports Flexibility
Ana Marcet
Universitat De Valencia
Abstract #4202: Does Perceptual Grouping Modulate Letter Position Coding?
Rachel Pizzie
Dartmouth College
Abstract #5042: The Academic Anxiety Inventory: Assessing the Impact of
Anxiety Across Scholastic Domains
William Saban
Hebrew University of Jerusalem
Abstract #2226: From Reflexive to Volitional Processes
Edyta Sasin
University of Groningen
Abstract #1072: Can We Learn to Forget?
Michelle Stepan
Michigan State University
Abstract #5053: Sleep and Eyewitness Identifications: Changes in Decision
Making Strategies
Matti Vuorre
Columbia University
Abstract #2002: The Relation Between the Sense of Agency and the Experience
of Flow
Please join the Program Committee in
congratulating these recipients!
Visit psychonomic.org/awards for
additional information.
Drew Weatherhead
University of Waterloo
Abstract #1190: Visual Speech Influences Lexical Access in Infants
Peiyun Zhou
University of Illinois
Abstract #5127: Is Imagining a Voice Like “Listening” to It? Evidence From
ERPs
x
2016 Best Article Awards
PSYCHONOMIC SOCIETY
2016 CLIFFORD T. MORGAN
BEST ARTICLE AWARDS
Sponsored by Springer
The Psychonomic Society Clifford T. Morgan Best Article Award recognizes the best article published in each of the
Psychonomic Society’s journals in 2016. Selections are made by the Editor of each journal. Award recipients (the lead author)
will receive a certificate and honorarium of $1,000 and will be recognized at the 57th Annual Meeting in Boston, MA.
Attention, Perception, & Psychophysics (Editor: Michael Dodd)
J. Eric T. Taylor, Jason Rajsic, Jay Pratt
“Object-based selection is contingent on attentional control settings”
DOI: 10.3758/s13414-016-1074-y
Taylor
Behavior Research Methods (Editor: Michael Jones)
Taylor R. Hayes, Alexander A. Petrov
“Mapping and correcting the influence of gaze position on pupil size measurements”
DOI: 10.3758/s13428-015-0588-x
Hayes
Cognitive, Affective, & Behavioral Neuroscience (Editor: Marie Banich)
Byrne
Kaileigh A. Byrne, Dominique D. Norris, Darrell A. Worthy
“Dopamine, depressive symptoms, and decision-making: The relationship between spontaneous eye
blink rate and depressive symptoms predicts Iowa Gambling Task performance”
DOI: 10.3758/s13415-015-0377-0
Learning & Behavior (Editor: Jonathon Crystal)
Logan
Corina J. Logan, Alexis J. Breen, Alex H. Taylor, Russell D. Gray, William J. E. Hoppitt
“How New Caledonian crows solve novel foraging problems and what it means for cumulative
culture”
DOI: 10.3758/s13420-015-0194-x
Memory & Cognition (Editor: Neil Mulligan)
Zabelina
Darya Zabelina, Arielle Saporta, Mark Beeman
“Flexible or leaky attention in creative people? Distinct patterns of attention for different types of creative
thinking”
DOI: 10.3758/s13421-015-0569-4
Psychonomic Bulletin & Review (Editor: Gregory Hickok)
Sarah R. Heilbronner, Benjamin Y. Hayden
“The description-experience gap in risky choice in nonhuman primates”
DOI 10.3758/s13423-015-0924-2
Heilbronner
Cognitive Research: Principles & Implications (Editor: Jeremy Wolfe)
This journal will publish its first issue late 2016.
Visit http://www.psychonomic.org/clifford-t-morgan-best-article-awards for more information and previous recipients.
xi
2016 Special Events
PSYCHONOMIC SOCIETY
2016 SPECIAL EVENTS
The Psychonomic Society and Social Media: Putting the Public Into Science and Making Science Public
Chaired by Stephan Lewandowsky, University of Bristol (Digital Content Editor) and the Psychonomics Digital Team
Poster #1243, 2243, 3243, & 4243: Available poster sessions I, II, III, IV
Location: Ballroom A-C, Hynes Convention Center
At a time when science and scientists are increasingly subjected to scrutiny by the public, politicians, and other stakeholders, the
Society is committed to provide the public with information about its research and to solicit public commentary. Join the digital
team at our poster to contribute to the discussion and to learn more about the Society’s engagement on digital and social media.
Funding Opportunities for Cognitive Psychologists Through the Institute of Education Sciences
Chaired by: Erin Higgins, Institute of Education Sciences
Poster #3242, 4242; Friday evening session, Saturday noon session
Location: Ballroom A-C, Hynes Convention Center
The Institute of Education Sciences provides funding support for researchers to apply theories and recent findings from psychological
science to education practice through the National Center for Education Research and the National Center for Special Education
Research. Erin Higgins, the program officer for the Cognition and Student Learning topic, will be available to answer questions and
talk to attendees about their proposed work at the Friday night and Saturday noon poster sessions.
Publishing Your Research Successfully: Guidance From the Editors
Chaired by: Morgan Ryan, Springer Nature
Date: Friday, November 18, 12:00 noon-1:30 p.m.
Location: Fairfax (3rd Floor)
Springer Nature and the Psychonomic Society are co-sponsoring this workshop intended for graduate students, early career researchers,
and all those interested in learning more about publishing their research and the latest developments in academic publishing. Topics
include authorship, peer review, post publication activities, article promotion, open research practices and trends, and data sharing and
replication. The panel will be composed of the Psychonomic Society Journal Editors, the Chair of the Publications Committee of the
Psychonomic Society, the Psychonomic Digital Content Editor, and representatives from the publisher, Springer Nature.
Diversity & Inclusion Reception
Date: Friday, November 18, 4:30 p.m.-5:30 p.m.
Location: Gardner Room
Please join the Governing Board and Diversity & Inclusion Committee at the inaugural reception celebrating diversity & inclusion with
the Society and field. This annual networking event is an opportunity for scientists (from graduate students through senior researchers)
to discuss their experiences regarding diversity in the field. If you identify as a member of an underrepresented group, join us for wine
and cheese! The reception is open to all.
Graduate Student Social
Supported by the Psychonomic Society
Date: Friday, November 18, 9:00 p.m.-12:00 midnight
Location: McGreevy’s Boston
Kick back and relax as you meet other graduate students at McGreevy’s Boston, 911 Boylston Street, Boston, Massachusetts, 617262-0911, www.mcgreevysboston.com. Light hors d’oeuvres and one drink ticket good for beer, wine, soda, or water will be handed
out per person (limited availability). Bring appropriate ID and PS name badge.
Workshop on Non-Academic Careers for Psychologists (by advance reservation only)
Chaired by Robert Rauschenberger, Exponent, Inc.
Date: Saturday, November 19, 12:00 noon-1:30 p.m.
Location: Public Garden (5th Floor)
The present workshop will essay to provide an unbiased look at the obstacles psychologists face in transitioning out of academic
research, and offer some advice from those who have successfully made the transition on how to overcome those impediments. A
panel comprising former academic psychologists now working in user experience, on defense contracts, and in the gaming industry
will share their personal experiences and then make themselves available for questions from the audience.
xii
In Memoriam
In Memoriam
Psychonomic Society Members
July 2015-August 2016
2015
Henry Gleitman (1925-2015)
2016
Bruce Bridgeman (1944-2016)
Jerome S. Bruner (1915-2016)
Suzanne Hammond Corkin (1937-2016)
Glyn Humphreys (1954-2016)
Earl Busby (Buz) Hunt (1933-2016)
John Krauskopf (1928-2016)
Stan Kuczaj (1951-2016)
George Mandler (1925-2016)
Allan Urho Paivio (1925-2016)
John Swets (1928-2016)
To read the obituaries of the members above, please visit our website at www.psychonomic.org/obituaries.
The Psychonomic Society would like to honor members by listing obituaries on our website.
If you know a member of our community who has recently passed away,
please contact Lynne Reder at reder@cmu.edu with the information.
xiii
Notes
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xiv
The MIT Press Announcement
The MIT Press
CREATING LANGUAGE
Integrating Evolution,
Acquisition, and Processing
Morten H. Christiansen and
Nick Chater
A work that reveals the
profound links between the
evolution, acquisition, and
processing of language, and
proposes a new integrative
framework for the language
sciences.
ANCIENT ORIGINS
OF CONSCIOUSNESS
How the Brain Created
Experience
Todd E. Feinberg
and Jon M. Mallatt
How consciousness appeared much earlier in
evolutionary history than is
commonly assumed, and
why all vertebrates and
perhaps even some invertebrates are conscious.
Hardcover | $40 | £29.95
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foreword by Peter W. Culicover
FELT TIME
The Psychology of How
We Perceive Time
Marc Wittmann
translated by Erik Butler
An expert explores the
riddle of subjective time,
from why time speeds up
as we grow older to the
connection between time
and consciousness.
Hardcover | $24.95 | £18.95
OPEN MIND
Philosophy and the Mind
Sciences in the 21st Century
edited by Thomas Metzinger
and Jennifer M. Windt
A unique interdisciplinary
collection of papers and
commentaries by leading
researchers and rising scholars, representing the latest
research on consciousness,
mind, and brain.
Hardcover | 2 volume set | $285 | £207.95
BECOMING FLUENT
How Cognitive Science
THE PRAGMATIC TURN
COGNITIVE UNCONSCIOUS Can Help Adults Learn
AND HUMAN RATIONALITY a Foreign Language
Toward Action-Oriented
edited by Laura Macchi,
Views in Cognitive Science
Richard Roberts
edited by Andreas K. Engel, Maria Bagassi
and Roger Kreuz
and Riccardo Viale
Karl J. Friston,
How adult learners can draw
foreword by Keith Frankish
and Danica Kragic
upon skills and knowledge
Examining
the
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of
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reasoning, decision making,
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for a genuinely psychological
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conception of rationality.
Hardcover | $54 | £39.95
MEMORY AND MOVIES
What Films Can Teach Us
about Memory
John Seamon
How popular films from Memento to Slumdog Millionaire
can help us understand how
memory works.
COGNITIVE PLURALISM
Steven Horst
An argument that we understand the world through
many special-purpose
mental models of different
content domains, and an
exploration of the philosophical implications.
Hardcover | $54 | £39.95
Now in Paperback
LIVING WITH COMPLEXITY
Donald A. Norman
Why we don’t really want
simplicity, and how we can
learn to live with complexity.
Paperback | $20.95 | £15.95
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Visit the
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xv
DISCOUNT
Configural Processing Consortium Announcement
xvi
APCAM Announcement
xvii
Comparative Cognition Society Announcement
xviii
Computational Approaches to Cognition Announcement
Computational Approaches to Cognition
A symposium organized by the Society for Mathematical Psychology
Hosts: Amy Criss, Joachim Vandekerckhove, Eric-Jan Wagenmakers
Thursday, November 17, 2016
The Society for Mathematical Psychology promotes the advancement and communication of
research in mathematical psychology and related disciplines. Mathematical psychology is broadly
defined to include work of a theoretical character that uses mathematical methods, formal logic,
or computer simulation.
Symposium schedule
8:55
Opening remarks
Session I: Bidirectional constraints between neurobiology and computational models of cognition
9:00
Bingni Brunton
Randy Gallistel
Sam Gershman
Marc Howard
10:20
Understanding neural computation in long-term, naturalistic
human brain recordings
The intracellular hypothesis
Rethinking biological plausibility
Neural representations as a bridge between behavior and
neurobiology
Break until 10:35
Session II: Joint modeling
10:35
10:55
11:15
Gordon Logan, Thomas
Palmeri, & Jeffrey Schall
Brandon Turner
Beth Baribault
11:35
Lunch until 13:00
13:00
Poster session until 14:15
Neurons, models, and minds
The neural basis of self-control in intertemporal choice
Using cognitive latent variable models to evaluate theories of
attention
Session III: New methods
14:15
14:35
14:55
15:15
John Dunn & Michael
Kalish
Richard Shiffrin
Zita Oravecz & Joachim
Vandekerckhove
Christopher Donkin &
Joachim Vandekerckhove
Testing psychological theories with state-trace analysis
A Bayesian assessment of reproduction
Individual differences in within-person dynamics in
ecological momentary assessment
Large N and radical randomization to test the robustness of
empirical results
xix
Behavioral Science & Policy Association Announcement
who we are
The Behavioral Science & Policy Association (BSPA) is a
global public and private sector community of decision
makers, behavioral science researchers, policy analysts,
and other practitioners. Our mission is to promote the
thoughtful application of rigorous behavioral science
research to generate public- and private- sector solutions
for the benefit of all. We do this through a variety of
activities, including hosting conferences, workshops and
briefings, networking events, creating and maintaining
an online information resource designed to disseminate
behavioral insights, and publishing our flagship journal,
Behavioral Science & Policy.
become a member
There is a growing movement to ground important
decisions in strong scientific evidence. We are a key
part of that movement and we need your support.
Sign up at behavioralpolicy.org/signup
submit to BSP
Behavioral Science & Policy is an international peerreviewed journal that features short, accessible articles
describing actionable policy applications of behavioral
scientific research that serves the public interest. Do you
have a paper to submit to BSP? Visit us online to learn
how.
where behavioral
research meets
policy & practice
behavioralpolicy.org | bspa@behavioralpolicy.org | +1 919 681 5932
xx
Women in Cognitive Science Announcement
The 16th Annual Meeting of Women in
Cognitive Science
Thursday, November 17, 2016
Meeting: 4-6 pm; Social Hour: 6-7 pm
Sheraton Boston, Commonwealth Room
Life in the academy:
Balancing work and home
Panelists:
Karen Emmorey, San Diego State University
Victor Ferreira, University of California, San Diego
Amy Overman, Elon University
Mary Peterson, University of Arizona
Duane Watson, Vanderbilt University
Organizer/Moderator:
Natasha Tokowicz, University of Pittsburgh
WiCS Officers:
Laurie Feldman (lf503@albany.edu)
Judith Kroll (jfk7@psu.edu)
Suparna Rajaram (suparna.rajaram@sunysb.edu)
Debra Titone (dtitone@psych.mcgill.ca)
Natasha Tokowicz (tokowicz@pitt.edu)
Janet van Hell (jgv3@psu.edu)
For more information visit: http://www.womenincogsci.org/
Women in Cognitive Science is affiliated with the Psychonomic
Society, and its activities are funded by the Perception Action and
Cognition program and the Office of International Science and
Engineering at the National Science Foundation.
xxi
Notes
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xxii
Condensed Schedule A
THURSDAY EVENING, NOVEMBER 17, 2016
POSTER SESSION I............................................................................ 4:00 PM-7:30 PM Hynes Convention Center, Grand Ballroom A-C
(Author present between 6:00-7:30)
Taste and Touch (1001-1006)
Cognitive Aging I (1007-1014)
Action and Perception I (1015-1026)
Associative Learning I (1027-1032)
Emotion and Cognition I (1033-1050)
Spatial Cognition I (1051-1068)
Working Memory I (1069-1082)
False Memory I (1083-1095)
Metamemory/Metacognition I (1096-1109)
Human Learning and Instruction I (1110-1124)
Cognitive Control I (1125-1142)
Attention: Capture I (1143-1151)
Letter and Word Processing I (1152-1169)
Bilingualism I (1170-1187)
Speech Perception I (1188-1204)
Decision Making I (1205-1223)
Reasoning and Problem Solving (1224-1241)
Funding from US Department of Education (1242)
PS, Social Media, and Science (1243)
FRIDAY MORNING, NOVEMBER 18, 2016
Attention: Capture I (1-5).........................................................................................................................8:00 AM-9:40 AM Grand Ballroom
Human Learning and Instruction I (6-10).............................................................................................. 8:00 AM-9:40 AM Back Bay C & D
Reading I (11-15)..................................................................................................................................................... 8:00 AM-9:40 AM Republic
Speech Perception I (16-20)..........................................................................................................................8:00 AM-9:40 AM Independence
Reasoning & Problem Solving (21-26)...........................................................................................................8:00 AM-10:00 AM Back Bay B
Vision (27-31).............................................................................................................................................................8:00 AM-9:40 AM Liberty
Symposium I: Introduction to Model-based Cognitive Neuroscience (32-38)............................. 10:00 AM-12:05 PM Grand Ballroom
Psycholinguistics I (39-44).....................................................................................................................10:00 AM-12:00 PM Back Bay C & D
Visual Search I (45-50)....................................................................................................................................... 10:00 AM-12:00 PM Republic
Decision Making I (51-56)........................................................................................................................ 10:00 AM-12:00 PM Independence
Recognition I (57-61)...................................................................................................................................... 10:20 AM-12:00 PM Back Bay B
Perception (62-67).................................................................................................................................................. 10:00 AM-12:00 PM Liberty
FRIDAY NOON, NOVEMBER 18, 2016
Lunchtime Workshop:
Publishing Your Research Successfully: Guidance From the Editors.............................................12:00 PM-1:30 PM Fairfax (3rd Floor)
FRIDAY NOON, NOVEMBER 18, 2016
POSTER SESSION II....................................................................... 11:00 AM-1:30 PM Hynes Convention Center, Grand Ballroom A-C
(Author present between 12:00-1:30)
Action (2001-2009)
Embodied Cognition (2010-2017)
Emotion and Cognition II (2018-2028)
Associative Learning II (2029-2037)
Human Learning and Instruction II (2038-2053)
Autobiographical Memory I (2054-2065)
Working Memory II (2066-2079)
Recognition I (2080-2095)
Recall I (2096-2106)
Face Processing (2107-2113)
Attention: Capture II (2114-2121)
Cognitive Control II (2122-2140)
Letter and Word Processing II (2141-2154)
Psycholinguistics I (2155-2169)
Bilingualism II (2170-2185)
Neural Mechanisms of Cognition I (2186-2194)
Reasoning and Problem Solving (2195-2212)
Decision Making II (2213-2225)
Animal Learning and Cognition (2226-2241)
Funding from US Department of Education (2242)
PS, Social Media, and Science (2243)
FRIDAY AFTERNOON, NOVEMBER 18, 2016
Symposium II: Motivated Memory: Considering the Functional Role of Memory (69-74).............1:30 PM-3:30 PM Grand Ballroom
Cognitive Control I (75-79)....................................................................................................................... 1:30 PM-3:10 PM Back Bay C & D
Speech Perception II (80-84).................................................................................................................................. 1:30 PM-3:10 PM Republic
Judgment (85-89)............................................................................................................................................1:30 PM-3:10 PM Independence
xxiii
Condensed Schedule A
Meaning/Semantics (90-95)................................................................................................................................ 1:30 PM-3:30 PM Back Bay B
Event Cognition (96-101)...........................................................................................................................................1:30 PM-3:30 PM Liberty
Testing Effects (102-106)............................................................................................................................3:50 PM-5:30 PM Grand Ballroom
Statistics and Methodology (107-112)...................................................................................................... 3:30 PM-5:30 PM Back Bay C & D
Attention: Features & Objects (113-118).............................................................................................................. 3:30 PM-5:30 PM Republic
Decision Making II (119-124).......................................................................................................................3:30 PM-5:30 PM Independence
Letter/Word Processing I (125-129).................................................................................................................. 3:50 PM-5:30 PM Back Bay B
Discourse Processing (130-134)................................................................................................................................3:50 PM-5:30 PM Liberty
FRIDAY EVENING, NOVEMBER 18, 2016
POSTER SESSION III......................................................................... 4:00 PM-7:30 PM Hynes Convention Center, Grand Ballroom A-C
(Author present between 6:00-7:30)
Vision (3001-3015)
Action and Perception II (3016-3028)
Spatial Cognition II (3029-3039)
Recall II (3040-3051)
Recognition II (3052-3068)
False Memory II (3069-3083)
Metamemory/Metacognition II (3084-3101)
Prospective Memory (3102-3113)
Human Learning and Instruction III (3114-3130)
Cognitive Control of Working Memory (3131-3149)
Visual Search I (3150-3165)
Attention: Features and Objects (3166-3176)
Scene Processing (3177-3188)
Language Production/Writing (3189-3204)
Psycholinguistics II (3205-3220)
Meaning/Semantics I (3221-3232)
Cognition and Technology (3233-3241)
Funding from US Department of Education (3242)
PS, Social Media, and Science (3243)
SATURDAY MORNING, NOVEMBER 19, 2016
Visual Working Memory (135-139).........................................................................................................8:00 AM-9:40 AM Grand Ballroom
Cognitive Aging (140-145)..................................................................................................................... 8:00 AM-10:00 AM Back Bay C & D
Scene Processing (146-151).................................................................................................................................8:00 AM-10:00 AM Republic
Eyewitness Identification (152-155)............................................................................................................8:00 AM-9:20 AM Independence
Associative Learning (156-160).........................................................................................................................8:00 AM-9:40 AM Back Bay B
Language Production and Writing (161-165).................................................................................................8:00 AM-9:40 AM Back Bay A
Symposium III: Language by Mouth and by Hand (166-171)......................................................... 10:00 AM-12:00 PM Grand Ballroom
Metamemory/Metacognition (172-176)..............................................................................................10:20 AM-12:00 PM Back Bay C & D
Working Memory I (177-181)........................................................................................................................... 10:20 AM-12:00 PM Republic
Recognition II (182-188)............................................................................................................................. 9:40 AM-12:00 PM Independence
Spatial Cognition (189-194)........................................................................................................................... 10:00 AM-12:00 PM Back Bay B
Animal Learning and Cognition (195-200).................................................................................................10:00 AM-12:00 PM Back Bay A
SATURDAY NOON, NOVEMBER 19, 2016
Lunchtime Workshop: Non-Academic Careers (201).........................................................12:00 PM-1:30 PM Public Garden (5th Floor)
SATURDAY NOON, NOVEMBER 19, 2016
POSTER SESSION IV...................................................................... 11:00 AM-1:30 PM Hynes Convention Center, Grand Ballroom A-C
(Author present between 12:00-1:30)
Multi-Sensory Integration (4001-4012)
Event Cognition (4013-4024)
Spatial Cognition III (4025-4035)
Recall III (4036-4050)
Testing Effects (4051-4065)
Implicit Memory (4066-4074)
Recognition III (4075-4088)
Memory and Reward, Motivation, and Emotion (4089-4099)
Autobiographical Memory II (4100-4110)
Consciousness (4111-4115)
Cognitive Control III (4116-4127)
Working Memory III (4128-4144)
Psycholinguistics III (4145-4160)
Speech Perception II (4161-4171)
Bilingualism III (4172-4189)
Letter/Word Processing III (4190-4206)
Discourse Processes I (4207-4221)
Neural Mechanisms of Cognition II (4222-4228)
xxiv
Condensed Schedule A
Reward, Motivation, and Decision Making (4229-4241)
Funding from US Department of Education (4242)
PS, Social Media, and Science (4243)
SATURDAY AFTERNOON, NOVEMBER 19, 2016
Leading Edge Workshop
Symposium IV: The Evolutionary and Psychological Significance of Play (202-207)........................1:30 PM-3:30 PM Grand Ballroom
Recall I (208-212)........................................................................................................................................ 1:30 PM-3:10 PM Back Bay C & D
Speech Perception III (213-217)............................................................................................................................. 1:30 PM-3:10 PM Republic
Bilingualism I (218-222).................................................................................................................................1:30 PM-3:10 PM Independence
Consciousness (223-227)..................................................................................................................................... 1:30 PM-3:10 PM Back Bay B
Cognitive Skill Acquisition (228-233)...............................................................................................................1:30 PM-3:30 PM Back Bay A
Attention: Capture II (234-238)................................................................................................................3:50 PM-5:30 PM Grand Ballroom
Human Learning and Instruction II (239-244)....................................................................................... 3:30 PM-5:30 PM Back Bay C & D
Psycholinguistics II (245-250)................................................................................................................................ 3:30 PM-5:30 PM Republic
Memory and Beliefs (251-256)......................................................................................................................3:30 PM-5:30 PM Independence
Neural Mechanisms of Cognition (257-262).................................................................................................... 3:30 PM-5:30 PM Back Bay B
Embodied Cognition (263-267).........................................................................................................................3:50 PM-5:30 PM Back Bay A
SATURDAY EVENING, NOVEMBER 19, 2016
POSTER SESSION V.......................................................................... 4:00 PM-7:30 PM Hynes Convention Center, Grand Ballroom A-C
(Author present between 6:00-7:30)
Audition (5001-5009)
Music Cognition (5010-5019)
Numerical Cognition (5020-5035)
Emotion and Cognition III (5036-5046)
Cognitive Skill Acquisition (5047-5051)
Eyewitness Identification (5052-5063)
Human Learning and Instruction III (5064-5079)
Metamemory/Metacognition III (5080-5091)
Working Memory IV (5092-5101)
Meaning/Semantics II (5102-5111)
Discourse Processes II (5112-5126)
Psycholinguistics IV (5127-5139)
Change Detection (5140-5152)
Visual Search II (5153-5166)
Cognitive Control IV (5167-5178)
Automatic Processing (5179-5194)
Judgment (5195-5212)
Statistics and Methodology (5213-5226)
Decision Making III (5227-5241)
Funding from US Department of Education (5242)
SUNDAY MORNING, NOVEMBER 20, 2016
Letter/Word Processing II (268-272).......................................................................................................8:00 AM-9:40 AM Grand Ballroom
Decision Making III (273-278)................................................................................................................. 8:00 AM-9:40 AM Back Bay C & D
Recognition III (279-283)...................................................................................................................................... 8:00 AM-9:40 AM Republic
Cognitive Control II (284-289)..................................................................................................................8:00 AM-10:00 AM Independence
Reading II (290-294)...........................................................................................................................................8:00 AM-9:40 AM Back Bay B
Action (295-301)......................................................................................................................................................8:00 AM-10:20 AM Liberty
Visual Search II (302-307)..................................................................................................................... 10:00 AM-12:00 PM Grand Ballroom
Working Memory II (308-313).......................................................................................................................... 10:00 AM-12:00 PM Republic
Bilingualism II (314-318).......................................................................................................................10:00 AM-12:00 PM Back Bay C & D
Recall II (319-323)...................................................................................................................................... 10:20 AM-12:00 PM Independence
Human Learning and Instruction III (324-329)......................................................................................... 10:00 AM-12:00 PM Back Bay B
Emotion and Cognition (330-333)...................................................................................................................... 11:00 AM-12:00 PM Liberty
xxv
Condensed Schedule B
Grand Ballroom
Independence Ballroom
Back Bay B
Back Bay CD
Liberty BC
Thursday, November 17, 2016
Keynote Address: Perception
and Action in the Wild
Roberta Klatzky
8:00 p.m.
Friday, November 18, 2016
Attention: Capture I
8:00 a.m.-9:40 a.m.
Speech Perception I
8:00 a.m.-9:40 a.m.
Reasoning & Problem
Solving
8:00 a.m.-10:00 a.m.
Human Learning and
Instruction I
8:00 a.m.-9:40 a.m.
Vision
8:00 a.m.-9:40 a.m.
SYMPOSIUM I:
Introduction to Model-based
Cognitive Neuroscience
10:00 a.m.-12:05 p.m.
Decision Making I
10:00 a.m.-12:00 noon
Recognition I
10:20 a.m.-12:00 noon
Psycholinguistics I
10:00 a.m.-12:00 noon
Perception
10:00 a.m.-12:00 noon
SYMPOSIUM II:
Motivated Memory:
Considering the Functional
Role of Memory
1:30 p.m.-3:30 p.m.
Judgment
1:30 p.m.-3:10 p.m.
Meaning/Semantics
1:30 p.m.-3:30 p.m.
Cognitive Control I
1:30 p.m.-3:10 p.m.
Event Cognition
1:30 p.m.-3:30 p.m.
Testing Effects
3:50 p.m.-5:30 p.m.
Decision Making II
3:30 p.m.-5:30 p.m.
Letter/Word Processing I
3:50 p.m.-5:30 p.m.
Statistics and Methodology
3:30 p.m.-5:30 p.m.
Discourse Processing
3:50 p.m.-5:30 p.m.
Visual Working Memory
8:00 a.m.-9:40 a.m.
Eyewitness Identification
8:00 a.m.-9:20 a.m.
Associative Learning
8:00 a.m.-9:40 a.m.
Cognitive Aging
8:00 a.m.-10:00 a.m.
SYMPOSIUM III:
Language
by Mouth and by Hand
10:00 a.m.-12:00 noon
Recognition II
9:40 a.m.-12:00 noon
Spatial Cognition
10:00 a.m.-12:00 noon
Metamemory/
Metacognition
10:20 a.m.-12:00 noon
LEADING EDGE
WORKSHOP SYMPOSIUM:
The Evolutionary
and Psychological
Significance of Play
1:30 p.m.-3:30 p.m.
Bilingualism I
1:30 p.m.-3:10 p.m.
Consciousness
1:30 p.m.-3:10 p.m.
Recall I
1:30 p.m.-3:10 p.m.
Attention: Capture II
3:50 p.m.-5:30 p.m.
Memory and Beliefs 3:30
p.m.-5:30 p.m.
Neural Mechanisms of
Cognition
3:30 p.m.-5:30 p.m.
Human Learning
and Instruction II
3:30 p.m.-5:30 p.m.
Saturday, November 19, 2016
Psychonomic Society
Business Meeting
5:10 p.m.-6:00 p.m.
Sunday, November 20, 2016
Letter/Word Processing II
8:00 a.m.-9:40 a.m.
Cognitive Control II
8:00 a.m.-10:00 a.m.
Reading II
8:00 a.m.-9:40 a.m.
Decision Making III
8:00 a.m.-9:40 a.m.
Action
8:00 a.m.-10:20 a.m.
Visual Search II
10:00 a.m.-12:00 noon
Recall II
10:20 a.m.-12:00 noon
Human Learning and
Instruction III
10:00 a.m.-12:00 noon
Bilingualism II
10:00 a.m.-12:00 noon
Emotion and Cognition
10:40 a.m.-12:00 noon
xxvi
Condensed Schedule B
Republic Ballroom
Back Bay A
Fairfax/Public Garden
Hynes Convention Center
Ballroom B
Thursday, November 17, 2016
Hospitality
5:30 p.m.-7:30 p.m.
Poster Session I
6:00 p.m.-7:30 p.m.
Friday, November 18, 2016
Reading I
8:00 a.m.-9:40 a.m.
Visual Search I
10:00 a.m.-12:00 noon
Lunchtime Workshop: Publishing
Your Research Successfully:
Guidance From the Editors
12:00 noon-1:30 p.m.
Fairfax
Poster Session II
12:00 noon-1:30 p.m.
Speech Perception II
1:30 p.m.-3:10 p.m.
Attention: Features & Objects
3:30 p.m.-5:30 p.m.
Hospitality
5:30 p.m.-7:30 p.m.
Poster Session III
6:00 p.m.-7:30 p.m.
Saturday, November 19, 2016
Scene Processing
8:00 a.m.-10:00 a.m.
Language Production and Writing
8:00 a.m.-9:40 a.m.
Working Memory I
10:20 a.m.-12:00 noon
Animal Learning and Cognition
10:00 a.m.-12:00 noon
Speech Perception III
1:30 p.m.-3:10 p.m.
Cognitive Skill Acquisition
1:30 p.m.-3:30 p.m.
Psycholinguistics II
3:30 p.m.-5:30 p.m.
Embodied Cognition
3:50 p.m.-5:30 p.m.
Lunchtime Workshop:
Non-Academic Careers
12:00 noon-1:30 p.m.
Public Garden
Poster Session IV
12:00 noon-1:30 p.m.
Hospitality
5:30 p.m.-7:30 p.m.
Poster Session V
6:00 p.m.-7:30 p.m.
Sunday, November 20, 2016
Recognition III
8:00 a.m.-9:40 a.m.
Working Memory II
10:00 a.m.-12:00 noon
xxvii
Condensed Schedule C
THURSDAY, NOVEMBER 17, 2016
6:00 P.M.-7:30 P.M.
POSTER SESSION I (1001-1243)
HYNES CONVENTION CENTER, GRAND BALLROOM A-C
Taste and Touch (1001-1006)
(1001) Anderson, Barrett
(1002) Wu, Klatzky
(1003) Overvliet
(1004) Bruns, Röder, Badde
(1005) Schramski, Varney, Buentello, Newell, Ziat
(1006) Hollands, Dyre, Roome, Beaudoin
(1045)
Cognitive Aging I (1007-1014)
(1007) Krenzer, Devis, Gomez, Perea
(1008) Brunsdon, Bradford, Ferguson
(1009) Gargya, Naveh-Benjamin
(1010) Overman, Huhn, III, Dennis
(1011) Emery, Hardin
(1012) Peterson, Naveh-Benjamin
(1013) Zhang, Hung, Jackson, Goh, Gutchess
(1014) Brown, Mutter, Cundiff, Osbourn, Woosley
Spatial Cognition I (1051-1068)
(1051) Vaid, Garcia, Dusthimer
(1052) Thomas, Gardony, Kaszowska, Wolford, Taylor
(1053) Wang, Xiao
(1054) Katzin N, Katzin D, Salti, Henik
(1055) Munion, Stefanucci, Butner, Rovira, Hendricks, Squire
(1056) Hoyer, Dopkins
(1057) Jia, Lu
(1058) Horne
(1059) Dixon, Padilla, Stefanucci, Creem-Regehr, Johnstone
(1060) Lei, Zhang, Mou
(1061) Himmelbergerer, Kraemer, Merrill
(1062) He, McNamara, Bodenheimer, Klippel
(1063) Burte, Gardony, Hutton, Taylor
(1064) Nazareth, Weisberg, Margulis, Do, Haj, Newcombe
(1065) Jee
(1066) Nelligan, Lee, Shelton
(1067) Sampaio, Wang
(1068) Holmes, Newcombe
Action and Perception I (1015-1026)
(1015) Langley, Farmer-Dougan, Wagman
(1016) Pfordresher, Kovacs, Prince
(1017) Möller, Mayr, Buchner
(1018) Menzel, Bloesch
(1019) Morrow, Chrysikou
(1020) Thomas, Wagman, Hawkins, Riley
(1021) Batzloff, Balasubramaniam
(1022) Fournier, Stubblefield, Rosenbaum, Taddese, Dyre,
Haflich
(1023) Laidlaw, Culham, Goodale
(1024) WITHDRAWN
(1025) Dayer, Wagman, Hajnal
(1026) Huffman, Gozli, Hommel, Pratt
Associative Learning I (1027-1032)
(1027) Smith, Federmeier
(1028) Gray, Kelley
(1029) Patel, Hill, Neider, Bohil
(1030) Vitrano, Neely
(1031) Yang
(1032) Sanchez Araujo, Georgan, Qi, Arciuli, Gabrieli
Emotion and Cognition I (1033-1050)
(1033) Rey, Dondas, Thar, Garcia-Larrea, Mazza
(1034) Cohen, Okon-Singer, Mor, Henik
(1035) Bradford, Brunsdon, Ferguson
(1036) Miyauchi, Kawasaki
(1037) Meek, Wortman, Phillips-Meek
(1038) Smith, Raman, Tchanturia, Hay
(1039) Struk, Seli
(1040) Chung, Park, Kim, Pashler, Harris
(1041) Ishikawa, Suzuki, Okubo
(1042) Katahira, Kawakami
(1043) Bezdek, Taiwo, Light
(1044) Alger, Payne
(1046)
(1047)
(1048)
(1049)
(1050)
Knickerbocker, Johnson, Starr, Hall, Preti, Slate,
Altarriba
Fugate, Cordeiro, Ziino
Imbault, Kuperman
Kozlik, Neumann
Perron, Ferguson, Roy-Charland, LaForge, MacLean
Marshall, Donato
Working Memory I (1069-1082)
(1069) Underwood, Valle-Inclan, Cowan, Hackley
(1070) Hakim, Vogel
(1071) Rajsic, Ouslis, Wilson, Pratt
(1072) Sasin, Sense, Nieuwenstein
(1073) Samper, Chein, Gepilano
(1074) Marois, Crépeau, Lévesque-Dion, Vachon
(1075) Foster, Bsales, Awh
(1076) Dagry, Barrouillet
(1077) Tsai, Kamarsu, Buschkuehl, Jonides, Shah, Jaeggi
(1078) Tart-Zelvin, Korell, Echon, Xu, Turley-Ames
(1079) Saint-Aubin, Richard, Guerrette, Guerard
(1080) Draheim, Harrison, Embretson, Engle
(1081) Adam, Fang, Vogel, Xu
(1082) Langerock, Camos, Vergauwe
False Memory I (1083-1095)
(1083) Hunt, Musicant
(1084) Long, Belli, Thomas, Gordon
(1085) Griffin, Schnyer
(1086) Weine, Kim
(1087) Brown, Schreifels, Chrobak
(1088) Wilson, Potter, Cowell
(1089) Jackson, Greene
(1090) Workman, Legault, Coane, McBride
(1091) Atkinson, Meissner
xxviii
Condensed Schedule C
(1092)
(1093)
(1094)
(1095)
Valdes, Neill
Tanriverdi Ozkan, Selman, Pala, Duru, Bilge
Ianì, Bucciarelli, Mazzoni
Carpenter, Schacter
Metamemory/Metacognition I (1096-1109)
(1096) Middlebrooks, Kerr, Castel
(1097) Lamotte, Droit-Volet, Izaute
(1098) Cash, Lane
(1099) Sidi, Ackerman
(1100) Robey, Dougherty
(1101) Sitzman, Tauber
(1102) DeCaro, Thomas
(1103) Yan, Bjork R, Bjork E, Oyserman
(1104) Kelley, Magreehan, Serra, Davis
(1105) Wilford, Weinstein, Venuti, Cotrupi, Borrero,
Khairalla
(1106) DeYoung, Miyatsu, McDaniel
(1107) Gregg, Upadhyay, Kuntzelman, Sacchi, Westerman
(1108) McDonough, Mendoza, Pody, Reynolds, Lee, Kim
(1109) Witherby, Tauber
Human Learning and Instruction I (1110-1124)
(1110) Hallinen, Schwartz
(1111) Moshontz, Marsh
(1112) Eglington, Kang
(1113) Jang, Marshall
(1114) Jaeger, Dawdanow, Shipley
(1115) Jones, Pan, Rickard
(1116) Arnold, Umanath, Thio, Reilly, McDaniel, Marsh
(1117) Runge, Sommers, Barcroft
(1118) Stull, Fiorella, Gainer, Mayer
(1119) Fiorella, Pilegard
(1120) Bernhardt, Overman, Stephens
(1121) Lacroix, Brown, Morgan, Plagianakos, Walsh
(1122) Garcia, Bjork E, Bjork R
(1123) Huff, Balota
(1124) Sana, Yan, Bjork E, Bjork R, Kim
Cognitive Control I (1125-1142)
(1125) Marsh, Labonté, Hughes, Vachon
(1126) Fischer, Gottschalk, Dreisbach
(1127) Hirsch, Nolden, Koch
(1128) Xiong, Yamaguchi, Proctor
(1129) Hutcheon, Lian, Richard
(1130) Dittrich, Schimpf, Klauer
(1131) Klein, Stolz
(1132) Jones, Kunar, Watson
(1133) Brosowsky, Crump
(1134) Gourley, Braver, Bugg
(1135) Ptok, Lees, Humphreys, Watter
(1136) Chao
(1137) Blais, Benkaim, Brewer
(1138) Seli, Maillet, Smilek, Schacter
(1139) Diede, Bugg
(1140) Varao-Sousa, Kingstone
(1141) Hill, Wismer, Neider, Bohil
(1142) McManus, Krasich, Brockmole, D’Mello
Attention: Capture I (1143-1151)
(1143) Korning Ljungberg, Hjartstrom, Eriksson Sorman
(1144) Lutfi-Proctor, Elliott
(1145) Vachon, Labonté, Lévesque-Dion, Crépeau
(1146) Truong, Handy
(1147) Labonté, Desmarais, Marsh, Vachon
(1148) Cho S, Cho Y
(1149) Stilwell, Roper, Vecera
(1150) Nickel, Hannula
(1151) Mahoney, Hannula
Letter and Word Processing I (1152-1169)
(1152) Norton, Harriott, Brown, Isaacs, Kaufer, Selph, Gaab,
Gabrieli
(1153) Faust, Hill, Pierce
(1154) Roy-Charland, Foglia, LaForge, Chamberland,
Charette
(1155) Christofalos, Raney
(1156) Geller, Still
(1157) Barrington, Liversedge, Kirkby
(1158) Pambuccian, Raney
(1159) Lin, Lawrence, Jaeggi, Krueger, Hwang, Hagen
(1160) Abraham, Folk, Eskenazi, Jones
(1161) Snell, Meeter, Grainger
(1162) Jones, Calcaterra, Wurm, Ofen
(1163) Jackson, Buchanan
(1164) Taylor, Eskenazi, Folk
(1165) Chetail
(1166) Juhasz
(1167) Johnson, Starr
(1168) Kim, Yap, Goh
(1169) Tejero, Roca, Insa
Bilingualism I (1170-1187)
(1170) Chong, Strybel
(1171) Declerck, Grainger, Koch, Stephan
(1172) Beatty-Martínez, Zirnstein, Kroll
(1173) Titus
(1174) Stasenko, Gollan
(1175) Adler, Valdes Kroff, Novick
(1176) Ivaz, Costa, Dunabeitia
(1177) Tuft, Incera, McLennan
(1178) Zhang, Kubota, Anders, Burke, Diaz, Kroll
(1179) Subramaniapillai, Rajah, Pasvanis, Titone
(1180) Negron, Schwartz
(1181) Rossi, Rivas
(1182) Schaeffner, Philipp
(1183) Garcia, Cieslicka, Heredia
(1184) Whitford, Joanisse
(1185) Amirazizi, Shears
(1186) WITHDRAWN
(1187) Takahesu Tabori, Kroll
Speech Perception I (1188-1204)
(1188) Luthra, Fuhrmeister, Guediche, Blumstein, Myers
(1189) WITHDRAWN
(1190) Weatherhead, White
(1191) Wu, Holt
(1192) Ayasse, Wingfield
(1193) Sumner, Davis
xxix
Condensed Schedule C
(1194)
(1195)
(1196)
(1197)
(1198)
(1199)
(1200)
(1201)
(1202)
(1203)
(1204)
Gregg, Sajin
Dial, McMurray, Martin
Fernandez, Grey, van Hell, Guo
Thomas, Pitt
Cerisano, Conder, Crukley, O’Malley, Humphreys,
Watter
Kajander, Kaplan, Jesse
Brown, Amichetti, Wingfield
Cooper, Bradlow
Carbonell
Saltzman, Rhone, McMurray, Toscano
Schreiber, McMurray
(1221)
(1222)
(1223)
Johnson, Luhmann
Nash, Imuta, Nielsen
Allan, Ripberger, Ybarra, Cokely
Reasoning and Problem Solving (1224-1242)
(1224) Naylor, Sanchez
(1225) Thomas, Didierjean
(1226) Vladimirov, Chistopolskaya, Sekurtseva, Lebed
(1227) Weatherford, Tedder, Hitchcock, Lane
(1228) Arnold, Klindzic, Hodge, Prike
(1229) Thalla, Packer
(1230) Prike, Arnold, Williamson
(1231) Tsapali, Quinn, Ellefson, Schlottmann, Taber
(1232) Lebed A, Lebed O, Diehl
(1233) Lebed O, Lebed A, Kelly
(1234) Gauer, Fritzen
(1235) Threadgold, Marsh, Ball
(1236) Jarosz, Jaeger
(1237) WITHDRAWN
(1238) Kaszowska, Messner, Scheutz, Taylor
(1239) Bradley, Michael
(1240) Snoddy, Kurtz
(1241) George, Wiley
Decision Making I (1205-1223)
(1205) Fennell, Ratcliff
(1206) Tsuzuki, Takeda, Chiba
(1207) Schulze, Pachur, Hertwig
(1208) Friel, Howell, Thuku
(1209) Heilman
(1210) Casteel
(1211) Litvinova, Herzog, Hertwig
(1212) Hartsough, Ginther, Marois
(1213) Reichelson, Zax, Barth, Bass, Patalano
(1214) Martin, Kusev
(1215) McGuire, Breslow, Peterson, Kable
(1216) Markant, Pleskac, Diederich, Pachur, Hertwig
(1217) Park, Vickery
(1218) Bunker, Fific, Pham, Bulthuis
(1219) Palada, Neal, Martin, Tay, Heathcote
(1220) Vangsness, Young
Funding from US Department of Education
(1242) Higgins (Present on Friday Evening and Saturday
Noon)
PS, Social Media, and Science
(1243) Lewandowsky
FRIDAY, NOVEMBER 18, 2016
8:00 A.M.-12:00 NOON
Spoken Sessions (1-67)
Attention: Capture I (1-5) Grand Ballroom
8:00-8:15 AM
Hassan, Christie, Klein
8:20-8:35 AM
Moore, Palmer
8:40-8:55 AM
Theeuwes, Nissens, Failing
9:00-9:15 AM
Boutsen, Pearson, Jüttner
9:20-9:35 AM
Folk, Remington
Speech Perception I (16-20) Independence
8:00-8:15 AM
Ingvalson, Lansford, Federova, Fernandez
8:20-8:35 AM
Ben-David, Gal-Rosenblum, Shakuf, Van
Lieshout
8:40-8:55 AM
Pollonini, Bortfeld, Beauchamp, Oghalai
9:00-9:15 AM
Heald, Van Hedger, Nusbaum
9:20-9:35 AM
Borrie, Lansford
Human Learning and Instruction I (6-10) Back Bay C & D
8:00-8:15 AM
Fazio
8:20-8:35 AM
Kane, Lurquin, Silvia, Smeekens, Carruth,
Miyake
8:40-8:55 AM
Miyake, von Bastian, Smeekens, Carruth,
Lurquin, Kane
9:00-9:15 AM
WITHDRAWN
9:20-9:35 AM
Schloss
Reasoning & Problem Solving (21-26) Back Bay B
8:00-8:15 AM
Ellefson, Quinn, Tsapali, Schlottmann,
Taber
8:20-8:35 AM
Chou, Tversky
8:40-8:55 AM
Danek, Wiley
9:00-9:15 AM
Zeveney, Marsh
9:20-9:35 AM
Thompson, Pennycook, Trippas, Evans
9:40-9:55 AM
Rotello, Heit, Kelly
Reading I (11-15) Republic
8:00-8:15 AM
Hyönä, Yan, Vainio
8:20-8:35 AM
Li
8:40-8:55 AM
Drieghe, Bouamama, Hermena, Liversedge
9:00-9:15 AM
Holcombe, Ransley, Nguyen, Goodbourn
9:20-9:35 AM
Staub
Vision (27-31) Liberty
8:00-8:15 AM
Durgin, Portley
8:20-8:35 AM
Greene
8:40-8:55 AM
Ratcliff, Voskuilen, McKoon
9:00-9:15 AM
Levin, Baker, Jaeger, Little
9:20-9:35 AM
Cohen-Goldberg, Blazej
xxx
Condensed Schedule C
Symposium I: Introduction to Model-based Cognitive
Neuroscience (32-38) Grand Ballroom
10:00-10:05 AM
Palmeri
10:05-10:20 AM
Palmeri
10:25-10:40 AM
Turner
10:45-11:00 AM
Forstmann
11:05-11:20 AM
Anderson
11:25-11:40 AM
Mack
11:45-12:00 PM
Polyn
Psycholinguistics I (39-44) Back Bay C & D
10:00-10:15 AM
Davis, Adelman, Gubian
10:20-10:35 AM
Armstrong, Dumay, Kim, Pitt
10:40-10:55 AM
Burgess
11:00-11:15 AM
Lowder, Ferreira
11:20-11:35 AM
van Heugten, Christophe
11:40-11:55 AM
Kempe, Gauvrit
Visual Search I (45-50) Republic
10:00-10:15 AM
Hillstrom, Segabinazi, Godwin, Liversedge,
Benson
10:20-10:35 AM
Wolfe, Alaoui-Soce
10:40-10:55 AM
Makovski
11:00-11:15 AM
Lleras, Wang, Madison, Buetti
11:20-11:35 AM
Beck, Bahle, Hollingworth
11:40-11:55 AM
Cain, Drew
Decision Making I (51-56) Independence
10:00-10:15 AM
Budescu, Fan, Diecidue
10:20-10:35 AM
Stevenson, Hwang
10:40-10:55 AM
Lewandowsky, Somerwill, Ballard, Brown
11:00-11:15 AM
Kusev, Van Schaik, Baranova
11:20-11:35 AM
Fific
11:40-11:55 AM
Reyna, Broniatowski
Recognition I (57-61) Back Bay B
10:20-10:35 AM
Heathcote, Sauer, Gretton, Griffin, Palmer
10:40-10:55 AM
Cox, Criss
11:00-11:15 AM
Hyman, Jalbert, Wulff
11:20-11:35 AM
Kersten, Earles
11:40-11:55 AM
Hennessee, Castel, Knowlton
Perception (62-67) Liberty
10:00-10:15 AM
Blumenthal, Peterson
10:20-10:35 AM
Fostick, Babkoff
10:40-10:55 AM
Barreau, Breen
11:00-11:15 AM
Liu, Medina
11:20-11:35 AM
Palmer, Peterson
11:40-11:55 AM
Curby, Entenman
Lunchtime Workshop: Publishing Your Research
Successfully: Guidance From the Editors, Fairfax (3rd Floor)
12:00-1:30 PM
Ryan
FRIDAY, NOVEMBER 18, 2016
12:00 NOON-1:30 P.M.
POSTER SESSION II (2001-2243)
HYNES CONVENTION CENTER, GRAND BALLROOM A-C
Action (2001-2009)
(2001) Potts, Rosenbaum
(2002) Vuorre, Metcalfe
(2003) Rosenbaum, Potts, Muir
(2004) Constable, Welsh, Bayliss, Tipper, Spaniol, Pratt
(2005) Feghhi, Rosenbaum
(2006) Smith, Howard, Buxbaum
(2007) Durst, Ulrich, Janczyk
(2008) Dosso, Kingstone
(2009) Ingle, McIntosh
Embodied Cognition (2010-2017)
(2010) De Ruiter, Paschek
(2011) Gagnon, Davoli
(2012) Boddy, Paz-Alonso, Yee
(2013) Katz, Reid
(2014) Hoeben Mannaert, Dijkstra, Zwaan
(2015) Overoye, Wilson
(2016) Smith, Abrams
(2017) Higashiyama
Emotion and Cognition II (2018-2028)
(2018) Karaaslan, Amado
(2019) Chen, Yamaguchi
(2020) Mulatti, Job
(2021) Ji, Son, Kim
(2022)
(2023)
(2024)
(2025)
(2026)
(2027)
(2028)
Diliberto-Macaluso, Kazanas, Altarriba, O’Brien,
Rivera, Smith
McLean, Moulds, Balsillie, Kempe
Campbell, Davalos
Stager
Jardin, Allen, Levant, Lien, McCurdy, Villalba,
Houston
Kaplan, Fortier-Brown, Bennett, Giudice
Richards, Bennett, Giudice
Associative Learning II (2029-2037)
(2029) Kahta, Schiff
(2030) Byrne, Davis, Worthy
(2031) Oshio
(2032) Griffiths, Erlinger, Beesley, Le Pelley
(2033) Karuza, Kahn, Thompson-Schill, Bassett
(2034) Carney, Levin, Vu, Knoph, Whisenhunt, Drummond,
Ashe, Kern
(2035) Otsuka, Saiki
(2036) Cook, Clark-Foos, Meeks, Marsh, Urbanik
(2037) Reggev, Sharoni, Maril
Human Learning and Instruction II (2038-2053)
(2038) Buchanan, Miller, Klug, Knoph, Kusel, Marshall,
Maxwell, Swadley
(2039) Butler, Raley
(2040) Bae, Park, Kim
xxxi
Condensed Schedule C
(2041)
(2042)
(2043)
(2044)
(2045)
(2046)
(2047)
(2048)
(2049)
(2050)
(2051)
(2052)
(2053)
Friedman, Moulton
Rich, Dunlosky, Van Loon, Zaragoza
Steffens, Britt, Millis
Boncoddo, Jensen, Murphy, Rogers, Alibali, Kalish
Gouravajhala, McDaniel, Daniel
Lee, Park
England, Sylvara, Ortegren
Pirozzolo, Foss
Carvalho, Goldstone
Manning, Rajah
Peters, Stubbs
LoGiudice, Sana, Kim
Stoeckenius, Yan, Sana, Bjork R, Bjork E
Autobiographical Memory I (2054-2065)
(2054) Broadbridge
(2055) Ford, Kensinger
(2056) Zator, Katz
(2057) Ngo, Newcombe, Olson
(2058) Mutlutürk, Boduroglu, Tekcan
(2059) Berg, McDermott, Gilmore
(2060) Thakral, Benoit, Schacter
(2061) Peters, Fan, Sheldon
(2062) Yang, Marsh
(2063) Shrikanth, Szpunar
(2064) Shi, Brown
(2065) Maswood, Rasmussen, Rajaram
Working Memory II (2066-2079)
(2066) Curry, Kelley
(2067) Schneider, Healy, Buck-Gengler, Kole, Barshi
(2068) Reimer, Seitz, Wong, Carlos, Romo, Selim, Rosales,
Taggart, Rendler, Macias
(2069) Blacker, Negoita, Ewen, Courtney
(2070) Mohammed, Katz, Buschkuehl, Jaeggi
(2071) De Simoni, von Bastian
(2072) Smith, Huff, Peralta, Herron, Ell, McCoy
(2073) Swan, Wyble
(2074) Uittenhove, Chaabi, Camos, Barrouillet
(2075) Aust, Stahl
(2076) Cavallero, Riontino
(2077) Barideaux Jr, Pavlik Jr
(2078) Maharjan, Gold, Sekuler
(2079) Osaka M, Yaoi, Manamoto, Azuma, Osaka N
Recognition I (2080-2095)
(2080) Rosner, LaPointe, Ortiz, Milliken
(2081) Kobayashi, Kawaguchi
(2082) Ahmad, Moscovitch, Hockley
(2083) Gloede, Gregg
(2084) McDowell
(2085) Daniel, Katz
(2086) Annis, Palmeri
(2087) Moreland, Clark
(2088) Singmann
(2089) Malejka, Bröder
(2090) Fiacconi, Peter, Owais, Köhler
(2091) McLennan, Tuft, Incera, Manning
(2092) Ellis, Homa
(2093) Kuhlmann
(2094)
(2095)
Mooney, Santana, Deason
Strong, Tat, Flannery, Deason, Budson
Recall I (2096-2106)
(2096) Axtell, Kim, McHugh, Osnis, Truong, Olds, Miller
(2097) Scofield, Kostic, Buchanan
(2098) Maraver, Aguirre, Gomez-Ariza, Bajo
(2099) Mizrak, Oztekin
(2100) Millar, Balota, Bishara, Jacoby
(2101) Pettijohn, Radvansky
(2102) Atagi, Cohen, Bushmakin, Wingfield
(2103) Crocco, Neely
(2104) Poirier
(2105) Gerbier, Mazza, Toppino
(2106) Fernandes, Pandeirada, Nairne, Soares
Face Processing (2107-2113)
(2107) Meldrum, Meltzer, Arduengo, Bartlett
(2108) Gunal, Abdi, Bartlett
(2109) Osugi, Kawahara
(2110) Purcell, Stewart
(2111) Williams, Bond, Bohil, Kleider-Offutt
(2112) Papesh, Heisick, Warner
(2113) Bond, Kleider-Offutt
Attention: Capture II (2114-2121)
(2114) Le Pelley, Pearson, Most
(2115) Golob, Scheuerman, Anderson, Mock, Venable
(2116) Pearson, Hall, Le Pelley
(2117) Schubö, Kadel, Feldmann-Wüstefeld
(2118) Koshino, Buitron, Kim
(2119) Murphy, Dalton
(2120) Cole, D’Souza, Skarratt
(2121) Feldmann-Wüstefeld, Vogel
Cognitive Control II (2122-2140)
(2122) Nishimura, Yokosawa
(2123) Weidler, Bugg
(2124) Avital-Cohen, Tsal
(2125) Fröber, Dreisbach
(2126) Rothlein, DeGutis, Esterman
(2127) Wolska, von Muhlenen
(2128) Tillman, Eidels, Strayer, Biondi, Heathcote
(2129) Washburn, Salamanca
(2130) King, Macnamara
(2131) Nolden, Bolzius, Scheen, Koch
(2132) Kreutzfeldt, Stephan, Willmes, Koch
(2133) Seibold, Nolden, Oberem, Müsseler, Fels, Koch
(2134) Sellaro, Hommel, Colzato
(2135) Wiseheart, DSouza
(2136) Park, Myung, Pitt
(2137) Braun, Arrington
(2138) Dreisbach, Reindl, Fischer
(2139) Jeong, Cho
(2140) Lin, Hsieh
Letter and Word Processing II (2141-2154)
(2141) Eskenazi, Jones, Abraham, Folk
(2142) Chen, Wang, Lin, Wu
(2143) Marzouki, Bellaj, Feldman, Grainger
(2144) Slowiaczek, Kahan, Scott
xxxii
Condensed Schedule C
(2145)
(2146)
(2147)
(2148)
(2149)
(2150)
(2151)
(2152)
(2153)
(2154)
Nakayama, Lupker, Yasushi
Yang, Chen, Houpt, Eidels, Little
Giezen, Villameriel, Dias, Carreiras
Yoshihara, Nakayama, Verdonschot, Hino
WITHDRAWN
Elmir
Ashby, Shlanta, Pagan, Agauas, Gagnon
Taikh, Lupker
Kusunose, Hino, Ida, Lupker
Sevcikova Sehyr, Emmorey, Midgley, Holcomb
Psycholinguistics I (2155-2169)
(2155) Caplan, Staub, Varkanitsa, Michaud, Eddine
(2156) Strand, Brown V, Brown H
(2157) Hsu, Kuchinsky, Thomas, Novick
(2158) Tseng, Michael, Linck, Perret, Green
(2159) Martin
(2160) Abdollahi, Tokowicz, van Hell
(2161) Black, Ferguson, Williams
(2162) Jouravlev, Ayyash, Schwartz, Mineroff, Fedorenko
(2163) Yoon, Brown-Schmidt
(2164) Riordan
(2165) Karimi, Ferreira
(2166) Ryskin, Kurumada, Brown-Schmidt
(2167) Alexander, Shetreet, Choi, Xiang, Kuperberg
(2168) Tao
(2169) Campbell, Abrams
Bilinguialism II (2170-2185)
(2170) Linck, Harper, Lin, Amer, Bowles
(2171) Wilson, Nadeu, van Hell
(2172) Degani, Prior, Hajajra
(2173) Koch, Tokowicz, Warren
(2174) Pulido-Azpiroz, Dussias
(2175) López, Tosun, Vaid
(2176) Pan, Jared
(2177) Poepsel, Weiss
(2178) Brown, Schwartz, Francis
(2179) Stephan, Koch, Grainger, Declerck
(2180) Aldosari
(2181) Bulgarelli, Bosch, Weiss
(2182) Sakuma
(2183) Chen, Bobb, Hoshino, Marian
(2184) Zappa, Pergandi, Mestre, Frenck-Mestre
(2185) Grant, Li
Neural Mechanisms of Cognition I (2186-2194)
(2186) Hill, Koch, Diana
(2187) Brashier, Wang, Wing, Marsh, Cabeza
(2188) Pinheiro, Kotz
(2189) Dabbakeh, Goldwater, Gaylord, Davis
(2190) Jouravlev, Zheng, Balewski, Goldin-Meadow,
Fedorenko
(2191) Stoops, Garnsey, Ionin
(2192) Ryals, O’Neil, Palumbo, Voss
(2193) Karanian, Slotnick
(2194) Popov, Reder
(2196)
(2197)
(2198)
(2199)
(2200)
(2201)
(2202)
(2203)
(2204)
(2205)
(2206)
(2207)
(2208)
(2209)
(2210)
(2211)
(2212)
Bilalic
Bago, De Neys
Newman, Handley, Thompson
Stephens, Dunn, Hayes
Zemla, Sloman
Rehder
Horne, Cimpian
Levin, Friedman, Kose
Graham, Little
Yamakawa, Kiyokawa
Corral, Jones
Ditta, Storm
Hicks, Engle, Durso
Korovkin, Savinova, Lebed
Sheya, Dhaim
Chan, Schunn
White, Hicks
Decision Making II (2213-2225)
(2213) Zhao, Bhatia, Diederich
(2214) Servant, White, Montagnini, Burle
(2215) Konstantinidis, van Ravenzwaaij, Güney, Newell
(2216) Herzog, Huber, Horn, Klucharev, Rieskamp
(2217) Yamagishi, Ohnishi
(2218) Tomita, Matsushita, Yoshimitsu, Akai
(2219) Noda
(2220) Zhang, Reyes, Perez-Cotapos
(2221) Shevlin
(2222) Yeh, Green, Myerson
(2223) John, Scurich, Nguyen
(2224) Arnell, Schutten, Salgado, Stokes
(2225) Wall, Hemmer, Chapman
Animal Learning and Cognition (2226-2241)
(2226) Saban, Gabay, Klein
(2227) Watzek, Brosnan
(2228) Smith, Shears
(2229) Neiworth, Henderson
(2230) Smith, Beran
(2231) Smith, Brosnan
(2232) Whitham, Beran, Conway, James, Parrish, Washburn
(2233) WITHDRAWN
(2234) Brown, Heslin, Saxon
(2235) Malassis, Rey, Fagot
(2236) Miller, Ayoub
(2237) Ferrigno, Kornell, Cantlon
(2238) Perdue, Evans, Beran
(2239) Keller, Qadri, Kornstein, Cook
(2240) Frick, Eskelinen, Kuczaj
(2241) Metzger, Oakleaf
Funding from US Department of Education
(2242) Higgins
PS, Social Media, and Science
(2243) Lewandowsky
Reasoning and Problem Solving (2195-2212)
(2195) Kolev II, Tirrell, Hatch, Kershaw
xxxiii
Condensed Schedule C
FRIDAY, NOVEMBER 18, 2016
1:30 P.M.-5:30 P.M.
Spoken Sessions (69-134)
Symposium II: Motivated Memory: Considering the
Functional Role of Memory (69-74) Grand Ballroom
1:30-1:35 PM
Madan
1:35-1:55 PM
Murty, Tompary, Davachi, Adcock
1:55-2:15 PM
Spaniol, Williams, Dyson
2:15-2:35 PM
Alger, Payne
2:35-3:55 PM
Madan, Kensinger
3:55-3:15 PM
Gutchess
3:15-3:30 PM
Madan
Cognitive Control I (75-79) Back Bay C & D
1:30-1:45 PM
Töllner, Wang, Jung, Makeig, Müller,
Gramann
1:50-2:05 PM
Chrysikou
2:10-2:25 PM
Jiang
2:30-2:45 PM
Rummel, Smeekens, Kane
2:50-3:05 PM
Heyman, Montemayor
Speech Perception II (80-84) Republic
1:30-1:45 PM
Sanders, Fitzroy
1:50-2:05 PM
Keetels, Laarhoven, Vroomen
2:10-2:25 PM
Denby, Goldrick
2:30-2:45 PM
Smiljanic, Sheft, Chandrasekaran, Shafiro
2:50-3:05 PM
Mattys, Hutson, Palmer
Testing Effects (102-106) Grand Ballroom
3:50-4:05 PM
Higham, Griffiths, Rackstraw
4:10-4:25 PM
Mulligan, Buchin
4:30-4:45 PM
Kliegl, Bäuml
4:50-5:05 PM
Ariel, Karpicke
5:10-5:25 PM
Foss, Pirozzolo
Statistics and Methodology (107-112) Back Bay C & D
3:30-3:45 PM
Morey
3:50-4:05 PM
Anderson
4:10-4:25 PM
Haaf, Rouder
4:30-4:45 PM
Myung, Kim, Gu, Lu, Pitt
4:50-5:05 PM
Donkin, Van Ravenzwaaij, Vandekerckhove,
Dutilh
5:10-5:25 PM
Dyre, Roome, Beaudoin, Hollands
Attention: Features & Objects (113-118) Republic
3:30-3:45 PM
Williams, Burkle
3:50-4:05 PM
Franconeri
4:10-4:25 PM
Wyble, Callahan-Flintoft
4:30-4:45 PM
Ma, Sellaro, Lippelt, Hommel
4:50-5:05 PM
Barnes, Blair, Walshe, Tupper
5:10-5:25 PM
Sperling, Chu, Sun
Judgment (85-89) Independence
1:30-1:45 PM
Caldwell-Harris, Hocaoğlu, Ayçiçegi-Dinn
1:50-2:05 PM
Treat, Viken, Corbin, Smith
2:10-2:25 PM
Hoffmann, von Helversen, Rieskamp
2:30-2:45 PM
Wolfe, Smith, Reyna
2:50-3:05 PM
Hamm
Decision Making II (119-124) Independence
3:30-3:45 PM
Pachur, Trippas
3:50-4:05 PM
Trippas, Pachur
4:10-4:25 PM
Hemmer, Robbins
4:30-4:45 PM
Newell, Torgerson, Saranu, Le Pelley
4:50-5:05 PM
Faulkenberry
5:10-5:25 PM
Wang, Asche, Dominguez, Kallestad
Meaning/Semantics (90-95) Back Bay B
1:30-1:45 PM
Andrews, Veldre
1:50-2:05 PM
Hofmann, Biemann, Roelke, Stuellein,
Radach, Jacobs
2:10-2:25 PM
Heyman, Hutchison, Yap, Storms
2:30-2:45 PM
Hampton, Williams
2:50-3:05 PM
Westbury, Hollis, Sidhu, Pexman
3:10-3:25 PM
Sidhu, Pexman, Saint-Aubin
Letter/Word Processing I (125-129) Back Bay B
3:50-4:05 PM
Keuleers, Mandera, Brysbaert
4:10-4:25 PM
Forster, Qiao
4:30-4:45 PM
Perea, Abu Mallouh, Mohammed, Khalifa,
Carreiras
4:50-5:05 PM
Rastle, Lally, Taylor, Lee
5:10-5:25 PM
Vibert, Botta, Frasca, Rigalleau, Ros, Rouet,
Jaafari
Event Cognition (96-101) Liberty
1:30-1:45 PM
Wahlheim, Zacks, Eisenberg
1:50-2:05 PM
Swallow, Kemp, Candan
2:10-2:25 PM
Cutting
2:30-2:45 PM
Radvansky, Fisher, Kalchik
2:50-3:05 PM
Brown, Shi, Reimer, Schweickart
3:10-3:25 PM
Hubbard, Ruppel
Discourse Processing (130-134) Liberty
3:50-4:05 PM
Dahan, Solomon
4:10-4:25 PM
Amati, Brennan
4:30-4:45 PM
Mumper, Gerrig, Bagelmann
4:50-5:05 PM
Kuperberg, Wlotko, Riley, Zeitlin, Cunha
Lima
5:10-5:25 PM
Kaakinen, Ballenghein, Tissier, Baccino
xxxiv
Condensed Schedule C
FRIDAY, NOVEMBER 18, 2016
6:00 P.M.-7:30 P.M.
POSTER SESSION III (3001-3243)
HYNES CONVENTION CENTER, GRAND BALLROOM A-C
Vision (3001-3015)
(3001) Ueda, Yakushijin, Ishiguchi
(3002) Brunye, Holmes
(3003) Thompson
(3004) Dye, Lao, Stoll, Pascalis, Caldara
(3005) Hattori, Matsuo, Suzuki
(3006) Ueda
(3007) Dopkins, Hoyer
(3008) Roberts, Kingstone, Todd
(3009) Potter, Donkin, Huber
(3010) Groulx, Chubb
(3011) Kunz, Keefer, Corbin, Wright
(3012) Bushmakin, Sekuler
(3013) Holmes, Victora, Wang, Kwiat
(3014) McGoldrick, Reed, Bukach
(3015) Barnhart, Goldinger, Steinert
Action and Perception II (3016-3028)
(3016) Engert, Gallup
(3017) Roest, Pecher, Naeije, Zeelenberg
(3018) Donevska, Brunsdon, Surtees, Ferguson
(3019) Gozli, Hommel, Pratt
(3020) Baek, Yi
(3021) LaFortune, Macuga
(3022) Clement, Brockmole
(3023) Zamm, Palmer, Bauer, Bleichner, Demos, Debener
(3024) Suh, Abrams
(3025) Ramachandran, Chunharas
(3026) Hsu
(3027) Cain
(3028) Munger, Weitnauer
Spatial Cognition II (3029-3039)
(3029) Bilge
(3030) Barth
(3031) Doyle, Voyer
(3032) Chrastil, Sherrill, Stern
(3033) Klein, Stancil-Bacon
(3034) Nardi, Johnston, Guenther
(3035) Corbin, Crawford, Vavra, Keller, Hofilena, Lee
(3036) Mallik, Allen, Lien
(3037) Keller, Sutton
(3038) Minear, Holmes, Hunt, Kougl, McClure, Miller, Still
(3039) Kellis, Henderson, Cooper, Sargent
Recall II (3040-3051)
(3040) Kytola, Reese-Melancon
(3041) Tomm, Zhao
(3042) Jonker, Ritchey, Ranganath
(3043) Zawadzka, Hanczakowski, Wilding
(3044) Akan, Sahakyan
(3045) Conley, King-Shepard, Bauernschmidt
(3046) Aue, Karpicke
(3047) Meade, Wammes, Fernandes
(3048)
(3049)
(3050)
(3051)
McKinley, Benjamin
Cantor, Marsh
Mewaldt, Melvin, Michael
Kark, Kensinger
Recognition II (3052-3068)
(3052) Ma, Starns
(3053) Koop, Criss
(3054) Sloane, Curl, White
(3055) Gross, Dobbins
(3056) Rogers, Koeritzer, Van Engen, Peelle
(3057) Spitler, Hicks
(3058) Kim, Schlichting, Preston, Lewis-Peacock
(3059) Ensor, Willoughby, Surprenant, Neath
(3060) McCurdy, Leach, Leshikar
(3061) Williams, Lindsay
(3062) Selmeczy, Ghetti
(3063) MacKenzie, Alexandrou, Hancock, Donaldson
(3064) Doss, Picart, Gallo
(3065) Osth, Jansson, Dennis, Heathcote
(3066) VonderHaar, McBride
(3067) Farris, Toglia
(3068) Franks, Hicks
False Memory II (3069-3083)
(3069) Greene, Wells
(3070) Swire, Berinsky, Lewandowsky, Ecker
(3071) Calvillo, Mills, Taylor, Gossett, Flores
(3072) Hawkins, Calvillo
(3073) Zhang, Gross, Hayne
(3074) Bookbinder, Brainerd
(3075) Marin-Garcia, Paz-Alonso
(3076) Baranski, Was
(3077) Nakamura, Brainerd
(3078) Rindal, Zaragoza
(3079) Beighley, Sacco, Bauer, Hayes, Intraub
(3080) Yeh, Lu
(3081) Payne, Eakin
(3082) Vicari, Pizzica, Drummey, Kan
(3083) Arndt, Valle Flores, Smith Randle, Xu
Metamemory/Metacognition II (3084-3101)
(3084) Middlebrooks, Kerr, Murayama, Castel
(3085) Tullis
(3086) Green, Serra
(3087) Skinner, Erwin, Lester, Hammett, Dyer, Price
(3088) Pierce, McCain, Hawthorne
(3089) Miller
(3090) Putnam, DeSoto, Dekhes, Gilmore
(3091) Blake, Hargis, Castel
(3092) Hughes, Thomas, Bulevich
(3093) Flurry, Eakin
(3094) Griffin, Sarmento, Wiley, George
(3095) Tan, Eakin
xxxv
Condensed Schedule C
(3096)
(3097)
(3098)
(3099)
(3100)
(3101)
Mueller, Dunlosky
Morehead, Dunlosky
Harrison, Erwin, Waldon, Skinner, Crane, Price
Magreehan, Serra
Akers, Schumacher, Taraban
Weinstein, Bard
Prospective Memory (3102-3113)
(3102) Clark-Foos, Urbanik, Whitlock, Cook
(3103) Shigeta, McBride
(3104) Sabic, Guynn
(3105) Underwood, Guynn
(3106) Ball, Bugg
(3107) Anderson, Einstein
(3108) Shelton, Scullin, Slayton, Vorwerk, James
(3109) Kurinec, Nguyen, Gao, Scullin
(3110) Parrish, Kelly A, Perdue, Love, Whitham, Luk, Kelly
V, Beran
(3111) Pitães, Blais, Karoly, Okun, Brewer
(3112) Laughland, Kvavilashvili
(3113) Scolaro
Human Learning and Instruction III (3114-3130)
(3114) Liu, Reder
(3115) Martin, Underwood, Molinaro
(3116) Patel, Sahakyan
(3117) Vaughn, Kornell
(3118) Wieth, Francis, Zabel, Carr
(3119) Castro, Siew, McCartney
(3120) Uner, Roediger, III
(3121) Alarcón, Barger, Linnenbrink-Garcia, Butler
(3122) Coria, Higham
(3123) Saito, Sato, Niikuni, Horita, Muramoto
(3124) Raley, Butler, Cantor, Marsh
(3125) Maass, Pavlik Jr.
(3126) Hausman, Rhodes
(3127) Lovelett, Pan, Rickard
(3128) Toftness, Carpenter
(3129) Whiffen, Karpicke J, Blunt, Karpicke S
(3130) Hutter, Pan, Rickard
Cognitive Control of Working Memory (3131-3149)
(3131) Mielicki, Koppel, Valencia, Chun, Wiley
(3132) Tsukahara, Engle
(3133) Sussman, Butkevits, Blumenthal, Geiger, Fisenne,
Jennings
(3134) Dixon
(3135) Drascher, Conway, Braver
(3136) Zukosky, Wang
(3137) Meier, Lyons, Smeekens, Kwapil, Silvia, Kane
(3138) Lim, Cho
(3139) Zuppichini, Zlochevsky, Vilanova, Ricker, Sandry
(3140) Sohn, Ryherd, Weldon, Kim
(3141) Christopher, Redick
(3142) Moffitt, Watson, Hutchison
(3143) Harrison, Engle
(3144) Riley, Okabe, Germine, Wilmer, Esterman, DeGutis
(3145) Ishiguro, Saito
(3146) Wiemers, Redick
(3147) Katz, Jones, Buschkuehl, Jonides, Jaeggi, Shah
(3148)
(3149)
Jones, Katz, Jaeggi, Buschkuehl, Shah
Sattizahn, Henry, Beilock
Visual Search I (3150-3165)
(3150) Walenchok, Goldinger, Hout
(3151) LeBlanc, Durand, Lauzon, Turgeon, Cousineau
(3152) Guevara Pinto, Papesh
(3153) Palmer, Bishop, Brewer, McCarley
(3154) Hout, Lopez, Robbins, Papesh
(3155) Miyazaki
(3156) Lanagan-Leitzel
(3157) Carrigan, Wardle, Rich
(3158) Cho
(3159) Abagis, Jonides
(3160) Burnham, Pasko
(3161) Chang, Cave, Menneer, Kaplan, Donnelly
(3162) Sztybel, Gibson
(3163) Kreykenbohm, Sager, McColeman, Spalek
(3164) Peltier, Becker
(3165) Phifer
Attention: Features and Objects (3166-3176)
(3166) Rodriguez, Wright, Chubb
(3167) Lu, Wright, Chubb
(3168) Nah, Shomstein
(3169) Winter, Chubb, Wright, Sperling
(3170) Bangert, Coane
(3171) Anderson
(3172) Harrison, Kang, Wilson
(3173) Hilchey, Rajsic, Huffman, Pratt
(3174) Tran, Hoffman
(3175) Kendall, Raffaelli, Kingstone, Todd
(3176) Nicora, Greenberg
Scene Processing (3177-3188)
(3177) Irwin, Robinson
(3178) Hayes, Henderson
(3179) Rosen, Mills, Dalmaijer, Dodd
(3180) Mills, Rosen, Dalmaijer, Dodd
(3181) Still, Hicks, Gall
(3182) Baker, Levin
(3183) Hunt, Hubbard, Anderson, Fehrman, Langston
(3184) Ahmed Wick, Garg, Alaoui Soce, Wolfe
(3185) Hutson, Magliano, Smith, Loschky
(3186) Nieuwenstein, Linde, Van Rijn
(3187) Mamus, Boduroglu
(3188) Zhang, Houpt, Harel
Language Production/Writing (3189-3204)
(3189) Schmank, James, Silver
(3190) Greenspon, Palmer, Pfordresher
(3191) Brill-Schuetz, Morgan-Short
(3192) Li, Graesser
(3193) Ellenblum, McCloskey
(3194) Shuster, Miozzo
(3195) White, Glidden, Abrams
(3196) Abrams, Davis, James
(3197) Oka, Kusumi
(3198) Frazer, O’Seaghdha
(3199) Chen
xxxvi
Condensed Schedule C
(3200)
(3201)
(3202)
(3203)
(3204)
Colombo
Penta, Pearlmutter
Kopp, Rupp, Blaum, Wallace, Britt
Anderson, Dell
Goring, James, Schnackenberg
Psycholinguistics II (3205-3220)
(3205) Wlotko, Vandekerckhove, Choi, Kim, Kuperberg
(3206) Yip, Zhai
(3207) Yazbec, Kaschak, Borovsky, Jones, Lonigan
(3208) Fairchild, Papafragou
(3209) Holcomb, Dickey, Warren
(3210) Huebner, Willits
(3211) McPhedran, Taikh, Spinelli, Lupker
(3212) Sana, Park, Gagné, Spalding
(3213) Delaney-Busch, Morgan, Lau, Kuperberg
(3214) Zirnstein, Fricke, van Hell, Kroll
(3215) Brown, Delaney-Busch, Storch, Wlotko, Kuperberg
(3216) Mathis, Huette
(3122) Park, Sana, Gagne, Spalding
(3218) Djalal, Storms
(3219) Nakamura, Burke, Rossi
(3220) Ahn, Gollan, Abbott, Ferreira
Meaning/Semantics I (3221-3232)
(3221) Pham, Sanchez
(3222) Taylor, Davis, Rastle
(3223)
(3224)
(3225)
(3226)
(3227)
(3228)
(3229)
(3230)
(3231)
(3232)
Veldre, Andrews
Duris, Kumpan, Duffels, Siakaluk, Pexman
Di Lascio, Tiganj, Sederberg, Howard
Kenett, Anaki, Faust
Chen, Magid, Pyers
Whiteford Damerall
Bueno, Seigneuric, Megherbi
Lei, MacKeben, Morash
Huette, Viaud
Lou, Liu, Kaakinen, Li
Cognition and Technology (3233-3241)
(3233) Cory, Roskos
(3234) Holden, Moreau, Greene, Conway
(3235) Tran, Kimball
(3236) Larson, Hutchison
(3237) Parong, Mayer
(3238) Mettler, Massey, Kellman
(3239) Lalchandani, Healy
(3240) Shevenell, Gagne, Brown, Rekart
(3241) Onyper, Oakes, Dowley, O’Keeffe
Funding from US Department of Education
(3242) Higgins
PS, Social Media, and Science
(3243) Lewandowsky
SATURDAY, NOVEMBER 19, 2016
8 A.M.-12:00 NOON
Spoken Sessions (135-200)
Visual Working Memory (135-139) Grand Ballroom
8:00-8:15 AM
Pratte
8:20-8:35 AM
Matsukura, Vecera
8:40-8:55 AM
Awh, Adam, Vogel
9:00-9:15 AM
Saiki
9:20-9:35 AM
Ricker
Cognitive Aging (140-145) Back Bay C & D
8:00-8:15 AM
Bruine de Bruin, Parker, Strough
8:20-8:35 AM
Henkel, Kris, Peters
8:40-8:55 AM
Mitchell, Johnson
9:00-9:15 AM
Kvavilashvili, Niedźwieńska, Kliegel
9:20-9:35 AM
Ballesteros, Ruiz, Prieto, Toril, Peinado,
Mayas, Reales
9:40-9:55 AM
Rabi, Minda
Scene Processing (146-151) Republic
8:00-8:15 AM
Vo, Boettcher
8:20-8:35 AM
Fernandes, Castelhano
8:40-8:55 AM
Luke, Darowski, Gale
9:00-9:15 AM
Hutson, Magliano, Smith, Loschky
9:20-9:35 AM
Broers, Potter, Nieuwenstein
9:40-9:55 AM
Kneusel, Mozer
Eyewitness Identification (152-155) Independence
8:00-8:15 AM
Dodson
8:20-8:35 AM
Wixted, Killeen
8:40-8:55 AM
McAdoo, Gronlund
9:00-9:15 AM
Carlson C, Jones, Goodsell, Carlson M,
Weatherford, Bednarz
Associative Learning (156-160) Back Bay B
8:00-8:15 AM
Vickery
8:20-8:35 AM
WITHDRAWN
8:40-8:55 AM
Los, Kruijne, Meeter
9:00-9:15 AM
Caplan, Burton, Lek
9:20-9:35 AM
Healey, Kahana
Language Production and Writing (161-165) Back Bay A
8:00-8:15 AM
Feldman, Vinson, Dale
8:20-8:35 AM
Scaltritti, Pinet, Longcamp, Alario
8:40-8:55 AM
Freund, Nozari
9:00-9:15 AM
Humphreys, Oliver, Goldberg
9:20-9:35 AM
Damian, Qu, Zhang
Symposium III: Language by Mouth and by Hand (166-171)
Grand Ballroom
10:00-10:15 AM
Berent, Dupuis, Brentari, Bat-El
10:20-10:35 AM
Caselli, Cohen-Goldberg
10:40-10:55 AM
Lillo-Martin
11:00-11:15 AM
Senghas, Pyers, Plançon, Zola
11:20-11:35 AM
Pyers, Perniss
11:40-11:55 AM
Emmorey
Metamemory/Metacognition (172-176) Back Bay C & D
10:20-10:35 AM
Cleary, Claxton
10:40-10:55 AM
Undorf, Ackerman
xxxvii
Condensed Schedule C
11:00-11:15 AM
11:20-11:35 AM
11:40-11:55 AM
Spatial Cognition (189-194) Back Bay B
10:00-10:15 AM
Sutton, Vollebregt, Grogan
10:20-10:35 AM
Yamamoto, Cheung, Baumann,
Maczkowiack
10:40-10:55 AM
Intraub, Ly, Vlachos, Beighley
11:00-11:15 AM
Miller, Simmering
11:20-11:35 AM
Leising, Cleland, Shanahan, Repeta, Wolf
11:40-11:55 AM
Voyer D, Voyer S, Saint-Aubin
Finn, Miele
Tekin, Roediger, III
Harley, Fellner, Candice, Thomas, Losch,
Feuerbach
Working Memory I (177-181) Republic
10:20-10:35 AM
Colzato
10:40-10:55 AM
Logie
11:00-11:15 AM
Shen, Reder, Popov, Delahay
11:20-11:35 AM
Belopolsky, Olivers
11:40-11:55 AM
Camos, Mora, Loaiza, Oftinger, Vergauwe
Recognition II (182-188) Independence
9:40-9:55 AM
Peynircioğlu, Schwartz
10:00-10:15 AM
Shiffrin, Nosofsky, Cao
10:20-10:35 AM
Brainerd, Gomes, Moran, Reyna
10:40-10:55 AM
WITHDRAWN
11:00-11:15 AM
Goshen-Gottstein, Brezis, Bronfman, Yovel
11:20-11:35 AM
Dubé, Westfall, Bauer
11:40-11:55 AM
Criss, Cox, Aue, Hemmer, Wilson
Animal Learning and Cognition (195-200) Back Bay A
10:00-10:15 AM
McBeath, Wynne, Breeden, Raymond,
Baxter, Bimonte-Nelson
10:20-10:35 AM
Crystal, Pizzo, Kann, Wilson
10:40-10:55 AM
Katz, Daniel, Forloines, Cook
11:00-11:15 AM
Wright, Magnotti, Katz, Leonard,
Vernouillet, Kelly
11:20-11:35 AM
Chase
11:40-11:55 AM
Pepperberg, Gray, Lesser, Hartsfield
Lunchtime Workshop: Non-Academic Careers, Public
Garden (5th Floor)
12:00-1:30 PM
Rauschenberger
SATURDAY, NOVEMBER 19, 2016
12:00 Noon-1:30 PM
POSTER SESSION IV (4001-4243)
HYNES CONVENTION CENTER, GRAND BALLROOM A-C
Multi-Sensory Integration (4001-4012)
(4001) Kessler, MacArthur, Trujillo-Silva, MacGillivray, Ripa,
Hancock
(4002) Kwon, Hahn
(4003) Yokosawa, Tsushiro, Li, Asano
(4004) Magnotti, Beauchamp
(4005) Richoz, Hillairet de Boisferon, Quinn, Berger,
Loevenbruck, Lewkowicz, Lee, Dole, Caldara, Pascalis
(4006) Dias, Rosenblum
(4007) Welles, Yee
(4008) Frissen, Mars
(4009) Stoll, Palluel-Germain, Pascalis
(4010) List, Feitelson
(4011) Unwalla, Ho, Lanzini, Cadieux, Shore
(4012) Nagai, Yokosawa, Asano
Event Cognition (4013-4024)
(4013) Huff, Brockhoff, Maurer, Papenmeier
(4014) Faber, D’Mello, Radvansky
(4015) Papenmeier, Meitz, Huff
(4016) Cohen, Adler, Goldberg, Nachimson
(4017) Kurby, Schramm, Zacks
(4018) George, Bulgarelli, Theoret, Weiss
(4019) Kenett, Allaham, Austerweil, Malle
(4020) Newberry, Bailey
(4021) Eisenberg, Zacks, Flores
(4022) Kosie, Baldwin
(4023) Bacon
(4024) Schweickert, Viau-Quesnel, Xi, Han
Spatial Cognition III (4025-4035)
(4025) Marchette, Ryan, Vass, Epstein
(4026) Du, Zhang, Mou
(4027) Kolesari, Lynch, Schmiedeler, Carlson
(4028) Fu, Roskos
(4029) Jansen, Kaltner, Memmert
(4030) Gardony, Taylor, Brunyé, Eddy, Wolford
(4031) Sjolund, Kelly
(4032) Ruginski, Gill, Padilla, Stefanucci, Cashdan
(4033) Meisinger, Barhorst-Cates, Creem-Regehr
(4034) Siegel, Kelly, George, Huney, Klesel
(4035) Smith, Almor
Recall III (4036-4050)
(4036) Hopper, Huber
(4037) Tan, Jiang
(4038) Jonker, MacLeod
(4039) WITHDRAWN
(4040) Broitman, Healey, Kahana
(4041) Chen, Wilson, Criss
(4042) Persaud, Hemmer
(4043) Szary, Jones, O’Donnell
(4044) Krefeld-Schwalb, Kellen
(4045) Christman, Lawson, London
(4046) Ross, Wilson, Sadil, Cowell
(4047) Lindsey, Logan
(4048) Scully, Hupbach
(4049) Ricks, Lieser, Meidinger
(4050) Soares, Storm
xxxviii
Condensed Schedule C
Testing Effects (4051-4065)
(4051) Nguyen, McDaniel
(4052) Clark, Bjork E, Bjork R
(4053) Peterson
(4054) Koch, Dennie
(4055) Manley, Davis, Chan, Szpunar
(4056) Barnes, Bradshaw
(4057) Wang, Raley, Butler
(4058) Davis, Myers, Chan
(4059) Fiechter, Benjamin
(4060) Sparck, Bjork E, Bjork R
(4061) Hong, Polyn, Fazio
(4062) St. Hilaire, Blumenthal, Butkevits, Fisenne, Geiger,
Jennings
(4063) Paneerselvam, Callender
(4064) Bartek, Gorden, Lloyd
(4065) Crisostomo, Kimball
(4101)
(4102)
(4103)
(4104)
(4105)
(4106)
(4107)
(4108)
(4109)
(4110)
Implicit Memory (4066-4074)
(4066) Harada, Asano, Ngo, Hasher
(4067) Mathis, Souto Maior Osthoff, Pierce
(4068) Abel, Drummey, O’Hora, Cushing, Kan
(4069) Sadil, Huber, Cowell
(4070) Rey, Sauzeau, Guignard-Perret, Franco, Mazza
(4071) Hirsch, Was
(4072) Hernandez, Smith
(4073) Gorman, Chai
(4074) Van Hedger, Heald, Huang, Rutstein, Nusbaum
Cognitive Control III (4116-4127)
(4116) Aschenbrenner, Balota
(4117) Zhong, Xiong, Proctor, Vu
(4118) Kubik, Del Missier, Todorov, Mäntylä
(4119) Vaughn, Munson, Hernandez
(4120) Traut, Banich, Munakata
(4121) Hussey, Hsu, Ward, Kramer, Christianson
(4122) Schrijver, Barrouillet
Recognition III (4075-4088)
(4075) Phillips, Kilb
(4076) DeBrock, Vlach
(4077) Kroneisen
(4078) Noe, Fischer-Baum
(4079) Díez-Álamo, Díez, Alonso, Fernandez
(4080) Jaeger, Gomides, Garcia, Gomide, Dobbins
(4081) Kim, Johnson, Johnson
(4082) Dianiska, Meissner
(4083) Chalmers
(4084) Freeman, Smith
(4085) Jeye, Slotnick
(4086) Smith, Mulligan
(4087) Taylor, Francis
(4088) Elliott, O’Rourke, Brewer
Memory and Reward, Motivation, and Emotion (4089-4099)
(4089) Lin, Reuter-Lorenz
(4090) Kotov, Pokidysheva, Kotova
(4091) De Forrest, Geraci
(4092) Sense, van den Berg, van Ravenzwaaij, van Rijn
(4093) Fujita, Kato
(4094) Ikeda, Jiang, Kakinuma, Tanaka
(4095) Mennie, Lane
(4096) Siegel, Castel
(4097) Jantz, Reuter-Lorenz
(4098) Chunharas, Ramachandran
(4099) Bowen, Kensinger
Autobiographical Memory II (4100-4110)
(4100) Nelson, Multhaup
Ikeda
Niven, Logie
Briere, Marche, von Baeyer
Özbek, Bohn, Berntsen
Palmer, Malmberg, Mansour, Erb
De Bartolo, Nahouli, Guerrini, Mazzoni
Kaya Kızılöz, Tekcan, Boduroglu
Wolters, Niven, Wang, Logie
Kraemer, McDonough, Gallo
Hosokawa, Muramoto
Consciousness (4111-4115)
(4111) Maillet, Seli, Schacter
(4112) Farley, Dixon
(4113) Yang, Tang, Xiang, Ma
(4114) Welhaf, Hood, Banks
(4115) Goldstein, Rivlin, Hassin
(4123)
(4124)
(4125)
(4126)
(4127)
Behmer Jr., Crump
Park, Junker, Cho, Shin
Bernhardt, Janzen, Baumler, Moffett, Ferraro
Dube, Chen, Eastwood, Fenske
Kinder, Tas, Buss
Working Memory III (4128-4144)
(4128) Van Stockum, Jr., DeCaro
(4129) Nespodzany, Shipstead
(4130) Solberg, Potts, Stevenson, Kustenbauder, Carlson
(4131) Dai, Thomas, Taylor
(4132) Cooke, Iordan, Moored, Katz, Buschkuehl, Jaeggi,
Polk, Peltier, Jonides, Reuter-Lorenz
(4133) Ventura, Elliott, Baker, Shanahan
(4134) Ploran, Campagnolo, Ramirez, Azgar
(4135) Lilienthal
(4136) Katz, Thompson
(4137) Souza, Skóra
(4138) WITHDRAWN
(4139) Pritchard, Roth
(4140) Bies-Hernandez, Copeland, Larson
(4141) Niklaus, Rerko, Oberauer
(4142) Geigerman, Montoya, Verhaeghen
(4143) Evans, Steyvers, Brown
(4144) Xu, Wu
Psycholinguistics III (4145-4160)
(4145) Orihuela, Giraudo
(4146) Miles, Higby, Donnelly, Monge, Nuesi
(4147) Dickinson, Chamberland, Smith, Streich, Gallant,
Graham
(4148) Siew, Vitevitch
(4149) Bulkes, Tanner
xxxix
Condensed Schedule C
(4150)
(4151)
(4152)
(4153)
(4154)
(4155)
(4156)
(4157)
(4158)
(4159)
(4160)
White D, Weatherhead, Besner, White K
Leinenger
Grey, Cosgrove, Van Hell
Desroches, Lawrence-Dewar, O’Neil
Newman
Martinez
Roembke, McMurray
Knoph, Buchanan, Kostic
Balass, Antalek
Raman I, Ikier, Raman E
Yallak, Akırmak, Guerzoni, Mungan
(4202)
(4203)
(4204)
(4205)
(4206)
Marcet, Perea, Baciero, Gomez
Meade, Midgley, Winsler, Holcomb
Trifonova, Adelman
Sawi, Rueckl
Degno, Soltész, Hepsomali, Donnelly, Liversedge
Discourse Processes I (4207-4221)
(4207) Weingartner, Masnick, Reider
(4208) Shears, Amirazizi, Lee, Kim, Jerome, Hamilton, Smith
(4209) Palena, Copeland
(4210) Takaki
(4211) Upadhyay, Houghton, Klin
(4212) WITHDRAWN
(4213) Higgs, Britt, Magliano
(4214) Donovan, Rapp
(4215) Gunawan, Copeland
(4216) Kopatich, Millis, Parker, Ray, Magliano
(4217) Benson, Kaakinen, Howard
(4218) Escudero, León, Moreno, Martín, Olmos, Ruiz, Lorch
(4219) Will, Vlach, Kendeou
(4220) Trude, Nozari
(4221) Kemp, Cash
Speech Perception II (4161-4171)
(4161) Manheim, Lavie, Banai
(4162) Baese-Berk, Morrill
(4163) Hunter, Adams, Pisoni
(4164) Uddin, Heald, Van Hedger, Klos, Nusbaum
(4165) Jesse, Bartoli
(4166) Zhang, Holt
(4167) Chan, Hall
(4168) Zheng, Samuel
(4169) Rysling, Kingston, Staub, Cohen, Starns
(4170) Rosenblum, Dorsi, Dias, Ashkar, Sun
(4171) Shatzer, Shahin, Pitt
Neural Mechanisms of Cognition II (4222-4228)
(4222) Smith, Cameron, Villalobos, Brust
(4223) Cunningham, Ward, Hussey, Paul, Kramer
(4224) Harris, Dux, Jones, Mattingley
(4225) Richmond, Zacks
(4226) Jodoin, Brodeur
(4227) Grossi
(4228) Baribault, Vandekerckhove
Bilingualism III (4172-4189)
(4172) Botezatu, Kroll
(4173) Li, Gollan
(4174) Lin Y, Lin P
(4175) Ivanova
(4176) Ratiu, Azuma
(4177) Malavanti, Anderson, Kurinec
(4178) Lam, Schroeder, Marian
(4179) Kim S, Lee, Kim Y, Kim J, Nam
(4180) Friesen, Jared, Whitford, Titone
(4181) Dogruel, Tosun
(4182) Buffington, Vaid, Lopez, Tosun
(4183) Comesaña, Demestre, Valente, Gonçalves, Soares, van
Heuven, Ferré
(4184) Sarkis, Boland
(4185) Abrahamyan, Luce
(4186) Kato, Baese-Berk
(4187) McDonald, Edwards, Kaushanskaya
(4188) Comeaux, McDonald
(4189) Higby, Shafer, Vargas, Perez, Ramirez, Varela, Meza,
Fernandez, Obler
Reward, Motivation, and Decision Making (4229-4242)
(4229) Garner, Keep, Raymond
(4230) Mitko, Grosso, Liu, Morris, DeGutis, Esterman
(4231) Cane, Ferguson, Ulrich, Apperly
(4232) Hart, Schweitzer
(4233) Ozgurer, Tosun
(4234) Ybarra, Schatz, Cokely
(4235) Ballard, Neal
(4236) Galotti
(4237) Johnson, Duran, Nicholson
(4238) Clay, Harris, Clithero, Reed
(4239) Tiernan, Wright, Langford, Heatherly, Reece, Grishaw,
Corley
(4240) Horn, van den Bos, Lorenz, Pleskac
(4241) West, Anderson
Letter/Word Processing III (4190-4206)
(4190) Vasilev, Slattery, Kirkby, Angele
(4191) WITHDRAWN
(4192) Rimzhim, Johri, Kelty-Stephen, Fowler, Katz
(4193) Rice, Balass, Tokowicz
(4194) Chen, Perfetti, Fang
(4195) Harvey, Adelman
(4196) WITHDRAWN
(4197) Ktori, Mousikou, Rastle
(4198) WITHDRAWN
(4199) Carter, Luke
(4200) Binte Faizal, Khattab
(4201) Vasilev, Angele
Funding from US Department of Education
(4242) Higgins
PS, Social Media, and Science
(4243) Lewandowsky
xl
Condensed Schedule C
SATURDAY, NOVEMBER 19, 2016
1:30 P.M.-5:30 P.M.
Spoken Sessions (202-267)
Leading Edge Workshop: The Evolutionary and Psychological
Significance of Play (202-207) Grand Ballroom
1:30-1:40 PM
Miller
1:40-2:00 PM
Hill
2:00-2:20 PM
Pellis
2:20-2:40 PM
de Voogt
2:40-3:00 PM
Lillard
3:00-3:30 PM
Miller
Human Learning and Instruction II (239-244) Back Bay
C&D
3:30-3:45 PM
Carvalho, Goldstone
3:50-4:05 PM
Zaki, Rich, Stacy
4:10-4:25 PM
Nosofsky, Meagher, Sanders, Lee
4:30-4:45 PM
Rawson, Vaughn, Walsh, Dunlosky
4:50-5:05 PM
Speelman, Shadbolt
5:10-5:25 PM
McDermott, Zerr, Berg
Recall I (208-212) Back Bay C & D
1:30-1:45 PM
Oberauer, Souza
1:50-2:05 PM
Barrouillet, O’Murchu, Dagry
2:10-2:25 PM
Smith, Handy, Hernandez, Jacoby
2:30-2:45 PM
McConnell, Zheng
2:50-3:05 PM
Hanczakowski, Beaman, Jones
Psycholinguistics II (245-250) Republic
3:30-3:45 PM
Schroeder, Häikiö, Pagan, Hyönä,
Liversedge
3:50-4:05 PM
Boiteau, Smith, Almor
4:10-4:25 PM
Pardo, Urmanche, Wilman, Wiener
4:30-4:45 PM
Morett, Fraundorf
4:50-5:05 PM
Foraker, Kalinowski, Wekenmann
5:10-5:25 PM
Berent, Dupuis
Speech Perception III (213-217) Republic
1:30-1:45 PM
Remez, Giglio, Thomas
1:50-2:05 PM
Gow, Ahlfors
2:10-2:25 PM
Samuel
2:30-2:45 PM
Mousikou, Rastle
2:50-3:05 PM
Altieri, Lentz, Townsend, Wenger
Memory and Beliefs (251-256) Independence
3:30-3:45 PM
Howe, Otgaar, Wang, Moldoveanu
3:50-4:05 PM
Scoboria
4:10-4:25 PM
Mazzoni
4:30-4:45 PM
Conway, Akhtar, Hohl
4:50-5:05 PM
Thomas, Smith, Mazerolle
5:10-5:25 PM
Ecker
Bilingualism I (218-222) Independence
1:30-1:45 PM
Jared, Jouravlev
1:50-2:05 PM
Lavric, Clarke, Monsell
2:10-2:25 PM
Bélanger, Brederson, Morford
2:30-2:45 PM
Hernandez, Vaughn, Munson
2:50-3:05 PM
Paap, Mikulinsky, Masuda, Anders
Neural Mechanisms of Cognition (257-262) Back Bay B
3:30-3:45 PM
Lyle, Depue, Dombroski, Switala, Hopkins,
Leppanen
3:50-4:05 PM
Glass, Sinha
4:10-4:25 PM
Santhi, Lazar, McCabe, Lo, Groeger, Dijk
4:30-4:45 PM
Krampe, Wenderoth, Swinnen
4:50-5:05 PM
Vankov, Bowers
5:10-5:25 PM
Conway, Deocampo, Smith
Consciousness (223-227) Back Bay B
1:30-1:45 PM
Isham, Mejia, Wulf
1:50-2:05 PM
Jordano, Kane, Touron
2:10-2:25 PM
Weinstein, Wilford
2:30-2:45 PM
Mishra, Patil, Prasad
2:50-3:05 PM
Stahl, Barth, Haider
Embodied Cognition (263-267) Back Bay A
3:50-4:05 PM
Geuss, Creem-Regehr, Mohler
4:10-4:25 PM
Inhoff, Gregg, Connine
4:30-4:45 PM
Masson, Bub
4:50-5:05 PM
Zeelenberg, Pecher
5:10-5:25 PM
Dumitru
Cognitive Skill Acquisition (228-233) Back Bay A
1:30-1:45 PM
Altmann, Hambrick
1:50-2:05 PM
Strobach, Schubert
2:10-2:25 PM
Logan, Ulrich, Lindsey
2:30-2:45 PM
Basak, O’Connell, Nashiro, Qin, Smith
2:50-3:05 PM
Gray, Destefano
3:10-3:25 PM
Xing, Corter, Zahner
Business Meeting Liberty
5:10-6:00 PM
Moore
Attention: Capture II (234-238) Grand Ballroom
3:50-4:05 PM
Reeves, Nador
4:10-4:25 PM
Gaspelin, Luck
4:30-4:45 PM
Parmentier
4:50-5:05 PM
Rusconi, Huber
5:10-5:25 PM
WITHDRAWN
xli
Condensed Schedule C
SATURDAY, NOVEMBER 19, 2016
6:00 P.M.-7:30 P.M.
POSTER SESSION V (5001-5242)
HYNES CONVENTION CENTER, GRAND BALLROOM A-C
Audition (5001-5009)
(5001) Roark, Holt
(5002) Lotto, Traut
(5003) Ogg, Slevc, Idsardi
(5004) Zobel, Freyman, Sanders
(5005) Hove, Martinez
(5006) Neuhoff, Bochtler
(5007) Cabe, Neuhoff, Bochtler
(5008) Getz, Kubovy
(5009) Peynircioglu, Tatz, Brent, Wyatt
Cognitive Skill Acquisition (5047-5051)
(5047) Frank, Macnamara
(5048) Kranz, Hussey, Baniqued, Cunningham, Kramer
(5049) Peralta, Smith, Helie, Ell
(5050) Shamloo, Ell, Helie
(5051) Tran, Pashler
Eyewitness Identification (5052-5063)
(5052) Hancock, Jent
(5053) Stepan, Berkowitz, Mansour, Peltier, Fenn
(5054) Kurinec, Malavanti, Nesbitt, Weaver, III
(5055) Bednarz, Carlson C, Carlson M, Weatherford, Young,
Wooten
(5056) Key, Allan, Cokely, Gronlund
(5057) Kim, Kwon, Vo, Ceci
(5058) DeFranco, Zaragoza
(5059) Eslick, Baumgartner, Strandberg
(5060) Wetmore, McAdoo, Gronlund, Neuschatz
(5061) Havard, Humprhies, Memon
(5062) Wilson, Vo, Wixted
(5063) Lin, Roediger, III
Music Cognition (5010-5019)
(5010) Fisher, Sprengelmeyer, Jentzsch
(5011) Halpern, Zioga, Shankleman, Lindsen, Pearce,
Bhattacharya
(5012) Beck, Rieser
(5013) Plater, Zaki-Azat, Scheerer, Jones
(5014) Ting, Beck, Jackson, Van Hell
(5015) Knowles, Wong
(5016) Kleinsmith, Neill
(5017) Sherman, Maiti
(5018) Mantell, Forrester-Fronstin, McCarthy, Hancock
(5019) Scheurich, Zamm, Bogetti, Palmer
Human Learning and Instruction III (5064-5079)
(5064) Lim, Heng, Nunes, Karpicke
(5065) Potts, Shanks
(5066) Soderstrom, Sparck, Bjork
(5067) Pan, Rickard
(5068) Martin, Engle
(5069) Zamary, Rawson
(5070) Bates, DeLosh
(5071) Xu, Coley
(5072) Li, Brown, Zhao, Rueckl
(5073) Coane, Minear, Cowen, Boland, Cooney
(5074) Goodman, Seymour
(5075) Seo, Kalish
(5076) Terao, Takahashi, Kiyokawa
(5077) Visser, Beek, Raijmakers
(5078) Wissman
(5079) Phelan, Toppino
Numerical Cognition (5020-5035)
(5020) Marghetis, Goldstone, Landy
(5021) Garrett, Thorpe, Landy, Houpt, Eidels
(5022) WITHDRAWN
(5023) Bowman, Faulkenberry
(5024) Pinhas, Zaks-Ohayon, Tzelgov
(5025) Plummer, DeWolf, Bassok, Gordon, Holyoak
(5026) Lewis, Zax, Cordes
(5027) Goldman, Tzelgov, Gronau
(5028) Huebner, Muldner, LeFevre
(5029) Lazareva, Dressler, Berger, Gazes
(5030) Tronsky, Iannuccilli, Pollock
(5031) Braithwaite, Tian, Siegler
(5032) Alards-Tomalin, Leboe-McGowan J, Mondor, LeboeMcGowan L
(5033) Guedin, Castel, Fluss, Thevenot
(5034) Kaschak, Kowalsky
(5035) Hwang, Oh
Metamemory/Metacognition III (5080-5091)
(5080) Ramanathan, Lindsey, Yao, Galindo, Perez
(5082) Rhodes, DeLozier, Wehe
(5083) Hargis, Castel, Bell
(5084) Kelemen, Bassili
(5085) Besken
(5086) Martín-Luengo, Shtyrov, Myachykov
(5087) Enam, McDonough, Eakin
(5088) Griffiths, Higham
(5089) Martin, Altarriba
(5090) Chua, Ahmed, Garcia
(5091) Thorup, England, Wikowsky
Emotion and Cognition III (5036-5046)
(5036) Buetti, Ng, Sanders, Hur, Heller
(5037) Kim, Lee, Hahn
(5038) Hong, Kim
(5039) Puig, Szpunar
(5040) Tamayo, Pinilla, Rueda
(5041) Kawakami, Katahira
(5042) Pizzie, Kraemer
(5043) Hensley, Otani, Knoll
(5044) Kazanas, Altarriba
(5045) Kapucu, Rotello
(5046) Sovansky, Wiley
xlii
Condensed Schedule C
Working Memory IV (5092-5101)
(5092) Rothweiler, Goodwin, Kotansky
(5093) Mathy, Chekaf, Cowan
(5094) Sanada, Ueno, Allen
(5095) Korenz, Miller
(5096) Tobin, Kalinowski, Race
(5097) Ngiam, Goodbourn
(5098) Doherty, Rhodes, Barrouillet, Camos, Cowan, NavehBenjamin, Logie
(5099) Griffin, Benjamin
(5100) Thalmann, Souza, Oberauer
(5101) Shepherdson, Oberauer
Change Detection (5140-5152)
(5140) Cleland, Malone, Lee, Wolf, Taylor, Leising
(5141) Wiradhany, Nieuwenstein
(5142) Sager, Kreykenbohm, Wish, Spalek
(5143) Shi, Wright
(5144) Izoutcheev, Yovel, Gronau
(5145) VanWormer, Blalock, Powers
(5146) Roberge-Vallieres, Hodgetts, Vachon, Tremblay
(5147) Baroja, Bouzas
(5148) Donaldson, Yamamoto, Allard
(5149) Taylor, Witt, Pratt
(5150) Noll, O’Haver, Gregg
(5151) Hall, Daly, Gaston, Dickerson
(5152) Costello, Buss, Kaplan, Fera
Meaning/Semantics II (5102-5111)
(5102) Hollis, Westbury
(5103) Fitneva, Christiansen
(5104) Semenuks, Phillips, Dalca, Kim, Boroditsky
(5105) Xu, Malt, Srinivasan
(5106) Lawrence, Hwang, Lin, Hagen, Jaeggi
(5107) Al-Azary, Katz
(5108) Davis, Libben, Segalowitz
(5109) White, Verheyen, Malt, Storms
(5110) Eddington, Tokowicz
(5111) Neal, Wiemer
Visual Search II (5153-5166)
(5153) Hebert, Goldinger
(5154) Ericson, Kravitz, Mitroff
(5155) Solman, Kingstone
(5156) Savage, Tatler, Potter
(5157) Dunn, White, Kemp
(5158) Wall, Brown
(5159) Williams, Drew
(5160) Lagroix, Boyd, Jankovic, Richardson, Di Lollo, Spalek
(5161) Drisdelle, West, Jolicoeur
(5162) Doro, Jolicoeur, Dell’Acqua
(5163) Van der Stigchel, Van der Stoep, Postma, Schut
(5164) Becker, Gagnon, Peltier
(5165) Ng, Buetti, Lleras
(5166) Prince, McCarley
Discourse Processes II (5112-5126)
(5112) Smith, Edwards, Booth, McNorgan
(5113) Campbell, Raney
(5114) Stiegler-Balfour, Jakobsen, Stroud, Daniel
(5115) Hannon
(5116) Boveri, Millis
(5117) Miller, Raney
(5118) Blasko, Kazmerski, Pointon
(5119) Chin, Green, Landi, Irwin, Naigles
(5120) Liu, Fox Tree
(5121) Tolins, Fox Tree
(5122) Butterfuss, Kendeou
(5123) Hall, Ferretti, Singer
(5124) Bou Mansour, Crews, Jacobsen, Larsen, Magats,
Monaghan, Park, Van Der Wege
(5125) Litcofsky, Van Hell
(5126) Blair, Goldman
Cognitive Control IV (5167-5178)
(5167) Buss, Hazeltine, Magnotta, Spencer
(5168) WITHDRAWN
(5169) Pieczykolan, Huestegge
(5170) Huestegge, Pieczykolan
(5171) Hoffmann, Pieczykolan, Huestegge
(5172) Schacherer, Hazeltine
(5173) Dowman, Liszczynsyj, Ebert, Wolf
(5174) Chen, Seibold, Zhong, Müsseler, Proctor
(5175) Griffin-Oliver, Proctor
(5176) Zheng, Charette
(5177) Földes, Philipp, Badets, Koch
(5178) Yamani, Karpinsky, Morley, Horrey
Psycholinguistics IV (5127-5139)
(5127) Zhou, Garnsey, Christianson
(5128) Zhou, Yao, Christianson
(5129) Rysling, Rotello, Dillon
(5130) Reyes, Tanner
(5131) Tooley
(5132) Randall, Xu, Emerson, MacNeal, Fiallo
(5133) Qian
(5134) Cintron-Valentin, Ellis
(5135) Parshina, Ricker, Che, Obeid, Brooks
(5136) Mirkovic, Gaskell
(5137) Saryazdi, Chambers
(5138) Boltz, Mangigian, Allen
(5139) Snefjella, Connolly
Automatic Processing (5179-5194)
(5179) Neumann, Rochford, Nkrumah, Russell
(5180) Green, Locker, Boyer, Sturz
(5181) Shimomura, Inukai
(5182) Xiong, Proctor
(5183) Max, Lagroix, Di Lollo, Tsal, Spalek
(5184) Garza, Heredia, Cieslicka
(5185) Houston, Allen, Lien, Loth, Vorster, Luciano
(5186) Monachesi, Laeng, Pecchinenda
(5187) Marin A, Marin A, Munoz, Yep
(5188) Christensen, Nuttall, Koci, Wade, Kotter, Lundwall
(5189) Meyerhoff, Papenmeier, Huff
(5190) Sharma
(5191) Giesen, Rothermund
xliii
Condensed Schedule C
(5192)
(5193)
(5194)
McGill, Elliott
Steele, Fisher, Novachek, Retarides, Vernon, Orr,
Martin
Redden, Ivanoff, Christie, Klein
(5216)
(5217)
(5218)
(5219)
(5220)
(5221)
(5223)
(5225)
(5226)
Judgment (5195-5212)
(5195) Chaney, Parente
(5196) Simsek, Buckmann
(5197) Nakamura
(5198) Chesney, Obrecht, Salim
(5199) Swan, Spears, Zamanzadeh, Revlin
(5200) Ellinghaus
(5201) Cooke, Kusev
(5202) Demnitz, Joslyn
(5203) Leong, McKenzie, Müller-Trede, Sher
(5204) Nguyen, Dougherty, Buttaccio
(5205) Kary, Newell, Donkin
(5206) Corey, Hayakawa, Foucart, Aparici, Botella, Keysar,
Costa
(5207) Sagi
(5208) Wismer, Bohil
(5209) Weser, Proffitt
(5210) Basnight-Brown
(5211) Heit, Kelly, Rotello
(5212) Tousignant, Bodner
Robbins, Cunningham, MacDonald, Hout
Hofer, Pitt, Myung, Nelson
Sutton
Chrabaszcz, Tidwell, Dougherty
Ksander, Madan, Kark, Kensinger
Rhodes, Parra, Cowan, Logie
Botella, Suero, Privado
Paxton, Griffiths
Etz, Vandekerckhove
Decision Making III (5227-5242)
(5227) Hotaling, Rieskamp, Gluth
(5228) Henninger, Glöckner, Hilbig, Jekel
(5229) Atchley, Tran, Salehinejad
(5230) Cataldo, Cohen, Isbell, Starns
(5231) Pang, Byrne
(5232) Bedell, Lydick, Treat, Dawley, Collins, Wilke
(5233) Kapatsinski, Harmon
(5234) Dunn, Risko
(5235) Chubala, Jamieson
(5236) Naefgen, Dambacher, Janczyk
(5237) Schneider, Schwarz, Koole
(5238) Voskuilen, Ratcliff
(5239) Fang, Schooler
(5240) Sekścińska
(5241) Sumner, Lee, Sarnecka
Statistics and Methodology (5213-5226)
(5213) White, Servant, Logan
(5214) Cooper, Braver
(5215) Cassey, Logan
Funding from US Department of Education
(5242) Higgins
SUNDAY, NOVEMBER 20, 2016
8:00 A.M.-12:00 Noon
Spoken Sessions (268-333)
Letter/Word Processing II (268-272) Grand Ballroom
8:00-8:15 AM
Palinski, Smith
8:20-8:35 AM
Dumay, Massol
8:40-8:55 AM
Kinoshita, Norris
9:00-9:15 AM
Content, Chetail
9:20-9:35 AM
Fischer-Baum, Englebretson
Decision Making III (273-278) Back Bay C & D
8:00-8:15 AM
Griffiths
8:20-8:35 AM
Trueblood, Holmes, Heathcote
8:40-8:55 AM
Nelson, Crupi, Meder, Cevolani, Tentori
9:00-9:15 AM
Simsek, Lichtenberg, Wheeler,
Katsikopoulos
9:20-9:35 AM
Luan, Tan, Schooler
9:40-9:55 AM
Beran, Kelly A, Perdue, Whitham, Love, Luk,
Kelly V, Parrish
Recognition III (279-283) Republic
8:00-8:15 AM
Flombaum, Schurgin
8:20-8:35 AM
Hayes, Dunn, Joubert, Taylor
8:40-8:55 AM
Dennis, Sreekumar, Evans, Garrett
9:00-9:15 AM
Garcia-Marques, Marques, Orghian
9:20-9:35 AM
Singh, Howard
xliv
Cognitive Control II (284-289) Independence
8:00-8:15 AM
Biggs, Seech, Littman, Caldwell
8:20-8:35 AM
Harrison, Hicks, Draheim, Tsukahara, Engle
8:40-8:55 AM
Mordkoff, Dewald, Stewart
9:00-9:15 AM
Yamaguchi, Wall, Hommel
9:20-9:35 AM
Schneider
9:40-9:55 AM
Monsell, Lavric
Reading II (290-294) Back Bay B
8:00-8:15 AM
Slattery, Yates, Parker
8:20-8:35 AM
Sheridan
8:40-8:55 AM
Schotter, Leinenger
9:00-9:15 AM
Adelman
9:20-9:35 AM
McMurray, Roembke, Freedberg, Hazeltine
Action (295-301) Liberty
8:00-8:15 AM
Enns, Pesquita, Chapman
8:20-8:35 AM
Brooks, Qadri, Cook
8:40-8:55 AM
Fajen, Barton, Steinmetz, Matthis
9:00-9:15 AM
Slifkin, Eder, Dey, Byrne
9:20-9:35 AM
Eitam
9:40-9:55 AM
Jordan, Bai, Schloesser
10:00-10:15 AM
Rieser, Davis, Weaver, Khuu, Johnson,
Narasimham, Erdemir
Condensed Schedule C
Visual Search II (302-307) Grand Ballroom
10:00-10:15 AM
Irons, Leber
10:20-10:35 AM
Godwin, Fitzsimmons, Weal, Liversedge,
Hout, Menneer
10:40-10:55 AM
Drew
11:00-11:15 AM
Goh, Bode, Bennett, Little
11:20-11:35 AM
Max, Lagroix, Spalek, Di Lollo, Tsal
11:40-11:55 AM
Mitroff, Ericson, Kravitz
Working Memory II (308-313) Republic
10:00-10:15 AM
Vergauwe, Langerock
10:20-10:35 AM
Marche, McIntyre, Claypool, Briere
10:40-10:55 AM
Loaiza
11:00-11:15 AM
Morey, Mareva, Lelonkiewicz
11:20-11:35 AM
Tolan, Tehan, Arber
11:40-11:55 AM
von Bastian, De Simoni
Bilingualism II (314-318) Back Bay C & D
10:20-10:35 AM
Gollan, Goldrick
10:40-10:55 AM
Gullifer, Titone
11:00-11:15 AM
Duyck, Dirix, Cop, Drieghe, Keuleers
11:20-11:35 AM
Grainger, Declerck, Marzouki
11:40-11:55 AM
Penalver, Francis
Recall II (319-323) Independence
10:20-10:35 AM
Howard, Belevski, Eidels, Dennis
10:40-10:55 AM
Mewhort, Shabahang, Franklin
11:00-11:15 AM
Negley, Kelley
11:20-11:35 AM
Jones, Delaney
11:40-11:55 AM
Stevenson, Carlson
Human Learning and Instruction III (324-329) Back Bay B
10:00-10:15 AM
Kornell, Vaughn
10:20-10:35 AM
Watter, Ptok, Thomson, Humphreys
10:40-10:55 AM
Kellman, Massey, Mettler
11:00-11:15 AM
Liefooghe, De Houwer
11:20-11:35 AM
Wohldmann, Alegria
11:40-11:55 AM
Verbruggen, McLaren, Pereg, Meiran
Emotion and Cognition (330-333) Liberty
10:40-10:55 AM
WITHDRAWN
11:00-11:15 AM
Pecchinenda, Petrucci
11:20-11:35 AM
Most, Onie
11:40-11:55 AM
Iran-Nejad, Stager, Bordbar
xlv
Notes
xlvi
Paper 1 - 5
Friday Morning
Attention: Capture I
Grand Ballroom, Friday Morning, 8:00-9:40
Chaired by Raymond M. Klein, Dalhousie University
danger is immediately detected and acted upon. It is known that
people covertly attend to threatening stimuli even when it is not
beneficial for the task. In the current study we examined overt
selection and investigated whether eye movements are affected
by the presence of an object that signals threat. We demonstrate
that stimuli capture the eyes more often when they merely
signal the possibility of receiving an electric shock compared
to when they signal no shock. Capture occurred even though
this threat-signaling stimulus was neither physically salient nor
task relevant. Crucially, even though fixating the threat-related
stimulus made it more likely to receive a shock, our results
suggest participants could not help but doing it. Our findings
indicate that the presence of a stimulus that merely signals
the possibility of receiving a shock, is prioritized in selection
eliciting oculomotor capture even when selection ultimately
results in the realization of the threat. Consistent with the idea
that threat affects selection at a very early state of processing,
capture was particularly pronounced in the fastest saccades.
Email: Jan Theeuwes, J.Theeuwes@psy.vu.nl
8:00-8:15 (1)
Global and Local Activation of the Oculomotor System
by Arrays of Uninformative Peripheral Visual Stimuli.
TARIQ HASSAN, JOHN CHRISTIE and RAYMOND M.
KLEIN, Dalhousie University (Presented by Raymond Klein)
— We previously demonstrated (Christie et al., 2015, EBR)
that an uninformative array of visual prime stimuli generates
facilitation near the center of the prime array within 50 ms. In
contrast to findings from the saccade averaging and remote
distractor paradigms, this “global,” or center of gravity, effect
does not break down as the separation of the prime’s elements
increases. In the new research presented here we generalize
our fecund saccadic priming paradigm by permitting a more
random selection of prime and target locations. And we extend
it to allow the exploration of filtering based on task-related
attentional control settings. In this more generalized situation
we continue to find global priming effects that are insensitive
to the separation of the prime’s elements. Immediately after
presentation of the prime array there is a local inhibitory
effect at the location of each element in the prime array.
Because, in contrast to the global facilitation effect, this effect
has a relatively narrow spatial gradient and decays rapidly
we attribute it to forward masking. We attribute the positive
priming at the center of gravity of the prime’s elements to an
oculomotor winner-take-all computation, possibly taking place
in the superior colliculus.
Email: Raymond Klein, ray.klein@dal.
9:00-9:15 (4)
The Effect of a Salient Disfiguring Feature on Overt and
Covert Attention to Faces. LUC BOUTSEN, Aston University,
NATHAN PEARSON, University of Warwick, MARTIN
JÜTTNER, Aston University — Facial disfigurements can
generate avoidance behaviour in observers, yet little is known
about the underlying attentional mechanisms. We studied overt
and covert orienting to faces when these contained a simulated
unilateral disfiguring feature (a ‘port-wine stain’), a nondisfiguring feature (occluder), or no salient feature. We asked
whether a disfiguring feature could capture (c)overt attention
differently compared to a non-disfiguring feature, as measured
through eye movements during free exploration (Experiment 1)
and in a spatial cueing task with peripheral and foveal distractor
faces (Experiments 2-3). In Experiment 1, fixations were
directed towards the side of disfiguring and occluding features,
suggesting attentional capture. This effect was stronger for left
facial features, suggesting a within-face spatial bias. Further,
cueing attention to a distractor face caused interference when
it contained a disfiguring feature (Experiment 2), especially
when it was located near the target stimulus (Experiment 3). We
suggest that the attentional response to facial disfigurements
can differ from that by other salient features and we discuss
these results in the context of disease avoidance mechanisms.
Email: Luc Boutsen, l.boutsen@aston.ac.uk
8:20-8:35 (2)
The Flanker Task Reveals Sensory Interactions Rather
Than Limitations of Selective Attention. CATHLEEN M.
MOORE, University of Iowa, JOHN PALMER, University of
Washington — In the flanker task, observers respond to a visual
stimulus at a cued location while not responding to otherwise
identical stimuli at other locations. Performance declines as
the separation between stimuli decreases. We show that this
separation effect is larger than is predicted by a model that
attributes the flanker effect to limitations in localizing a single
stimulus. However, measuring localization for pairs of stimuli
as a function of their separation shows an effect similar to the
separation effect found in the flanker task. These results suggest
that flanker effects reflect sensory interactions between stimuli
(crowding), rather than limits of selective attention alone.
Further experiments explore the contributions of both sensory
interactions and selective attention in the flanker task.
Email: Cathleen Moore, cathleen-moore@uiowa.edu
9:20-9:35 (5)
Let’s Not Dwell on the Past: Variations in Abrupt Onset
Capture are Independent of Search Difficulty. CHARLES L.
FOLK, Villanova University, ROGER REMINGTON, University
of Queensland — According to Contingent Attentional Capture
(CAC) theory, variations in the magnitude of cueing effects
produced by noninformative abrupt onset cues (i.e., attentional
capture) are attributed to top-down control settings. Against this
account, Gaspelin, et al. (2016) presented evidence suggesting
that the modulation of onset capture by task goals only occurs
for easy search when the target is a salient feature singleton. They
argue that abrupt onsets always produce purely stimulus-driven
attentional capture, and that variations in the magnitude of
8:40-8:55 (3)
People Look at the Object They Fear: Oculomotor Capture
by Stimuli That Signal Threat. JAN THEEUWES, Vrije
Universiteit Amsterdam, The Netherlands, TOM NISSENS,
Vrije Universiteit Amsterdam and Ghent University, MICHEL
FAILING, Vrije Universiteit Amsterdam — In order to
adequately deal with threat, it is important that potential
1
Friday Morning
Paper 6 - 9
cuing effects are related to how long attention dwells at the cued
location on the target display, which is determined by search
difficulty. We report a series of spatial cuing studies showing
that, consistent with CAC, contextual variables (e.g., changes in
the proportion of easy and hard search trials or the presence of
target-matching cues) influence the magnitude of onset capture
independent of search difficulty, effectively disconfirming the
difficulty/dwell time hypothesis.
Email: Charles L. Folk, charles.folk@villanova.edu
course grades. We report rates of different mind-wandering
types, their prediction of course outcomes, and multilevelmodeling tests of their mediation of the associations between
assessed academic “traits” and course outcomes.
Email: Michael J. Kane, mjkane@uncg.edu
8:00-8:15 (6)
Retrieval Practice in Middle School Teacher Talk. LISA
K. FAZIO, Vanderbilt University — Activities that involve
retrieving information from memory, such as answering
short answer questions, are more effective at improving
learning than restudying, concept mapping, and other study
techniques. These findings suggest that retrieval practice
opportunities provided during lectures and classroom
discussions should also have positive effects, but the idea has
not yet been empirically tested. We examined videotapes of 40
middle school mathematics classrooms to identify how often
teachers ask questions that require retrieval and whether the
use of retrieval questions is related to student learning. We
found wide variability in the frequency and type of questions
asked across classrooms. On average, almost half of the nonclassroom management questions provided an opportunity for
retrieval practice. However, we found no connection between
the number of retrieval questions asked and students’ growth
on a test of mathematics achievement. Our findings highlight
the difficulties in moving from laboratory research to teacher
practice.
Email: Lisa Fazio, lisa.fazio@vanderbilt.edu
8:40-8:55 (8)
Reducing Mind-Wandering and Increasing Learning: When
and for Whom Utility-Value Interventions Are Beneficial.
AKIRA MIYAKE and CLAUDIA C. VON BASTIAN,
University of Colorado Boulder, BRIDGET A. SMEEKENS,
University of North Carolina at Greensboro, NICHOLAS P.
CARRUTH and JOHN H. LURQUIN, University of Colorado
Boulder, MICHAEL J. KANE, University of North Carolina
at Greensboro — We examined whether two utility-value
interventions—one directed and one self-generated—would
reduce students’ mind-wandering during a lecture and thereby
help increase their learning and interests of the lecture content.
A total of 400 students watched either a brief video that directly
communicated the everyday utility of statistics or a control
video. They then wrote either an essay about why learning
statistics may be useful to them personally or a control essay.
Subjects then watched a 50-min video lecture on statistics while
occasionally responding to mind-wandering probes. On the
basis of earlier laboratory studies using similar interventions
(Canning & Harackiewicz, 2015), we hypothesized that selfgenerated utility-value information would have more beneficial
effects on subjects’ learning and interests than directly
communicated (video-based) information, but that such effects
of utility-value interventions would be moderated by some
individual differences variables (e.g., levels of baseline interest
and confidence). We also hypothesized that the beneficial
intervention effects on student learning and interests would be
mediated, at least in part, by the frequencies of during-lecture
mind-wandering.
Email: Akira Miyake, akira.miyake@colorado.edu
8:20-8:35 (7)
A Multi-Site Investigation of Mind Wandering in the
Classroom. MICHAEL J. KANE, University of North Carolina
at Greensboro, JOHN H. LURQUIN, University of Colorado
Boulder, PAUL J. SILVIA and BRIDGET A. SMEEKENS,
University of North Carolina at Greensboro, NICHOLAS P.
CARRUTH and AKIRA MIYAKE, University of Colorado
Boulder — Approximately 900 students enrolled in introductory
psychology and psychological statistics courses at two public
universities completed a semester-long study. During the
second week of class, students completed on-line surveys about
their academic behaviors, goals, interests, motivations, and
beliefs. During one in-class lecture before the first course exam,
and one in-class lecture shortly after the first exam, students
recorded their immediately preceding thought content at 6-9
unpredictable thought probes (a ringing bell); after the lecture
they also reported on some in-class behaviors. Each thoughtprobe report indicated either on-task thinking or one of several
categories of off-task thought. At the semester’s end, students
completed on-line surveys about their in-class behaviors and
interest in the material; they also permitted release of their
9:00-9:15 (9)
A Proposal for a Radical Change in the Content and
Teaching of School Arithmetic. PATRICIA BAGGETT,
New Mexico State University, ANDRZEJ EHRENFEUCHT,
University of Colorado emeritus — Modern school arithmetic
evolved from methods used to teach 19th century accountants.
Today its scope is broader, but the sequence of topics remains
almost the same. The goal of teaching arithmetic has changed
from achieving speed and accuracy in written computation to
understanding mathematical principles and the structure of
algorithms. Attempts have been made to reach this goal just
by changing pedagogy. Unfortunately the new pedagogy treats
arithmetic as a topic to be studied by not as skills to be used.
We propose a radically different sequence of topics, and some
changes in content that teach arithmetic as a tool for solving
problems, one that works equally well in low-tech and hightech environments. We provide a theoretical justification for the
change, and give examples of how this sequence and content can
be used in classrooms, based on actual lessons taught according
to the new schema.
Email: Patricia Baggett, baggett@nmsu.edu
Human Learning and Instruction I
Back Bay C & D, Friday Morning, 8:00-9:40
Chaired by Lisa K. Fazio, Vanderbilt University
W
2
IT
D
H
W
A
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Paper 10 - 14
Friday Morning
9:20-9:35 (10)
A Perceptual-Cognitive Mapping Approach to Information
Visualization. KAREN B. SCHLOSS, University of Wisconsin
- Madison — To understand information presented in visual
displays (e.g., graphs, maps, and signs), an observer must
translate perceptual input into abstract representations. I will
present the Perceptual-Cognitive Mapping (PCM) framework,
which considers interpreting visual displays as a problem
of analogy. In it, there are two forms of mappings between
perceptual features and abstract concepts: (1) internal mappings
existing in the observer’s mind and (2) stimulus mappings
defined within a visual display through legends or labels. The
prediction is that observers will be faster at interpreting visual
displays when internal and stimulus mappings are structurally
consistent. Therefore, determining which stimulus mappings
facilitate fastest response times will reveal the nature of internal
mappings. Results from two studies on color-concept mappings
in data visualizations support the PCM approach, revealing
robust lightness-quantity internal mappings (Dark-is-More
bias) and the ability to learn relation-based ad hoc mappings.
Understanding how observers process visual displays will
facilitate visual communication.
Email: Karen B. Schloss, karenschloss@gmail.com
demarcate word boundaries. Thus, readers could perceive word
boundaries with parafoveal vision and then move their eyes to
the center of a word. Most models depend on this assumption
when planning where to move their eyes. However, Chinese
readers cannot do so because there are no spaces between words
in Chinese text. To understand how Chinese readers control
their eye movements, we constructed an eye movement control
model during Chinese reading. In this model, we assumed that
Chinese readers plan their eye movements using a processing
based strategy: they estimate the amount of information they
can process at a given fixation, and then move their eyes to a
location that carries novel information. To address the word
segmentation problem, this model adopted some important
assumptions of a model of word recognition and segmentation
during Chinese reading (Li, Rayner, Cave, 2009). The model
successfully simulated many important findings during Chinese
reading.
Email: Xingshan Li, lixs@psych.ac.cn
8:40-8:55 (13)
Age of Acquisition Effects in Arabic Reading. DENIS
DRIEGHE, SANA BOUAMAMA, EHAB W. HERMENA and
SIMON P. LIVERSEDGE, University of Southampton — The
Age of Acquisition (AoA) effect on word recognition processes
has been found in multiple visual word recognition tasks and
during reading where an early acquired word receives shorter
fixation durations than a late acquired word (Juhasz & Rayner,
2006). We aimed to investigate the AoA effect in Arabic but
were confronted with the lack of a suitable database. After an
extensive survey of teaching instruction methods across the
Arabic world, we established that instruction at specific ages
was tightly linked with specific chapters of the Quran and this
was consistent across countries. A stimulus set was created by
selecting words based on their first appearance in early versus
late taught chapters of the Quran, and matched on word length
and frequency. A subsequent eye-tracking experiment during
reading showed for the first time the AoA effect in Arabic
through shorter fixation durations on early compared to late
acquired words.
Email: Denis Drieghe, d.drieghe@soton.ac.uk
Reading I
Republic, Friday Morning, 8:00-9:40
Chaired by Jukka Hyönä, University of Turku
8:00-8:15 (11)
Morphological Structure Influences the Initial Landing
Position in Words During Reading Finnish. JUKKA
HYÖNÄ, University of Turku, MING YAN, University of
Potsdam, SEPPO VAINIO, University of Turku — The preferred
viewing location in words (Rayner, 1979) during reading is near
the word center. Parafoveal word length information is utilized
to guide the eyes toward it. A recent study of Yan et al. (2014)
demonstrated that the word’s morphological structure may
also be used in saccadic targeting. The study was conducted
in a morphologically rich language, Uighur. The present
study aimed at replicating their main findings in another
morphologically rich language, Finnish. Similarly to Yan et al.,
it was found that the initial fixation landed closer to the word
beginning for morphologically complex than monomorphemic
words. Word frequency, saccade launch site, and word length
were also found to influence the initial landing position. It is
concluded that in addition to low-level factors (word length
and saccade launch site) also higher-level factors related to the
word’s morphological structure and frequency may be utilized
in saccade programming during reading.
Email: Jukka Hyönä, hyona@utu.fi
9:00-9:15 (14)
Implied Reading Direction and Prioritization of Letters
for Identification. ALEX O. HOLCOMBE, KIM RANSLEY,
ELIZABETH NGUYEN and PATRICK T. GOODBOURN, The
University of Sydney — When two letters are briefly presented,
accuracy is often higher for identifying the letter on the left. This
is often attributed to a right-hemisphere attention advantage.
We assessed the role of implied reading direction by (1) testing
bilinguals in both Arabic and English, and (2) using rotated
English letters. Each trial comprised two concurrent RSVP
streams of letters, with the letters to be identified cued by rings
presented simultaneously around both streams. Canonicallyoriented letters yielded a sizeable left-side advantage (left, 72%
accurate; right, 45%) that disappeared when letters were rotated
to face to the left (n=54). Testing bilinguals (n=17) yielded a left
advantage in English, but no left advantage in Arabic. Modeling
of participants’ errors (reports of letters before or after the cue)
indicates that selection was approximately simultaneous for
8:20-8:35 (12)
A Model of Eye Movement Control During Chinese Reading.
XINGSHAN LI, Institute of Psychology, Chinese Academy of
Sciences — Popular computational models of eye movement
control during reading of alphabetic language experienced
great challenges when modeling Chinese reading. In reading
of alphabetic language, there are spaces between words to
3
Friday Morning
Paper 15 - 18
the two sides, ruling out the theory that the letter on one side
was sampled first before a shift of attention to the other letter.
Thus, the poorer performance on one side reflects the dynamics
of a post-sampling process, such as tokenization or memory
consolidation. Implied reading direction appears to determine
the letter prioritized at a high-level bottleneck.
Email: Alex Holcombe, alex.holcombe@sydney.edu.au
well as identified speech spoken by talkers with foreign accents.
Preliminary results indicate that receptive vocabulary and
working memory both predict identification accuracy for older,
but not younger, adults; however, working memory capacity
may predict more of the variance in difficult speech perception.
These data support the growing body of evidence that working
memory capacity does play a role in difficult speech perception
for older adults.
Email: Erin Ingvalson, erin.ingvalson@cci.fsu.edu
9:20-9:35 (15)
The Effect of Lexical Predictability on Early Eye Movement
Measures Requires Valid Parafoveal Preview, but the Effect
of Frequency Does Not. ADRIAN STAUB, University of
Massachusetts Amherst — A word’s predictability and its
context-independent frequency have robust, additive effects
on the early eye movement measures of first fixation duration
and gaze duration during normal reading. However, previous
display change studies have found that predictability effects
seem to disappear with invalid parafoveal preview (e.g., Balota,
Pollatsek, & Rayner, 1985). The effect of word frequency, on
the other hand, appears to be undiminished by invalid preview
(e.g., Reingold, Reichle, Glaholt, & Sheridan, 2012). The present
eye movement experiment (N = 79) directly investigated
this apparent difference by means of a 2 (predictability) x 2
(frequency) x 2 (preview validity) design. With valid preview,
the usual effects of both predictability and frequency were in
evidence in both first fixation duration and gaze duration on
the target word. With invalid preview of an unrelated word,
however, only frequency effects were in evidence. This result
directly confirms the dissociation that is implicit in the previous
findings. As suggested by Staub (2015), predictability may
primarily influence the early orthographic processing that takes
place during parafoveal viewing of a word during reading.
Email: Adrian Staub, astaub@psych.umass.edu
8:20-8:35 (17)
Age-Related Effects in Emotional Speech Processing:
Older Adults Attend to Semantics, While Younger Adults
to the Prosody. BOAZ M. BEN-DAVID, SARAH GALROSENBLUM and VERED SHAKUF, Interdisciplinary Center
Herzliya, PASCAL VAN LIESHOUT, University of Toronto —
The ability to correctly identify emotions in speech is at the
core of human communication. To identify an emotion, one
should be able to process and identify the semantics (lexical
meaning) and the prosody (tone of speech) of the utterance,
and integrate them. Deciphering this complex interplay of
prosody and semantics may become even more challenging
in older age. Age-related changes in auditory-sensory factors
and cognitive processing may hinder correct identification of
emotions in spoken language. The current study used a novel
tool, Test for Rating of Emotions in Speech (T-RES), designed
to assess the complex interaction of prosody and semantics in
spoken emotions. Forty older (age: 65-75) and 40 younger (age:
20-30) listeners were presented with 25 spoken sentences. The
emotional valence of prosody and semantics appear in different
combinations from trial to trial, with four separate discrete
emotions (anger, fear, happy and sad) and a neutral one. Results
reveal significant age-related differences. For younger adults,
emotional ratings appear to be impacted mainly by the prosodic
dimension, with only a small contribution of the semantics.
Whereas for older adults, both dimensions contribute to the
emotional ratings.
Email: Boaz M. Ben-David, boaz.ben.david@idc.ac.il
Speech Perception I
Independence, Friday Morning, 8:00-9:40
Chaired by Erin M. Ingvalson, Florida State University
8:00-8:15 (16)
Vocabulary and Working Memory Influences on Older
and Younger Adults’ Perception of Accented Speech. ERIN
M. INGVALSON, KAITLIN L. LANSFORD, VALERIYA
FEDEROVA and GABRIEL FERNANDEZ, Florida State
University — An area of growing interest is older adults’ ability
to perceive difficult speech, including speech embedded in
noise. Previous work has indicated that working memory
capacity and receptive vocabulary may play a larger role for
older adults’ perception of difficult speech compared to younger
adults. Data are mixed, however, regarding the relative roles
working memory capacity and receptive vocabulary may play
in older adults’ perception of difficult speech (e.g., Marsh &
Campbell, 2016; McAuliffe et al., 2013). We hypothesized that
a third type of naturally occurring difficult speech, speech
spoken by a talker with a foreign accent, could help clarify the
relative roles of working memory and receptive vocabulary in
difficult speech perception by both older and younger adults.
Twenty older adults and twenty younger adults all completed
tests of receptive vocabulary and auditory working memory as
8:40-8:55 (18)
Cortical Activation Patterns Correlate with Speech
Understanding After Cochlear Implantation. LUCA
POLLONINI, University of Houston, HEATHER BORTFELD,
University of California, Merced, MICHAEL BEAUCHAMP,
Baylor College of Medicine, JOHN OGHALAI, Stanford
University (Presented by Heather Bortfeld) — Cochlear
implants are a standard therapy for deafness, yet the ability
of implanted patients to understand speech varies widely. To
better understand this variability, we used functional nearinfrared spectroscopy to image activity within regions of the
auditory cortex and compared that to behavioral measures of
speech perception. Both control and implanted participants
with good speech perception exhibited greater cortical
activation to natural speech than to unintelligible speech. In
contrast, implanted participants with poor speech perception
had large, indistinguishable cortical activations to all stimuli.
Moreover, the ratio of cortical activation in response to normal
speech relative to that of scrambled speech directly correlated
with the comprehension scores, though not with auditory
4
Paper 19 - 23
Friday Morning
Reasoning & Problem Solving
Back Bay B, Friday Morning, 8:00-10:00
Chaired by Michelle R. Ellefson, University of Cambridge
threshold, age, side of implantation, or time after implantation.
Finally, implanted adults with low speech perception scores
demonstrated large cortical activation areas to all stimuli
without preferential response to speech, a finding that indicates
compensatory processing effort.
Email: Heather Bortfeld, hbortfeld@ucmerced.edu
8:00-8:15 (21)
Property Induction About Mixing. MICHELLE R.
ELLEFSON, CONNOR QUINN and MARIA TSAPALI,
University of Cambridge, ANNE SCHLOTTMANN, University
College London, KEITH S. TABER, University of Cambridge —
The property induction paradigm has been applied to a variety
of domains and situations, but as yet it has not been used to
investigate naïve chemistry reasoning. Here, we apply property
induction to mixing a solid and a liquid to look at the extent
that categorical and physical features of everyday materials
influence participants’ judgements about mixing. We include
two different experiments with over 400 participants aged
5-years, 7-years, 9-years, 11-years, and adults. In general, the
results followed the patterns seen when this paradigm has
been applied to other domains (e.g., physics, biology), with
both categorical and physical features informing inductive
generalisation, even for the youngest children. In addition,
we studied whether verbal reasoning is influenced by both
our experimental manipulation and the age of the participant.
Overall, the results highlight the value of the property induction
paradigm for investigating naïve chemistry reasoning.
Email: Michelle Ellefson, mre33@cam.ac.uk
9:00-9:15 (19)
Working Memory Predicts Individual Differences in
Learning Synthetic Speech Produced by Rule. SHANNON
L.M. HEALD, STEPHEN C. VAN HEDGER and HOWARD
C. NUSBAUM, The University of Chicago — While adult
listeners are able to learn synthetic speech (SS) produced by
rule, listeners differ in performance. In generalization training,
learning appears to redirect attention to the phonetically
relevant acoustic cues. In other studies, adults learn to adapt
to distorted speech (DS), such as simulated cochlear implant
speech (CIS) and sinewave speech (SWS). Recent evidence
suggests variation across these tasks may stem from differences
in working memory capacity (WMC). We examined individual
differences in speech processing by assessing if SS learning is
related to WMC and/or performance perceiving DS. While
recognition performance for the two types of DS (CIS & SWS)
was related to one another, performance perceiving either DS
was not related to changes in performance due to learning SS.
However, a significant positive relationship between WMC
and learning SS was found. Implications for extant models of
perceptual learning in speech will be discussed.
Email: Shannon LM Heald, smbowdre@uchicago.edu
8:20-8:35 (22)
Mindfulness Overshadows Mindwandering for Creativity.
JULIET CHOU, Columbia Teachers College, BARBARA
TVERSKY, Columbia University and Stanford University
(Presented by Barbara Tversky) — Finding new and original
ideas and solutions can be challenging in everyday situations
as well as in innovation in design, science, business, and
technology. Some have claimed that mind-wandering
increases ideation. However, premier design firms and schools
recommend human-centric approaches. In two experiments
participants generated new uses for 7 common objects using
no specified mindset or either a mind-wandering or humancentric mindset. In both studies, the human-centric mindset
yielded both more ideas and more original ideas than the other
conditions. Original ideas were more frequently produced later
in ideation. The effectiveness of the human-centric mindset
seems to derive from people’s ability to imagine many different
tasks and situations encountered by people in different roles
and occupations. Participants used that knowledge as a search
strategy to find new and innovative ideas.
Email: Barbara Tversky, btversky@stanford.edu
9:20-9:35 (20)
Locus of Learning in Musicians and Non-Musicians
Following Familiarization with Dysrhythmic Speech.
STEPHANIE A. BORRIE, Utah State University, KAITLIN L.
LANSFORD, Florida State University — The musical advantage
describes the idea that musicians, relative to non-musicians,
are more successful at deciphering speech in challenging
listening conditions. One assumption is that fine-tuned rhythm
perception skills in the musical domain translate to finetuned processing of rhythm cues in the speech domain. In a
recent study, we demonstrated that the dysrhythmic cues that
characterize dysarthric speech interfered with the musical
advantage. Interestingly, this interference was assuaged by a brief
opportunity to learn something about the degraded speech—
intelligibility improvements following familiarization with
dysarthric speech were superior for musicians, relative to nonmusicians. One plausible explanation is that musicians, with
an aptitude for detecting rhythm cues in the musical domain,
were able to learn something informative about the aberrant
suprasegmental information. An alternative explanation,
however, is that musicians focused their attention toward the
segmental information. Here, we examine locus of learning in
musicians and non-musicians following familiarization with
dysarthric speech.
Email: Stephanie Borrie, stephanie.borrie@usu.edu
8:40-8:55 (23)
The Case of False Insights. AMORY H. DANEK and
JENNIFER WILEY, University of Illinois at Chicago — In the
context of human problem solving, the Aha! experience is often
reported as a marker of insightful solutions. The present study
decomposed the multi-dimensional Aha! experience into its
cognitive and affective constituents and asked problem solvers
to rate their subjective solution experience with regard to each
of six dimensions (happiness, suddenness, certainty, surprise,
5
Friday Morning
Paper 24 - 28
9:40-9:55 (26)
Do Modals Identify Better Models? A Comparison of Signal
Detection and Probabilistic Models of Inductive Reasoning.
CAREN M. ROTELLO, University of Massachusetts, EVAN
HEIT and LAURA J. KELLY, University of California, Merced
— Lassiter and Goodman (2015) proposed the probability
threshold model (PTM) as an alternative to the twodimensional signal detection (SDT) model of inductive and
deductive reasoning (e.g., Heit & Rotello, 2005; Rotello & Heit,
2009). According to this SDT model, inductive and deductive
judgments are based on a weighted combination of evidence
varying along a dimension of logical validity and a dimension of
similarity or consistency with prior knowledge. PTM is a onedimensional model with a flexible response rule based on power
law functions. Here, for the first time, we report comparative
model fitting of both models, as well as a one-dimensional
SDT model, to data from several reasoning experiments using
arguments with varying modals (e.g., possible, probable, likely,
certain). In general, the fit of PTM was relatively poor compared
to both SDT models, however, there were mixed conclusions
with regard to the issue of one versus two dimensions.
Email: Caren Rotello, caren@psych.umass.edu
relief and drive). The task domain of magic was used, presenting
participants with video clips of magic tricks and asking them
to find out how the magician achieved the effect. No solution
feedback was given. This paradigm allows for multiple trials,
but it also allows for false insights, as problem solvers can
sometimes generate implausible, false solutions but still report
the Aha! feeling. The differences between true and false insights
are explored with regard to their time course, as well as on
several of the self-reported dimensions.
Email: Amory H. Danek, danek@uic.edu
9:00-9:15 (24)
They Understand, So I Understand: The Influence of Others’
Understanding on the Illusion of Explanatory Depth.
ANDREW S. ZEVENEY and JESSECAE K. MARSH, Lehigh
University (Presented by Jessecae Marsh) — While people believe
they understand how everyday objects work (e.g., faucets),
asking them to explain these objects illuminates how little they
actually understand. This illusion of explanatory depth (IoED)
may arise partly because people mistake what they understand
about an object with what the general population understands
about that object. If the IoED stems from this misattribution,
then it should not exist in domains where people acknowledge
there is less shared understanding of the domain overall. We
explored participants’ judgments of their understanding before
and after explaining domains endorsed as well understood
(i.e., devices) and not well understood (i.e., mental disorders).
The IoED was present but smaller for domains where people
endorsed less shared understanding. When participants
were explicitly told others understood a domain poorly, they
showed no IoED. Our results suggest that beliefs about shared
understanding influence people’s judgments of their own
understanding.
Email: Jessecae Marsh, jessecae.marsh@lehigh.edu
Vision
Liberty, Friday Morning, 8:00-9:40
Chaired by Frank H. Durgin, Swarthmore College
8:00-8:15 (27)
Why Is There a Flexible Elbow in the Estimation of Visual
Number? FRANK H. DURGIN and MAKAYLA PORTLEY,
Swarthmore College — Prior evidence suggests that numerosity
estimates for large numbers (> 20) are typically too low. How
is a unit established for such high numbers? Will exposure to
lower numbers of elements help to calibrate the estimation of
larger numbers? We compared number estimation functions
for logarithmic ranges of numbers that extended either from
1 to 224 or from 28 to 224 (N = 40). Estimates for up to about
20 dots were fairly accurate, but systematic underestimation
occurred for higher numbers, forming an elbow in the
estimation function in log-log space. Although underestimation
was slightly less pronounced for 30-40 dots when the much
lower numbers were also estimated, the numerosity scale in this
case also became more compressed with a slope of only 0.5 in
log-log space for numbers from 28 up to 224. In contrast, when
only this range was estimated, the slope in log-log space was
significantly higher (0.7). This pattern of data suggests a tradeoff between discriminability in the upper range and accuracy
near the “elbow” that we will seek to model.
Email: Frank H. Durgin, fdurgin1@swarthmore.edu
9:20-9:35 (25)
Do Smart People Have Better Intuitions? VALERIE A.
THOMPSON, University of Saskatchewan,
GORDON
PENNYCOOK, University of Waterloo, DRIES TRIPPAS, Max
Planck Institute for Human Development, JONATHAN ST. B.
T. EVANS, University of Plymouth — Dual Process Theories of
reasoning propose that Type 1 processes deliver autonomous
answers and Type 2 processes require working memory. A key
pillar of support for this theory is the robust relationship between
cognitive capacity and reasoning performance, which assumed
to arise from Type 2 processes. We tested this hypothesis in two
large (N=224) experiments in which people were instructed to
respond to base rate neglect or deductive reasoning problems
based either on their beliefs or based on logic/probability. As
predicted by Dual Process Theories, for low capacity reasoners,
conflicting beliefs interfered with their ability to give logic/
probability responses. In contrast, for high capacity reasoners,
the reverse was true, such that logic and probability interfered
with their ability to make belief judgements. This suggests that
high capacity reasoners may have intuitions that are based on
probability or logic, challenging the Dual Process account of the
capacity-reasoning relationship.
Email: Valerie Thompson, valerie.thompson@usask.ca
8:20-8:35 (28)
Convolutional Neural Networks Do Not Share Category
Representations With Human Observers. MICHELLE R.
GREENE, Minerva Schools at KGI — Predictive modeling is
essential for checking our understanding of cognitive systems.
Recently there has been increasing interest surrounding deep
convolutional neural networks (CNNs) as models of the human
visual system, due to their accuracy in object categorization.
6
Paper 29 - 33
Friday Morning
However, accuracy alone is not enough to accept these
models. I examined the extent to which CNNs share category
representations with humans. Specifically, I tested whether
effects such as entry-level preference and typicality effects are
present in the model using representational similarity analysis.
Using the AlexNet CNN architecture (Krizhevsky et al, 2012)
trained on the ImageNet database, I found that unlike human
observers, the CNN prioritizes subordinate-level category
representations over entry-levels. Furthermore, while human
observers show strong typicality effects, the CNN does not.
While these results argue for caution in using CNNs as models
of the human visual system, they hint at the possibility that
object recognition may be solved in multiple ways.
Email: Michelle R. Greene, mrgreene@stanford.edu
they view events in isolation. We argue that event perception
is inferential and that it does not necessarily involve precise
representation of the current state of actions.
Email: Daniel Levin, daniel.t.levin@vanderbilt.edu
9:20-9:35 (31)
Multicolored Words: Uncovering the Relationship Between
Reading Mechanisms and Synesthesia. ARIEL M. COHENGOLDBERG and LAURA J. BLAZEJ, Tufts University —
Grapheme- and lexical-color synesthesia are some of the
most commonly studied forms of synesthesia yet relatively
little is known about them as psycholinguistic phenomena.
We present a case study of WBL, a 21-year-old male who
experiences synesthetic colors for letters and words. Over 3
months, we obtained nearly 3000 color judgments for a variety
of visually presented words. In Experiment 1 we show that
WBL’s word color is nearly always determined by the color of
the first letter. Prefixed and compound words were frequently
reported as having 2 colors, both determined by the first letter
of each morpheme. In Experiment 2 we use logistic mixedeffects analyses (DV=1 color vs. 2 colors) to analyze WBL’s
percepts of compounds. We find opposing effects of stem and
compound frequency, an influence of stem-initial synesthetic
color similarity, and a frequency-mediated effect of semantics.
Our results suggest that WBL’s synesthetic experiences emerge
from the gradient interactive processes involved in visual word
recognition and morphological processing. They also provide
novel support for the role of both decomposed and wholeword representations and raise questions about the necessity of
semantic effects in compound processing.
Email: Ariel M. Cohen-Goldberg, ariel.goldberg@tufts.edu
8:40-8:55 (29)
Internal and External Variability in Perceptual DecisionMaking. ROGER RATCLIFF, CHELSEA VOSKUILEN and
GAIL MCKOON, The Ohio State University — There are
currently two, sharply-divided, classes of models to explain
perceptual and cognitive decision-making. In one, there are two
sources of noise: external noise is variability in the cognitive
representations of stimuli and internal noise is variability
in the decision process itself. In the second, there is only
internal variability. We describe the results of five perceptual
and cognitive decision-making experiments in which exact
stimuli were repeated from one block of trials to another. The
probability that the response on the second trial was the same
as on the first was greater than chance, that is, the responses
were not independent, as would be expected from internal
noise alone. Estimates of external variability were calculated by
fitting a standard diffusion decision-making model to the data
to measure the relative contributions to performance of random
(internal) and correlated (external) noise. The results of these
experiments provide the first direct behavioral evidence that
there is external variability in the cognitive representations of
perceptual stimuli within the framework of diffusion decision
models.
Email: Roger Ratcliff, ratcliff.22@osu.edu
Symposium I: Introduction to Model-based Cognitive
Neuroscience
Grand Ballroom, Friday Morning, 10:00-12:05
Organized by Thomas J. Palmeri, Vanderbilt University and
Brandon M. Turner, Ohio State University
10:00-10:05 (32)
Introduction to Model-Based Cognitive Neuroscience.
THOMAS J. PALMERI, Vanderbilt University — What is
model-based cognitive neuroscience? A brief overview of the
approach and of the symposium is provided.
Email: Thomas Palmeri, thomas.j.palmeri@vanderbilt.edu
9:00-9:15 (30)
Events Do Not Need to Be Temporally Matched to Support
Perceptual Continuity. DANIEL LEVIN, LEWIS J. BAKER,
CHRIS B. JAEGER and JOSH LITTLE, Vanderbilt University
— Faced with the task of combining different views of an
event to create the appearance of continuity, filmmakers often
place edits mid-action, showing an actor begin an action in
one shot, then complete it in a second shot. Shimamura et al.
(2014) found that viewers prefer edits that closely reproduce the
depicted actions to those that either leave out, or repeat, a large
segment of action. Overlaid on this preference was a preference
for a 100 ms overlap in action. We tested whether these findings
were induced by Shimamura’s method of comparing different
versions of edits. Across several experiments, viewers did not
prefer an overlap, and judged mismatches ranging from 400
ms overlaps to 400 ms ellipses to be equally continuous when
10:05-10:20 (33)
Approaches to Model-Based Cognitive Neuroscience:
Bridging Levels of Understanding of Perceptual Decision
Making. THOMAS J. PALMERI, Vanderbilt University —
Cognitive modeling and neuroscience have converged on
well-known accumulation of evidence models (including the
diffusion model, the linear ballistic accumulator model, race
and counter models, and competing accumulator model) to
explain the behavioral and neural dynamics of perceptual
decision making. Building off a taxonomy of approaches to
model-based cognitive neuroscience we recently outlined in a
collaborative paper (Turner et al., in press), I will describe how
we have use neural data to constrain cognitive models (such as
7
Friday Morning
Paper 34 - 38
accumulator models), how we use cognitive models to predict
neural data, and how we connect abstract cognitive models with
mechanisms taking places at the level of individual neurons and
ensembles of neurons.
Email: Thomas Palmeri, thomas.j.palmeri@vanderbilt.edu
multivariate pattern analysis (MVPA) to merge the information
from both sources. I will describe how we have used HSMMMVPA to both discover and test models of cognitive processes.
Email: John Anderson, ja0s@andrew.cmu.edu
11:25-11:40 (37)
Tracking the Neural Dynamics of Conceptual Knowledge
During Category Learning With Computational ModelBased Neuroimaging. MICHAEL L. MACK, University of
Toronto — Learning requires updating our knowledge to
incorporate goal-relevant information. Computational models
provide a formal account of how attention guides this process,
with item representations shifting to reflect diagnostic features
over learning. Neurally, such updating is hypothesized to rely on
hippocampal memory processes; however, a direct link between
memory mechanisms and attention-weighted representation
has not been shown. Here, we combine computational modeling
with fMRI to investigate the neural mechanisms of learningbased shifts in category representation. Participants performed
two classification tasks that required different attentional
strategies. We used a computational learning model, SUSTAIN,
to quantify each participant’s attention-weighted knowledge
representations. We found that neural representations in left
anterior hippocampus correspond with model predictions of
conceptual knowledge. Our method uniquely advances current
cognitive neuroscience approaches to link neural measures
and cognitive models. Leveraging model predictions of latent
knowledge organization to constrain neuroimaging analysis
enabled us to index the neural codes underlying concept
formation.
Email: Michael Mack, mack.michael@gmail.com
10:25-10:40 (34)
Joint Models of Neural and Behavioral Data. BRANDON
M. TURNER, The Ohio State University — The need to test
a growing number of theories in cognitive science has led to
increased interest in inferential methods that integrate multiple
data modalities. We present a flexible Bayesian framework for
combining neural and cognitive models. Joining neuroimaging
and computational modeling in a single hierarchical framework
allows the neural data to influence the parameters of the
cognitive model and allows behavioral data, even in the absence
of neural data, to constrain the neural model. Critically, our
Bayesian approach reveals interactions between behavioral
and neural parameters, and hence between neural activity and
cognitive mechanisms. In this talk, we demonstrate the utility of
our approach with applications to data fusion — the integration
of EEG, fMRI, and behavioral data — and extensions to sparse
representations of high dimensional data. We demonstrate that
in both a generative and predictive sense, models that consider
neural data perform better than those that do not.
Email: Brandon Turner, turner.826@osu.edu
10:45-11:00 (35)
Decision Threshold Dynamics in the Human Subcortex
Measured With Ultra-High Resolution Magnetic Resonance
Imaging. BIRTE U. FORSTMANN, University of Amsterdam
— Deciding between multiple courses of action often entails
an increasing need to do something as time passes - a sense of
urgency. This notion of urgency is not incorporated in standard
theories of speeded decision-making that assume information
is accumulated until a critical fixed threshold is reached. In
two experiments, we investigated the behavioral and neural
evidence for an ‘urgency signal’ in humans. Experiment 1
found that as the duration of the decision-making process
increased, participants made a choice based on less evidence
for the selected option. Experiment 2 replicated this finding,
and additionally found that variability in this effect across
participants covaried with activation in striatum. These results
are extended by using ultra-high resolution 7Telsa magnetic
resonance imaging (MRI) to zoom in the spatio-temporal
dynamics of the urgency signal in the striatum. We conclude
that the striatum plays a more general role in the decisionmaking process than previously reported.
Email: Birte Forstmann, buforstmann@gmail.com
11:45-12:00 (38)
The Neurocognitive Dynamics of Memory Search. SEAN
M. POLYN, Vanderbilt University — In the free-recall task,
participants study a series of items, and are then asked to recall
the items in whatever order they come to mind. The analysis
of the identity, order, and latency of the remembered items
provides fertile ground for the development of computational
models of the cognitive processes engaged during memory
search. These models describe a dynamic system in which
executive processes construct and deploy a retrieval cue to
probe memory structures in order to reactivate the details of
recent past experience. These dynamic cognitive models provide
a natural framework to characterize the functional properties of
neural signals recorded during both study and recall periods. I
will describe recent and ongoing work using the neurocognitive
memory search (NCMS) modeling framework to specify
models that link univariate and multivariate neural signals to
specific cognitive processes and representations in the model.
These models provide evidence for neural processes related
to recall initiation, the temporal and semantic organization of
memories, and the termination of search.
Email: Sean Polyn, sean.polyn@vanderbilt.edu
11:05-11:20 (36)
Combining Space and Time in the Mind. JOHN R.
ANDERSON, Carnegie Mellon University — Many cognitive
modeling efforts are concerned with when cognitive events
occur in time and many cognitive neuroscience efforts are
concerned with where things are happening in the brain. We
have combined hidden semi-Markov models (HSMM) and
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Paper 39 - 43
Friday Morning
Psycholinguistics I
Back Bay C & D, Friday Morning, 10:00-12:00
Chaired by Colin J. Davis, University of Bristol
and motor behaviors have repeatedly demonstrated that the
brain is involved in cognition. Many who take the embodied
cognition perspective have a tradition of complaining about
distributed, co-occurrence models not being symbol grounded.
Two theoretical issues related to this controversy involve
how an embodied system can (coherently) represent abstract
concepts and how co-occurrence models could possibly
account for feature inter-correlations that are (presumably)
based on perceptual experience. In this talk, the HAL model
is used to illustrate how abstract concepts can be encoded just
like concreate concepts and how (perceptually based) feature
inter-correlations are picked up by the statistical regularities
in language. Recent work using brain imaging methods is
described that supports these findings. The conclusion is
reached that those in the embodied cognition camp and the cooccurrence model camp might be able to get along.
Email: Curt Burgess, curt@ucr.edu
10:00-10:15 (39)
Frankenstein’s Models: How to Create New Models of
Cognition by Combining the Components of Existing
Models. COLIN J. DAVIS, University of Bristol, JAMES S.
ADELMAN, University of Warwick, MICHELE GUBIAN,
University of Bristol — An impediment to comparison of
computational models of cognition is that models usually differ
in many respects, and often it is not obvious which of these
differences is relevant to the successes and failures of a model.
A systematic approach to model comparison would involve
changing a single component at a time, and observing the
effects of this change. This approach has been greatly facilitated
by the recent development of easynet, a general-purpose
software package for simulating computational models. This
software allows different components to be “plugged in” as
required. This talk will describe this software and will illustrate
how it can be used to: a) simulate existing models, b) perform
credit-assignment on models by changing one component at
a time, and c) construct entirely new models by combining
different components from existing models. These features will
be demonstrated in the context of well-known models of visual
word recognition.
Email: Colin Davis, pscjd@bristol.ac.uk
11:00-11:15 (42)
Anticipating Speech Errors During Online Sentence
Processing. MATTHEW W. LOWDER (Member SelectSpeaker Award Recipient) and FERNANDA FERREIRA,
University of California, Davis — Two visual-world eye-tracking
experiments investigated listeners’ use of contextual and
linguistic cues to anticipate and mentally correct speech errors
during online sentence processing. Experiment 1 demonstrated
additive effects of contextual plausibility and speaker certainty,
such that listeners were quicker to correct an error if the speaker
said something implausible or signaled some uncertainty about
the utterance. In Experiment 2, the speaker made an error but
continued with the sentence before correcting it. This led to
interactive effects of plausibility and speaker certainty, such that
listeners were quick to correct the error only when it was both
implausible and spoken with uncertainty. However, listeners in
Experiment 2 overall were slower to correct errors than listeners
in Experiment 1. Listeners actively model the communicative
intentions of the speaker, rapidly integrating relevant cues to
anticipate and mentally correct speech errors, even without an
overt signal from the speaker that an error has occurred.
Email: Matt Lowder, mlowder@ucdavis.edu
10:20-10:35 (40)
Generalization from Newly Learned Words Reveals
Structural Properties of the Human Reading System. BLAIR
C. ARMSTRONG, Basque Center on Cognition, Brain and
Language, NICOLAS DUMAY, University of Exeter, WOOJAE
KIM, Howard University, MARK A. PITT, The Ohio State
University (Presented by Mark Pitt) — Connectionist accounts
of spelling-sound correspondences in English represent
exception words (pint) amidst regular words (mint) via a graded
warping mechanism (Kim et al., 2013). Warping allows a neural
network to extend the dominant pronunciation to nonwords
with minimal interference from exceptions. We tested for a
behavioral marker of warping by investigating the degree to
which participants generalized from newly learned made-up
words with regular, ambiguous, or exceptional pronunciations.
Two days of training were followed after another 48 hrs by
a tempo naming test assessing generalization to nonword
orthographic neighbors (gint) Frequency of regularization (i.e.,
the complement of generalization) was related to the degree of
warping required to learn the pronunciation of the new word.
Simulations with the Plaut et al (1996) model paralleled the
behavioral data. These results support the psychological reality
of warping and highlight the need to develop integrated theories
of learning, representation, and generalization.
Email: Blair C. Armstrong, b.armstrong@bcbl.eu
11:20-11:35 (43)
The Flexibility of Syntactic Processing Across Development.
MARIEKE VAN HEUGTEN, University at Buffalo, State
University of New York (Member Select-Speaker Award
Recipient), ANNE CHRISTOPHE, PSL Research University
— Listeners of all ages continuously optimize their language
comprehension by rapidly adapting to the characteristics
of the speaker at hand. For example, at the sound form
level, brief exposure to accented speech enables both young
children and adults to tune into that accent. Here, we ask to
what extent listeners also process syntactic information, such
as grammatical gender cues, in a speaker-specific fashion.
In particular, using the Preferential Looking Procedure, we
examined whether toddlers, preschoolers, and adults continue
to take into account grammatical gender information during
online language processing when a speaker makes many gender
errors. By manipulating gender cues in filler trials, participants
heard a speaker who was either reliable (0% gender errors) or
10:40-10:55 (41)
Embodied Cognition’s Strawman. CURT BURGESS,
University of California - Riverside — Researchers pursuing the
idea that representations are the result of simulating perceptual
9
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Paper 44 - 47
unreliable (60% gender errors), but crucially, all test items were
grammatically correct. In line with previous work, listeners
of all age groups made rapid use of gender information in the
presence of a reliable speaker. By contrast, when the speaker
appeared to be unreliable with regard to gender, listeners’ use of
this grammatical cue was severely reduced. This suggests that,
across development, syntactic processing is incredibly flexible
in nature.
Email: Marieke van Heugten, mariekev@buffalo.edu
the first likely than the second, and more on the second than
on unlikely or implausible locations; the first saccade landed
nearer the first target location with a preview than without.
Hence, rapid scene analysis influenced initial eye movement
planning, but availability of the target rapidly modified that
plan. After the target moved, it was found more quickly when
it appeared in a likely location than when it appeared in an
unlikely or implausible location. The findings show that both
scene gist and object properties are extracted rapidly, and are
used in conjunction to guide saccadic eye movements during
visual search.
Email: Anne P Hillstrom, a.hillstrom@soton.ac.uk
11:40-11:55 (44)
Comparing Emergence of Structure During Cultural
Transmission of a Novel Signaling System in Children and
Adults. VERA KEMPE, Abertay University Dundee, NICOLAS
GAUVRIT, University of Paris VIII and École Pratique des
Hautes Études — Iterated artificial language learning studies
have shown that linguistic structure emerges because languages
evolve to satisfy the constraints of learnability and referential
efficiency. So far, such studies have examined adults learning
familiar-looking pseudo-words; yet language is acquired by
children learning unfamiliar sound sequences. We developed
a novel signaling medium consisting of binary auditory
sequences comprised of high and low tones to investigate how
children’s limitations in referential efficiency and processing
capacity affect emergence of structure. Twelve chains of adults
and 12 chains of 5-7-year-old children (10-12 generations per
chain) learned 6-8-bit sequences denoting referents varying in
dimensions like size, shape etc. While compositional structure
failed to emerge reliably, learnability (operationalized as
similarity between consecutive languages) and combinatorial
structure (operationalized as length-normalized algorithmic
complexity of individual sequences) evolved faster in adults
than in children. These findings challenge the notion that
children’s processing limitations drive the emergence of
structure in language.
Email: Vera Kempe, v.kempe@abertay.ac.uk
10:20-10:35 (46)
Find Any Animal or This Boot: Hybrid Search for Mixtures
of Specific and Categorical Targets. JEREMY M. WOLFE,
Brigham & Women’s Hospital/Harvard Medical School, ABLA
ALAOUI-SOCE, Brigham & Women’s Hospital — In hybrid
search, observers (Os) search through visual displays for any
of N target types, held in memory. RTs for hybrid search are
well-described as a log function of the size of the memory set,
whether the targets are specific (e.g. this specific boot, glass, or
hammer) or categorical (e.g. any animal, coin, or toy). Searches
for categorical targets are several hundred msec slower than
searches for specific targets. What happens if specific and
categorical targets are mixed in the same block of trials (e.g.
find this specific boot, glass, or hammer as well as any animal,
coin, or toy)? If a single recognition process is at work, RTs
for specific targets might rise to those for categorical targets.
However, specific target RTs remain faster than categorical,
suggesting independent identification processes for each item in
the memory set. RTs for absent trials indicate that the presence
of fast RTs for specific targets tends to encourage Os to quit
unsuccessful searches somewhat too soon, given the possibility
of categorical targets. As a result, categorical targets are missed
at a higher rate in mixed, categorical/specific blocks then they
are in pure categorical blocks.
Email: Jeremy M Wolfe, jwolfe@partners.org
Visual Search I
Republic, Friday Morning, 10:00-12:00
Chaired by Anne P. Hillstrom, University of Southampton
10:40-10:55 (47)
No Meaning in Learning: Contextual Cueing Relies
on Objects’ Visual Features and Not Semantics. TAL
MAKOVSKI, The Open University of Israel — People easily
learn regularities embedded in the environment and use them
to facilitate visual search. It has been recently shown that this
learning, termed contextual cueing (CC), occurs only when
the same objects are repeated at the same locations. However,
it is unknown whether this learning relies on the visual features
of the objects or on their meaning. This study revealed that
meaning is not necessary for learning as CC was also found
with meaningless objects. It further showed that after learning
meaningful objects, CC was not diminished by a manipulation
that distorted the objects’ meaning but preserved their visual
properties. By contrast, CC was eliminated when the learned
objects were replaced with different category examplers.
Together, these data strongly suggest that the acquired context
that facilitate search relies primarily on the visual properties
and spatial locations of the objects, but not on their meaning.
Email: Tal Makovski, talmak@openu.ac.il
10:00-10:15 (45)
Cat and Mouse Search: The Influence of Scene and Object
Analysis on Eye Movements When Targets Change Locations
During Search. ANNE P. HILLSTROM, University of
Southampton, JOICE D. SEGABINAZI, Federal University
of Rio Grande do Sul, HAYWARD J. GODWIN, SIMON
P. LIVERSEDGE and VALERIE BENSON, University of
Southampton — We explored the influence of early scene
analysis and visible object characteristics on eye movements
when searching for objects in photographs of scenes. On each
trial, participants were shown a scene preview or a uniform
grey screen (250ms), then a visual mask, then the name of the
target, and then the scene, now including the target at a likely
location. During the participant’s first saccade during search,
the target location changed to: (1) a different likely location, (2)
an unlikely but possible location, or (3) an implausible location.
The results showed that the first saccade landed more often on
10
Paper 48 - 52
Friday Morning
11:00-11:15 (48)
Estimating Distractor-Distractor Suppression Effects in
Parallel Search. ALEJANDRO LLERAS, ZHIYUAN WANG,
ANNA M. MADISON and SIMONA BUETTI, University
of Illinois at Urbana-Champaign — Various theories have
proposed that distractor-distractor suppression effects play an
important role in visual search. However, thus far, the putative
effects of this type of suppression have not been quantitatively
evaluated. We recently demonstrated that performance on
fixed-target parallel search tasks can be well understood within
a computational model that assumes each item in a display is
processed independently from one another, in parallel and with
unlimited capacity. Each item is processed until a decision is
reached: is this item a likely target or not? Here, we extend our
work on homogeneous displays to heterogeneous displays of
two types. (1) Spatially-intermixed displays where distractordistractor suppression is less frequent, and (2) spatiallysegregated displays, where different types of distractors are
present in spatially segregated regions. Our model using
parameters estimated from homogeneous displays allowed us to
predict over 90% of the RT variance on heterogeneous displays
as well as to estimate the contribution of distractor-distractor
suppression on performance.
Email: Alejandro Lleras, alejandrolleras@gmail.com
targets in the display, miss errors are often more common after
one target has been detected (subsequent search miss [SSM]
errors). The resource depletion hypothesis of SSM errors posits
that the first found target occupies working memory resources
that would otherwise be used to search more effectively (Cain
& Mitroff, 2013). However, work from single-target search
has demonstrated that loading visual working memory has a
negligible impact on search performance (Drew, Boettcher, &
Wolfe 2015). In a series of experiments, we tested the effects of
various visuospatial working memory loads on SSM errors. We
found no systematic effect of working memory load on singletarget search performance, replicating prior findings. Further,
there was a significant increase in SSM errors when searchers
held target-shaped objects rotations in working memory, but
not when they were holding colors or locations in working
memory.
Email: Matthew S. Cain, matthew.s.cain6.civ@mail.mil
Decision Making I
Independence, Friday Morning, 10:00-12:00
Chaired by David V. Budescu, Fordham University
10:00-10:15 (51)
Decisions with Compound Lotteries. DAVID V. BUDESCU
and YUYU FAN, Fordham University, ENRICO DIECIDUE,
INSEAD Business School — Violations of Reducibility of
Compound Lottery axiom (ROCL) were documented in the
literature, but they are not fully understood. This paper aims
to comprehensively test the effects of six factors that could
influence DMs’ evaluations of compound lotteries, and to
explain how the stage-specific probabilities of compound
lotteries are aggregated in the decision process. We elicited
Certainty Equivalents of simple and compound lotteries from
125 subjects. We confirmed the existence of the systematic
violations of ROCL, and found that the number of stages and the
global probability had prominent effects. We developed three
classes of descriptive models based on Prospect Theory. The best
fitting model was the one that assumes that DMs anchor on the
lowest stage probability and then apply the weighting function.
Results also showed that the “aggregate first and weigh second”
outperformed the “weight first and aggregate second” models.
Email: Yuyu fan, yfan2@fordham.edu
11:20-11:35 (49)
The Guidance of Attention by Multiple Items in Visual
Working Memory. VALERIE M. BECK, BRETT BAHLE
and ANDREW HOLLINGWORTH, The University of Iowa
(Presented by Andrew Hollingworth) — Most theories of
attention propose that goal-directed orienting is implemented
by an attentional template maintained in visual working
memory (VWM). However, there is debate over the architecture
of interaction between VWM and perceptual selection.
According to the single-item template hypothesis, only one
item in VWM is maintained in an active state capable of guiding
selection. In contrast, we have argued that multiple items in
VWM, maintained concurrently via sensory activation, can
guide attention simultaneously. In the present talk, we discuss
three converging lines of evidence relevant to this debate. The
first examined whether there are limitations on VWM-based
guidance as a function of the number of items maintained
in VWM. The second examined whether secondary, taskirrelevant items in VWM influence selection when search is
guided by a primary VWM template. The third tested whether
items that each match different features in VWM compete for
selection, consistent with the claim that multiple features bias
attention. In each of these cases, we observed results consistent
with the multiple-item template hypothesis. Implications will be
discussed for theories of visual search and for general theories
of working memory.
Email: Valerie Beck, valerie-beck@uiowa.edu
10:20-10:35 (52)
Future Gains and Losses: The Impact of Contextual Shifts.
MARY KAY STEVENSON and LESLIE HWANG, California
State University East Bay — Temporal discounting refers to the
impact of future consequences. People prefer to receive gains
sooner and defer losses. According to previous studies, people
discount gains and losses differently when they are presented
in different studies or conditions. These experiments combine
gains and losses to see how judgement is affected by the timing
in simple and complex stimuli. The results indicate that gains
and losses are discounted differently regardless of whether
they are presented alone or together. Context is defined by the
11:40-11:55 (50)
Evaluating the Role of Working Memory in Subsequent
Search Miss Errors During Multiple-Target Visual Search.
MATTHEW S. CAIN, U.S. Army Natick Soldier Research,
Development, & Engineering Center, TRAFTON DREW,
University of Utah — In visual search with multiple possible
11
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Paper 53 - 57
11:20-11:35 (55)
Determination of Decision Making Stopping Rules Using the
Pattern Analysis. MARIO FIFIC, Grand Valley State University
— Several stopping decision rules (critical difference, runs,
fixed-sample size, guessing and one-reason decision making)
were analyzed and compared to the Cast-Net approach that
theoretically combines all these stopping rules. The goal was
to explore whether the complex Cast-Net model can justify
the increase of the model’s complexity by the fit improvement
over a simple stopping rule model(s). Subjects participated in
a deferred decision making task and were asked to open an
optional number of either positive or negative recommendations
about the quality of products, in the context of a shopping
situation. To compare the models, we calculated the likelihood
of different stopping rules given the observed distribution of
stopping patterns of recommendations, for each individual
subject, jointly for both correct and incorrect decisions. The
results indicated that the Cast-Net model provides reasonable
theoretical grounds of how different simple stopping rules can
be combined within one decision making model.
Email: Mario Fific, fificm@gvsu.edu
range of values or time delays in a judgment task. Time ranges
and magnitudes were shifted demonstrating the stability and
flexibility of the temporal discounting process.
Email: Mary Kay Stevenson, marykay.stevenson@csueastbay.
edu
10:40-10:55 (53)
Cognitive vs. Normative Construals of Uncertainty.
STEPHAN LEWANDOWSKY and LUKE SOMERWILL,
University of Bristol, TIMOTHY BALLARD, University of
Queensland and University of Bristol, GORDON D. A. BROWN,
University of Warwick — Many global problems, from climate
change to food security and prevention of violent conflict, are
beset by inescapable uncertainty. What are the cognitive and
normative implications of this uncertainty? We report data
which show that people tend to view uncertainty as a stimulus
for “wishful thinking” or undue optimism. We contrast people’s
responses to the normative (i.e., actual and mathematically
warranted) implications of uncertainty based on an ordinal
analysis (i.e., statements of the form “greater than”) of the effects
of scientific uncertainty within the climate system. This analysis
is not sensitive to people’s cultural cognition or subjective
risk perceptions and reveals that greater (i.e., “greater than
expected”) uncertainty provides an even stronger impetus for
climate mitigation. This normative result stands in contrast to
people’s response to uncertainty. We suggest ways in which this
discrepancy may be resolved.
Email: Stephan Lewandowsky, stephan.lewandowsky@bristol.
ac.uk
11:40-11:55 (56)
Qualitative Decision-Making Under Uncertainty: A Formal
Model of Fuzzy-Trace Theory. VALERIE F. REYNA, Cornell
University, DAVID A. BRONIATOWSKI, George Washington
University — Fuzzy-trace theory assumes that decisionmakers process qualitative “gist” and quantitative “verbatim”
representations in parallel. We present a lattice model of
fuzzy-trace theory that provides a novel formalization of how:
decision-makers encode multiple representations of options
in parallel; representations compete or combine so that
choices often turn on the simplest gists; and choices between
representations are made based on positive vs. negative valences
associated with social and moral principles stored in longterm memory (e.g., saving lives is good). The model integrates
effects of individual differences in numeracy, metacognitive
monitoring and editing, and sensation seeking. We conducted a
systematic review of experiments on risky decision-making and
tested whether our model could predict observed choices. The
model predicted more than 90% of studies demonstrating 16
separate effects, including risky-choice framing and the Allais
paradox, as well as theoretically critical manipulations that
eliminate or exaggerate such effects, supporting the model’s
predictions over prospect theory.
Email: Valerie Reyna, vr53@cornell.edu
11:00-11:15 (54)
Moral Decision-Making: How Utilitarian Similarity,
Content, and Psychological Ownership Influence Moral
Rationality. PETKO KUSEV, Kingston University London,
PAUL VAN SCHAIK, Teesside University, VICTORIA
BARANOVA, Lomonosov Moscow State University — Is it
acceptable and moral to sacrifice a few people’s lives or jobs to
save many others? Research on moral dilemmas has shown that
respondents judge personal moral actions as less appropriate
than equivalent impersonal moral actions. Accordingly,
theorists have argued that judgments of appropriateness in
personal moral dilemmas are (i) more emotionally salient and
more cognitively demanding than impersonal moral dilemmas
(e.g., Greene et al., 2001) and (ii) dependent on utilitarian
uncertainty – comprehensive information about moral actions
and consequences boost utility maximization in moral choices
(Kusev et al., 2016, Psych. Bull. & Rev.). In three experiments, we
found that utilitarian similarity, content and ownership inform
the psychological mechanisms employed in moral choice,
independent of the emotional ‘personal involvement’ effects.
Information about utilitarian content, similarity and ownership
alter human utilitarian preferences. Our findings highlight
a need to investigate how variation in moral descriptions
produces variation in utilitarian judgments.
Email: Petko Kusev, p.kusev@kingston.ac.uk
Recognition I
Back Bay B, Friday Morning, 10:20-12:00
Chaired by Andrew Heathcote, University of Tasmania
10:20-10:35 (57)
Don’t Know Responses in Recognition Memory. ANDREW
HEATHCOTE, JIM SAUER, MATTHEW GRETTON,
VALERA GRIFFIN and MATTHEW PALMER, University of
Tasmania — “Don’t Know” (DK) responses are thought to be
used to improve accuracy in recognition memory tasks where
false alarms or misses are highly consequential (e.g., eyewitness
12
Paper 58 - 61
Friday Morning
recognition). We examined the factors that affected DK rates
in a recognition memory paradigm where participants studied
a set of pictures of faces, with different groups tested on either
single faces or pairs of faces. Test faces were presented against
a different background to study, and decision difficulty was
manipulated using target and lure pairs that were morphs falling
nearer of further apart between two base faces. Two different
settings of reward and penalty points for correct and error
responses were used to manipulate DK rate, and we examined
the effect of time pressure using instructions that emphasized
either speed or accuracy. Racing accumulators were used to
model DK rates, recognition accuracy and response times for
each type of response.
Email: Andrew Heathcote, andrew.heathcote@utas.edu.au
source monitoring accuracy, the errors showed an egocentric
bias. Stealing memories may be a basic response following
collaborative remembering.
Email: Ira Hyman, ira.hyman@wwu.edu
11:20-11:35 (60)
Executive Function in Older Adults Predicts Source Memory
for Actions Only for Small Numbers of Sources. ALAN W.
KERSTEN and JULIE L. EARLES, Florida Atlantic University
— Prior research suggests a distinction between item and
source memory, with item memory dependent upon medial
temporal associative functions and source memory dependent
upon frontally-mediated executive functions. A potentially
important distinction is that studies of source memory typically
involve many items but few sources, perhaps encouraging
strategic encoding of source information. Kersten and Earles
(2010) examined memory for the sources of actions performed
by many different actors. Age differences in this task patterned
differently than effects of distraction in young adults, suggesting
that age differences reflected declines in basic associative abilities
rather than executive functions. The present study examined
whether employing a small number of sources promotes
the use of executive functions. Healthy older adults viewed a
series of actions, either performed by many actors or only two
actors. Performance was related to Glisky et al.’s battery of tests
of executive and memory functioning. When only two actors
performed the actions, executive function predicted memory
for which actor performed each action. In contrast, with
large numbers of actors, only memory functioning predicted
memory for the sources of actions.
Email: Alan Kersten, akersten@fau.edu
10:40-10:55 (58)
Parallel Facilitatory Retrieval of Item and Associative
Information from Event Memory. GREGORY E. COX
(Member Select-Speaker Award Recipient) and AMY H.
CRISS, Syracuse University — Memory contains information
about individual events (items) and combinations of events
(associations), yet it remains unclear whether items and
associations are stored in a different form or whether
independent processes are used to retrieve each kind of
information. We use model-independent group-level
qualitative properties of response dynamics, as measured by
Systems Factorial Technology (Townsend & Nozawa, 1995),
to establish that item and associative information are retrieved
concurrently, with positive memory evidence arising from a
holistic match between a test cue and the contents of memory.
This interpretation is validated by quantitative modeling of
individual performance. These results rule out the possibility
that item information must be retrieved prior to associative
information. Pooling of item and associative matches further
implies that while item and associative information might
be represented in separate stores, they are not stored in a
qualitatively different form, nor are independent processes (e.g.,
familiarity for items and recollection for associations) used to
retrieve them.
Email: Gregory E. Cox, gecox100@syr.edu
11:40-11:55 (61)
Value-Directed Remembering in Older Adults is Associated
With Reduced Memory for Incidental Details. JOSEPH
P. HENNESSEE, ALAN D. CASTEL and BARBARA J.
KNOWLTON, University of California, Los Angeles (Presented
by Barbara Knowlton) — Older adults remember important
information as well as younger adults despite overall reductions
in memory. We investigated whether this intact memory for
high-value items includes memory for incidental details. Older
and younger adults studied words presented in colors and worth
different point values. They were told that they would receive
the points appearing with the word if they later recognized it.
After a 5 min delay, they completed a recognition test and for
each recognized word indicated the associated point-value and
color. An age X value interaction was observed, with impaired
performance in older adults for low-value words, but no
difference for high-value words. However, younger adults were
more likely to correctly retrieve the color of high-value words,
but no difference was observed for point-value memory. Value
enhances recognition memory and this effect can be unaffected
by age. However, older adults’ memory for valuable information
is accompanied by fewer incidental details.
Email: Joseph Hennessee, jhennessee@ucla.edu
11:00-11:15 (59)
Stealing Memories: An Egocentric Source Monitoring Bias
Following Collaborative Remembering. IRA E. HYMAN,
MADELINE JALBERT and ALIA WULFF, Western Washington
University — Collaborative remembering allows people to reach
an agreed upon version of the past. But can people track the
original source of their memories? Dyads individually studied
information containing partially overlapping material – word
lists in some studies and pictures in others. During collaborative
remembering, some dyads only recorded information that
both studied whereas others included all information. On a
subsequent source monitoring test, participants displayed an
egocentric pattern of errors: They more often claimed their
partner’s memories as their own than they attributed their
memories to their partner. Even in conditions designed to aid
13
Friday Morning
Paper 62 - 66
Perception
Liberty, Friday Morning, 10:00-12:00
Chaired by Terry D. Blumenthal, Wake Forest University
experience on the action-N400 by recording ERPs during
presentation of highly constrained ballet sequences and
unconstrained modern dance sequences to experienced
dancers (N=15) and non-dancers (N=15). Participants viewed
ten-frame stop-motion videos of ballet and modern dance
sequences, which featured a mismatched image (from a different
sequence of the same dance genre) at either the fifth or tenth
position. For ballet sequences only, mismatched images in the
tenth position elicited a significant negativity 500-700ms after
onset. For ballet and modern sequences, mismatched images
elicited a significant positivity 700-900ms after onset at both the
fifth and tenth positions. Effects did not differ between dancers
and non-dancers. These results indicate that more constraining
contexts (e.g., ballet) allow viewers to make predictions about
upcoming actions, similar to effects in language.
Email: Mara Breen, mbreen@mtholyoke.edu
10:00-10:15 (62)
Inhibition of Startle Responding by White or Pink Noise,
and by Gaps in Noise. TERRY D. BLUMENTHAL and HOPE
PETERSON, Wake Forest University — The human startle
eyeblink response can be inhibited by a change in the stimulus
environment briefly before the startling stimulus. The use
of gaps in ongoing background has been proposed as a way
to investigate tinnitus, the perception of ringing (or buzzing
or whooshing) that many people experience. We measured
startle eyeblinks in 20 college students, where startle stimuli
were preceded by no prepulse or a 75 dB white or pink noise
prepulse in silence or in 65 dB background noise, or by a gap
in that background. All prepulses inhibited startle, suggesting
that a variety of types of change in ongoing stimulation can
be used in studies investigating prepulse inhibition of startle.
This raises hopes that prepulse inhibition of startle might
eventually be sensitive enough to be used to evaluate the variety
of manifestations of tinnitus in patients.
Email: Terry D. Blumenthal, blumen@wfu.edu
11:00-11:15 (65)
Influence of the Body Schema on Multisensory Integration:
Evidence from the Mirror Box Illusion. YUQI LIU and
JARED MEDINA, University of Delaware (Presented by Jared
Medina) — Using a mirror box, we developed a novel illusion
to examine whether biomechanical constraints, as encoded
in the body schema, influence multisensory integration. The
participant’s unseen left hand and right hand (reflected to look
like a left hand) were positioned in opposing postures (palm up
vs. palm down). After synchronous bimanual hand movement,
the unseen left hand was perceived as rotated towards the
visual estimate (illusory rotation). We then used this illusion
to examine how the body schema influences multisensory
integration. We varied the amount of angular displacement (e.g.
90° vs. 180°) and biomechanical constraints between the unseen
and viewed hand posture (e.g. pronation from the unseen to
the viewed posture is less constrained than supination). As
expected, we found more illusory rotation for conditions with
less angular displacement between the hands. Importantly,
when comparing conditions in which angular displacement
was the same, but biomechanical constraints between the two
positions differed, we found more illusory rotation for the less
constrained difference. This demonstrates that biomechanical
constraints influence multisensory integration.
Email: Jared Medina, jmedina@psych.udel.edu
10:20-10:35 (63)
Auditory Training to Improve Speech Perception Abilities
for Elderly Individuals. LEAH FOSTICK, Ariel University,
HARVEY BABKOFF, Bar-Ilan University — A common
complaint among the elderly is a difficulty in understanding
speech, especially when it is rapid or accompanied by noise. This
difficulty is explained in the literature by an age-related deficit
in auditory temporal processing (ATP), the ability to perceive
rapid stimuli presented consecutively. In the present study
we aimed to test whether ATP training will improve speech
perception among elderly participants. Eighty-two individuals,
aged 60-83 years, were divided into three groups: training in
ATP (ATPtrain), training in non-temporal processing (nonATPtrain), and no-training (No-train). Training was done for
14 days, independently by each participant, using internetbased computerized program. ATP, intensity-discrimination (a
non-ATP task), and speech perception were measured for all
participants pre-training, post-training, and at three-months
follow-up. The ATPtrain group had lower ATP thresholds
and higher speech perception accuracy at post-training and
follow-up, as compared with pre-training. The non-ATPtrain
had lower intensity-discrimination thresholds at post-training
and follow-up, as compared with pre-training, but no change in
speech perception. The No-train group did not change in any
of the measures.
Email: Leah Fostick, leah.fostick@ariel.ac.il
11:20-11:35 (66)
Hierarchical Structure of Musical and Visual Meter in
Cross-Modal “Fit” Judgments. STEPHEN E. PALMER and
JOSHUA PETERSON, University of California, Berkeley —
The metrical hierarchy of musical rhythm is defined by the
structure of emphasis on beats in measures. We investigated
3/4 and 4/4 time signatures in auditory and visual meter using
cross-modal goodness-of-fit ratings for visual and auditory
probes, respectively. For auditory contexts, 4 measures in 3/4 or
4/4 time were defined by a louder beat followed 2 or 3 softer,
equally-timed beats, respectively. A visual probe circle occurred
in the next 4 measures at one of 12 phase-angles relative to the
auditory downbeat: 0/45/60/90/120/135/180/225/240/270/300/
315°. Context and probe modalities were reversed for the visual
contexts. Participants rated how well probe stimuli “fit” the
rhythmic context in the other modality. Visual contexts showed
10:40-10:55 (64)
Context Modulates the Action-N400 During Perception
of Dance Sequences: An ERP Study. CELINE BARREAU
and MARA BREEN, Mount Holyoke College (Presented by
Mara Breen) — Unexpected images in action sequences elicit
N400-like effects, which are larger for experienced than nonexperienced viewers. We investigated the role of context and
14
Paper 67 - 71
Friday Noon
Symposium III: Motivated Memory: Considering the
Functional Role of Memory
Grand Ballroom, Friday Afternoon, 1:30-3:30
Organized by Christopher Madan, Boston College
an expected beat-defined hierarchy, with highest ratings on
the downbeat, next-highest for the other beats, and lowest for
non-beats. Auditory contexts showed a single broad peak for
the downbeat, with little evidence of elevated fit ratings for
other beats over non-beats. Similar results were obtained when
participants made explicit ratings of cross-modal synchrony
using the same stimuli. Various factors relevant to explaining
the asymmetry between these cross-modal conditions are
discussed.
Email: Stephen E. Palmer, sepalmer@gmail.com
1:30-1:35 (69)
Introduction. CHRISTOPHER MADAN, Boston College
— Memory does not serve as a veridical recording of prior
experiences that can be played back, instead many factors can
lead some experiences to be more memorable than others. This
leads to an important consideration: What is the functional role
of memory? From this perspective, some experiences are more
valuable in informing future behavior and should be selectively
prioritized, such as those that evoke reward- or emotion-related
processes. Here we broadly consider these processes as effects of
motivational salience on memory. To capture the breadth of this
topic, research highlighted in this symposium spans a variety
of research approaches, including fMRI, cognitive aging, sleeprelated consolidation, and cross-cultural differences.
Email: Christopher Madan, madanc@bc.edu
11:40-11:55 (67)
Holistic Face Perception: Is It All in the (Perceptual)
Grouping? KIM M. CURBY, Macquarie University, ROBERT
ENTENMAN, Temple University, — Faces appear to enjoy
special status as perceptual objects. One challenge is determining
which aspects of face processing are unique and which overlap
with domain-general mechanisms. Having previously found
that holistic face perception is modulated by manipulations
impacting perceptual grouping of face parts (Curby et al.,
2013; 2016), we probed whether reduced holistic perception
of misaligned faces can be attributed to disrupted grouping.
Participants made part-matching judgments about composite
faces presented within intact oval frames or frames made from
misaligned oval parts. By introducing discontinuities only in
the external contour, grouping of face parts was discouraged
even as face configuration was preserved. Disrupting only
perceptual grouping reduced holistic perception similarly to
disrupting both grouping and configuration. An additional
study replicated and extended this result by suggesting that
intact face configuration may support grouping. These findings
support the importance of domain-general mechanisms in
understanding even “specialized” aspects of face perception.
Email: Kim Curby, kim.curby@mq.edu.au
1:35-1:55 (70)
Reward Motivation Facilitates Hippocampal-Dependent
Encoding and Consolidation. VISHNU P. MURTY, University
of Pittsburgh, ALEXA TOMPARY and LILA DAVACHI, New
York University, R. ALISON ADCOCK, Duke University —
Motivation has been shown to facilitate episodic memory.
Animal models suggest that these memory enhancements
emerge through interactions of the ventral tegmental area
(VTA) and hippocampus both during and after encoding. I
will present two fMRI studies detailing mechanisms guiding
reward-motivated memory enhancements. In Study 1, I will
show that rewarding contexts facilitate VTA hippocampal
interactions resulting in enhanced hippocampal responses to
salient, un-rewarded, events. Further, I will show that enhanced
hippocampal responses is paralleled with increased memory for
those salient events. In study 2, I will show that post-encoding
changes in network connectivity of the VTA and hippocampus
predict better long-term memory for reward-associated events.
Critically, post-encoding VTA-hippocampal interactions
specifically targeted sensory cortex that was associated with
reward during encoding. These findings support a model
by which VTA-hippocampal interactions enhance episodic
memory for rewarding events by (1) enriching encoding and
(2) selectively stabilizing reward memory following encoding.
Email: Vishnu Murty, vishnu.murty@gmail.com
Lunchtime Workshop: Publishing Your Research
Successfully: Guidance from the Editors
Fairfax (3rd Floor), Friday Noon, 12:00-1:30
Chaired by Morgan Ryan, Springer-Nature
12:00-1:30 (68)
Springer Nature and The Psychonomic Society are cosponsoring this workshop intended for graduate students, early
career researchers, and all those interested in learning more
about publishing their research and the latest developments
in academic publishing. A large range of topics will be
discussed, such as authorship, peer review, post publication
activities, article promotion, open research practices and
trends, and data sharing and replication. There will be a
dedicated time for open questions and answers. The panel will
be composed of the Psychonomic Society Journal Editors, the
Chair of the Publications Board of the Psychonomic Society,
the Psychonomic Press Editor, and representatives from the
publisher, Springer Nature.
1:55-2:15 (71)
Mechanisms of Motivational Modulation of Attention in
Younger and Older Adults. JULIA SPANIOL and RYAN
S. WILLIAMS, Ryerson University, BENJAMIN J. DYSON,
University of Sussex — Motivational signals bias attention
across the lifespan. Significant evidence suggests that aging
is associated with an attentional positivity effect, but the
mechanisms underlying this age-related shift are still poorly
understood. In the present study, we examined the link between
phasic arousal, linked to noradrenergic neuromodulation, and
the impact of gain and loss motivation on attention. Younger
15
Friday Afternoon
Paper 72 - 75
2:55-3:15 (74)
Culture Motivates What is Remembered Accurately and
Erroneously. ANGELA GUTCHESS, Brandeis University —
Although individual differences in cognition have long been
recognized, it is only recently that the influence of cultural
background has begun to be investigated as a potential source
of individual differences in cognition. Culture can be thought
of as a lens that shapes what information an individual is
motivated to attend to and encode into memory, as well as a
filter for the strategies and retrieval biases that can operate on
that information. Thus, measures of memory can serve as assays
of what is valued and prioritized by a culture. The talk will
include data illustrating that cultures can differ in their accurate
memory for specific perceptual details and in the engagement
of neural regions supporting memory. In addition, the talk will
establish that cultural groups can differ in their tendency to
commit memory errors based on the content of information,
and consider the impact of aging on cultural differences.
Email: Angela Gutchess, gutchess@brandeis.edu
adults (aged 18–34 years) and older adults (60–82 years)
completed the Attention Network Test (ANT; Fan et al., 2002),
modified to include gain and loss incentives. The behavioral
alerting index served as a marker of phasic arousal efficiency.
For younger adults, this marker correlated positively with the
effect of both gain and loss incentives on ANT performance. In
contrast, for older adults, the correlation held for gain incentives
only, suggesting an age-related reduction in phasic arousal to
loss signals. We discuss this finding in the context of Adaptive
Gain Theory (Aston-Jones, 1994).
Email: Julia Spaniol, jspaniol@psych.ryerson.ca
2:15-2:35 (72)
Preferential Consolidation of Emotional Components of
Memory During a Nap is Preserved With Age. SARA E.
ALGER and JESSICA PAYNE, University of Notre Dame —
Emotionally salient information is better remembered at the
expense of less relevant details. Sleep increases the magnitude
of this memory trade-off, preferentially preserving emotional
components in young adults. Although both memory and sleep
decline with age, little is known about whether their functional
relationship changes. The current study compared changes
in memory for negative and neutral components of scenes
across a retention period containing an immediate or delayed
nap versus wake. All subjects (18-64yrs) demonstrated the
emotional memory trade-off effect. Interestingly, covarying for
age, immediately napping led to the greatest increase in negative
memory trade-off compared to both wake and delayed napping,
indicating that sleep facilitated preferential consolidation
of emotional components. There was a positive correlation
between slow-wave sleep and negative object memory across
all nap subjects, providing strong evidence that even as we age,
sleep preserves salient information over less important details,
despite general declines in memory and sleep.
Email: Sara Alger, salger@nd.edu
3:15-3:30
Discussion. CHRISTOPHER MADAN, Boston College.
Cognitive Control I
Back Bay C & D, Friday Afternoon, 1:30-3:10
Chaired by Thomas Töllner, Ludwig-Maximilians-University
Munich
1:30-1:45 (75)
Two Independent Frontal Midline Theta Oscillations
During Conflict Detection and Adaptation in the Simon
Task. THOMAS TÖLLNER, Ludwig-Maximilians-University
Munich, YIJUN WANG, Chinese Academy of Sciences, TZYYPING JUNG and SCOTT MAKEIG, University of California
San Diego, HERMANN J. MÜLLER, Ludwig-MaximiliansUniversity Munich, KLAUS GRAMANN, Berlin Institute of
Technology — One of the most firmly established factors slowing
response latencies towards action-critical stimuli is the spatial
non-correspondence between stimulus and response locations.
While there is a consensus that this stimulus-response (S-R)
conflict is mediated via theta activity over frontal midline (fm)
brain areas, it remains controversial in which cortical region this
signal is generated, and whether it depends on intertrial history.
Here we used independent component analysis and subsequent
time-frequency domain statistics on source level activity to
identify fm theta (4-7 Hz) and its responsiveness to conflict
detection and adaptation. During target processing, notably,
our results revealed two independent fm theta oscillations
located in or near the anterior cingulate, with only one of them
reflecting S-R conflicts. However, this fm theta response was
not exclusively linked to conflicts, but involved additional,
conflict-independent processes that caused response slowing.
Our results draw a detailed picture regarding the oscillatory
correlates of conflict detection and adaptation effects in the
Simon task, and mitigate the prevalent notion that fm theta
reflects a common cognitive control process for human conflict
processing.
Email: Thomas Töllner, thomas.toellner@psy.lmu.de
2:35-2:55 (73)
Motivational Salience and Association-Memory: Positive
Affect is Not Like the Others. CHRISTOPHER R. MADAN
and ELIZABETH A. KENSINGER, Boston College —
Memory in daily life is not simply for occurrence of isolated
information, but also for associations between different
pieces of information. By using tasks such as paired-associate
learning and cued recall to disentangle effects of item- and
association-memory, previous research has demonstrated that
negative affect, rewards, and motor-related information can all
enhance memory for items, while simultaneously impairing
memory for associations. Here we examined the influence of
positive affect on item- and association-memory and found
an enhancement of both memory for items and associations,
relative to emotionally neutral information. This benefit
of positive affect on association-memory was consistently
demonstrated, revealing a different pattern than with equally
arousing negative affect. These results provide strong evidence
that positive information is processed differently than negative,
and also differently than other types of motivationally salient
information, such as rewarding or motor-related information.
Email: Christopher Madan, madanc@bc.edu
16
Paper 76 - 80
Friday Afternoon
1:50-2:05 (76)
Behavioral Interventions and Noninvasive Brain Stimulation
Alter Flexibility in Cognitive Control. EVANGELIA G.
CHRYSIKOU, University of Kansas — Cognitive control refers
to a set of complex and powerful regulatory mechanisms
that are supported by the prefrontal cortex (PFC) and which
guide behavior depending on context. Research has shown
that different aspects of cognition benefit differently from
cognitive regulation depending on individual differences and
task demands. In a series of experiments, we examined factors
that can contribute to the flexible engagement of cognitive
control systems using behavioral interventions or transcranial
direct current stimulation (tDCS) over PFC. We hypothesized
that manipulations shown to increase cognitive control
would influence performance on certain tasks, but not others;
manipulations shown to decrease cognitive control would elicit
the reverse effects. Our results reveal dissociable effects of these
behavioral and non-invasive brain stimulation interventions as
a function of the tasks, supporting a view of cognitive control
as a flexible system that can be altered through experimental
manipulations with measurable consequences for performance
depending on context.
Email: Evangelia G. Chrysikou, lilachrysikou@ku.edu
strongly on the entire task setting by dedicating considerable
conscious thought to the PM goal and the ongoing-task goal.
We tested this hypothesis by assessing thought self-reports
during prototypical PM tasks. Task-unrelated thought (TUT)
rates were reduced when participants performed an ongoing
task with versus without an embedded PM task (Experiment
1), even when PM demands were minimized (Experiment
2). TUT-rates dropped further when PM performance was
incentivized (Experiment 3). Our findings suggest that PM
demands not only elicit a cost to ongoing-task processing, but
also reduce off-task thinking and promote conscious thoughts
about the PM intention.
Email: Jan Rummel, jan.rummel@psychologie.uni-heidelberg.
de
2:50-3:05 (79)
Dissociating Eye Movements and Attention in an Eye
Tracking Procedure. GENE M. HEYMAN and JAIME
MONTEMAYOR, Boston College — In a recent paper we
introduced a method for quantifying the allocation of attention.
On the basis of the size of the stimuli, we assumed we were
measuring covert (not overt) attention. The present experiment
tested this assumption. We plotted the probability of a correct
response as a function of the angular distance between a
fixation and its target. The monitor displayed two small stimuli
simultaneously for about 140 msec. Each stimulus measured
1.0 x 0.42° and was separated from the other by 0.15°. Angular
distances were determined by areas of interest (AOIs). The
probability of a correct response for both stimuli remained
relatively high up to a distance of about 2.5°, suggesting that
each stimulus projected an image that was within the same fixed
gaze. However, on any particular trial correct responses were
limited to just one stimulus. Thus, fixations encompassed both
stimuli, attention was restricted to one.
Email: Gene M. Heyman, heymang@bc.edu
2:10-2:25 (77)
Goal-Driven and Habitual Spatial Attention are Qualitatively
Different Systems. YUHONG V. JIANG, University of
Minnesota — Extensive research contrasts top-down attention
with bottom-up attention. Here I argue that a second dichotomy
exists between goal-driven and habit-driven attention. To
introduce goal-driven attention, participants were asked to
prioritize one visual quadrant in a visual search task. Task
instruction induced an explicit goal to attend to the instructed
region. To produce habit-driven attention, other participants
searched for a target that was frequently placed in one visual
quadrant. Although no instructions were used and most
participants were unaware of the target’s location probability,
they developed an attentional bias toward the high-probability
quadrant. Results showed that both task goals and habits were
highly effective in modulating spatial attention. However, goaldriven and habitual attention differed qualitatively in their i)
flexibility, ii) dependency on explicit knowledge, iii) reliance
on working memory resources, iv) spatial reference frame,
v) effects of aging, and vi) spread of attention to background
images.
Email: Yuhong Jiang, jiang166@umn.edu
Speech Perception II
Republic, Friday Afternoon, 1:30-3:10
Chaired by Lisa D. Sanders, University of Massachusetts Amherst
1:30-1:45 (80)
EEG and ERP Measures of Live Speech Processing in a
Multi-Talker Environment. LISA D. SANDERS and AHREN
FITZROY, University of Massachusetts - Amherst — There is
currently no way to determine if laboratory studies of speechin-noise processing adequately recreate the challenging
communication environments listeners face in the real world.
To bridge that gap, we recorded EEG while participants in the
lab attended a live talker or one of two live side conversations.
Acoustic onsets in attended speech elicited larger amplitude
ERPs than similar onsets in unattended speech. This effect was
modulated by the location of the target talker. Cross-correlations
between EEG and speech envelopes were also larger for attended
speech. Further, EEG measures were reliable when made across
spans as short as three seconds. Comparisons of the EEG and
ERP measures suggest that the EEG measures are more robust
to the decreased signal quality that would be expected in field-
2:30-2:45 (78)
Towards a Better Understanding of Controlled ProspectiveMemory Processing: Shared Processing, Increased On-Task
Focus, or Both? JAN RUMMEL, Heidelberg University (Member
Select-Speaker Award Recipient), BRIDGET A. SMEEKENS
and MICHAEL J. KANE, University of North Carolina at
Greensboro — Holding prospective memory (PM) intentions
interferes with ongoing tasks—indicating that attention is
distributed between these tasks. Based on research relating
mind-wandering and attentional control (Kane & McVay, 2012),
we argue that people may not only adjust their ongoing task
processing when given a PM intention, but may also focus more
17
Friday Afternoon
Paper 81 - 85
recorded data. Our technique will make it newly possible to
assess the effects of attention on neurophysiological processing
of speech in noisy, real-world environments.
Email: Lisa D. Sanders, lsanders@psych.umass.edu
increase the intelligibility of sentences that were interrupted
periodically at rates varying from slow to fast (0.5 – 16 Hz) for
native and non-native American English listeners. Semantic
and acoustic-phonetic enhancements produced better speech
intelligibility in both groups. Overall, greater speech clarity
enabled listeners to utilize higher-level semantic cues at slower
interruption rates. Although both listener groups were able
to use contextual information, native listeners derived larger
benefit at lower gating rates, indicating greater ability to access
semantic information with limited acoustic-phonetic input.
The non-native speech-perception deficit in adverse listening
conditions may be due in part to reduced ability to utilize
higher-level information to compensate for loss of intelligibility
at lower levels of processing, and to reduced ability to benefit
from available lower-level acoustic cues.
Email: Rajka Smiljanic, rajka@austin.utexas.edu
1:50-2:05 (81)
Adaptive Plasticity in the Perception of Speech-in-Noise:
Speaker-Specific Adaptation by Lipread Speech. MIRJAM
KEETELS, THIJS VAN LAARHOVEN and JEAN VROOMEN,
Tilburg University (Presented by Jean Vroomen) — Spoken
word recognition in noise improves if the speaker can be seen.
We hypothesized that the sight of a speaker can also induce
long-lasting adaptive adjustments that generate predictions
about the distorted acoustic signal. In a pre- post-test design,
listeners tried to recognize spoken words in noise (audio-only),
while in-between they were exposed to speech-in-noise either
with or without the sight of the same speaker. We found prepost-test improvements only if listeners had seen the speaker
during the exposure phase. This improvement disappeared if a
different speaker was seen during exposure, thus demonstrating
that adaptive perceptual learning by lipread speech is speakerspecific.
Email: Jean Vroomen, j.vroomen@uvt.nl
2:50-3:05 (84)
Lexical Knowledge Boosts Statistically-Driven Speech
Segmentation. SVEN MATTYS, JAMES HUTSON and
SHEKEILA PALMER, University of York — Speech segmentation
is largely driven by stored lexical knowledge. In the absence of
lexical knowledge, however, non-lexical heuristics are called
upon (acoustic, segmental, prosodic). In three experiments,
we investigated the effect of lexical knowledge on statistical
learning. Following a large and well-documented literature, we
started with an artificial language containing four trisyllabic
nonwords and observed the standard above-chance recognition
memory performance in a subsequent 2AFC task. We then
replaced one of the four nonwords with a real word (tomorrow)
and noted improved segmentation of the three nonwords.
This improvement was maintained when the real word was a
different length than the nonwords (philosophy), ruling out an
explanation based on rhythmic expectations. The improvement
was also maintained when the real word was added to the four
original nonwords rather than replacing one of them. Together,
these results show that recognizable portions of speech in an
otherwise meaningless stream serve as anchors for discovering
new words. Mechanisms supporting the enhancement of
statistical learning by lexical knowledge are discussed.
Email: Sven Mattys, sven.mattys@york.ac.uk
2:10-2:25 (82)
Why Adapt? Phonotactic Learning as Non-Native Language
Adaptation. THOMAS DENBY and MATTHEW GOLDRICK,
Northwestern University (Presented by Matthew Goldrick)
— Listeners rapidly adapt to novel phonotactic distributions
in experimental settings, quickly learning new phonotactic
constraints. This is puzzling in light of the fact that individual
speakers of a given language do not differ significantly in the
phonotactic distributions they produce. Why do listeners retain
such plasticity into adulthood if not to adapt to individual
speakers? Given that listeners leverage phonotactic knowledge
in speech perception, and that phonotactics clearly differ
between speech communities, we hypothesize that listeners
adapt to novel phonotactic distributions to better comprehend
speakers of different languages. We used a recognition
memory task to test this hypothesis, comparing adaptation to
a phonotactic constraint over native language phonemes under
two conditions: when non-native phonemes were also present
in the stimuli vs. when only native phonemes were presented.
We predict that listeners should adapt to novel phonotactic
distributions in non-native language contexts more quickly
than in native language contexts.
Email: Thomas Denby, ThomasDenby2018@u.northwestern.
edu
Judgment
Independence, Friday Afternoon, 1:30-3:10
Chaired by Catherine L. Caldwell-Harris, Boston University
1:30-1:45 (85)
Less Ethical Choices in a Foreign Language Compared to
a Native Language Despite Similar Physiological Arousal.
CATHERINE L. CALDWELL-HARRIS, Boston University,
SEVIL HOCAOĞLU and AYSE AYÇIÇEGI-DINN, Istanbul
University — Bilinguals respond differently when evaluating
a dilemma in a foreign language compared to their native
language. In prior work, reasoning in a foreign language
reduced loss aversion; potential hazards such as “traveling by
airplane” were perceived to be less risky and were judged to
offer larger benefits; more utilitarian judgments were made to
“trolley dilemmas.” Turkish university students who had learned
2:30-2:45 (83)
Recognition of Interrupted Speech for Native and NonNative Listeners. RAJKA SMILJANIC, University of Texas at
Austin, STANLEY SHEFT, Rush University Medical Center,
*BHARATH CHANDRASEKARAN, University of Texas at
Austin, VALERIY SHAFIRO, Rush University Medical Center
— Speech perception in adverse listening environments is
more difficult for non-native than for native listeners. We
examined if greater speaking clarity and semantic context can
18
Paper 86 - 89
Friday Afternoon
English via classroom instruction read 6 ethical dilemmas (3
in English, 3 in Turkish) while skin conductance was recorded.
Ratings of agreement with a proposed selfish action were
higher in the foreign language, while ratings of agreement with
a proposed ethical action were higher in the native language.
The consistency of these effects across dilemmas and Ps was
striking. Skin conductance was low during passive reading
but rose when Ps gave their rating. However, the amplitudes
of skin conductance responses were similar for two language
conditions. The idea that emotional blunting is a mechanism
underlying the foreign language effect is appealing, but may
be difficult to support with psychophysiological measures.
Enhanced deliberative reasoning in a foreign language is
consistent with the findings.
Email: Catherine Caldwell-Harris, charris@bu.edu
first learned to predict a continuous criterion, but after 200
trials, the importance of the cues for predicting the criterion
changed. On average, judgment accuracy improved from trial 1
to 200, dropped when the task structure changed, but improved
again until the end of the task. A capacity-restricted learning
model best described and predicted the learning curve of the
majority of participants. Taken together, these results suggest
that rule-based learning models can better predict learning if
they assume a capacity limit.
Email: Janina Hoffmann, janina.hoffmann@uni-konstanz.de
2:30-2:45 (88)
On Judgments of Approximately Equal (≈). CHRISTOPHER
R. WOLFE and RICHARD J. SMITH, Miami University,
Ohio, VALERIE F. REYNA, Cornell University — In three
studies, participants judged the smaller of two numbers as
either less than or approximately equal to a larger number. In
Study 1, the smaller-to-larger ratio predicted the proportion
of approximately equal judgments. In Study 2, the items
were presented in sentences regarding breast cancer statistics
and as numbers only, displayed either as percentages or as X
in 100,000. We designated half of the breast cancer items as
justifiably approximately equal based on information from
reputable health websites. As predicted by Fuzzy-Trace Theory,
participants were more likely to appropriately judge quantities
as approximately equal in the context of breast cancer sentences
and when data were presented as percentages. Knowledge of
breast cancer significantly predicted appropriate judgments.
In Study 3, following Fuzzy-Trace Theory half the participants
received gist-evoking text asking whether the difference was a
substantial, yielding significantly more appropriate judgments.
Breast cancer knowledge again predicted appropriate
approximately equal judgments.
Email: Christopher R. Wolfe, WolfeCR@MiamiOH.edu
1:50-2:05 (86)
Effects of Cognitive Training and Alcohol Consumption
on Men’s Perceptions of Women’s Sexual Interest. TERESA
A. TREAT, University of Iowa, RICHARD J. VIKEN, Indiana
University, WILLIAM R. CORBIN, Arizona State University,
JODI R. SMITH, University of Iowa — Theoretical models
and a burgeoning empirical literature implicate impoverished
processing of women’s nonverbal affective cues in sexual
aggression by college-aged males toward female acquaintances.
In a 2x2 between-subjects design, 120 college men either did
or did not complete a cognitive-training procedure designed
to enhance the accuracy of their perceptions of women’s sexual
interest; did or did not consume a moderate dose of alcohol
(target BrAC = .06); and then completed transfer tasks assessing
attention, decision-making, and behavioral-intention processes.
The training procedure enhanced attention to women’s
nonverbal affective cues, increased reliance on affective cues
during decision making, and decreased behavioral intentions to
exhibit sexual aggression. Alcohol reduced attention to affective
cues and increased behavioral intentions. Training also reduced
the effect of alcohol on attention and behavioral intentions.
The effects of the training on cue utilization during decisionmaking were maintained at a follow-up session approximately
one week later.
Email: Teresa Treat, teresa-treat@uiowa.edu
2:50-3:05 (89)
A Spreadsheet That Produces Judgment Study Stimulus
Case Sets With Specified Cue-Cue Correlations. ROBERT M.
HAMM, University of Oklahoma Health Sciences Center — In
designing sets of stimuli for use in judgment policy description
studies, the cue values are often varied independently. It is easier
to interpret regression analyses when cue-cue intercorrelations
are near 0, and good regression models can be fit with
participants judging a relatively small number of cases. However,
it may be helpful to present stimulus sets with correlated cues,
as when the cues are correlated in the ecology for Brunswik lens
model studies. Barriers to the use of data sets with correlated
cues are that one may not know the appropriate correlations,
and one may not know how to produce data sets with those
correlations. I describe an available spreadsheet in which one
can specify a) number of cues, b) number of levels for each
cue, c) number of levels of the criterion, d) number of cases, e)
cue-criterion correlations, and f) selected cue-cue correlations.
Further, since different judged categories (e.g., diseases) may
have different cue-cue correlations, one can specify g) different
“class conditional” cue-cue correlations, within two categories
2:10-2:25 (87)
Testing Learning Mechanisms of Rule-Based Judgment.
JANINA A. HOFFMANN, University of Konstanz (Member
Select-Speaker Award Recipient), BETTINA VON
HELVERSEN, University of Zürich, JÖRG RIESKAMP,
University of Basel — Making accurate judgments such as
choosing a job candidate presumes an adequate weighting of
more and less important aspects, say the candidate’s skills. In
social judgment theory, these weighting processes have been
successfully modeled with linear models. How people learn to
make judgments has received less attention. The delta-learning
rule can perfectly learn to solve linear problems, but does not
adequately describe human learning. We amended the delta
learning rule with three learning mechanisms – a decay, a
capacity restriction, or attentional learning – and tested how well
those learning mechanisms can describe and predict learning in
a rule-based judgment task. In this judgment task, participants
19
Friday Afternoon
Paper 90 - 94
(e.g., diseased/not). The spreadsheet randomly generates data
sets with both continuous and categorized cue values, with
approximately the desired correlations.
Email: Robert M. Hamm, robert-hamm@ouhsc.edu
effects across the whole ventral visual stream. Finally, we show
preliminary simulations of the spread of semantic activation
across a large-scale semantic lexicon.
Email: Markus J. Hofmann, mhofmann@uni-wuppertal.de
Meaning/Semantics
Back Bay B, Friday Afternoon, 1:30-3:30
Chaired by Sally Andrews, University of Sydney
2:10-2:25 (92)
Limitations to Response Time Distribution Analyses of
the Semantic Priming Effect. TOM HEYMAN, University
of Leuven, KEITH HUTCHISON, Montana State University,
MELVIN YAP, National University of Singapore, GERT
STORMS, University of Leuven (Presented by Gert Storms)
— Many recent studies within the semantic priming domain
have used response time distribution analyses to test certain
hypotheses (e.g., Balota, Yap, Cortese, & Watson, 2008; De
Wit & Kinoshita, 2015). The idea is that distributional analyses
provide a richer picture of how the relatedness manipulation has
its effect. Rather than focusing on central tendency measures,
it considers the (potential) influence of priming on the entire
distribution. However, item effects are rarely taken into account
even though they can render response time distribution analyses
difficult to interpret. To demonstrate the, underappreciated,
impact of item-level effects, we re-analyzed the data from
three published studies on semantic priming. More specifically,
distributional analyses were performed on the entire item set
and then on different random subsets of prime-target pairs. The
results raise questions about the stability and generalizability of
response time distribution patterns, at least in the context of a
typical semantic priming study.
Email: Tom Heyman, tom.heyman@kuleuven.be
1:30-1:45 (90)
Parafoveal Semantic Preview Benefit Depends on Both
Preview Plausibility and Target Predictability. SALLY
ANDREWS and AARON VELDRE, University of Sydney —
Recent eye movement studies have shown that preview benefit
can be obtained from a parafoveal word that is a plausible
continuation of the sentence, regardless of its semantic or
orthographic relatedness to the target word. This study tested
whether this plausibility preview benefit is modulated by
the contextual constraint of the sentence. Participants’ eye
movements were recorded as they read sentences in which target
words that were either highly predictable or unpredictable in the
sentence were replaced by identical, predictable, unpredictable
or implausible previews until the reader’s eyes passed an
invisible boundary immediately before the target word location.
Target predictability significantly interacted with identity
and plausibility preview effects: Identical previews yielded
significantly more benefit than plausible previews for highly
predictable targets, but for unpredictable targets a plausible
preview was as beneficial as an identical preview. These findings
shed light on the role of contextual predictability in early lexical
processing and suggest that readers activate a set of contextually
compatible words prior to the presentation of the target word.
Email: Sally Andrews, sally.andrews@sydney.edu.au
2:30-2:45 (93)
When Asking for Clarity Leads to Greater Vagueness. JAMES
A. HAMPTON and SHAUNA-KAYE WILLIAMS, City,
University of London — If asked to say when a face is “clearly
happy” or “clearly surprised”, are people more consistent than
when simply judging if it is happy or surprised? To answer this
question, sets of morphed faces were created in equal steps
ranging from neutral to either happy or surprised. Participants
made Yes/No judgments of whether the faces were “happy”,
“surprised”, “clearly happy” and “clearly surprised” on two
occasions a week apart. Logistic threshold functions were fit to
individual data and revealed that although adding the adverb
“clearly” raised the threshold for a Yes response, it either had
no effect or could even paradoxically reduce the sharpness of
the category boundary. Similarly there was no difference in the
stability of where individuals positioned the thresholds across
occasions. The implication is that second-order vagueness (the
vagueness in determining the boundary of the vague region of a
category) is at least as great as first-order vagueness (the region
in which responses are not unanimous).
Email: James A. Hampton, hampton@city.ac.uk
1:50-2:05 (91)
Associative Read-Out in a Large-Scale Interactive Activation
Model of Semantic Priming. MARKUS J. HOFMANN,
University of Wuppertal, CHRIS BIEMANN, Technical
University Darmstadt, ANDRE ROELKE, University of
Wuppertal, NICOLE STUELLEIN, University of Hagen,
RALPH RADACH, University of Wuppertal, ARTHUR M.
JACOBS, Free University of Berlin — Interactive Activation
Models so far lacked a fully implemented semantic layer. The
Associative Read-Out Model defines associations between any
possible word pair using the log likelihood that they occur more
often together in a huge corpus than predictable by single word
frequencies. Here, we tested whether many common associated
words of prime and target during lexical decision reflects
semantic feature overlap, thus expecting more reliable effects in
automatic processing at an SOA of 200ms. In contrast, direct
associations may account for free association performance, thus
being more pronounced in strategic processing at a long SOA of
1000ms. We confirmed these predictions and found common
associations to de-activate occipital, left fusiform, temporal,
inferior frontal and mediofrontal regions, suggesting top-down
2:50-3:05 (94)
Quantifying Sound Symbolism Effects: A Big Data
Approach. CHRIS F. WESTBURY and GEOFF HOLLIS,
University of Alberta, DAVID SIDHU and PENNY PEXMAN,
University of Calgary — We asked participants to make binary
judgments about thousands of randomly-generated nonword
20
Paper 95 - 98
Friday Afternoon
strings (presented simultaneously in the visual and auditory
modalities), deciding if they were good examples for each of
twenty different semantic categories. Highly reliable regression
models predict human semantic decisions from formal cues for
semantic categories, including (but not limited to) categories
that anchored ‘classic’ sound symbolism dimensions such as
sharp/round, masculine/feminine, and large/small. Our results
extend previous claims about the source of sound symbolic
effects, by demonstrating that different poles of the same
semantic dimension differ in their predictability from form
cues; that many previously unsuspected dimensions show
strong sound symbolic effects; and that both phonological and
orthographic cues may contribute to sound symbolism. We
are also able to quantify the extent to which membership in
different semantic categories is predictable from formal cues.
Email: Chris Westbury, chrisw@ualberta.ca
activities during two fictional days. On the second day, she
repeated some activities identically, repeated others with a
single feature changed, and performed some new activities.
When memory was tested at a one-week delay, changes that
were detected and remembered improved memory for the
second day. However, changes that were subsequently forgotten
impaired memory. We also recorded eye movements, finding
evidence that viewers reactivated the representation of the firstday event when processing the second-day movie, and that this
guided their eyes. We propose that reactivating related previous
event representations enables online predictions while encoding
a new event. When event features change, these predictions are
violated. Monitoring prediction violations may be adaptive for
comprehension and memory.
Email: Jeffrey M. Zacks, jzacks@wustl.edu
1:50-2:05 (97)
The Effect of Viewpoint on Event Segmentation. KHENA M.
SWALLOW, JOVAN T. KEMP and AYSE CANDAN, Cornell
University — Perceiving, understanding, and remembering
one’s experience depends on dividing it into meaningful parts.
The process that does this over time, event segmentation, is
frequently studied by asking participants to identify meaningful
events in activities that have been filmed from a third-person
perspective. However, in addition to the primacy of firstperson perspectives in everyday life, first-person perspectives
are common in modern media (e.g, GoPro videos, firstperson shooters, Hardcore Henry). We examined the effects of
perspective on event segmentation by asking participants to
segment activities filmed with stationary and head-mounted
cameras. Because perspective influences the salience and
availability of potential segmentation cues (e.g., motion, object
interactions) we also examined whether it influences the
relationship between these cues and segmentation. Despite
greater segmentation frequency, segmentation patterns for
first-person perspectives were similar to those for third person
perspectives. Thus, segmentation may be viewpoint invariant:
Despite differences in visual input, participants identified
similar events.
Email: Khena Swallow, kms424@cornell.edu
3:10-3:25 (95)
Assessing Arbitrariness: Are Grammatical Gender and
Sound Symbolism Cues to Shape? DAVID M. SIDHU and
PENNY M. PEXMAN, University of Calgary, JEAN SAINTAUBIN, Université de Moncton (Presented by Penny Pexman)
— The relationship between grammatical gender and meaning is
mostly arbitrary, yet studies have demonstrated that speakers of
a language with grammatical gender associate certain qualities
with masculine and feminine nouns. Here we examined if
grammatical gender is also associated with shape, drawing on
a previously established association between shape and gender
(roundness with females; angularity with males). Further,
we investigated whether associations between grammatical
gender categories and shape co-occur with sound symbolic
associations between phonemes and shape (i.e., the Maluma/
Takete effect; Köhler, 1929). French-speaking participants
were visually (Experiment 1) or auditorily (Experiment 2a)
presented with round- or sharp-sounding nonwords that had
endings typical of either masculine (e.g., -age) or feminine
nouns (e.g., -arde), to pair with a round or sharp visual shape.
These participants demonstrated a Maluma/Takete effect
and an effect of grammatical gender: masculine (feminine)
nonwords were paired with sharp (round) shapes. Englishspeaking participants (Experiment 2b) only showed a Maluma/
Takete effect. These results suggest a non-arbitrary relationship
between grammatical gender categories and meaning.
Email: Dave Sidhu, dsidhu@ucalgary.ca
2:10-2:25 (98)
Nested Events in the Dynamic Structure of Popular Movies.
JAMES E. CUTTING, Cornell University — Popular movies
have a nested event structure – scenes within acts within the
whole – and that structure may go some distance in grabbing
and holding our attention. One reason for this may be that a
specific narrative structure has been developed and perfected
over the last century. Using a corpus of 210 films released over
100 years I explore this structure and how it impacts us. Beyond
the level of scenes, movies can be divided into four acts – setup,
complication, development, and climax – with two optional
subunits of prolog and epilog. I show that normative aspects
of shot durations, shot transitions, shot scale, shot motion,
shot luminance, character introduction, and distributions of
conversations, music, and action shots reduce to five correlated
physical and narrative dimensions of movies. In general movie
Event Cognition
Liberty, Friday Afternoon, 1:30-3:30
Chaired by Jeffrey M. Zacks, Washington University in St. Louis
1:30-1:45 (96)
Change Detection in Event Comprehension and Memory.
CHRISTOPHER N. WAHLHEIM, University of North Carolina
at Greensboro, JEFFREY M. ZACKS and MICHELLE L.
EISENBERG, Washington University in Saint Louis (Presented
by Jeffrey Zacks) — People use related previous episodes to
comprehend and remember. However, events never repeat
exactly. How do people process changes in events? To study this,
participants viewed movies of an actor performing everyday
21
Friday Afternoon
Paper 99 - 103
narratives have roughly the same structure as narratives in any
other domain but with particular runtime constraints, cadences,
and constructions.
Email: James Cutting, jec7@cornell.edu
a moving object (launcher) contacts a stationary object (target)
that begins moving, and subsequent motion of the target is
attributed to the launcher (Michotte, 1963). In experiments
reported here, a black launcher approached a white target, and
the launcher stopped before reaching the target. The spatial gap
between the final location of the launcher and the initial location
of the target was empty or completely filled by four stationary
white gap objects. When the launcher contacted the nearest gap
object, either (a) one gap object turned dark gray and adjacent
gap objects successively lightened, (b) one gap object turned
light gray and adjacent gap objects successively darkened, (c) all
gap objects turned black, or (d) all gap objects remained white.
The target then moved a short distance in the same direction as
previous launcher motion. Ratings of force and of causality of
the launcher were highest when all gap objects turned black and
lowest when gap objects remained white or when the gap was
empty. The possibility of generative transmission of causality
or force from the launcher to the target (cf. White, 2016), and
visual cues in perception of causality, are discussed.
Email: Timothy L Hubbard, timothyleehubbard@gmail.com
2:30-2:45 (99)
This Improves Memory. GABRIEL A. RADVANSKY, JERRY
S. FISHER and ANDREA E. KALCHIK, University of Notre
Dame — Memory researchers have discovered a number of
memory improvement effects. Most of these studies do not
assess improvement beyond the experimental session. Here
we outline three possible outcomes of memory improvements
over time. The first is that the improvement is transitory, and
the rate of forgetting is faster than baseline control conditions
until performance drops down to those baseline control levels.
Second is that the improvement reflects a boost in the amount
of information stored in memory, but that the rate of forgetting
is the same as for baseline control conditions, with the amount
of benefit remaining constant throughout. Third is that the
improvement reflects a consolidation benefit, and the rate of
forgetting is slower than baseline, with the size of the benefit
growing larger with longer periods of time. These patterns
of data are compared to performance on narrative and event
memory studies.
Email: G.A. Radvansky, gradvans@nd.edu
Testing Effects
Grand Ballroom, Friday Afternoon, 3:50-5:30
Chaired by Philip Higham, University of Southampton
3:50-4:05 (102)
How Can It Be Wrong When It Feels so Right? Responding
Correctly on Multiple-Choice Practice Tests Can Negatively
Transfer to Later Tests. PHILIP HIGHAM, LAUREN
GRIFFITHS and HELEN RACKSTRAW, University of
Southampton — Retrieval practice typically leads to better
retention than restudying (testing effect). However, if retrieval
practice takes the form of multiple-choice (MC) practice tests,
lures can become familiar such that they are erroneously
selected if the same questions are repeated on the final test
(negative testing effect). In this paper, we describe how MC
practice tests can sometimes be problematic even when correct
answers are chosen on practice tests: To generate new exam
questions, instructors may sometimes change the stems of MC
practice questions whilst keeping some or all of the question
alternatives the same. These alternative sets can act as strong
retrieval cues for previously chosen correct answers that are
now incorrect on the new exam. We describe experiments
exploring the robustness of this new negative testing effect and
show how just repeating a single alternative between tests can
induce bias. We also describe attempts at reducing the bias.
Email: Lauren Griffiths, L.R.Griffiths@soton.ac.uk
2:50-3:05 (100)
All Sorts of Autobiographical Memories: A Direct
Comparison of Word-Cued Memories, Free-Recalled
Memories, and Important-Event Memories. NORMAN R.
BROWN, LIANGZI SHI and PHILLIP REIMER, University of
Alberta, OLIVER SCHWEICKART, Princeton University — We
summarize a series of six experiments (n = 717) designed to
assess, in a uniform manner, the properties of a wide range of
autobiographical memories. Across experiments, we collected
data on: (a) word-cued memories, (b) free-recalled memories,
and (c) important life-events. Vividness ratings were high for
all memories regardless of how they were elicited. However,
word-cued memories and free-recalled memories differed
from important-event memories in many ways. For example,
important-event memories were rated very high on selfrelevance, goal-relevance, and transitional impact. In contrast,
word-cued memories and, to a lesser extent, free-recalled
memories received very low ratings on these same items. In
addition, participants predicted very little future forgetting
for the important events, whereas the forgetting predictions
for word-cued and free-recalled memories mirrored the
standard Ebbinghaus function. These findings indicate the
existence of different classes of autobiographical memories and
demonstrate that memorability does not necessarily depend on
consequentiality.
Email: Norman R. Brown, nrbrown@ualberta.ca
4:10-4:25 (103)
Attention and the Testing Effect. NEIL W. MULLIGAN and
ZACHARY BUCHIN, University of North Carolina - Chapel
Hill — Memory retrieval often enhances still later memory
as evidenced by the testing effect. Divided attention (DA) is
known to produce different effects on encoding and retrieval,
substantially disrupting the former and often producing little
effect on the latter. The present experiments examine whether
the mnemonic consequences of retrieval are similarly resilient
in the face of distraction or if they have a similar sensitivity
3:10-3:25 (101)
Changes in Color and Location as Potential Cues of Generative
Transmission in Perception of Causality. TIMOTHY L.
HUBBARD, Arizona State University, SUSAN E. RUPPEL,
University of South Carolina - Upstate — In the launching effect,
22
Paper 104 - 108
Friday Afternoon
5:10-5:25 (106)
Advancing Learning in a College Classroom: Four Semesters
Investigating Frequency of Testing, the Retrieval Effect, and
Transfer of Training. DONALD J. FOSS and JOSEPH W.
PIROZZOLO, University of Houston — We conducted four
semester-long studies of student performance in a college
course (total N = 588). Two sections were taught each semester
with systematic and controlled differences between them. Key
manipulations were repeated across the four terms, allowing
assessment of replicability. Variables studied included frequency
and spacing of tests (e.g., 2 vs. 8 exams), the repetition of some
but not other exam items (i.e., the retrieval effect), and variation
of test items between the in-class exams and the final exam
(e.g., identical items vs. controlled changes in items). Effect
sizes for test frequency were generally robust, but were affected
by the type of test. Repeated test items generally led to better
performance, though this finding was moderated by whether
the repetition was exact or modified. We did not observe
consistent superiority for exactly repeated items over modified
ones. Results are discussed in terms of memory and transfer of
training models.
Email: Donald J. Foss, dfoss@uh.edu
to DA as study-based encoding. In several experiments,
participants initially studied a set of word pairs (phase 1) then
engaged in restudy of some pairs and retrieval practice of others
(phase 2), followed by either an immediate or (24-hour) delayed
final cued recall test (phase 3). Phase 2 restudy and retrieval
practice occurred under full attention (FA) or DA. The testing
effect on the final test (the difference between the retrieval and
restudy conditions) was greater in the DA than FA condition.
Final recall was substantially reduced by DA in the restudy
condition but not in the retrieval condition. The encoding
effects of retrieval appear to be more resilient in the face of
distraction than the encoding effects of restudy.
Email: Neil Mulligan, nmulligan@unc.edu
4:30-4:45 (104)
Testing Can Insulate Items Against Intralist Interference:
Evidence from Output Interference and Retrieval-Induced
Forgetting. OLIVER KLIEGL (Member Select-Speaker Award
Recipient) and KARL-HEINZ T. BÄUML, Regensburg University
— This study sought to determine whether testing after study
can reduce memories’ susceptibility to intralist interference,
as it is observed in output interference and retrieval-induced
forgetting. Across 2 experiments, we compared the effects of
testing and restudy on previously studied material with regard
to these 2 forms of episodic forgetting. When study of an item
list was followed by a restudy cycle, preceding recall of studied
nontarget items impaired recall of the list’s target items (output
interference), and repeated selective retrieval of some list items
attenuated recall of other nonretrieved items at test (retrievalinduced forgetting). In contrast, none of these effects arose when
study of the list was followed by a test cycle. The findings are
consistent with the view that retrieval can create more distinct
context features for tested items than restudy does for restudied
items, thus reducing items’ susceptibility to interference relative
to restudy cycles.
Email: Oliver Kliegl, oliver.kliegl@ur.de
Statistics and Methodology
Back Bay C & D, Friday Afternoon, 3:30-5:30
Chaired by Richard D. Morey, Cardiff University
3:30-3:45 (107)
The “Base Rate” Critique of Significance Testing is Flawed.
RICHARD D. MOREY, Cardiff University — Although
significance testing — as practiced in psychology — has been
critiqued for many decades, in recent years these critiques
appear to have reached a wider audience. One of the most
popular class of critiques states that to interpret the results of a
significance test, one must know something about the base rate
of “true” effects. This basic idea is apparent in claims that the p
value and the posterior probability are reversed conditionals, in
Ioannidis’ (2005) claim that most research findings are false, and
in Colquhoun’s (2014) advocacy of the use of the “false discovery
rate” as a way of interpreting p values. These arguments are
flawed from both frequentist and Bayesian perspectives, and
should not be used to advocate against significance testing.
Email: Richard D. Morey, moreyr@cardiff.ac.uk
4:50-5:05 (105)
Improving Self-Regulated Learning with a Retrieval Practice
Intervention. ROBERT ARIEL and JEFFREY D. KARPICKE,
Purdue University — Retrieval practice is a powerful learning
tool for promoting long-term retention but students often
fail to use it to learn material. When they do use it, they do
so ineffectively by dropping material from learning after only
one correct retrieval attempt instead of correctly recalling
material multiple times. The current experiments evaluated the
efficacy of a minimal intervention aimed at improving students’
self-regulated use of retrieval practice. Across 2 experiments,
students made decisions about when to study, engage in
retrieval practice, or drop translations from learning. Most
important, some students received strategy instructions about
how to use a repeated retrieval practice strategy. This minimal
intervention promoted more effective self-regulated use of
retrieval practice compared to a control group. These students
recalled translations more times during learning, had higher
performance on a final criterion test, and, most importantly,
spontaneously used a repeated retrieval strategy when learning
new translations one week later.
Email: Robert Ariel, rariel@purdue.edu
3:50-4:05 (108)
On the Usefulness of p Values for Detecting and
Discriminating Effects. RICHARD B. ANDERSON, Bowling
Green State University — There have been recent moves in
psychology to replace p values (significance values) with
alternative measures, such as effect sizes and Bayes factors. In
a set of simulations, I have shown that the p value tracks the
population effect size better than the Bayes factor does (though
neither tracks the population effect size as well as the sample
effect size). The p value is also at least as good as the Bayes factor
with respect to its correlation with the presence or absence of
a true effect in the population. The results suggest that, aside
from whether p = .05 ought to have special status in statistical
inference, p can be at least a useful as some of the candidates
23
Friday Afternoon
Paper 109 - 113
for its replacement. Additional work is in progress to assess the
rates of correct and incorrect statistical decisions when the p
value, effect size, or Bayes factor is used as a decision cue.
Email: Richard Anderson, randers@bgsu.edu
identify the latent cognitive processes that underpin behavior
in a range of paradigms, including perceptual discrimination,
letter identification, lexical decision, recognition memory, and
signal detection. In response to the growing complexity of choice
response time models, Wagenmakers et al. (2007) suggested
that researchers use the exceedingly simple-to-use EZ diffusion
model. We present the results of a simulation study which shows
that the EZ diffusion model, by virtue of its relative simplicity,
will often be better able to detect experimental effects than the
full diffusion model. We also present the results of a many-team
project in which researchers were asked to identify effects in
multiple real data sets, while blind to the actual experimental
manipulations. The EZ diffusion model performs as well, if
not better, than most alternative methods for detecting the
cognitive processes underlying behavior.
Email: Chris Donkin, christopher.donkin@gmail.com
4:10-4:25 (109)
Everybody Stroops: Equality and Order Restrictions in
Bayesian Mixed Models of Task Performance. JULIA M. HAAF
and JEFFREY N. ROUDER, University of Missouri (Presented
by Jeffrey Rouder) — Does every individual exhibit a Stroop
Effect where incongruent items are truly read more slowly
than congruent ones? Are there some people, for example, who
Stroop in the opposite direction where incongruent items are
truly read faster than congruent ones? Does anyone truly not
Stroop at all? All current models of individual differences are
based on graded normal distributions where there is no special
role of the direction of effects or the possibility of null effects.
We introduce a set of Bayesian mixed models to capture these
equality (null) and order (direction) constraints for individual
differences, and develop a Bayes factor approach to compare
these models. The approach differs markedly from conventional
analysis. We find that: (1) Every individual has true Stroop and
Simon effects in the usual direction; (2) many of the data sets
are better described by models without individual differences;
(3) to show individual differences, it is often necessary to collect
hundreds of trials per individual and to analyze them with
order-restricted models.
Email: Jeffrey N. Rouder, rouderj@missouri.edu
5:10-5:25 (112)
Can Pain Intensity Be Measured on a Ratio Scale? BRIAN
P. DYRE, NICHOLAS ROOME and TRISTEN BEAUDOIN,
University of Idaho, JUSTIN G. HOLLANDS, Defence Research
and Development Canada — Can sensations of pain intensity
be measured on a ratio scale? Using an axiomatic approach,
Narens (1996, J. Math. Psych.) determined that maintenance
of the commutative property in ratio productions of stimulus
magnitude is necessary and sufficient for establishing that
responses form a ratio scale. Here, we examined whether
commutativity holds for thermally-induced pain. A thermal
stimulator controlled the temperatures of two thermodes
mounted on the volar forearms of participants, who adjusted
the temperature of one thermode so that the associated pain
stood in ratios of 1, 2, 3 and 6 times the pain produced by a
second thermode. Sequential productions of pain intensity
were then used to determine if 2 x 3 = 3 x 2 (commutativity) and
2 x 3 = 6 x 1 (multiplicativity). We found that commutativity
generally held, though some participants’ responses violated
multiplicativity, suggesting that pain is perceived on a scale
preserving ratio properties.
Email: Brian P. Dyre, bpdyre@uidaho.edu
4:30-4:45 (110)
A Hierarchical Bayesian Approach to Adaptive Design
Optimization. JAY I. MYUNG, Ohio State University,
WOOJAE KIM, Howard University, HAIRONG GU,
ZHONG-LIN LU and MARK A. PITT, Ohio State University
— Accurate and efficient measurement is critical for empirical
scientific inquiry, yet observations can be expensive and timeconsuming to acquire (e.g., fMRI, infant research). To ensure
measurement episodes are optimized for maximal inference,
there has been a growing interest among researchers in adaptive
design optimization (ADO) methods. In this presentation
we introduce a hierarchical Bayesian approach to ADO that
provides a judicious way to exploit two complementary schemes
of inference, knowledge gained from both the group-level and
individual-level performance, in a statistically justified manner.
The new approach is demonstrated and validated through
simulations and experiments in the adaptive estimation of the
contrast sensitivity function in human vision.
Email: Jay Myung, myung.1@osu.edu
Attention: Features & Objects
Republic, Friday Afternoon, 3:30-5:30
Chaired by Carrick C. Williams, California State University San
Marcos
3:30-3:45 (113)
Missing Visual Information: Occlusion and Remembering
What Was and Was Not Visible. CARRICK C. WILLIAMS and
KYLE A. BURKLE, California State University San Marcos —
How precise or abstract are visual long-term memories? Precise
memories would emphasize detail, allowing identification
of the exact images seen, whereas abstract memories would
be useful identifying the same object under multiple viewing
conditions. Participants encoded objects with three occlusion
patterns blocking 50% of an object: solid side, alternating
stripes, or checkboard pattern. On a memory test, participants
chose between the previously shown image and the same object
with the opposite portions occluded. The exact images of Solid
4:50-5:05 (111)
The EZ Diffusion Model Provides a Powerful Test of
Empirical Effects: Simulations and a Many-Lab Validation
Study. *CHRIS DONKIN, University of New South Wales, DON
VAN RAVENZWAAIJ, University of Groningen, JOACHIM
VANDEKERCKHOVE, University of California, Irvine,
GILLES DUTILH, University of Basel — Evidence accumulation
models for choice response time have spread through cognitive
psychology like wildfire. These models have been used to
24
Paper 114 - 118
Friday Afternoon
4:30-4:45 (116)
Interpersonal Feature Migration: Evidence for Common
Mechanisms Underlying Social and Nonsocial Event
Representation. KE MA, ROBERTA SELLARO, DOMINIQUE
K. LIPPELT and BERNHARD HOMMEL, Leiden University
(Presented by Bernhard Hommel) — According to the
Theory of Event Coding (Hommel et al., 2001, BBS), social
and nonsocial events are cognitively represented the same
way, suggesting that empirical phenomena associated with
nonsocial events should generalize to social events. Research
on illusory conjunctions demonstrated that features related to
one object can be perceived as part of another under suitable
circumstances. Here we generalize this observation to social
events. Participants faced a virtual head on a monitor in front
of them, which moved synchronously or asynchronously
with their own head movements—assuming that synchrony
facilitates feature migration from virtual agent to participant.
Indeed, facing a smiling head lifted participants’ mood and
improved their performance in a mood-sensitive creativity task
with synchrony but not with asynchrony. In a second study,
we slowly morphed the virtual face into an ape face, which
in the synchrony condition reduced performance in a fluidintelligence task and increased the willingness to attribute
emotions to apes.
Email: Bernhard Hommel, hommel@fsw.leidenuniv.nl
occluded objects (emphasizing detail) were remembered better
than Stripe or Checker objects (emphasizing object form).
Additionally, we presented the same objects at encoding and
had participants choose between the opposite occlusion (not
previously shown) images and non-presented occluded foils.
The non-presented portions of Checker and Stripe occluded
objects were remembered better than Solid occluded objects.
These results indicate that visual memory is flexible, allowing
different representations depending on what information is
available.
Email: Carrick C. Williams, cawilliams@csusm.edu
3:50-4:05 (114)
Visual Attention Creates Flexible Structure Over Space and
Time. STEVEN FRANCONERI, Northwestern University
— Selective attention allows us to filter visual information,
amplifying what is relevant and suppressing what competes.
But recent work in our lab suggests another role – extracting
and manipulating visual structure. I will describe four such
lines of research, showing a role for selective attention in
grouping objects with similar features, extracting spatial
relationships between objects, imagining manipulations of
objects, and maintaining object identity over time. I will also
describe interactions of these processes with spatial language
and highlight potential applications for improving pedagogy
and displays related to math and science education.
Email: Steven Franconeri, franconeri@northwestern.edu
4:50-5:05 (117)
Tempus, a New Model of Learning and Attention in
Categorization That Is Active, Neural and Temporal.
JORDAN I. BARNES, MARK R. BLAIR, R. CALEN WALSHE
and PAUL F. TUPPER, Simon Faser University — Existing
models of category learning are not well equipped to deal with
the spatial or temporal properties of the allocation of visual
attention, and thus cannot be applied to much of the recent
eye-tracking data collected in category learning experiments.
We have developed a new model, Tempus, designed within
a Dynamic Neural Field Theory framework, that combines
a category learning system, a visual processing system, and a
saccade initiation system to provide a unified account of visual
attention and learning in the context of categorization. In the
model, category knowledge develops through associations with
predictive cues, and reentrant signals influence the targeting of
the visual field toward useful information. Using the model’s 3
free parameters, we fit Tempus to the data of human subjects
from 2 category learning tasks. We found that the model
provides good qualitative fits to classic category learning
measures and, simultaneously, to eye-tracking measures.
Email: Mark Blair, mblair@sfu.ca
4:10-4:25 (115)
When Does Visual Attention Need to Be Reallocated?
The Neural Correlates of Attentional Deployment to
Two Sequential Targets. BRAD WYBLE and CHLOE
CALLAHAN-FLINTOFT, The Pennsylvania State University
— When subjects search for multiple targets (i.e. T1, T2) in
sequence, EEG data suggests that attention is triggered by the
T1 and an immediately following T2 can be encoded without
a reallocation of attention. In four EEG experiments we tested
the conditions under which attention needs to be reallocated to
a T2 by measuring the N2pc to both targets. Sequential targets
of different types (popout vs categorical target) did not produce
a second N2pc. However a temporal gap of 600ms between
targets elicited an N2pc to the T2 even though the targets were
always in the same location. When three targets were presented
in sequence there was no N2pc for the third target, in agreement
with attentional blink findings of spreading of sparing. These
results support a model in which the N2pc marks the beginning
of an attentional episode that can contain one or more targets.
The beginning and end of episodes are primarily stimulus
driven, since they can be sustained by presenting a sequence
of targets, but not by the expectation that T1 and T2 will be
presented in the same location. The results will be discussed
in the context of a computational model of stimulus driven
attention and distractor inhibition.
Email: Brad Wyble, bwyble@gmail.com
5:10-5:25 (118)
Multiple Salience Maps? GEORGE SPERLING and
VERONICA C. CHU, University of California, Irvine, PENG
SUN, New York University — The centroid task requires subjects
to use a mouse to indicate the center of a briefly flashed cloud
of, typically, dots. However, subjects can also judge the centroid
of a cloud of highly diverse items. Similarly, Ss can judge motion
direction in successive frames in which the only thing that
changes consistently is an area defined as figure, the nature of
both figure and ground changing in each new frame. The fact
25
Friday Afternoon
Paper 119 - 123
that subjects can make centroid, motion direction, and other
judgments that simultaneously involve the locations of highly
different items defined merely as figure versus ground suggests
that these computations act on a salience map that records
the presence and the location of such items but is indifferent
to their nature. In motion and centroid tasks, Ss can also
selectively respond to attention-selected subsets of items and
ignore distracter items. Here we show that, in a single brief flash
of a 24-dot cloud (8 black, 8 red, 8 green, all interleaved), Ss
can accurately report the centroids of all three colors. That three
centroid computations can occur concurrently suggests that a
reformulation of the single salience map concept is required.
Email: George Sperling, sperling@uci.edu
on the static modeling of choice data. We used simulations and
fits to empirical data to develop dynamic extensions of CAM
and EBM, by integrating both models with the drift diffusion
model. We show that this integrative approach leads to different
conclusions about the classification of some individuals as
relying on cue-based or exemplar-based strategies, potentially
overturning conclusions about the influence of various
cognitive and environmental factors on strategy use.
Email: Dries Trippas, trippas@mpib-berlin.mpg.de
4:10-4:25 (121)
Optimal Prediction in Illness Cognition. PERNILLE
HEMMER and TALIA ROBBINS, Rutgers University — People
make accurate predictions for many real world events, e.g.
human life spans (Griffiths & Tenenbaum, 2006). Accurate
predictions are particularly important in the domain of health,
where alignment of illness knowledge directly influences patient
outcomes (e.g. Peters, 2006). To understand how well peoples’
illness expectations are aligned, we asked participants to
estimate durations for 9 illnesses, and compared their responses
to the Bayesian optimal prediction (as determined from realworld illness duration distributions). We found that for common
acute illnesses, people were able to correctly estimate both
the shape and mean of the distribution, but for less common
chronic illnesses, people failed to capture key parameters of the
distribution (e.g. systematically overestimating duration). We
discuss possible participant strategies, based on miscalibrations,
such as assumptions of earlier onset or a distribution similar to
lifespan for chronic illnesses. Results are discussed in terms of
implications for cognition and health decision making.
Email: Pernille Hemmer, pernille.hemmer@rutgers.edu
Decision Making II
Independence, Friday Afternoon, 3:30-5:30
Chaired by Thorsten Pachur, Max Planck Institute for Human
Development
3:30-3:45 (119)
Nothing Compares to It: What Drives Learning Task Effects
in Decision Making? THORSTEN PACHUR and DRIES
TRIPPAS, Max Planck Institute for Human Development —
In decision making under uncertainty, performance and
strategy selection have been shown to be affected by seemingly
innocuous characteristics of the task with which people
learn from feedback about the probabilistic structure of the
environment (Pachur & Olsson, 2012). Specifically, direct
criterion learning promotes the use of exemplar-based strategies
in a subsequent test phase; learning by comparison promotes
reliance on cue-abstraction strategies. Learning by comparison
is also associated with better generalization at test. In a series
of experiments, we identify the specific features of the learning
task that are responsible for these effects. The results reveal that
the provision of relative as opposed to absolute feedback about
an object’s criterion value during training promotes subsequent
reliance on cue-abstraction strategies over exemplar-based
strategies. The explicit provision of continuous criterion
values during learning promotes reliance on exemplar-based
strategies. Our results can help design learning environments
that foster good decision making. Further, they pose a challenge
to current theories of strategy selection, which cannot account
for the effects of feedback format.
Email: Thorsten Pachur, pachur@mpib-berlin.mpg.de
4:30-4:45 (122)
The Eyes Have It: Can Perceptual and Moral Decisions Be
Influenced by Eye Movements? BEN R. NEWELL, TOMMY
TORGERSON, CHETANA SARANU and MIKE E. LE
PELLEY, University of New South Wales — Can decisions be
biased via the passive monitoring of eye gaze? We examined
this question using a simple perceptual discrimination task
(Experiment 1) and a more complex moral and factual decisionmaking task (Experiment 2). Participants’ gaze was monitored
and information about the location of their gaze at particular
time-points in a decision trial was used to prompt responses.
When there was no objective perceptual information available
to a decision-maker, the timing of the prompt had a small, but
detectable effect on choice (Experiment 1). However, this small
effect did not scale up to more complex decisions (Experiment
2). Our results are consistent with the well-established idea
that participants’ choices are reflected in their eye-gaze, but
do not support the recent bold claim of a causal link wherein
the timing of a gaze-contingent response-prompt influences
complex choices.
Email: Ben Newell, ben.newell@unsw.edu.au
3:50-4:05 (120)
Cue-based and Exemplar-based Inference: A Drift Diffusion
Approach. DRIES TRIPPAS and THORSTEN PACHUR,
Max Planck Institute for Human Development — Research on
categorization has shown that people rely on two qualitatively
different types of inferential strategies depending on cognitive
and environmental factors. Cue-based strategies (e.g., cueabstraction model; CAM) assume that people linearly integrate
cues and weights. Exemplar-based strategies (e.g., exemplarbased model; EBM – see also the generalized context model)
assume that people respond on the basis of similarity to
exemplars in memory. All research evaluating the effects of
cognitive and environmental factors on strategy use has relied
4:50-5:05 (123)
Motor Dynamics Support a Competition Model of Number
Processing. THOMAS J. FAULKENBERRY, Tarleton State
University — Recording hand movements during number
26
Paper 124 - 127
Friday Afternoon
tasks has become a powerful method for disentangling
competing models of numerical representation. In two
experiments, participants used a computer mouse to choose
whether presented numbers were greater than or less than 5.
In Experiment 1, trajectories became more curved toward
the incorrect response label as target numbers approached
the comparison standard 5, indicating increasing response
competition. However, trajectories showed a rightward bias
indicative of a direct mapping between hand movement and an
ordered, spatial representation of number. In Experiment 2, I
changed the bottom-to-top direction of mouse movements to a
left-to-right movement. Trajectories again became more curved
toward the incorrect response label as targets approached 5, but
this time, there was no modulation of trajectory bias by target
size or distance. The results call into question adirect mapping
view and instead lend support to a competition model of
response dynamics in number comparison.
Email: Thomas J. Faulkenberry, faulkenberry@tarleton.edu
outperforms corpus-based measures of frequency and diversity
on predicting lexical decision and word naming latency in
different languages. More importantly, we show how different
measures of frequency and diversity can be mathematically
related to eachother and that ignoring these correspondences
leads to spurious comparisons. Specifically, we show that, due
to the nature of word frequency distributions, measures of
diversity and frequency will always be very highly correlated if
they are derived from the same source. Furthermore, we argue
that, when these correspondences are taken into account, the
reason why the prevalence measure performs so well is that it is
a diversity measure that is derived from a theoretically infinite
corpus.
Email: Emmanuel Keuleers, emmanuel.keuleers@gmail.com
4:10-4:25 (126)
Frequency Attenuation and Masked Repetition Priming.
KENNETH I. FORSTER, University of Arizona, XIAOMEI
QIAO, Shanghai University of Finance and Economics — One
hoped-for advantage of the masked priming technique is an
increase in the reliability and consistency of experimental
outcomes. Early results indicated a constant frequency effect for
primed and unprimed words, hence no frequency attenuation,
but later results reported a frequency by priming interaction,
with low-frequency words showing stronger priming, and
hence frequency attenuation (Bodner & Masson, 2001;
Kinoshita, 2006). Several experiments are reported with similar
conflicting outcomes, suggesting that item differences might be
responsible. A linear mixed effects regression analysis of the data
from several experiments demonstrated that covariates such as
imageability, neighborhood density, and concreteness had no
effect on priming estimates, but age-of-acquisition (AoA) did,
such that early-acquired words showed weaker priming effects,
but only for high-frequency words. A subsequent factorial
experiment confirmed this result. However, the same pattern
was observed for L2 speakers of English, for whom all English
words would have been acquired relatively late.
Email: Kenneth Forster, kforster@u.arizona.edu
5:10-5:25 (124)
Judgmental Biases in Interracial Contexts. X.T. (XIAOTIAN)
WANG, KENNIDY ASCHE, JOSE RAMON DOMINGUEZ
and LILLIAN KALLESTAD, University of South Dakota — The
studies of intergroup behaviors suggest that even trivial cues
and labels can activate in-group favoritism and/or out-group
discrimination. However, little is known about racial perception
and social judgment of biracial individuals. In this study, we
tested a novel hypothesis that biracial cues serve as an indicator
of intergroup alliance and cooperation. Participants observed
morphed photos of biracial or monoracial faces and made racial
categorization for each face. They also rated the faces on personal
characteristics (e.g., intelligence, trustworthiness, health). The
results showed a new type of own-race bias in racial perception
(e.g., 50-50 composites were perceived as more Caucasian
looking by Caucasian participants). In addition, the rating
scores revealed a biracial favoritism effect in social judgment, as
indicated by higher ratings of biracial faces in trustworthiness
and intelligence. These results and preliminary results from
Chinese samples all suggest that biracial cues indicate historical
alliance between members from the two races and thus increase
estimated cooperative potentials of a biracial protagonist.
Email: X.T. (Xiao-Tian) Wang, xtwang@usd.edu
4:30-4:45 (127)
The Role of Diacritical Marks in the Early Stages of WrittenWord Recognition in Arabic. MANUEL PEREA, Universitat de
València, REEM ABU MALLOUH, Basque Center on Cognition,
Brain and Language, AHMED MOHAMMED and BATOUL
KHALIFA, Qatar University, MANUEL CARREIRAS, Basque
Center on Cognition, Brain and Language — A disputed question
in written-word recognition is whether visual similarity plays
a role in the early stages of word processing. Here we focused
in Arabic because there are several groups of letters that share
the basic shape and only differ in the number (or location)
of diacritical points. We conducted a masked priming lexical
decision experiment in which the target word was preceded
by: i) an identity prime; ii) a prime in which the critical letter
was replaced by a letter with the same shape that differed in the
number of diacritics (SIM condition); or iii) a prime in which
the critical letter was replaced by a letter with a different shape
(DIS condition). Results showed a sizable advantage of the
Letter/Word Processing I
Back Bay B, Friday Afternoon, 3:50-5:30
Chaired by Emmanuel Keuleers, Tilburg University
3:50-4:05 (125)
Word Frequency, Diversity, and Prevalence in Crowds and
Corpora. EMMANUEL KEULEERS, Tilburg University,
PAWEŁ MANDERA and MARC BRYSBAERT, Ghent University
— Measures of word frequency and diversity derived from text
corpora have been pervasively shown to be the best predictors
of isolated word identification latency. Recently, Keuleers et al.
(2015) have show that prevalence, a crowd-based measure that
can be expressed as the percentage of a population who know
a word, is also a very strong independent predictor of word
processing times. We give additional evidence that prevalence
27
Friday Afternoon
Paper 128 - 132
Discourse Processing
Liberty, Friday Afternoon, 3:50-5:30
Chaired by Delphine Dahan, University of Pennsylvania
identity condition over both the SIM and DIS conditions. Thus,
diacritical marks should play an important role in the “feature
letter” level of models of word recognition in Arabic.
Email: Manuel Perea (mperea@uv.es), mperea@uv.es
3:50-4:05 (130)
Reference Making in Unscripted Task-Oriented Dialogues.
DELPHINE DAHAN and KATHRYN SOLOMON, University
of Pennsylvania — When people talk to each other about a
specific entity in the world, they must come to agree on which
entity the reference identifies but also on how to talk about it.
We examined this process using a referential communication
task: Two participants sat on either side of an opaque barrier
and took turns playing the roles of director and matcher,
the former instructing the latter which one, out of a set of
16 hard-to-describe figures they both had, to select on each
trial. An audio-recording of their dialogue as they worked on
establishing reference on each trial was analyzed, in conjunction
with a measure of their success as revealed by the accuracy of
the matcher’s choice of figure given the director’s intention. The
types of expressions participants used to refer to a given figure
on its first and subsequent mentions revealed surprisingly large
variability in the way individuals establish reference.
Email: Delphine Dahan, dahan@psych.upenn.edu
4:50-5:05 (128)
Is Letter Position Coding Universal? Insights from Word
Processing in Korean and Artificial Languages. KATHLEEN
RASTLE, CLARE LALLY and JOANNE TAYLOR, Royal
Holloway, University of London, CHANG LEE, Sogang
University — Research on Indo-European languages reveals
that stimuli with letter transpositions (e.g. jugde) are perceived
as very similar to their base words (judge). However, similar
effects are not observed in Hebrew, a dense orthography with
many anagrams. We report masked priming experiments from
another dense orthography characterised by many anagrams,
Korean Hangul. Like Hebrew, results of these experiments show
no evidence that stimuli with letter transpositions facilitate
recognition of their base words. We then report an experiment
investigating position coding in artificial writing systems
purposely designed to be sparse (i.e. few anagrams) or dense
(i.e. many anagrams). Results from this experiment indicate
that readers perceive stimuli with letter transpositions as similar
to their base words, but that these effects are significantly
reduced in the dense orthography. These results suggest that
the acquisition of orthographic representations is strongly
influenced by properties of writing systems, and raise questions
for recent approaches to modelling reading.
Email: Kathy Rastle, Kathy.Rastle@rhul.ac.uk
4:10-4:25 (131)
Those Little White Lies: Deception and Politeness in
Spontaneous Conversation. FRANCO AMATI and SUSAN
E. BRENNAN, Stony Brook University (Presented by Susan
Brennan) — People often lie out of politeness. How accurately
can they detect deception in the form of little white lies? Pairs
of strangers prompted with cards conversed about themselves
(self-oriented topics) or their partners (other-oriented topics).
Afterwards, partners were interviewed separately while
watching their videotaped conversation; each was asked (a) to
admit to any deception and to provide reasons for it, and (b)
to detect when their partner had lied. People admitted to lying
31% of the time and suspected their partners lied 37% of the
time (but were rarely correct). They were more suspicious of
partners’ self-oriented comments (e.g., bragging) than they were
of partners’ other-oriented comments (e.g., flattery). Successful
attempts at politeness may rest on an inability or unwillingness
to identify a partner’s positive (complimentary) deception, or
on wishful thinking. Findings are discussed in light of Brown &
Levinson’s (1974) theory of positive and negative politeness and
off-record speech.
Email: susan.brennan@stonybrook.edu, susan.brennan@
stonybrook.edu
5:10-5:25 (129)
Visual Search for Words in Patients Suffering from
Obsessive-Compulsive Disorder. NICOLAS VIBERT,
Université de Poitiers, FABIANO BOTTA, Centre Hospitalier
Universitaire et Université de Poitiers, MICKAËL FRASCA,
FRANÇOIS RIGALLEAU, CHRISTINE ROS and JEANFRANÇOIS ROUET, Université de Poitiers, NEMATOLLAH
JAAFARI, Centre Hospitalier Universitaire et Université de
Poitiers — This eye-tracking experiment tested how patients
suffering from obsessive-compulsive disorder (OCD) searched
for target words within distractor words that could be related
to their main obsessions and/or compulsions, orthographically
similar to the target word, semantically related to the target
word or unrelated to the target word. Altogether, OCD patients
needed more time than control participants to locate target
words. Control participants’ attention was more attracted by
orthographic distractors than by the other types of distractors.
In contrast, OCD patients’ attention was strongly attracted by
all kinds of distractors, whatever their similarity with the target,
except the obsession-related ones. They made fewer fixations
on obsession-related words than on other types of words when
searching, as if they could identify and reject them without
fixating them. These words may be so familiar for OCD patients
that they might be able to identify them as soon as they enter
their peripheral visual field.
Email: Nicolas Vibert, nicolas.vibert@univ-poitiers.Fr
4:30-4:45 (132)
Which Good Outcomes Do Bad Characters Deserve?
MICAH L. MUMPER, RICHARD J. GERRIG and KELSEY A.
BAGELMANN, Stony Brook University (Presented by Richard
Gerrig) — How do people assess the match between characters
and outcomes? In general, such assessments appear to respect
the imperative that good outcomes obtain for good characters
and bad outcomes for bad characters. However, we hypothesize
that certain extremely positive outcomes may be “characterresilient” (e.g., the opportunity to attend a mother’s funeral),
28
Paper 133 - 136
Saturday Morning
such that people will endorse those outcomes even for very
bad characters. In our experiments, participants read sentences
presenting characters and outcomes. Participants judged
whether the characters deserved the outcomes. Characters and
outcomes varied on valence (positive vs. negative) and intensity
(mild vs. extreme). Across all experiments, participants nearly
unanimously wanted positive and not negative outcomes for
good characters regardless of the intensity. For bad characters,
participants endorsed negative over positive outcomes and more
mildly negative outcomes over extremely negative outcomes.
However, as predicted, participants endorsed extremely
positive outcomes more than mildly positive outcomes, even
for extremely bad characters.
Email: Micah L. Mumper, micah.mumper@stonybrook.edu
movements during reading were associated with text relevance:
during the task, distance from screen got slightly shorter and
head motion slower during reading of relevant in comparison
to irrelevant sentences. Total fixation durations were longer and
recall performance was better for relevant than irrelevant text
information. The results imply that attentional effort during
reading is embodied in micro movements.
Email: Johanna K. Kaakinen, johanna.kaakinen@utu.fi
Visual Working Memory
Grand Ballroom, Saturday Morning, 8:00-9:40
Chaired by Michael S. Pratte, Mississippi State University
8:00-8:15 (135)
Iconic Memories Die a Sudden Death; They Do Not
Gradually Fade Away. MICHAEL S. PRATTE, Mississippi State
University — Iconic memory is characterized by its large storage
capacity but brief storage duration, whereas visual working
memory (VWM) is characterized by its small storage capacity.
The limited information stored in VWM is often modeled as
an all-or-none process, whereby studied information is either
successfully stored or it is lost completely. This view raises a
simple question: If the majority of visual information is stored
in iconic memory, but one second later most of it is completely
absent from VWM, what happened to it? Here we characterize
how the precision and capacity of iconic memory change over
time, and observe a clear dissociation: Iconic decay results from
the complete loss of more and more items over time, but the
precision of items retained in memory does not change. These
results provide new evidence for the discrete capacity view of
working memory, and a new characterization of iconic decay.
Email: Mike Pratte, prattems@gmail.com
4:50-5:05 (133)
The Brain Dissociates Between Different Levels of
Prediction During Language Comprehension. GINA R.
KUPERBERG, EDWARD WLOTKO and SIMONE RILEY,
Tufts University, MARGARITA ZEITLIN, University of
Washington, MARIA CUNHA LIMA, Federal University of
Minas Gerais — Comprehenders continually use context to
generate probabilistic predictions. We asked whether and how
these predictions influence neural processing of incoming
words. Mini-discourse contexts varied in their constraint for a
specific lexical item or event structure. Event-related potentials
were recorded to nouns that fulfilled lexical predictions, that
violated lexical predictions but were plausible, or that violated
the preceding verb’s selectional restrictions (‘They cautioned
the SWIMMERS / TRAINEES/ DRAWER’ following a context
about lifeguards and sharks). Semantic facilitation was reflected
by a selective reduction of the N400 on predictable nouns.
Plausible nouns that violated lexical predictions selectively
elicited a late anteriorly-distributed positivity, whereas nouns
that violated selectional restrictions elicited a late posteriorlydistributed positivity. These dissociable neural signatures
of prediction violations at different levels of representation
provide support for a hierarchical generative architecture in
which bottom-up information is continually evaluated against
top-down predictions at multiple levels of representation to
support ongoing comprehension.
Email: Gina Kuperberg, kuperber@nmr.mgh.harvard.edu
8:20-8:35 (136)
Memory-Level Attention Is Sensitive to Visual Eccentricities.
MICHI MATSUKURA and SHAUN P. VECERA, University of
Iowa — Attention can select an object or a set of objects already
stored in visual short-term/working memory (VSTM/VWM).
Yet, is this “memory-level attention” sensitive to the spatial
information of the objects represented in memory? Along with
the classic mental imagery literature, the account that VWM
is supported by the same neural mechanisms that encode the
sensory information strongly predicts such sensitivity. However,
the results from the existing studies (which manipulated visual
eccentricities of to-be-remembered objects) suggest otherwise.
In the present study, through systematic searches for possible
loci of the reported lack of the eccentricity effect, we consistently
observed the effect of eccentricities on memory-level attention.
These results indicate that attention is sensitive to the distance
information of the objects maintained in VWM, even when the
observers are asked to recognize object identity (rather than
location). The study concludes with identifying specific factors,
which muted the eccentricity effect in the existing studies.
Email: Michi Matsukura, michi-matsukura@uiowa.edu
5:10-5:25 (134)
Embodied Attention During Reading: Evidence From
Concurrent Recordings of Eye Movements and Head Motion.
JOHANNA K. KAAKINEN, University of Turku, UGO
BALLENGHEIN, University of Paris 8, GEOFFREY TISSIER,
LUTIN Laboratories, THIERRY BACCINO, University of Paris
8 — We examined whether micro movements of the head
during the course of reading reflect the relevance of information
presented in text. Thirty-three participants read an expository
text describing four different countries from one of two possible
perspectives while their eye movements and head motion were
concurrently recorded. After reading, participants summarized
the main points of text. Euclidean distance between the head
and screen, and the speed of head motion were computed
across fixations made during reading of perspective-relevant
and irrelevant text segments. The results showed that head
29
Saturday Morning
Paper 137 - 141
8:40-8:55 (137)
Clear Evidence for Item Limits in Visual Working Memory.
ED AWH, KIRSTEN ADAM and ED VOGEL, University of
Chicago — There is a consensus that working memory (WM)
capacity is sharply limited, but debate persists regarding
the simple question of whether subjects ever fail to store a
relevant item. Zhang and Luck (2008) advanced this debate
with an analytic procedure that provided strong evidence for
random guessing responses, but this empirical pattern can also
be described by models that assert a high prevalence of low
precision memories. Here, we used a whole-report memory
procedure in which subjects reported all six items in each trial,
and indicated whether they were guessing with each response.
Subjects had excellent meta-knowledge and self-reports of
guessing precisely tracked the guessing rate estimated with
mixture modeling. For about 3 of 6 responses, the response
error distributions were better fit by a parameter-free model
that endorses guessing than by leading models that use low
precision memories to mimic guessing behaviors. Thus, both
quantitative fits and subjective reports provide clear evidence of
item limits in visual WM.
Email: Ed Awh, awh@uchicago.edu
further understanding. It appears that short-term consolidation
is separable from encoding, happens quickly, and mitigates
future forgetting. Here I present new research detailing the time
course of consolidation, provide some mathematical models
of the process, and rule our temporal distinctiveness as an
alternative explanation of the effect.
Email: Timothy Ricker, Timothy.Ricker@csi.cuny.edu
Cognitive Aging
Back Bay C & D, Saturday Morning, 8:00-10:00
Chaired by Wandi Bruine de Bruin, University of Leeds &
Carnegie Mellon University
8:00-8:15 (140)
Choosing to Be Happy? Age Differences in ‘Maximizing’
Decision Strategies and Experienced Emotional Well-Being.
WANDI BRUINE DE BRUIN, University of Leeds & Carnegie
Mellon University, ANDREW M. PARKER, RAND Corporation,
JONELL STROUGH, West Virginia University — People of all
ages face decisions that potentially affect their experienced
emotional well-being. Different decision strategies can be
applied to making decisions. ‘Maximizing’ is a decision strategy
that involves the systematic search of alternatives, with the goal
of selecting the very best one. ‘Satisficing’ is less elaborate and
involves choosing an option that is ‘good enough.’ In surveys
with a large national sample, we find that older adults are less
likely than younger adults to self-report maximizing tendencies
on Schwartz et al.’s (2002) scale. Older adults were especially
less inclined to engage in the ‘alternative search’ component
of maximizing. Moreover, older adults’ lesser maximizing
and alternative search was associated with better experienced
emotional well-being two years later, including more positive
affect and less negative affect. These findings held after taking
into account negative life events and demographic variables.
Our findings suggest that older adults could possibly be opting
for simple decision strategies that make them happier. We
discuss implications for theories about aging and decision
making, as well as interventions that aim to improve decision
making.
Email: Wandi Bruine de Bruin, w.bruinedebruin@leeds.ac.uk
9:00-9:15 (138)
Dynamic Object Tracking Reveals Both Object Specific and
Non-Specific Binding of Color and Shape in Visual Working
Memory. JUN SAIKI, Kyoto University — Saiki (2016) reported
that binding of non-spatial features in visual working memory
is invariant to location changes, apparently inconsistent with
object file theory postulating that object continuity is critical
in feature binding. The role of objects in binding was examined
by investigating effects of dynamic object tracking on feature
binding. A set of features was presented in a two-object memory
display, followed by a single object probe. Place-holders may
move during the maintenance period. Participants judged if the
probe contained any features in the memory display. The RT
distribution analysis revealed feature co-activation regardless
of object sharing between memory and probe displays even
when objects move, suggesting object non-specific binding
of color and shape. However, when objects moved, objectsharing benefits and feature co-activation showed a significant
correlation, suggesting the modulation of binding by object
tracking. Visual working memory contains both object specific
and non-specific binding representations of color and shape.
Email: Jun Saiki, saiki.jun.8e@kyoto-u.ac.jp
8:20-8:35 (141)
What Functions Does Reminiscing About the Past Serve
for Nursing Home Residents, and Do They Reminisce More
Than They Realize? LINDA A. HENKEL, ALISON KRIS and
EMILY PETERS, Fairfield University — Across the lifespan,
people use their autobiographical memories for different
functions in different contexts, with positive cognitive and
social benefits associated with reminiscing or sharing one’s
memories with others. This study compared the frequency,
functions, and outcomes of reminiscence using both self report
and observational measures in older nursing home residents
and healthy young adults. Questions with structured themes
drawn from models of functions on autobiographical memories
(social/conversation, teach/inform, historical reflection,
identity) offered opportunities for, but did not require, talking
about one’s past. Instances of spontaneous reminiscence were
coded for memory specificity, valence, and content. Results
9:20-9:35 (139)
Short-Term Consolidation of Continuous Visual Working
Memory. TIMOTHY J. RICKER, College of Staten Island &
The Graduate Center, City University of New York — Short-term
consolidation is the process through which working memories
become stable and robust against forgetting. Although a
consolidation process of some sort within working memory has
been proposed for several decades, past evidence for the process
was indirect and did not demonstrate any change in memory
performance. The outcome of only having indirect evidence is
that the process itself has been poorly understood. Fortunately,
recent research has begun to show changes in memory
performance with longer consolidation periods, allowing
30
Paper 142 - 146
Saturday Morning
9:20-9:35 (144)
Video Game Training in Older Adults: A Randomized
Controlled Trial (RCT). SOLEDAD BALLESTEROS, ELOISA
RUIZ, ANTONIO PRIETO, PILAR TORIL, VANESA
PEINADO, JULIA MAYAS and JOSÉ M. REALES, Universidad
Nacional de Educación a Distancia — Previous meta-analytic
and intervention studies with older adults showed that
computerized cognitive training enhance aspects of cognition
that decline with aging. Most of these studies compared results
of trained and non-contact control groups. In this ongoing
RCT participate 75 older adults randomly assigned to the
experimental group, which received 16 1-hr training sessions in
the presence of the trainer over 10-12 weeks with video games
selected from Lumosity or to the active-control group, which
was trained with The Sims. Groups were similar at baseline
on demographics, global cognition, and depression status.
Participants were tested before and after the intervention on a
series of attention (Cross-modal Oddball, Stroop, and Negative
Priming) and working memory (Corsi Blocks and N-back)
tasks. Results will clarify whether the intervention improves
attention and working memory functions in older adults.
Email: Soledad Ballesteros, mballesteros@psi.uned.es
showed more frequent spontaneous reminiscence by older
adults, with the greatest frequency occurring during the
simple conversation task. No significant correlation between
observed and self-reported frequencies of reminiscence were
found. These findings suggest that providing nursing home
residents opportunities to engage in casual conversations may
increase frequencies of spontaneous reminiscence and provide
a beneficial alternative to more structured and time-consuming
reminiscence therapies.
Email: Linda Henkel, lhenkel@fairfield.edu
8:40-8:55 (142)
Age-Related Differences in Source Memory After Reflection
on Visual, Emotional, or Associative Information. KAREN J.
MITCHELL, West Chester University of Pennsylvania, MARCIA
K. JOHNSON, Yale University — Age-related source memory
deficits result, in part, because young and older adults attend to
different information. The extent to which this occurs during
perception vs reflection is not understood. We presented young
and older adults with pictures of scenes (puppy tearing a pillow)
and asked them to rate, while looking at the picture: visual
vividness, emotionality, and personal associations. After each set
of four pictures, they were probed to think about a random two
of them and rate their mental image on one of the dimensions.
Different dimensions were probed for each set. Old items were
then mixed with new items, and participants decided whether
each item had been seen only, seen+reflected on, or was new. In
spite of similar subjective ratings during encoding, older adults
showed poorer source memory, especially when the item had
been seen only. The relationship between type of reflection and
source memory will be discussed.
Email: Karen J Mitchell, kmitchell@wcupa.edu
9:40-9:55 (145)
Category Learning in Older Adulthood: The Role of Age
and Executive Functioning. RAHEL RABI and JOHN PAUL
MINDA, The University of Western Ontario (Presented by John
Paul Minda) — Executive functions supported by the prefrontal
cortex are involved in rule-based category learning and show
decrements with age, and so it is important to understand
how category learning abilities change in older adulthood.
We asked older and younger adults to learn category sets of
varying rule complexity. Older adults performed comparable
to younger adults when learning single-dimensional rule-based
categories, but struggled greatly with learning complex rulebased categories, which taxed their working memory resources.
A second experiment examined whether complex rule-based
categorization performance could be improved in older adults
by reducing task demands. Following familiarization with the
category set, older adults demonstrated marked improvements
in performance. The reduction of the working memory
demands allowed the older adults to formulate the complex rule
and to perform comparably to younger adults. Our findings
suggest that age-related declines in executive functioning may
be associated with difficulty learning more complex rule-based
categories.
Email: Rachel R Rabi, rrabi@uwo.ca
9:00-9:15 (143)
Do Older Adults Have Fewer Involuntary Autobiographical
Memories Than Younger Adults? Contrasting Evidence
from Different Laboratory Methods. LIA KVAVILASHVILI,
University of Hertfordshire, AGNIESZKA NIEDŹWIEŃSKA,
Jagiellonian University, MATTHIAS KLIEGEL, University of
Geneva — Involuntary Autobiographical Memories (IAMs)
come to mind without deliberate attempt to recall them,
often in response to environmental cues when engaged in
undemanding activities. Although IAMs have been studied
primarily with diary methods, there is a shift towards using
laboratory methods where participants detect vertical lines in
a stream of slides with horizontal lines while being exposed
to irrelevant cue words that may trigger IAMs. Using the
original version of this method (Schlagman & Kvavilashvili,
2008) where participants report IAMs themselves during the
vigilance task, very large age decrements were found in Studies
1 and 2, with more than 50% of older adults not reporting any
IAMs. In Study 3, where the demands of the vigilance task
were significantly reduced, the age decrement was completely
eliminated. The results have implications for research on age
effects on spontaneous cognitive phenomena such as IAMs,
mind-wandering and involuntary future thinking.
Email: Lia Kvavilashvili, L.Kvavilashvili@herts.ac.uk
Scene Processing
Republic, Saturday Morning, 8:00-10:00
Chaired by Melissa L.-H. Vo, Goethe University Frankfurt
8:00-8:15 (146)
The Role of “Anchor Objects” in Scenes: Electrophysiological
Evidence for a Hierarchical Structure of Scene Predictions.
MELISSA L.-H. VO and SAGE E. P. BOETTCHER, Goethe
University Frankfurt — Objects in real-world scenes follow a set
of rules, a “scene grammar”. We propose that scene grammar
31
Saturday Morning
Paper 147 - 150
is hierarchically structured. Within that hierarchy, “anchors”
might play a special role, which tend to be prominent objects
that are diagnostic of a scene, e.g. the stove in the kitchen.
Importantly, many other objects within that scene have defined
spatial relations with regard to these anchors, e.g. a pot on a
stove. In a behavioral experiment, participants read object labels
(“pot”) followed by the presentation of an image depicting either
an anchor (stove) or another object (pan). They then indicated
the object’s most likely position. We found that anchors show a
tighter spatial distribution of position estimates—i.e. stronger
spatial predictions—compared to their object counterparts.
In an EEG experiment, participants viewed 2 images: A scene
(kitchen) vs. object (pot) prime followed by an anchor that
was either consistent (stove) or inconsistent (shower) with the
prime. We found a larger N400 for the anchor when primed
with inconsistent non-anchor objects compared to scenes.
This indicates that objects generate stronger predictions for
anchors compared to scenes, which might imply a hierarchy of
predictions within scenes.
Email: Melissa Vo, mlvo@psych.uni-frankfurt.de
performed several individual difference tasks to measure WM
Span, inhibitory control and processing speed. Participants
also performed three eye movement tasks: reading, visual
search and scene viewing. Across all tasks, higher WM scores
were related to fewer outliers in fixation duration distributions.
Higher WM scores predicted longer saccades, faster reading,
more word skipping and shorter gaze durations during reading.
WM and inhibition also influenced participant sensitivity to
word length and predictability. Processing speed and inhibition
predicted search task performance. In scene viewing, higher
WM scores predicted longer fixations, and higher inhibition
scores predicted larger saccades.
Email: Steven Luke, steven_luke@byu.edu
9:00-9:15 (149)
Does Film Comprehension Affect Viewers’ Eye Movements?
A Viewing Task at Odds With Narrative Comprehension
Lessens the “Tyranny of Film.” JOHN P. HUTSON, Kansas
State University, JOSEPH P. MAGLIANO, Northern Illinois
University, TIM J. SMITH, Birkbeck University of London,
LESTER C. LOSCHKY, Kansas State University (Presented
by Lester Loschky) — The current study investigated the
relationship between film viewers’ comprehension and their
eye-movements. We previously found large differences in film
viewers’ comprehension produced only small differences in
their eye-movements, due to high gaze similarity, which we call
the tyranny of film (Loschky, Larson, Magliano & Smith, 2015).
Here we investigated whether we could “turn-off ” the tyranny
of film by using a viewing task (the Map Task) at odds with film
narrative comprehension. We compared Map Task participants,
who drew a map from memory of all video locations, with a
Free-viewing group. We measured comprehension by asking,
“What will happen next?” at the end of the clip. Task affected
both comprehension (worse for the Map group) and eyemovements, in terms of gaze similarity and fixations in regions
of interest. Thus, film comprehension differences only produced
differences in viewers’ eye-movements when they had a task
implicitly at odds with comprehending the film narrative.
Email: John Hutson, jphutson@ksu.edu
8:20-8:35 (147)
Not All Objects are Created Equal: Object Frequency Effects
Depend on Diagnosticity of an Object for a Scene Category.
SUZETTE FERNANDES and MONICA S. CASTELHANO,
Queen’s University (Presented by Monica Castelhano) — We
know from previous research that scene context can affect
object processing (e.g., Friedman, 1979). In the current study,
we examine how the variations in the relationship between
scenes and objects affect processing. Using eye movements,
we investigated the influence of how probable an object is in
a scene (frequency) and how exclusive an object is to a scene
category (diagnosticity) based on recently acquired contextual
statistics of objects and scenes (Greene, 2013). Participants were
instructed to study scenes for a later memory test. Each scene
contained target objects that were high and low in frequency
and high and low in diagnosticity. The results demonstrated
that when diagnosticity was high, we observed the expected
pattern: participants spent less time examining high frequency
than low frequency targets. However, when the diagnosticity
was low, no such difference was found. The weaker link between
the object and scene category caused viewing times to increase
for high frequency objects. This pattern of results suggests that
how objects are processed depends not only on how frequently
an object is encountered in a scene, but also on how strongly it
is tied to that scene category.
Email: Suzette Fernandes, suzette.fernandes@queensu.ca
9:20-9:35 (150)
Intrinsic Memorability of Pictures in Rapid Serial Visual
Presentation. NICO BROERS, University of Groningen, MARY
C. POTTER, Massachusetts Institute of Technology, MARK R.
NIEUWENSTEIN, University of Groningen (Presented by Mary
Potter) — Studies of long-term recognition memory for pictures
have shown that some pictures are consistently more likely to
be remembered than others (Isola, Xiao, Parikh, & Torralba,
2014). Do memorable pictures take longer to perceive than
less memorable pictures? Immediate memory for 128 highly
memorable and 128 non-memorable pictures was tested after
they were viewed in a rapid serial visual presentation (RSVP)
sequence at 13 to 360 ms per picture. Recognition performance
(d’) for the memorable pictures was markedly better than for
the non-memorable pictures at all presentation durations.
For memorable pictures, d’ increased steadily with increasing
duration, whereas recognition of the less memorable pictures
was initially low and only began to increase with durations
greater than 120 ms. Thus, the memorability of an image is
8:40-8:55 (148)
Predicting Eye Movement Characteristics From Working
Memory, Inhibition, and Processing Speed. STEVEN G.
LUKE, EMILY S. DAROWSKI and SHAWN D. GALE, Brigham
Young University — Individual differences in working memory
(WM), inhibition and processing speed are stable, related to
cognitive task performance, and clinically predictive. Betweenparticipant differences in eye movements are also highly reliable
(Henderson & Luke, 2014). However, less is known about how
higher order individual differences are related to these eye
movement characteristics. In the present study, participants
32
Paper 151 - 155
Saturday Morning
largely determined by initial perceptibility: memorable pictures
take less time to perceive. A picture that is hard to grasp quickly
is hard to remember later.
Email: Mary C Potter, mpotter@mit.edu
simplest signal-detection model of lineup performance assumes
that people first determine the most familiar face in the lineup
and then decide whether or not that individual is the perpetrator.
Here, we test whether this model accurately represents the lineup decision making process by simply instructing participants
to do what the model assumes they are already doing, namely,
picking the most familiar face in the lineup and then deciding
whether or not that face is the perpetrator. This “elimination”
lineup procedure has previously been proposed as an
improvement over the standard simultaneous lineup. However,
according to our ROC analysis, the elimination lineup results
in lower discriminability than the simultaneous lineup. This
finding is inconsistent with the idea that elimination lineups are
diagnostically superior to simultaneous and lineups, and it also
suggests that a more complex signal detection model is required
to adequately account for the data.
Email: John Wixted, jwixted@ucsd.edu
9:40-9:55 (151)
Improving Human-Machine Cooperative Visual Search With
Soft Highlighting. RONALD T. KNEUSEL and MICHAEL
C. MOZER, University of Colorado Boulder (Presented by
Michael Mozer) — Advances in machine learning have
produced systems that attain human-level performance on
certain visual tasks, e.g., object identification. Nonetheless,
other tasks requiring visual expertise are unlikely to be
entrusted to machines for some time, e.g., satellite and medical
imagery analysis. We describe a human-machine cooperative
approach to visual search, the aim of which is to outperform
either human or machine acting alone. The traditional route
to augmenting human performance with automatic classifiers
is to draw boxes around regions of an image deemed likely
to contain a target. Human experts typically reject this type
of hard highlighting. We propose instead a soft highlighting
technique in which the saliency of regions of the visual field is
modulated in a graded fashion based on classifier confidence
level. We report on experiments with both synthetic and natural
images showing that soft highlighting achieves a performance
synergy surpassing that attained by hard highlighting.
Email: Michael C. Mozer, mozer@colorado.edu
8:40-8:55 (154)
Effect of Between-Subject Variability on Eyewitness ROC
Analysis: A Theory Space Exploration Using WITNESS.
RYAN M. MCADOO and SCOTT D. GRONLUND,
University of Oklahoma (Presented by Scott Gronlund) —
Receiver Operating Characteristic (ROC) analysis has been
shown to be superior to previous measures used to assess
eyewitness performance because previous measures conflated
discriminability and response bias. But in a recent report,
the National Academy of Sciences raised questions about the
impact of between-subject variability on the assessment of
eyewitness performance using ROC analysis (which focuses
on suspect choosing). We incorporated encoding and criterial
noise into Clark’s (2003) WITNESS model and explored the
impact of variability on simultaneous and sequential lineups,
and on one-person showup ID procedures. In simultaneous and
sequential lineups, encoding and criterial noise had little impact
on discriminability but did affect response bias (truncating the
ROC). Showups, on the other hand, showed an adverse impact
of noise on discriminability, but little impact on response bias.
The differential impact of variability on lineups versus showups
has implications for currently debated explanations regarding
why lineups have superior performance to showups.
Email: Scott Gronlund, sgronlund@ou.edu
Eyewitness Identification
Independence, Saturday Morning, 8:00-9:20
Chaired by Chad Dodson, University of Virginia
8:00-8:15 (152)
Eyewitness Identifications: Confidence and Decision-Time
Are Highly Predictive of Accuracy. CHAD DODSON,
University of Virginia — More than 1650 black and white
participants encountered same-race and cross-race faces at
encoding and then completed a series of lineup identification
tests. Confidence was a very strong predictor of accuracy for
fast identifications of a lineup face but the predictive power of
confidence diminished substantially for slower decisions. High
confidence and fast decisions were over 90% accurate but high
confidence and slow decisions were 50% accurate. By contrast,
confidence and decision-time were not predictive at all of the
accuracy of a not-present response (i.e., non-chooser accuracy).
In terms of same- vs. cross-race identifications, confidence
was less well calibrated with identification accuracy when
participants selected a cross-race than a same-race face because
of overconfidence. Finally, we measured confidence with nine
different scales that varied in size (i.e., number of points on
scale) and format (verbal vs. numeric) and observed a similar
confidence-accuracy relationship with all scales.
Email: Chad Dodson, cdodson@virginia.edu
9:00-9:15 (155)
Suspect Position in a Simultaneous Lineup Affects
Eyewitness Identification. CURT A. CARLSON and ALYSSA
R. JONES, Texas A&M University - Commerce, CHARLES A.
GOODSELL, Canisius College, MARIA A. CARLSON, Texas
A&M University - Commerce, DAWN R. WEATHERFORD,
Texas A&M University - San Antonio, JANE E. BEDNARZ,
Texas A&M University - Commerce — An item’s position
within a multiple-item array (e.g., a multiple-choice test) affects
choosing rates (Bar-Hillel, 2015). Across three experiments, we
investigated position effects for faces in simultaneous lineups.
In Experiment 1, participants (N = 67) studied several targets,
and after each they selected the position where police might
place him in a blank lineup. We found robust position effects for
both 1x6 and 2x3 arrays. In Experiment 2 (N = 128), we tested
memory with target-present lineups, finding a higher hit rate for
8:20-8:35 (153)
Simultaneous Lineups vs. Elimination Lineups: Theoretical
(and Applied) Considerations. JOHN T. WIXTED and
ISABELLA KILLEEN, University of California, San Diego — The
33
Saturday Morning
Paper 156 - 160
position 3 compared to position 6 for the 1x6 array. Experiment
3 (N = 2678) included both target-present and –absent lineups,
revealing several position effects regardless of a manipulation
of target memory strength. SDT and ROC analysis revealed an
advantage in discriminability for positions 3, 5, and 6 from a
2x3 array. We discuss theoretical and practical implications for
eyewitness identification research.
Email: Curt A. Carlson, curt.carlson@tamuc.edu
W
8:00-8:15 (156)
Extraneous Associations Influence Human Choices
During Reinforcement Learning Tasks. TIMOTHY J.
VICKERY, University of Delaware — Experiential learning
of stimulus-value associations plays an important role in
human decisions. However, diverse environmental features are
coincident with rewards in natural settings, posing a “curse of
dimensionality” challenge to reinforcement learning models.
Which representations should value be attached to? Laboratory
studies usually skirt this issue by constraining environmental
complexity. In several studies employing “N-armed bandit”
tasks, we explicitly directed participants to learn and exploit
values probabilistically associated with a given feature (e.g.,
shape), and added task-irrelevant variation (e.g., color variation
or visual statistical contingencies). Analyses of choices and
model comparisons reveal that while task-relevant featurevalue associations predominately drive choices, humans are
consistently responsive to extraneous factors, apparently
inferring reward relationships where none exist. Effects persist
after hundreds of trials of experience. We propose that multiple
stimulus-value features of the world (even extraneous ones) are
tracked in parallel, with target features imperfectly weighted at
the time of a decision.
Email: Timothy Vickery, tvickery@psych.udel.edu
9:00-9:15 (159)
Resolution of Associative Interference. JEREMY B. CAPLAN,
RACHEL L. BURTON and ISABEL LEK, University of Alberta
— Memory for associations can be challenging when two
pairs share a common item, so-called AB/AC learning. AB/
AC learning is at the heart of several popular experimental
paradigms. Clearly, humans are well equipped to handle
associative interference (e.g., bilingualism). However, the
classic finding is zero-correlation, statistical independence:
apparently, people never confuse a specific AB with a specific
AC. The key to the interpretation is the appropriate control for
independence, which can estimate spurious sources of positive
correlation. When we did so, AB/AC learning of once-studied
noun-noun pairs was well characterized by independence.
When participants were asked to deliberately integrate A, B and
C into a single visual image, a facilitory relationship was found.
Although pairs sharing an item can be confusing in special
conditions, even a single study trial per pair, with AB and AC
studied in separate lists, may be sufficient for participants to
neutralize, and even reverse, associative interference.
Email: Jeremy B. Caplan, jcaplan@ualberta.ca
8:20-8:35 (157)
Rule Abstraction in Complex Conditional Discriminations:
Effects of Trial Sequencing and Cognitive Reflection. EVAN
J. LIVESEY, HILARY J. DON and MICAH B. GOLDWATER,
University of Sydney — Students vary widely in their proclivity
to learn and apply abstract principles, especially when solutions
can be derived from shallower forms of knowledge such as
associative learning. We examined rule-abstraction in an
associative learning task involving the solution of patterning
and biconditional discriminations. Participants learned
a series of conditional discriminations that can be solved
through associative learning of cue-outcome contingencies
but are also well described by simple abstract relational rules.
Rule- and feature-based transfer predict opposite patterns of
results when participants are asked to predict the outcome
following new arrangements of previously seen cues. We
examined whether changing the sequencing of trials during
learning could encourage rule-abstraction above the modest
levels typically observed in these tasks. Interactions between
trial sequencing and participants’ scores on simple measure of
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8:40-8:55 (158)
Prospects of a Multiple Trace Theory of Temporal
Preparation. SANDER A. LOS, WOUTER KRUIJNE and
MARTIJN MEETER, Vrije Universiteit Amsterdam — In
warned reaction time tasks, the warning stimulus (S1) initiates
a process of temporal preparation, which promotes a speeded
response to the impending target stimulus (S2). Classic theories
assume that temporal preparation is under strong voluntary
control, informed by the distribution of S1-S2 intervals.
However, our recently developed multiple trace theory of
temporal preparation (MTP) offers a more mechanistic insight
into preparation, based on simple associative learning rules.
Here, we present recent experiments where different groups
of participants experienced either the exponential or antiexponential distribution of S1-S2 intervals during an acquisition
phase. This was followed by a test-phase where all participants
received, after explicit instruction, the uniform distribution. In
this phase we found highly persistent transfer effects from the
acquisition phase. These long-term learning effects are hard
to reconcile with classic theories of temporal preparation and
provide strong support for MTP.
Email: Sander Los, s.a.los@vu.nl
Associative Learning
Back Bay B, Saturday Morning, 8:00-9:40
Chaired by Timothy J. Vickery, University of Delaware
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cognitive reflection suggest that the optimal sequence for ruleabstraction depends on participants’ ability and engagement
relative to the difficulty of the task. The results have implications
for theories of both human associative learning and relational
category learning
Email: Evan Livesey, evan.livesey@sydney.edu.au
N
9:20-9:35 (160)
Contiguity in Episodic Memory. KARL HEALEY and
MICHAEL J. KAHANA, University of Pennsylvania —
Contiguity is one of the major predictors of recall dynamics
in human episodic memory. But there are many competing
theories of how the memory system gives rise to contiguity,
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Paper 161 - 164
Saturday Morning
including the suggestion that contiguity is an artifact of taskspecific strategies. To help adjudicate between these theories,
we present analyses of both new and archival free recall data to
identify variables that modulate the magnitude of the contiguity
effect. We examine 26 factors including age, individual
differences, presentation rate, and semantic associations
among list items. Many of these modulate contiguity but few
eliminate it. Moreover, we show that contiguity is observed in
a range of tasks including recognition, paired associates, and
autobiographical recall and across time scales from minutes
to years. The pattern of results point toward a model in which
contiguity arises from fundamental memory mechanisms
that encode and search an approximately time scale invariant
representation of temporal distance.
Email: Karl Healey, mkarlhealey@icloud.com
processing during language production. We addressed
this issue using event-related potentials recorded during a
typewriting task. Linguistic processes were indexed by the
N400 component. Motor processes were indexed by lateralized
response-related potentials. In this way, we combined two
time-honoured psychophysiological markers within a single
innovative experiment. At stake was the relationship between
the two markers. The standard N400 effect was replicated,
with an attenuation of the negative going potential in the
Related compared to the Unrelated condition. Response Side
yielded lateralized potentials traditionally linked with motorresponse preparation, consisting in negative-going components
over electrodes contralateral to the responding hand, and
more positive-going ones over ipsilateral electrodes. The two
manipulations yielded independent effects, with no signs of
statistical interaction. These results are in line with a staged
account of the transition from language to motor processes
during language production. The scope of this interpretation
will be discussed.
Email: F.-Xavier ALARIO, francois-xavier.alario@univ-amu.fr
Language Production and Writing
Back Bay A, Saturday Morning, 8:00-9:40
Chaired by Laurie Beth Feldman, The University at Albany, State
University of New York & Haskins Laboratories
8:40-8:55 (163)
Online Regulation of Language Production. MICHAEL
FREUND and NAZBANOU NOZARI, Johns Hopkins
University (Presented by Nazbanou Nozari) — Many cognitive
and motor tasks are subject to online regulation of control, as
shown by congruency sequence effects (CSE). We examined
whether language production is similarly regulated (Exp 1),
and whether this regulation transfers from a non-linguistic
visuospatial task (Exp 2), or a sentence-comprehension task
(Exp 3) to language production. We found that (1) language
production showed the same pattern of CSE previously reported
in other tasks, and (2) there was no transfer of the CSE between
the language production task and either of the two other tasks,
when trials from each of those tasks were alternated with trials
from the language production task, despite a statistically-robust
CSE in the production task as a function of 2-back production
trials. The reliable within-task CSE in the absence of cross-task
CSE implies a dynamic regulatory mechanism in language
production that is computationally similar to other tasks, but
has limited domain-generality.
Email: Nazbanou Nozari, nozari@jhu.edu
8:00-8:15 (161)
Production of Morphologically Complex Words as Revealed
by a Typing Task: Keystroke Dynamics on the (Same) Stem
Change With Whole Word Frequency From Affixation.
LAURIE BETH FELDMAN, The University at Albany, State
University of New York & Haskins Laboratories, DAVID W.
VINSON and RICK DALE, University of California, Merced
— Measures based on latency to initial keystroke and inter
keystroke interval in the context of an online typing-to-copy
task reveal the relation between motor processes to produce
a word and that word’s morphological structure. Our focus
is how the stem-affix(es) combination influences the relative
timing of keystrokes within the stem. In a production by typing
task, with extraneous factors (e.g., length) controlled, measures
such as latency to initial keystroke as well as mean inter
keystroke interval typically vary systematically according to
the word’s lexical properties. Conventionally, frequency effects
in production tasks get interpreted as evidence of cascaded
processing between central and peripheral levels. We compare
mean and dispersion of keystroke latencies within the same
stem (without initial keystroke) for three semantically similar
morphological relatives. In experiment 1, complex forms differ
with respect to surface frequency. Examples include DEPRESS,
DEPRESSION, DEPRESSIVE. In experiment 2 they differ
with respect to number of affixes like SUPER, SUPERIOR,
SUPERIORITY. Results provide new insights into the ways
in which morphological structure can influence purportedly
peripheral motor processing.
Email: Laurie Beth Feldman, lfeldman@albany.edu
9:00-9:15 (164)
The PNT and Semantic Weight Deficits in Picture Naming
in Older Adults With Age-Related Cognitive Impairment.
KARIN R. HUMPHREYS and L. KATHLEEN OLIVER,
McMaster University, DEVORA GOLDBERG, University of
Toronto — This study looks at a sample of older adults, with
varying degrees of cognitive impairment, ranging from normal
to severe cognitive impairment, as assessed by the Montreal
Cognitive Abilities Test (MoCA). Previously, tests of picture
naming accuracy have often not predicted cognitive impairment
well. In these studies, however, we use the Phildadelphia Naming
Test (PNT), orgininally designed for use with aphasic patients
(Dell, Schwartz et al. 1997). By fitting an individual’s pattern
of naming errors to a two-stage interactive model of language
production, separate parameters for degree of phonological
impairment and semantic impairment can be estimated. Our
8:20-8:35 (162)
On the Functional Relationship Between Language and
Motor Processing in Typewriting. MICHELE SCALTRITTI,
SVETLANA PINET, MARIEKE LONGCAMP and F.-XAVIER
ALARIO, CNRS & Aix-Marseille Université (Presented by F.Xavier Alario) — There is growing interest for understanding
the functional relationship between language and motor
35
Saturday Morning
Paper 165 - 169
data show that among older adults with varying degrees of
cognitive impairment, the s-weight shows a strong relationship
with MoCA score, but that p-weights show no relationship.
Both the implications for models of language impairment in
dementia, and the practical implications of picture naming as a
screening tool will be discussed.
Email: Karin Humphreys, krh@mcmaster.ca
that elicits these conflicting responses remains unchanged, this
shift is inexplicable by sensorimotor constraints. These results
suggest the existence of abstract linguistic principles that apply
broadly, across language modality.
Email: Iris Berent, i.berent@neu.edu
10:20-10:35 (167)
Signs, Emerging Signs, and Words: Exploring the (In)
variance of Lexical Processing and the Lexicon. NAOMI
CASELLI, Boston University, ARIEL COHEN-GOLDBERG,
Tufts University — A core component of cognitive scientific
theorizing is to determine for a given domain which properties
are relatively invariant--that arise in generally the same way
across contexts--and which properties vary systematically as
a function of the input. In this talk we consider the fact that
emerging sign languages, mature sign languages, and spoken
languages differ along many dimensions and ask whether these
differences lead to differences in the structure of the language
and how it is processed. Taking American Sign Language as a
reference we examine (in comparison with CTSL, an emerging
sign language) whether a sign language’s phonological inventory
varies with age and overall iconicity and (in comparison with
English) whether the organization of the lexicon varies as a
function of modality. We also examine whether differences in
the size of the lexicon and mode of production (sequential vs
simultaneous) leads to cross-modal differences in perception
and production.
Email: Naomi Caselli, nkc@bu.edu
9:20-9:35 (165)
Tracking the Time Course of Lexical Access in Orthographic
Production: An Event-Related Potential Study of Word
Frequency Effects in Written Picture Naming. MARKUS
F. DAMIAN, University of Bristol, QINGQING QU, Chinese
Academy of Sciences, QINGFANG ZHANG, Renmin University
of China — Previous studies of spoken picture naming using
event-related potentials (ERPs) have shown that speakers
initiate lexical access within 200 ms after stimulus onset. In the
present study, we investigated the time course of lexical access
in written, rather than spoken, word production. Chinese
participants wrote target object names which varied in word
frequency, and written naming times and ERPs were measured.
Writing latencies exhibited a classical frequency effect (faster
responses for high- than for low-frequency names). More
importantly, ERP results revealed that electrophysiological
activity elicited by high- and low frequency target names started
to diverge as early as 168 ms post picture onset. We conclude
that lexical access during written word production is initiated
within 200 ms after picture onset. This estimate is compatible
with previous studies on spoken production which likewise
showed a rapid onset of lexical access (i.e., within 200 ms
after stimuli onset). We suggest that written and spoken word
production share the lexicalization stage.
Email: Markus F Damian, m.damian@bristol.ac.uk
10:40-10:55 (168)
Modality and Language Architecture: Syntax of Sign/Speech
Code-Blending. DIANE LILLO-MARTIN, University of
Connecticut — Bimodal bilinguals use both a sign language and
a spoken language. Like other bilinguals, they engage in various
types of language mixing, but they have an option that is unique
to users of a language in the visual modality: code-blending,
the simultaneous production of (parts of) an utterance in both
speech and sign. Importantly, the contribution of speech and
sign reflects a single proposition. I argue that they also combine
into one syntactic derivation, which can be overtly expressed
using two different grammatical processes only in limited
ways, despite the apparent separation of hands and mouth.
The constraints that permit some but not other structural
combinations in code-blending are a reflection of both linguistic
universals and the particular contributions of language in
the visual mode. Our understanding of the architecture for
language is profoundly affected by considering the nature of
bimodal bilingual code-blending.
Email: Diane Lillo-Martin, diane.lillo-martin@uconn.edu
Symposium III: Language by Mouth and by Hand
Grand Ballroom, Saturday Morning, 10:00-12:00
Organized by Iris Berent, Northeastern University and Susan
Goldin-Meadow, University of Chicago
10:00-10:15 (166)
One Language System, Two Modalities: Evidence From the
Double Identity of Doubling. IRIS BERENT and AMANDA
DUPUIS, Northeastern University, DIANE BRENTARI,
University of Chicago, OUTI BAT-EL, Tel-Aviv University
— Are phonological patterns determined by sensorimotor
constraints, or are some aspects of phonology amodal and
abstract? To address this question, we explore the putatively
universal restrictions on doubling. Across languages, doubling
(e.g., baba, or generally, XX) gives rise to two alternative
percepts. Viewed as a meaningless phonological pattern
(e.g., baba), doubling is systematically disliked, due to a welldocumented ban on phonological identity. But once doubling
is assigned a morphological function (e.g., ba=ball, baba=little
ball), doubling is parsed as reduplicative ({X}c, with a single X
element), and its dislike shifts into a reliable preference. Here
we extend this work to show that English speakers without
sign language experience spontaneously apply these principles
to novel signs in American Sign Language. Since the stimulus
11:00-11:15 (169)
Changes in Iconic Representation in the Emerging Lexicon
of Nicaraguan Sign Language. ANN SENGHAS, Barnard
College, Columbia University, JENNIE PYERS, Wellesley College,
EZRA PLANÇON and CAROLINE ZOLA, Barnard College,
Columbia University — Manual gestures can reflect physical
characteristics of referents, as when an object’s size is depicted
by the distance between the hands. Does the prevalence of such
36
Paper 170 - 174
Saturday Morning
Metamemory/Metacognition
Back Bay C & D, Saturday Morning, 10:20-12:00
Chaired by Anne M. Cleary, Colorado State University
iconicity in sign languages result from its usefulness during
language creation, or because it is leveraged during learning?
An emerging sign language provides an opportunity to detect
the difference. Nicaraguan Sign Language (NSL) was created
by sequential age cohorts of deaf children in special education
programs in the 1970s and 1980s in Managua. We elicited
signs for everyday concepts (e.g., bird, corn); the majority
of signs exhibited handling or object iconicity. As signs were
passed down from the first cohort to a second cohort, iconicity
decreased overall; likelihood and degree depended partly on
type of iconicity. The changes point to the different roles of
adults and children, and the different mechanisms applied
when lexical items are coined, as opposed to when they are
maintained and perpetuated.
Email: Ann Senghas, asenghas@barnard.edu
10:20-10:35 (172)
The Biasing Nature of the Tip-of-the-Tongue Experience:
How Decisions Bask in the Glow of Tip-of-the-Tongue
States. ANNE M. CLEARY and ALEXANDER B. CLAXTON,
Colorado State University — Previous research from our lab
has shown that being in a tip-of-the-tongue (TOT) state leads
people to make inferences about the characteristics of the
unretrieved target, such as inferring that the target is more likely
to have fluent characteristics (Cleary & Claxton, 2015). The
body of work presented here suggests that TOT states also lead
people to infer positive qualities of the unretrieved information,
and furthermore, this positivity bias extends beyond decisions
about the unretrieved information to decisions that happen to
occur during the warm glow of the TOT state. For example,
people report believing a greater likelihood that a pictured
celebrity is ethical when in a TOT state for the name than when
not, and report a greater inclination toward taking an unrelated
gamble when in a TOT state than when not. Results suggest that
the warm glow of the TOT state may lead to unwarranted risktaking in decision-making during uncertainty.
Email: Anne Cleary, Anne.Cleary@colostate.edu
11:20-11:35 (170)
Iconicity, Space, and Conceptual Representation in ASLEnglish Bilinguals. JENNIE PYERS, Wellesley College,
PAMELA PERNISS, University of Brighton — In sign languages,
many signs derive their phonological form from the meaning of
the referent. One domain with robust iconicity of this kind is
in space. Spatial signs depict salient features of the relation: the
phonological form of the ASL sign ON represents a hand on
another hand. We suggest that the iconic form of the sign is
strongly tied to the conceptual representation. We take as our
test case the ASL signs FRONT and BACK, and show that their
iconic form invites a different viewpoint interpretation than
is offered by the English words front and back. We show that
Deaf native ASL signers interpret FRONT as English speakers
interpret back. Further, this encoding of spatial viewpoint is
so strong that hearing native ASL-English bilinguals reliably
interpret the English words front and back with respect to their
ASL meanings. The iconic form-meaning mappings in ASL
have cross-language semantic effects for bilinguals.
Email: Jennie Pyers, jpyers@wellesley.edu
10:40-10:55 (173)
Giving Up as a Means for Strategic Study Time Allocation
Across Items. MONIKA UNDORF, University of Mannheim,
RAKEFET ACKERMAN, Technion--Israel Institute of
Technology (Presented by Rakefet Ackerman) — Learners
often selectively allocate study time to items by their difficulty.
Nevertheless, both predicted and actual memory performance
are typically worse for difficult than for easier items. The
resulting negative correlations between people’s predictions
of their memory performance (judgments of learning; JOLs)
and self-paced study time (ST) are often explained by fluency
underlying both JOLs and ST. However, we demonstrate
robust inverted U-shaped relations between JOLs and ST that
cannot be explained by fluency. Two models of strategic study
time allocation may account for curvilinear JOL-ST relations.
The region of proximal learning theory suggests that people
stop quickly on items for which they are making no headway.
Conversely, the agenda-based regulation model suggests
that people strategically give up on difficult items in order
to have more time for easier items. In three experiments, we
created conditions under which the two models make different
predictions. Results revealed that curvilinear relations between
JOLs and ST were due to strategic giving up on difficult items
and thus supported the agenda-based regulation model.
Email: Monika Undorf, undorf@uni-mannheim.de
11:40-11:55 (171)
The Impact of Distinct Sensory-Motor Systems on the
Neurobiology of Language: Signed vs. Spoken Languages.
KAREN EMMOREY, San Diego State University — Signed
languages differ dramatically from spoken languages with
respect to linguistic articulators and perceptual systems
required for comprehension. The study of sign languages allows
us to distinguish neurobiological principles that are universal to
human language from those that are modulated by the specific
sensory-motor systems within which language is instantiated.
Neuroimaging results indicate an invariant bilateral perisylvian
language system for the comprehension of both sign and
speech and for production, both engage left inferior frontal
cortex. Distinct sensory-motor systems impact the neural
underpinnings of spatial language (greater involvement of
right parietal cortices), monitoring of linguistic output (distinct
roles for visual vs. auditory feedback), and phonological
implementation (distinct roles for inferior and superior parietal
cortex). Language modality clearly shapes the neurobiology
of human language but does not alter the core perisylvian
language system.
Email: Karen Emmorey, kemmorey@mail.sdsu.edu
11:00-11:15 (174)
How Much and What Kind of Success Influence the
Remembered Success Effect? BRIDGID FINN, ETS, DAVID
B. MIELE, Boston College — Research (Finn, 2010; Finn &
Miele, 2015) has demonstrated that difficult study and test
episodes extended with a moderate interval are preferred to
37
Saturday Morning
Paper 175 - 178
shorter episodes. The preference is based on memory for the
successful experiences that accompany the extended episode
(Finn & Miele, 2015). Two experiments investigating boundary
conditions of the ‘remembered success’ effect will be presented.
Experiment 1 evaluated whether the number of moderate items
in an extended test impacted remembered success. Participants
took a short (30-item) and an extended test of difficult math
problems. The extended test was composed of 30 difficult
problems plus 5, 10 or 15 moderate problems. Experiment 2
evaluated whether the ease of the moderate items impacted
remembered success. The extended test was composed of
30 difficult problems plus 15 moderate or easy problems.
Retrospective evaluations, future test preferences (short or
extended) and their relevance to models of achievement
motivation will be discussed.
Email: Bridgid Finn, bfinn@ets.org
discriminability was maintained when difficult and easy trials
were interleaved and when objects from originally difficult
sets were grouped with more discriminable objects. These
data suggest that dolphins calibrate the effort they invest in
information seeking in accordance with the information
content available in their immediate environment.
Email: Heidi E Harley, harley@ncf.edu
Working Memory I
Republic, Saturday Morning, 10:20-12:00
Chaired by Lorenza S. Colzato, Leiden University
10:20-10:35 (177)
Effects of L-Tyrosine on Working Memory and Inhibitory
Control Are Determined by DRD2 Genotypes: A Randomized
Controlled Trial. LORENZA S. COLZATO, Leiden University
— L-Tyrosine (TYR), the precursor of dopamine (DA), has been
shown to enhance cognitive control. Given that TYR increases
DA level in the brain, we investigated, whether the C957T
genotypes of a functional synonymous polymorphism in the
human dopamine D2 receptor (DRD2) gene (rs6277) contribute
to individual differences in the reactivity to TYR administration
and whether this factor predicts the magnitude of TYR-induced
performance differences on inhibiting behavioral responses in
a stop-signal task and working memory updating in a N-back
task. Our findings show that T/T homozygotes (i.e., individuals
associated with lower striatal DA level) showed larger beneficial
effects of TYR supplementation than C/C homozygotes
(i.e., individuals associated with higher striatal DA level)
suggesting that genetically determined differences in DA
function may explain inter-individual differences in response
to TYR supplementation. These findings reinforce the idea that
genetic predisposition modulates the effect of TYR in its role as
cognitive enhancer.
Email: Lorenza S. Colzato, colzato@fsw.leidenuniv.nl
11:20-11:35 (175)
Does the Range of a Confidence Scale Affect the Relationship
Between Confidence and Accuracy? EYLUL TEKIN and
HENRY L. ROEDIGER, III, Washington University in St. Louis
(Presented by Henry Roediger III) — Researchers use a wide
range of confidence scales when measuring the relation between
confidence and accuracy in reports from memory (e.g., 4-point,
20-point and 100-point scales, with the highest number
representing the greatest confidence). The assumption seems to
be that the range of the scale has little bearing on the confidenceaccuracy relationship. We investigated this assumption in two
old/new recognition experiments using words lists (Experiment
1) and faces (Experiment 2) and by employing 4-, 5-, 20-, and
100-point scales. Using confidence-accuracy calibration plots,
we asked whether confidence ratings would yield similar CAC
plots, indicating comparability in use of the scales. The results
show that, for both types of material, the different scales yield
similar CAC plots, especially at the higher ranges of confidence.
The scales seem convertible from one to the other, and choice
of scale range is probably not affecting research into the relation
between confidence and accuracy.
Email: Eylul Tekin, elifeylultekin@wustl.edu
10:40-10:55 (178)
When Doing Two Things at Once Can Be Cost Free. ROBERT
H. LOGIE, University of Edinburgh — Doing two things at once
is often described as dividing attention, a concept that assumes
a single overall pool of attentional capacity that can be divided
among a range of concurrent tasks. However, many of the studies
adopting this assumption focus on bottlenecks during initial
perception/encoding, or during the production of responses
that compete for output. Attention in these cases refers to how
the cognitive system interacts with the immediate environment,
and to the limitations that arise when attempting to deal with
multiple, similar types of information, or similar actions. An
alternative approach considers how the cognitive system
handles concurrent cognitive operations that are required
for remembering and/or processing material that has already
been encoded, where the task requirements are dissimilar, and
where there is no, or minimal, competition among possible
responses. This paper will review established and recent studies
in which demanding dual-task cognitive requirements are not
confounded by task similarity or input and output conflicts, and
which result in little or no dual task cost.
Email: Robert H Logie, rlogie@staffmail.ed.ac.uk
11:40-11:55 (176)
Information-Seeking in an Echolocating Dolphin. HEIDI E.
HARLEY, New College of Florida & Disney’s Epcot’s The Seas,
WENDI FELLNER, Disney’s Epcot’s The Seas, FRANCES
CANDICE, New College of Florida, AMBER THOMAS,
BARBARA A. LOSCH and DAVID A. FEUERBACH, Disney’s
Epcot’s The Seas — Dolphins gain information through
echolocation, a publicly accessible sensory system in which
dolphins produce clicks to investigate objects. We measured
information-seeking behavior by counting clicks a blindfolded
dolphin performing in a 3-alternative matching task directed
to object sets that varied in discriminability: Indiscriminable
(M=33%) vs. Easy (M>90%). The dolphin produced a similar
number of clicks when first investigating each set type.
Across multiple sessions, however, the dolphin emitted fewer
clicks only when investigating indiscriminable (vs. easy)
sets. Reduced echoic investigation with indiscriminable, but
not easy, object sets was not due to overall motivation: the
differential relationship between click number and object set
38
Paper 179 - 183
Saturday Morning
11:00-11:15 (179)
Symbol Familiarity Interacts With Working Memory
Demands
During
Mathematical
Problem-Solving.
ZHANGFAN SHEN, Southeast University, China, LYNNE
M. REDER, VENCISLAV POPOV and ANITA DELAHAY,
Carnegie Mellon University (Presented by Lynne Reder) —
Participants solved simple algebra problems that required one
or two transformations. Half of these problems included two
Chinese characters that required substitutions with previously
associated digits in order to solve the equations. The Chinese
characters were familiarized in a visual search task, trained for
three hours per week over four weeks. Half of these characters
were exposed 20 times more frequently than the other half. The
math tests appeared at the start of each week, beginning with
week two. Each math trial began by assigning different integers
to two Chinese characters from the same frequency class.
Performance was better for one-step than two-step problems and
when substitution was not required. Importantly, mathematical
problem solving was particularly challenged when the to-besubstituted symbols were less familiar and participants were
most challenged with two transformations and substitutions.
The working memory demands of component skills should be
considered when designing math instruction.
Email: Lynne Reder, reder@cmu.edu
term memory, such the word-frequency and the lexicality effect,
should interact with manipulation of the duration available for
refreshing and affect the speed of refreshing. Finally, increasing
the duration available for refreshing should favour the creation
of retrieval cues in secondary memory, and improve recall in a
delayed recall test. Three series of experiments tested each of
these predictions. All evidence speaks against the assumption
that refreshing operates through retrieval from long-term
memory. We discuss alternative assumptions as well as the role
of long-term memory in working memory tasks.
Email: Valerie Camos, valerie.camos@unifr.ch
Recognition II
Independence, Saturday Morning, 9:40-12:00
Chaired by Bennett L. Schwartz, Florida International
University
9:40-9:55 (182)
Influences of Effort and Fluency on Memory for Written
Music. ZEHRA F. PEYNIRCIOĞLU, American University,
BENNETT L. SCHWARTZ, Florida International University
(Presented by Bennett Schwartz) — Given the complexity
of musical notation, our question was whether memory for
written music would be influenced more by processing effort or
fluency. We gave pianists, other musically-literate individuals,
and musically-illiterate individuals short single-line pieces to
learn. Half the pieces depicted melody lines and the other half
bass lines. All participants saw the notation, and pianists also
fingered the notes on a silent keyboard, half of the time with
the conventional hand (e.g., melody with the right hand), and
half of the time with the unconventional hand (e.g., melody
with the left hand). Lines played with the conventional hand
were expected to cause more fluent processing, whereas those
played with the unconventional hand were likely to cause more
effortful processing. During a two-alternative recognition test,
pianists remembered more overall but showed a decrement in
the conventional-hand conditions, providing evidence in favor
of effort over fluency in influencing memory.
Email: Bennett Schwartz, schwartb@fiu.edu
11:20-11:35 (180)
Oculomotor Measures of Learning Attentional Templates.
ARTEM V. BELOPOLSKY and CHRISTIAN N.L. OLIVERS,
Vrije Universiteit Amsterdam — Visual selection is served by
attentional templates - memory representations of task-relevant
information. We investigated if the oculomotor system can
provide useful markers of attentional learning. Participants first
received a cue as to which target to look for in a subsequent
search display. The same target was repeated for another
six trials, as was the cue. Crucially, the cues were presented
lateralized and too small to discern covertly. If learning leads to
a shift from WM to LTM, reduction in cue-directed saccades is
expected. In three experiments in which the cue was identical to
the target, symbolic or uninformative, saccade rates to the cue
hardly decreased. Instead, repetition of the cue led to a decrease
in fixation duration. The results indicate that fixation duration is
a more reliable marker of cue-based attentional learning while
saccadic orienting may be used to retrieve learned memories,
using the cue as an “external pointer”.
Email: Artem Belopolsky, a.belopolskiy@vu.nl
10:00-10:15 (183)
Recognition Forced Choice and Oddity Judgments Due
to Skewed Target Familiarity. RICHARD M. SHIFFRIN,
ROBERT N. NOSOFSKY and RUI CAO, Indiana University
— After study of a word list, participants can be asked to
choose the target, the foil, or the odd one out from three words
presented simultaneously. Accuracy is the same for target and
foil judgments and better than oddity judgments, but odd foils
are better than odd targets. Response times are faster for targets
than foils. Several variants of a parallel race model account
for these various findings if the distribution of familiarity for
targets is positively skewed. This assumption is justified by
the fact that targets but not foils are studied. Study produces
variable strengths of memory storage. We show that the models
account both for the present results and those from prior forced
choice studies that used two or four choices and a prior oddity
study with three choices. In the basic model the racers for each
11:40-11:55 (181)
Does Refreshing Operate Through Retrieval From LongTerm Memory? VALERIE CAMOS, Université de Fribourg,
GEROME MORA, Universite de Bourgogne, VANESSA
LOAIZA, University of Essex, ANNE-LAURE OFTINGER,
Université de Fribourg, EVIE VERGAUWE, Université de
Genève — Attentional refreshing, a mechanism to maintain
information in working memory, is receiving growing interest
in the literature. However, its functioning is still ill-defined
and among several proposals, McCabe (2008) suggested that
refreshing operates by retrieving displaced memory traces from
secondary memory to bring them back into primary memory.
Accordingly, factors known for affecting retrieval from long-
39
Saturday Morning
Paper 184 - 188
choice are independent and start simultaneously. In a plausible
variant the racers start at offset times, possibly due to an order
of reading or attention.
Email: Richard Shiffrin, shiffrin@indiana.edu
that recognition memory is supported by two dissociable
processes: recollection and familiarity. Conversely, however,
recollection and familiarity may map onto a single continuum
of mnemonic strength. Previous electrophysiological studies
found marked dissociations between Remember and Know (RK)
judgments, thus corroborating the dual-process account. Can a
strength interpretation apply for these findings? We describe
an event-related potentials (ERP) study, using a modified
RK procedure, which allowed us to control for mnemonic
strength. We find that ERPs of high and low mnemonic strength
mimicked the electrophysiological distinction between R and K
responses, in a lateral posterior component (LPC), 500-1000 ms
post stimulus onset. Critically, when contrasting strength with
RK experience, by comparing weak R to strong K responses,
the electrophysiological signal mapped onto to strength, yet not
onto subjective RK experience. Invoking the LPC as support for
dual-process accounts may, therefore, be amiss.
Email: Yonatan Goshen-Gottstein, goshengott@gmail.com
10:20-10:35 (184)
Dual Recollection Theory. C. J. BRAINERD, C.F.A. GOMES,
Cornell University, R. MORAN, Tel AvivUniversit, and
VALERIE REYNA, Cornell University — Recollection has long
been modeled as a univariate process, but actually, there are
two processes that parallel the figure-ground and part-whole
distinctions of perception: target recollection and context
recollection. Whereas mainstream recognition research focuses
on context recollection, target recollection is the centerpiece of
false memory studies. We provide some demonstrations that
memory tests can (a) vividly reinstate contextual details of a
study trial when the target component cannot be remembered
and (b) vividly reinstate the target component when contextual
details cannot be remembered. The former is the basis for
realistic spontaneous false memories (as in the DRM paradigm),
while the latter is the basis for realistic implanted false memories
(as in the misinformation paradigm). Dual recollection
theory explains a puzzling pattern of findings wherein some
manipulations that increase reports of recollective experience
(e.g., R responses in Remember-Know) suppress false memory,
but others increase it.
Email: C. J. Brainerd, cb299@cornell.edu
11:20-11:35 (187)
Summary Statistical Representation in Long Term
Recognition Memory. CHAD DUBÉ, HOLLY WESTFALL
and EMILY BAUER, University of South Florida — Models of
recognition memory often assume that statistical information,
such as means and variances of memory strength, provide
the basis for decisions. Such models can be traced back to
the equal-variance signal detection theory (SDT) developed
by Fechner. Though the success of the model in describing
recognition memory implies a memory strength variable with
properties similar to those of magnitude perception, evaluation
of this core idea has typically been restricted to the analysis
of receiver operating characteristics. We discuss findings in
visual psychophysics and computational neuroscience to detail
some properties that memory strength should have if in fact
it is represented statistically, i.e. as a distribution that can be
described using summary stats like mean and variance. We show
that two interrelated patterns that have been linked to statistical
representation, nonlinear saturation and magnitude averaging,
can be clearly detected in individual participants’ estimates of
their own long-term memory strength for words. The results
support the core assumptions of SDT-based memory models.
Email: Chad Dubé, chaddube@usf.edu
10:40-10:55 (185)
Modeling Biases and Response Times in Recognition
Memory. JEFFREY J. STARNS and QIULI MA, University
of Massachusetts Amherst — For decades, memory theorists
have fit models to receiver operating characteristic (ROC)
data to determine if information retrieved from memory is
continuous or discrete. Modeling response time (RT) data
provides a potentially more effective method for discriminating
these possibilities. Response bias manipulations are often
used to generate ROC functions; for example, a researcher
might manipulate the probability of seeing a studied item at
test to promote liberal use of the “studied” response when the
probability is high and conservative use when it is low. These
manipulations have a large effect on RT data as well, with lower
RTs for responses consistent with the bias condition. An RT
extension of the discrete-state approach predicts that these bias
effects on RTs must be much larger for errors than for correct
responses, whereas continuous RT models predict similar effect
sizes for errors and corrects. We ran experiments using a trialby-trial biasing manipulation to test these specific predictions
as well as the general ability of the models to accommodate RT
distributions.
Email: Jeffrey Starns, jstarns@psych.umass.edu
W
IT
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11:40-11:55 (188)
Toward a Comprehensive Account of Memory Across Items,
Tasks, and Individuals. AMY H. CRISS and GREG COX,
Syracuse University, WILLIAM AUE, Purdue University,
PERNILLE HEMMER, Rutgers University, JACK WILSON,
Syracuse University — Models of memory tend to focus on a single
task, in part because empirical effects are often task-dependent.
This approach has led to a rich understanding of specific
tasks at the expense of understanding how tasks interrelate
and how item properties affect memory across separate tasks.
Taking a different approach, we collected data from hundreds
of participants across single item recognition, associative
recognition, cued recall, free recall, and lexical decision tasks,
post-cued. We analyzed the structural relationships across tasks
and item properties using multiple methods. We found that
while episodic recognition, recall, and knowledge access have
11:00-11:15 (186)
The Electrophysiological Signature of Remember-Know
Judgments May Represent Mnemonic Strength. YONATAN
GOSHEN-GOTTSTEIN,
NOAM
BREZIS,
ZOHAR
BRONFMAN and GALIT YOVEL, Tel-Aviv University —
Behavioral, neuropsychological and brain studies have suggested
40
Paper 189 - 192
Saturday Morning
distinct elements, they lie along a single continuum. Episodic
memory for words depends strongly on semantic characteristics
(and to a lesser extent on orthographic properties). This suggests
that the focus on single tasks is perhaps misleading and some
task-dependent effects may be due to treating item properties as
categories. This research represents progress on the road toward
developing comprehensive models that provide a broad account
of the relationship between perception, knowledge access, and
episodic memory.
Email: Amy H. Criss, amy.criss@gmail.com
room-sized square arena with or without one-fold rotational
symmetry (created by adding inner boundaries in the arena),
and then blindfolded and disoriented. Subsequently, they were
guided in the arena without external cues and asked to estimate
their current locations as they walked. Participants’ accuracy
in self-location estimation was statistically above chance when
the arena had one-fold rotational symmetry. This finding is
consistent with the Cheung model and suggests that idiothetic
cues play an important role in establishing orientation during
navigation, and interact with spatial memory information even
in the absence of external sensory inputs such as vision or wall
contact.
Email: Naohide Yamamoto, naohide.yamamoto@qut.edu.au
Spatial Cognition
Back Bay B, Saturday Morning, 10:00-12:00
Chaired by Jennifer E. Sutton, Brescia University College at the
University of Western Ontario
10:40-10:55 (191)
Preschoolers’ Spatial Memory for Briefly-Presented
Photographs. HELENE INTRAUB, AMANDA LY,
ELIZABETH VLACHOS and STEVEN BEIGHLEY, University
of Delaware — Preschoolers (4-5 years old) exhibited greater
boundary extension (BE) than adults when, on each trial, a
15-s photograph was followed by a 2-alternate-forced-choice
(2AFC) between the identical view versus either a closer or
wider view after a 2-s delay (Kreindel & Intraub, 2016). In the
present study, 4-5-year-olds (N=24) and adults (N= 24) saw the
same photographs as in Kreindel & Intraub, but presentation
duration was reduced to 250-ms or 1000-ms, followed by a
2-s mask and the same 2AFC. Now, adults exhibited robust
BE, but children’s responses were at chance (both durations).
Perceptual identification (verbal) of the briefly-presented
scenes by other children (N=19) argues against a perceptual
explanation. Results may reflect limitations on preschoolers’
working memory for briefly presented scenes; alternatively, it
may be that young children’s BE (a source monitoring error)
is so great at these brief durations that neither choice closely
matched memory, leading to chance performance.
Email: Helene Intraub, intraub@udel.edu
10:00-10:15 (189)
Self-Guided Exploration of a Novel Environment Results in
a More Accurate Cognitive Map Than Learning Via Route
Integration. JENNIFER E. SUTTON, Brescia University
College at the University of Western Ontario, MEGHAN
VOLLEBREGT, University of Western Ontario, BAILEY
GROGAN, Brescia University College at the University of
Western Ontario — Research on how people form mental
representations of new environments often employs the
route integration method, where participants’ exposure to an
environment is limited to pre-determined routes. This method
of learning imposes constraints that may either facilitate
learning by dividing the environment into smaller, more
manageable chunks, or impede it by reducing decision-making
and other processes that are engaged when people freely control
their own exploration. In the current study, participants learned
the locations of 8 buildings in the Silcton virtual environment,
either via route integration or free exploration. They then
completed direction estimation and map-building tasks based
on their memory of Silcton, as well as the Spatial Orientation
Test (SOT) of spatial perspective-taking and a spatial n-back
test of spatial working memory. Hierarchical regression showed
that variance in map-building performance was significantly
predicted by exploration method and perspective-taking but
not sex or n-back performance. Participants who learned via
free exploration were more accurate than those in the route
integration condition, suggesting that route integration likely
underestimates at least some individuals’ spatial ability.
Email: Jennifer E. Sutton, jennifer.sutton@uwo.ca
11:00-11:15 (192)
Examining Language and Gesture in Spatial Reasoning.
HILARY E. MILLER and VANESSA R. SIMMERING,
University of Wisconsin - Madison — Spatial skills are an
important predictor of achievement in math and science, which
has led to increased interest in understanding how spatial
skills develop. Studies show that children’s spatial reasoning
is predicted by both knowledge and production of spatial
words, but the mechanisms underlying these links remain a
source of debate. We investigated how spatial words might
support spatial skills by testing 4.5- to 6-year-old children (n
= 32) and adults (n = 18) in two disparate spatial reasoning
tasks, Spatial Analogies and Mental Transformations, asking
them to explain how they arrived at their answers in each task.
Children selected the correct answer significantly more often
in Mental Transformations than Spatial Analogies (p = .003;
adults performed at ceiling), and their performance was not
significantly correlated with age (MT: r = .32, p = .08; SA: r =
.23, p = .20). Preliminary analyses indicated that the number
and types of words adults’ produced varied across tasks, and
that children infrequently produced the same words as adults.
10:20-10:35 (190)
Can Disoriented Humans Determine Their Location
Without External Cues? NAOHIDE YAMAMOTO,
Queensland University of Technology, ALLEN CHEUNG and
OLIVER BAUMANN, Queensland Brain Institute, University of
Queensland, JOEL MACZKOWIACK, Queensland University
of Technology — Cheung (2014, PLOS Computational Biology)
proposed a computational model in which disoriented
navigators can recover their location from idiothetic self-motion
cues alone, once they know the geometry of an enclosing space
that is one-fold rotationally symmetric. Here, we empirically
tested this model. Human participants were first exposed to a
41
Saturday Morning
Paper 193 - 197
BREEDEN, Society for the Promotion of Applied Research in
Canine Science, SOPHIE RAYMOND, Arizona State University,
LESLIE C. BAXTER, Barrow Neurological Institute, HEATHER
A. BIMONTE-NELSON, Arizona State University — Past
research examining working memory capacity across species
differs in both methodology and how memory is defined.
We developed a common, translational metric to predict and
compare behavioral performance across species and groups,
independent of strategies used. Our mathematical model
transforms the pattern of errors in radial arm mazes (RAMs)
into an estimate of behavioral memory capacity, measured in
bits. The model assumes each species or group has a discrete
memory capacity for a number of traversed maze arms, minus
a strategy load penalty. We examined human performance
(N=157) in a 15-meter diameter, 11-arm RAM; and dogs
(N=71) in a 6-meter diameter, 8-arm RAM; and compared
them to rats in standard 8-arm RAM. We found a strong model
fit, with R2 for each group typically over 0.9. Overall, human
behavior revealed a memory capacity of 7±2 bits (ranging from
4 bits for those with no strategy to 9 bits for those with multiple
strategies). Dog behavior revealed a 5 bit capacity (diminishing
to 3½ bits for old dogs), while rat behavior revealed a 4 bit
capacity. The overall pattern confirms that our memory model
provides an excellent fit for predicting behavior with a common
metric that translates well across groups and species.
Email: Michael K. McBeath, Michael.McBeath@asu.edu
Video and audio recordings allow for coding of both the words
and gestures produced in children’s explanations (coding and
analysis underway).
Email: Vanessa Simmering, simmering@wisc.edu
11:20-11:35 (193)
The Mechanisms of Conditional Discrimination: When Is
a Stimulus More Than a Stimulus? KENNETH J. LEISING,
LAUREN M. CLELAND, TARA SHANAHAN, ELLE REPETA
and JOSH E. WOLF, Texas Christian University — Stimuli
present while problem solving become associated with potential
solution behaviors and their outcomes. During a featurepositive conditional discrimination, a response to stimulus A
is rewarded only when A is paired with another stimulus, X
(e.g., XA+, A-). There are many mechanisms that support a
solution to this discrimination problem; attending to only X
and ignoring A, XA may be attended to as a single configural
stimulus distinct from X and A alone, or attending to X as a
modulator of the subsequent response to A. I will review the
literature and identify factors that influence which mechanism
is utilized. Furthermore, I present data from a spatial task used
in my laboratory. Participants were trained that the direction of
a target location relative to a landmark (A) was dependent on
the color of the monitor display (X or Y). These data indicate
that the same factors influence spatial and non-spatial behavior.
Email: Ken Leising, k.j.leising@tcu.edu
10:20-10:35 (196)
Prospective Memory: Young Rats “Remember to Remember”
But Old Rats “Forget to Remember”. JONATHON D.
CRYSTAL, MATTHEW J. PIZZO and SPENCER KANN,
Indiana University, A. GEORGE WILSON, University of
Kentucky — Event-based prospective memory involves forming
a representation of a future action, subsequently inactivating
the representation, and ultimately reactivating it when a target
event occurs. Prospective memory in humans is impaired with
age. Young rats have been shown to use event-based prospective
memory (Wilson et al. 2013, Current Biology). Here we asked if
prospective memory in rats declines with age. Rats completed
an ongoing temporal-discrimination task while waiting for
a large meal. To promote the use of event-based prospective
memory, an event provided information that the meal could
be obtained soon. Event onset and offset and meal onset were
unpredictable in time (exponentially-distributed delays).
Young adult rats (~9 months) showed prospective memory as
documented by the decline in ongoing-task performance after
the event, with excellent performance on other occasions at
the equivalent timepoints. In old rats (~2 years), prospective
memory was eliminated. Because prospective memory is
documented by a deleterious effect on ongoing performance,
the old rats exhibited a relative sparing of performance. Our
model provides a framework for exploring factors that protect
memory from cognitive decline associated with aging.
Email: Jonathon D. Crystal, jcrystal@indiana.edu
11:40-11:55 (194)
Sex Differences in Visual-Spatial Working Memory: A
Meta-Analysis. DANIEL VOYER and SUSAN D. VOYER,
University of New Brunswick, JEAN SAINT-AUBIN, University
of Moncton — Although some accounts of the male advantage
in spatial abilities rely on a sex difference in visual-spatial
working memory, the presence of such a sex difference has yet
to be demonstrated and quantified. Accordingly, we conducted
a meta-analysis to quantify the magnitude of sex differences in
visual-spatial working memory and to examine variables that
might moderate them. The meta-analysis used a set of 180 effect
sizes drawn from 98 samples and it combined multilevel and
mixed-effects models to provide a comprehensive assessment of
the data. Results showed a small but significant male advantage
overall (d. = 0.155) as well as in all the tasks sampled, except
in memory for location, showing a female advantage. In sum,
the results support the existence of a male advantage in visualspatial working memory that is moderated by age and specific
task. Implications for clinical applications, cognitive model
building, and experimental research are discussed.
Email: Daniel Voyer, voyer@unb.ca
Animal Learning and Cognition
Back Bay A, Saturday Morning, 10:00-12:00
Chaired by Michael K. McBeath, Arizona State University
10:00-10:15 (195)
Humans and Dogs Join the Rat Race: Development of a
Common Metric for Defining and Comparing Behavioral
Memory Capacity Across Species. MICHAEL K. MCBEATH
and CLIVE D.L. WYNNE, Arizona State University, PRESCOTT
10:40-10:55 (197)
Cognitive Flexibility in a Mid-Session Reversal Task.
JEFFREY S. KATZ, Auburn University, THOMAS A. DANIEL,
Westfield State University, MARTHA R. FORLOINES, Auburn
42
Paper 198 - 201
Saturday Noon
University, ROBERT G. COOK, Tufts University — In midsession reversal tasks that switch contingencies from matching
(MTS) to nonmatching (NMTS), pigeon behavior is controlled
by temporal factors showing a gradual shift of task switching
over a session. This shift occurred because pigeons learn itemspecific rules that are bound to the session’s time-course (Daniel,
Cook, & Katz, 2015). To test the cognitive flexibility of the
pigeons, we examined the effect of stimulus mapping whereby
stimuli were variably mapped (VM) to both portions of a
session (MTS and NMTS) or consistently mapped (CM) to one
portion of the session. Pigeons learned CM stimuli at a higher
accuracy and rate than the VM stimuli. CM stimuli resulted
in no timing confusion and showed much less anticipatory
and perseverative errors. VM stimuli were bound to time and
showed task switching modulation. Pigeons’ demonstrated
cognitive flexibility by simultaneously learning CM and VM
stimuli.
Email: Jeffrey Katz, katzjef@auburn.edu
provided. It remains to be determined whether these differences
reflect basic difference in cognition or use of verbal coding by
humans.
Email: Sheila Chase, schase@hunter.cuny.edu
11:40-11:55 (200)
Piagetian Liquid Conservation in Grey Parrots (Psittacus
Erithacus). IRENE M. PEPPERBERG, Harvard University,
SUZANNE L. GRAY, Tufts University, JUSTIN S. LESSER,
Northeastern University, LEIGH ANN HARTSFIELD, Phoenix
Landing — An understanding of Piagetian liquid conservation
was investigated in four Grey parrots (Psittacus erithacus), their
ages ranging from initially less than one year old to 18 yrs old.
They were tested in several conditions: on the ability to choose
between (1) identical containers filled with a greater or lesser
quantity of a desirable liquid to see if they would reliably take
the larger amount; (2) equal quantities of liquid that were (a)
visibly or (b) invisibly transferred from identical containers to
different-sized containers to examine their abilities with respect
to conservation. Invisible transfers examined the extent to which
birds chose based on perceptual evaluations of quantity and the
effects of task order on their decisions. Adult birds succeeded
on all or most aspects of the tests; the extremely young bird
was unable or unwilling to choose between the smaller and
larger quantities in the first stage of testing but later succeeded
in all aspects of the tests. Grey parrots thus demonstrate some
understanding of liquid conservation.
Email: Irene M. Pepperberg, impepper@media.mit.edu
11:00-11:15 (198)
Magpies Show Abstract-Concept Learning Superior
to Primates and Pigeons. ANTHONY A. WRIGHT,
University of Texas McGovern Medical School at Houston,
JOHN MAGNOTTI, Baylor College of Medicine, JEFFREY
KATZ, Auburn University, KEVIN LEONARD, ALIZÉE
VERNOUILLET and DEBBIE KELLY, University of Manitoba
— The ability to learn abstract concepts is a critical component
of intelligence. Among the most fundamental abstract concepts
is the ability to distinguish same from different relationships
between two (or more) stimuli. We trained 7 magpies (highly
social birds) with pairs of pictures (objects, scenes, etc.) and
tested them with novel (transfer) pictures following learning.
Initially, a small training set (8 pictures) was used, but was
systematically doubled in size. Following learning the expanded
training sets, novel stimulus trials were tested (intermixed
with training trials) to measure transfer and abstract-concept
learning. Their set-size transfer function was compared to
other species similarly trained and tested. Magpies were similar
to nutcrackers (food-storing birds), superior to pigeons at
every stage, and even superior to two monkey species (rhesus,
capuchins) at early stages. Thus, magpies are far from the ‘bird
brain’ label, even surpassing some nonhuman primates in this
abstract form of relational processing.
Email: Anthony wright, anthony.a.wright@uth.tmc.edu
Lunchtime Workshop: Non-Academic Careers
Public Garden (5th Floor), Saturday Noon, 12:00-1:30
Chaired by Robert Rauschenberger, Exponent, Inc.
(by advance reservation only)
12:00-1:30 (201)
This workshop will provide an unbiased look at the obstacles
psychologists face in transitioning out of academic research,
and offer some advice from those who have successfully made
the transition, on how to overcome those impediments. A
panel comprising former academic psychologists now working
in user experience, on defense contracts, and in the gaming
industry will share their personal experiences and then make
themselves available for questions from the audience. An
introductory presentation will talk about how to identify and
apply for suitable non-academic positions.
Email: Robert Rauschenberger, rrauschenberger@exponent.
com
11:20-11:35 (199)
A Signal Detection Approach to the Analysis of Categorization
by Pigeons. SHEILA CHASE, Hunter College — Pigeons
trained with pairs of light/sound compounds to choose between
two alternatives, when tested for generalization in the presence
of new stimuli on both continua divide the decision space so
as to optimize the probability of making the decision that is
most likely to be correct. The weight given to each dimension
in the presence of generalization test stimuli reflects the relative
information available on each dimension from complete
control by one of the dimensions to equal control by both. In
contrast, humans in tasks in which verbalization is possible fail
to show such subtle sensitivity to variations in the information
43
Saturday Afternoon
Paper 202 - 207
Leading Edge Workshop
subtle communication needed to sustain social play, may be
critical to such feedback. Both locomotor and social play can
sometimes be useful markers of wellbeing. However, there can
be a dark side. Play can sometimes be used to torment peers
and the short-term gain in wellbeing can lead to long-term
detrimental effects.
Email: Sergio Pellis, pellis@uleth.ca
Symposium IV: The Evolutionary and Psychological
Significance of Play
Grand Ballroom, Saturday Afternoon, 1:30-3:30
Chaired by Lance Miller, Chicago Zoological Society - Brookfield
Zoo
2:20-2:40 (205)
Cultural Transmission, Cognitive Transfer and Emotional
Coping in Play. ALEX DE VOOGT, American Museum of
Natural History — Board games have been instrumental in
studies of cognition and in particular in our understanding
of expertise. They are found across cultural and geographic
boundaries as well as across time periods. The cognitive skills
relevant to expertise in playing board games have been studied
for chess and a few games outside the Western world. Recent
research shows that the cognitive skills in these games do not
transfer to other cognitive domains. Rather, expertise in games
is game-specific. In contrast games and, more generally, play
do have a role in understanding human interaction. They serve
as social lubricants from resolving conflict between cultures to
facilitating coping mechanisms in children. In these contexts
play ranges from pretend play to rule-based board and card
games. These insights suggest that play and games do not define
culture but help to navigate cultural and emotional challenges;
and, that they do not transfer cognitive skills but transmit as
specific game practices across time and space.
Email: Alex de Voogt, adevoogt@amnh.org
1:30-1:40 (202)
Introduction. LANCE MILLER, Chicago Zoological Society
- Brookfield Zoo — Similar to other areas of science such as
language, defining a complex behavior such as play is quite
challenging. Given the diversity of types of play including
but not limited to pretend play, rough and tumble play, board
games, locomoter and social play, it may not be possible to have
one definition that extends across all types. However, a process
has been proposed to help guide the field of play research
forward to help better understand the function of this complex
behavior. Sixteen experts in the field of play identified criteria
that help to define the many of the components of play. These
criteria will not map onto all forms of play but will help define
the similarities and differences that exist. Moving the field
forward, controlled experiments with sound science as well as
comparative analysis will be critical to understand play and its
psychological and evolutionary significance.
Email: Lance Miller, Lance.Miller@CZS.org
1:40-2:00 (203)
To Play Is to Play: Examining Play Across Taxa. HEATHER
M. HILL, St. Mary’s University — Play is notoriously difficult
to define but “easy” to see. Whether a raven, a dolphin, a
crocodile, a horse, a cow, a pig, or a primate, play shares many
of the same characteristics including age of play, categories of
play, signals used, and rules followed. Despite these similarities,
tremendous variation exists in frequency, degree of complexity,
and proposed functions. Is play an opportunity to test physical
skills, to grow stronger, to increase cognitive flexibility, to
navigate various social tasks, such as getting along with others
and establishing bonds with others, to alleviate boredom, to
train for the unexpected, or simply a byproduct of excess energy
and/or time? To better understand the consequences of play,
we must first identify the elements of play using cross-species,
developmental, and experimental approaches.
Email: Heather Hill, hhill1@stmarytx.edu
2:40-3:00 (206)
Pretend Play in Early Childhood. ANGELINE S. LILLARD,
University of Virginia — Pretend play, the paradigmatic case of
play early childhood, involves mapping an imagined situation
onto a real one. Key questions are how children negotiate
the pretend-real boundary, and whether pretending changes
children’s development in any way. Imaginary companions are
devised by children and are inserted into real contexts, perhaps
to enlarge social circles or handle difficulties. Other pretend
play can involve altering both context and content. How do
toddlers know a context is pretend, thereby not confuse pretend
with real? Studies reveal that parents change their behaviors in
ways that cue toddlers; this social cuing might sensitize children
to attend to social information and undergird theory of mind.
Cross-cultural research has confirmed these cues and their
import. Further study of cross-cultural and non-paradigmatic
cases of childhood play will further our understanding of play’s
psychological and evolutionary significance.
Email: Angeline Lillard, asl2h@eservices.virginia.edu
2:00-2:20 (204)
Play: Movement, Neuroscience, Communication and
Welfare. SERGIO M. PELLIS, University of Lethbridge — There
is a network of interconnected properties that make play, play.
The particular interconnections that make one form of play
similar to another form of play remain to be determined. For
instance, the neurobiology of social play has been mapped
out in some species. But what elements of this neural circuitry
are similarly engaged in locomotor play? Irrespective of the
degree of overlap, there are functional implications. For
social play, while the neural circuits needed to produce play
are subcortical, the experience of play in the juvenile period
influences the development of cortical regulatory circuits. The
Questions & Answers.
44
3:00-3:30 (207)
Paper 208 - 212
Saturday Afternoon
Recall I
Back Bay C & D, Saturday Afternoon, 1:30-3:10
Chaired by Klaus Oberauer, University of Zurich
2:10-2:25 (210)
Is Automatic Retrieval Context-Dependent? STEVEN M.
SMITH, Texas A&M University, JUSTIN D. HANDY, Stress
and Motivated Behavior Institute, ALAN HERNANDEZ, Texas
A&M University, LARRY L. JACOBY, Washington University —
At Psychonomics in 2015 we presented several experiments that
found context-dependent performance on indirect memory
measures, including anagram solving and word fragment
completion. According to post-test questionnaires, however,
most participants claimed to be aware that test solutions
were encoded words, and many claimed to have intentionally
recollected encoded words at test. Now, we present further
evidence of context-dependent automatic retrieval with an
oppositional memory task (Smith & Tindell, 1997). Word
fragments (e.g., A_L_ _GY) orthographically similar to encoded
words (e.g., ANALOGY) are tested; participants are (correctly)
told not to recollect encoded words because they are all wrong
answers to test fragments. Encoding negative prime words with
background video contexts resulted in a significant decrease in
fragment completion, relative to the unprimed condition, and
this negative priming effect was greater when encoding contexts
were reinstated on the fragment completion test. These results
provide additional evidence that automatic retrieval is contextdependent.
Email: Steven M. Smith, stevesmith@tamu.edu
1:30-1:45 (208)
Does Rehearsal Help Immediate Serial Recall? KLAUS
OBERAUER and ALESSANDRA SOUZA, University of Zurich
— The assumption that articulatory rehearsal is beneficial for
immediate serial recall of verbal materials has been virtually
taken for granted. Correlational evidence suggests that
cumulative rehearsal in particular is beneficial for serial recall
(Tan & Ward, 2008). Yet, there is no experimental evidence
supporting a beneficial causal effect of rehearsal on immediate
serial recall. Simulations with a generic model of serial recall
revealed that a mechanistic implementation of rehearsal as a
maintenance mechanism protecting representations from decay
is elusive (Lewandowsky & Oberauer, 2015). We present two
experiment that manipulate the frequency and the schedule
of rehearsal, one with a simple-span and one with a complexspan task. Participants were instructed to remember a list
of words in serial order and engage in cumulative rehearsal.
They were instructed to rehearse overtly so their rehearsal
could be monitored. The instruction increased the prevalence
of cumulative rehearsal in comparison to a control condition
in which participants were free to rehearse as they wished.
Instructed cumulative rehearsal led to better recall of words
from the beginning of the list at the expense of words at the end
of the list. Nevertheless, participants did not recall more words
overall in the instructed-rehearsal condition than in the control
condition, showing that cumulative rehearsal does not improve
performance in serial recall.
Email: Klaus Oberauer, k.oberauer@psychologie.uzh.ch
2:30-2:45 (211)
Retrieval-Induced Forgetting of Spatial Information for
Items With Equal Strengths. BRIDGET L. MCCONNELL
(Member Select-Speaker Award Recipient) and JIAYIN
ZHENG, James Cook University Singapore — In two
experiments, we demonstrated the retrieval-induced forgetting
(RIF) effect in a spatial task. In Experiment 1, participants
learned the location of four items in each of three contexts.
They practiced retrieving the locations for half the items in
two contexts and did not practice retrieving the location for
any items in a third context. We observed impaired recall for
the location of items that did not receive retrieval practice but
belonged to a practiced context (RP-) relative to items that did
not receive retrieval practice and belonged to an unpracticed
context (NRP). We also demonstrated facilitated recall of the
location for items that were practiced (RP+) relative to NRP
items. In Experiment 2, we demonstrated the RIF effect after
the strengths of the RP+ and RP- representations were equated.
We used a procedure analogous to cross-category RIF, and we
made the stimulus identities for RP+ and RP- items the exact
same. They differed only in their locations in the context. We
observed an even stronger RIF effect, which is indicative of
increased inhibition being needed to suppress the more similar
competitors during retrieval practice. Results are discussed in
consideration of forgetting, inhibition, and interference.
Email: Bridget L. McConnell, bridget.mcconnell@jcu.edu.au
1:50-2:05 (209)
Cognitive Load Effect on Free Recall. PIERRE BARROUILLET,
ANDREJ S. O’MURCHU and ISABELLE DAGRY, University
of Geneva — It has been repeatedly observed that recall
performance in working memory (WM) complex span tasks is
a function of cognitive load (CL) conceived as the proportion
of time during which processing distractors occupies attention.
The present study explored the effect of CL on free recall.
Participants studied lists of 12 words for further free recall while
adding 1 to digits presented successively on screen after each
word. The CL of this addition task was varied by manipulating
the number of digits presented after each word and the time
available to process them. As it has been observed in complex
span tasks, free recall performance linearly decreased as CL
increased. However, the CL effect that was pronounced for
the first serial positions smoothly decreased as serial position
increased and disappeared in the recency portion of the serial
position curve. Analysis of forward ordering at recall strongly
suggested a process of cumulative refreshing or rehearsal
of the words presented in the first serial positions in low CL
conditions. The implications of these findings for theories of
WM and free recall are addressed.
Email: Pierre Barrouillet, Pierre.Barrouillet@unige.ch
2:50-3:05 (212)
When Distraction Benefits Memory Through Semantic
Similarity. MACIEJ HANCZAKOWSKI, Cardiff University,
PHILIP BEAMAN, University of Reading, DYLAN M. JONES,
Cardiff University — The between-sequence semantic similarity
effect refers to the impairment in memory performance
45
Saturday Afternoon
Paper 213 - 216
observed when visually presented words are accompanied by
semantically related auditory distracters. In the present study,
we consider the possibility that processing the relationship
between target words and distracters may convey category
information which could disambiguate category membership of
to-be-remembered words, benefitting memory for these words
at recall. In the series of experiments the between-sequence
semantic similarity effect is reversed and we show that related
distracters can improve memory performance when multiplecategory lists are presented for study and a category-cued recall
test is used to assess memory for studied words. The results
indicate not only that irrelevant speech distracters are routinely
processed for meaning, but also that semantic information
gleaned from this supposedly unattended stream is retained
until recall of the memoranda is cued. The data are consistent
with a revised interaction-by-process framework.
Email: Maciej Hanczakowski, HanczakowskiM@cardiff.ac.uk
language-specific rules or constraints shape phonology. While
preferences for attested consonant clusters over unattested
ones (e.g. /bl_/> */bn_/) might be attributable to comparison
with known words (e.g. blue), reliable preferences for some
unattested patterns over others (*/bn_/>*/bd_/) seem to
require abstract principles. In this study we applied Granger
causality analysis to high spatiotemporal resolution multimodal
functional imaging data collected during a 2ACF phonological
wellfordness judgment task with spoken nonwords. These
analyses showed that brain structures implicated in lexical
representation influenced acoustic-phonetic regions during
this task, and that the strength of this influence reflected
judgments of wellformedness (/bl_/ >*/bn_/>*/bd_/). This
result is consistent with analyses showing a systematic mapping
between the distribution of feature patterns in the lexicon
and such judgments, suggesting that judgments reflect lexical,
rather than rule/constraint-based processing.
Email: David W. Gow, gow@helix.mgh.harvard.edu
Speech Perception III
Republic, Saturday Afternoon, 1:30-3:10
Chaired by Robert E. Remez, Barnard College, Columbia
University
2:10-2:25 (215)
Long-Term Priming Effects of Embedded Words. ARTHUR
G. SAMUEL, Basque Center on Cognition, Brain, and Language
— The great majority of polysyllabic English words have at least
one other English word embedded within them (e.g., “acroBAT”,
“CANcel”). Prior studies have demonstrated transient activation
of the embedded words when their carrier words are heard.
A series of long-term repetition priming experiments tested
more enduring effects of this activation. Subjects selected an
auditorily presented target word from displays of four pictures
that in some cases included depictions of both a carrier word
(e.g., “acrobat”) and an embedded word (e.g., “bat”). In a
lexical decision test 10 minutes after exposure, there was robust
priming of the embedded words; priming was just as strong for
“bat” if the target word during the picture exposure had been
“acrobat” as for “bat” itself. Subsequent experiments assessed
the consequences of the dynamic interaction between carrier
words and their embedded words. The results are consistent
with models that include lexical-lexical interactions.
Email: Arthur Samuel, a.samuel@bcbl.eu
1:30-1:45 (213)
Effect of Temporal Perturbation and Asynchrony on
Auditory Perceptual Organization. ROBERT E. REMEZ,
REBECCA E. GIGLIO and EMILY F. THOMAS, Barnard
College, Columbia University — Perceptual integration of
the acoustic constituents of speech spans seven octaves, and
approaches the duration of a syllable when spectrum is rich.
In studies of modulation sensitivity independent of shortterm
properties of speech, measures indicate a far narrower temporal
window of integration, approaching 50 ms. New studies
reported here calibrated intrinsic temporal distortion, achieved
by temporal reflection of brief acoustic segments, combined
with desynchrony distortion. Participants listened to sine-wave
sentences with intrinsic temporal distortions of 25 ms and 50
ms applied to a single tone component; this tone was presented
relative to the remaining tone pattern at temporal offsets of 0
ms and 50 ms. Intrinsic temporal distortion of a single tone
component harmed intelligibility as much as distortion applied
to a complete tone pattern of a sentence. And, the combined
effects of intrinsic distortion and desynchrony of a single tone,
typically harmful to intelligibility, were not found to be additive.
The exquisite temporal sensitivity of the auditory system
makes speech vulnerable to temporal distortion even when the
majority of the spectrum is temporally veridical. [Supported by
NIDCD.]
Email: Robert E. Remez, remez@columbia.edu
2:30-2:45 (216)
Acoustic Determinants of Stress in Speech Perception.
PETROULA BETTY MOUSIKOU and KATHLEEN RASTLE,
Royal Holloway, University of London — Perceiving lexical
stress is critical for mapping speech onto meaning. However,
the acoustic stress cues that people are sensitive to are not well
understood. In the present study, we made use of a new large
database of disyllabic nonwords with a variety of characteristics
that were read aloud naturally and in isolation. These spoken
productions were presented to one hundred listeners who
made 915 stress judgements each, yielding a total of around
90,000 observations. We investigated the influence of several
cues on English listeners’ perception of stress and observed
that vowel duration, pitch, and loudness, as well as measures
that reflect the combinatory effect of all basic acoustic cues to
stress are significant predictors of stress perception in English.
1:50-2:05 (214)
Phonological Constraints From the Lexicon: Top-Down
Lexical Processes Drive Phonotactic Preferences Between
Unattested Forms. DAVID W. GOW, Massachusetts General
Hospital, SEPPO AHLFORS, Athinoula A. Martinos Center for
Biomedical Imaging — Native speakers have strong intuitions
about the wellformedness (grammaticality) of unfamiliar
wordforms. This observation is central to the claim that abstract,
46
Paper 217 - 220
Saturday Afternoon
Importantly, the size of the obtained dataset further allowed us
to examine how each of the acoustic parameters influenced the
consistency of stress judgments across listeners.
Email: Betty Mousikou, mousikou@mpib-berlin.mpg.de
languages are activated when reading in one, and indicate that
bilinguals integrate information across eye fixations, even when
this information comes from different languages.
Email: Debra Jared, djjared@uwo.ca
2:50-3:05 (217)
Capacity Measures of the McGurk Effect for Focused and
Divided Attention. NICHOLAS A. ALTIERI, Idaho State
University, JENNIFER LENTZ and JAMES T. TOWNSEND,
Indiana University, MICHAEL J. WENGER, University of
Oklahoma — The McGurk effect is a fascinating illusion
explored by multisensory speech researchers for four decades.
There remain two major facets of the illusion that require further
exploration before the scientific community can arrive at a
unified picture of speech integration. First, temporal processing
issues must be addressed: We may ask how assessments of
efficiency, such as capacity in the response-time domain
(Townsend & Nozawa, 1995), differ for congruent versus
incongruent “McGurk” speech signals. Secondly, there is the
issue of attention: To what extent do attentional manipulations
differentially affect integration? We addressed these questions by
assessing capacity when attention was divided across modalities,
and when attention was restricted to the auditory. This was done
for congruent and incongruent speech stimuli. Results showed
that McGurk stimuli adversely affected response-times in both
the divided and focused attention conditions; interestingly, the
adverse influence of the incongruent visual signal was stronger
when attention was divided.
Email: Nicholas Altieri, altinich@isu.edu
1:50-2:05 (219)
Can Bilinguals Independently Control the Languages Used
for Production and Comprehension? AURELIU LAVRIC,
University of Exeter, DEBBIE CLARKE, University of Helsinki,
STEPHEN MONSELL, University of Exeter — Bilinguals
alternated (in predictable 3-trial runs) the language in which
they named visually presented numbers, whilst also categorizing
the meaning of intermittent auditory (in some experiments) or
visual (in other experiments) word “probes” whose language
alternated in 50-trial blocks. Categorization performance
was superior if the language of the probe matched that of the
naming run, but no such “language congruency effect” was
found for naming – which might suggest that production
interferes with comprehension but not vice-versa. However,
when in a subsequent experiment the frequency of the two tasks
was reversed (categorization runs with intermittent naming),
this also flipped the locus of the congruency effect – now only
present in the naming task. In the final experiment, naming
and categorization were equiprobable. To ensure favourable
conditions for the independent control of production and
comprehension, the language for each task remained constant
throughout 81-trial blocks, changing only between blocks.
Despite the stability of the required language settings, there
were language congruency effects in both tasks, suggesting
bilinguals do not seem able to set themselves independently for
production and comprehension.
Email: Aureliu Lavric, a.lavric@exeter.ac.uk
Bilingualism I
Independence, Saturday Afternoon, 1:30-3:10
Chaired by Debra Jared, University of Western Ontario
2:10-2:25 (220)
Automatic American Sign Language (ASL) Activation in
Parafoveal Vision During Reading in ASL-English Deaf
Bilinguals. NATHALIE N. BÉLANGER, San Diego State
University, RYAN BREDERSON, University of California,
San Diego, JILL P. MORFORD, University of New Mexico —
Bilinguals activate words in both languages when reading in
their L1 or their L2. Recently, this effect has been found across
modalities (spoken vs. signed) in languages that don’t share
input/output modalities and that have distinct phonological/
structural components. When reading English print, ASLEnglish bilinguals activate ASL, even though these languages
are unrelated. We further probed the extent of co-activation
with an invisible boundary paradigm using preview/target pairs
of unrelated English words. The ASL translations of the stimuli
were either related (sharing several phonological parameters,
e.g.: voice/stuck) or unrelated (no overlap at all between the two
ASL translations; e.g.: month/stuck). The targets were embedded
in sentences such that participants fixated the targets after
processing the previews in parafoveal vision. Eye movement
measures on the targets suggest that ASL was activated by the
English preview stimulus in deaf ASL-English bilinguals but not
in hearing monolingual controls.
Email: Nathalie N. Bélanger, nbelanger@mail.sdsu.edu
1:30-1:45 (218)
Parafoveal Preview Benefits in Russian-English Bilinguals.
DEBRA JARED, University of Western Ontario, OLESSIA
JOURAVLEV, McGovern Institute for Brain Research,
Massachusetts Institute of Technology — Two experiments
investigated cross-language parafoveal preview benefits in
Russian-English bilinguals. Participants read English sentences
containing a Russian preview word that was replaced by an
English word when the participant’s eyes crossed an invisible
boundary just before the preview. In Experiment 1, the use of
English and Russian allowed us to manipulate orthographic
and phonological preview effects independently. A parafoveal
preview benefit was observed on all fixation duration measures
when Russian previews shared either orthography or phonology
with English targets. Experiment 2 investigated crosslanguage semantic preview benefits using cognate translations,
noncognate translations, and interlingual homograph
translations. A semantic preview benefit was observed only
for cognate and interlingual homograph translations on early
eye fixation measures, and for noncognate translations on
later measures. The experiments provide evidence that both
47
Saturday Afternoon
Paper 221 - 225
2:30-2:45 (221)
Genetic and Language History Factors Influence Cognitive
Control in Spanish-English Bilinguals. ARTURO E.
HERNANDEZ, KELLY A. VAUGHN and BRANDIN
MUNSON, University of Houston — How is cognitive control
influenced by the use of two languages? Recent work in the
literature has focused on whether bilinguals possess some
advantage over monolinguals but paid much less attention to
the particular factors that might mediate these differences. In
the present talk, work that has begun to look at the potential
role of genetics and language history in bilinguals will be
presented. A first study revealed that bilinguals relative to
monolinguals have a higher proportion of individuals carrying
the A1 allele of the Taq1A polymorphism which has been
associated with better task switching performance. A second
study found evidence that carrier status of this gene as well as
language history factors are associated with different patterns
of brain activity in bilinguals. Taken together results from these
studies suggest a complex and dynamic relationship between
age of acquisition, language proficiency and cognitive control
in this group of bilinguals.
Email: Arturo E. Hernandez, aehernandez@uh.edu
work has suggested that an effortful, deliberative decision
requires consciousness whereas a simple choice is automatic
and unconscious. We asked our participants to make simple
and difficult choices by pressing a button (“motor response”;
MR) and to report the earliest moment they became aware
of their decisions (time “W” for will or intent). We asked: a)
How long does it take from this moment of intent to the time
in which a motor response occurs (i.e., the period between W
and MR), and b) what function(s) might this period serve. If
consciousness were unnecessary for simple decisions, we would
expect the W-MR to be shorter. Contrarily, our data show
W-MR was longer for the simple decisions than deliberative
ones. Our results suggest that consciousness may play more
roles in simple decision-making than previously thought.
Email: Eve A. Isham, eaisham@ucdavis.edu
1:50-2:05 (224)
The Role of Personal Concerns in Mind Wandering
Experiences Across the Adult Life Span. MEGAN L.
JORDANO, MICHAEL J. KANE and DAYNA R. TOURON,
University of North Carolina at Greensboro (Presented by Dayna
Touron) — While executive control abilities decline with age,
older adults report fewer task-unrelated thoughts (TUTs) than
do younger adults (e.g., McVay, Meier, Touron, & Kane, 2013).
The Control Failures x Current Concerns framework (McVay
& Kane, 2010) proposes that mind-wandering involves both
executive control capabilities and the degree to which the
context primes current concerns. We tested this framework by
systematically priming personal current concerns in younger,
middle-aged, and older adults. The use of a continuous adult
age sample allows us to more precisely examine age-related
variation in mind wandering. Participants completed a n-back
task containing thought probes. Finding increased TUTs and
diminished age differences in proportion of TUTs among
participants primed for current concerns compared to control
participants would support the CF × C account. We also
examine the contribution of other factors expected to influence
mind wandering, including mood, everyday activity, task
interest, and task motivation.
Email: Dayna R. Touron, Ph.D., d_touron@uncg.edu
2:50-3:05 (222)
Neither Bilingualism, nor Self-Control, nor Impulsivity
Predict Flanker, Simon, or Stroop-Like Interference:
Gender Does. KENNETH R. PAAP, ROMAN MIKULINSKY,
SHIGEAKI MASUDA and REGINA T. ANDERS, San Francisco
State University — More than 110 university students (60%
bilinguals) completed four computer-controlled tasks reputed
to measure different types of inhibitory control (flanker, Simon,
spatial-Stroop, vertical Stroop), the self-control scale developed
by Tangney, Baumeister, & Boone (2004), and three of the
UPPS impulsive-behavior subscales (premeditation, urgency,
perseverance) developed by Whiteside et al. (2001). As usual
there is little convergent validity between the measures of
inhibitory control derived from the computerized tasks and the
pattern is only somewhat consistent with standard taxonomies
regarding S-S versus S-R compatibility. Neither bilingualism,
nor self-control, nor impulsivity predicted the interference
scores in the computerized tasks. In contrast gender, frequency
of playing video games, ability in team sports, and frequency
of working-out did predict the interference scores. Men were
much faster on incongruent trials, but only slightly faster on
congruent trials. Other failed predictors include music training,
music performance, SES, mindfulness, meditation, immigrant
status, and attitude toward distraction.
Email: Ken Paap, kenp@sfsu.edu
2:10-2:25 (225)
Mind-Wandering and Flow: Are They Two Sides of the
Same Coin? YANA WEINSTEIN and MIKO M. WILFORD,
University of Massachusetts Lowell — Mind-wandering
describes the diversion of attention away from the focal task.
This phenomenon has been studied extensively, primarily
using the “probe-caught” paradigm in which participants are
stopped throughout a task and asked to report their thoughtstate. In contrast to mind-wandering, flow describes a state of
absorption, enjoyment, and interest in a task. Although these
two states appear to mirror each other, they have never been
simultaneously investigated within the same experiment. Here
we asked participants (N = 96) to intermittently report whether
they were mind-wandering or experiencing flow during a
reading task. Participants read a 12-minute passage, and read it
again 5 minutes later. Each reading included 10 thought probes
(mind-wandering or flow). Replicating previous research, we
Consciousness
Back Bay B, Saturday Afternoon, 1:30-3:10
Chaired by Eve A. Isham, University of California, Davis
1:30-1:45 (223)
Consciousness and Decision Complexity. EVE A. ISHAM,
CAMILLE MEJIA and KRYSTAL WULF, University of
California, Davis — The current study examines the role of
consciousness in relation to decisional complexity. Previous
48
Paper 226 - 230
Saturday Afternoon
Cognitive Skill Acquisition
Back Bay A, Saturday Afternoon, 1:30-3:30
Chaired by Erik M. Altmann, Michigan State University
found that mind-wandering increased over time, and upon rereading. The novel finding we report is that the experience of
flow may not simply reflect the absence of mind-wandering.
Email: Yana Weinstein, yana_weinstein@uml.edu
1:30-1:45 (228)
Practice Increases Procedural Error After Task Interruption.
ERIK M. ALTMANN and DAVID Z. HAMBRICK, Michigan
State University — Positive effects of practice are ubiquitous in
human performance, but a finding from memory research —
the ratio rule — suggests that negative effects are possible also.
In the present study we found that errors in selecting the correct
step of a procedure after an interruption increased between
sessions of practice on the procedure, even as response time
(RT) and other kinds of errors decreased. Selecting the correct
post-interruption step required recalling the pre-interruption
step, and we attribute the increase in errors to a decrease in
the ratio of RT per step to the retention interval represented
by the interruption. The results are evidence for a novel kind
of speed-accuracy tradeoff in which practice interacts with
operating principles of memory to make remembering past
performance more difficult. In practical terms, the results
suggest that training can be a risk factor for procedural error in
task environments with frequent interruptions.
Email: Erik M. Altmann, ema@msu.edu
2:30-2:45 (226)
Attentional Enhancement of Unconscious Processing in
Hearing-Impaired Individuals. RAMESH K. MISHRA,
University of Hyderabad, GOURI PATIL, Ali Yavar Jung National
Institute for the Hearing Handicapped, SEEMA PRASAD,
University of Hyderabad — Deaf individuals possess enhanced
visual and attentional abilities compared to the normal-hearing,
particularly in the visual periphery. We investigated whether
this increased sensitivity to visual information also extends to
subliminally presented stimuli and as a consequence influences
conscious action. Deaf and normal-hearing participants were
asked to respond to targets either freely (“free” trials) or by
instruction (“fixed” trials). Masked primes either congruent or
incongruent with the response were presented briefly before
the targets. On free trials, all participants chose the response
congruent with the prime more often. On both free and fixed
trials, participants were faster responding to a congruent
response compared to an incongruent response. Crucially, the
priming effects (on both free and fixed trials) were larger in deaf
compared to normal-hearing. Additionally, deaf and normalhearing did not differ on the prime visibility measures. This
suggests that higher priming effect in the Deaf is not due to
greater visibility of the primes in the Deaf individuals. Thus, we
show that enhanced attentional abilities in the Deaf strengthen
unconscious activations leading to a greater influence of the
prime, even during voluntary action.
Email: Ramesh Kumar Mishra, rkmishra@uohyd.ac.in
1:50-2:05 (229)
Improved Dual-Task Performance After Practice Due to
Efficient Task Instantiation. TILO STROBACH, Medical
School Hamburg, TORSTEN SCHUBERT, University of
Halle — Practice of two simultaneous dual tasks results in an
improvement of dual-task performance. The present study
investigates the underlying cognitive mechanisms responsible
for this improvement: The efficient instantiation of information
of two component tasks in working memory at the beginning
of each dual-task trial. This instantiation is the consequence
of dual-task practice, but it is not the consequence of separate
practice of two tasks in single tasks. While previous studies did
not provide evidence for an efficient instantiation after dual-task
practice with a combination of both, highly complex and highly
difficult tasks, we analyzed dual-task performance with (1) less
complex/ less difficult tasks, (2) highly complex/ less difficult
tasks, as well as (3) less complex/ highly difficult tasks at the
end of dual-task and single-task practice. Under conditions of
less complex/ less difficult tasks as well as highly complex/ less
difficult tasks, we found advantageous dual-task performance
after dual-task in contrast to single-task practice. There was no
such advantage with less complex/ highly difficult tasks. These
results are consistent with the assumption that improved dualtask performance after dual-task practice is the consequence of
an efficient instantiation of information of two component tasks
in working memory under the specified conditions.
Email: Tilo Strobach, tilo.strobach@medicalschool-hamburg.
de
2:50-3:05 (227)
Process-Dissociation Assumptions Are Violated in Implicit
Sequence Learning. CHRISTOPH STAHL, MARIUS BARTH
and HILDE HAIDER, University of Cologne — In the debate
on the role of consciousness in learning, a central finding
was Destrebecqz & Cleeremans’ (2001) demonstration, using
a process-dissociation (PD) approach, that implicit (i.e.,
unconscious) knowledge contributed to sequence learning in
the serial reaction time task (SRTT) independently of conscious
knowledge. Recent findings suggest that this result may reflect
violations of PD‘s fundamental assumptions (i.e., independence,
invariance). We investigated the validity of PD when applied
to the generation task and found the invariance assumption
violated: Explicit knowledge affected generation performance to
different degrees under inclusion and exclusion conditions. In
addition, guessing processes distorted PD estimates, requiring
an extension of PD equations; furthermore, independence
between guessing and explicit knowledge was violated in such
an extended model. In sum, the present findings substantially
threaten the validity of the PD approach to separating the
contributions of implicit and explicit knowledge to generation
performance. Conclusions based on PD about the independent
contribution of conscious and unsconscious processes in
sequence learning must be treated with caution.
Email: Christoph Stahl, christoph.stahl@uni-koeln.de
2:10-2:25 (230)
Different (Key)Strokes for Different Folks: How Standard
and Nonstandard Typists Balance Fitts’ Law and Hick’s Law.
GORDON D. LOGAN, JANA E. ULRICH and DAKOTA R.
49
Saturday Afternoon
Paper 231 - 234
B. LINDSEY, Vanderbilt University — Fine motor skills like
typing require solving a mapping problem that trades Fitts’
law against Hick’s law. Eight fingers have to be mapped onto
26 keys. Movement time increases with distance, so Fitts’
law is optimized by recruiting more fingers. Choice difficulty
increases with the number of alternatives, so Hick’s law is
optimized by recruiting fewer fingers. Hick’s law bends with
consistent practice, so skilled typists achieve a balance the
laws through learning. We tested this hypothesis by comparing
standard typists who use the standard QWERTY mapping
consistently with nonstandard typists who use fewer fingers less
consistently. Standard typists were faster and more accurate
than nonstandard typists, especially when visual guidance was
reduced by covering the keyboard. Standard and nonstandard
typists showed similar degrees of hierarchical control in word
priming, which measures parallel activation of keystrokes,
keyboard recall, which measures explicit knowledge of letter
locations, and hand cuing, which measures explicit knowledge
of which hand types which letter. Thus, nonstandard typists type
as automatically as standard typists, despite their suboptimal
balance between Fitts’ law and Hick’s law.
Email: Gordon Logan, gordon.logan@vanderbilt.edu
ways to yield method variations and strategy discoveries that, if
mastered, might produce large or small leaps in performance.
For the researcher interested in the development of extreme
expertise, the problem posed by such tasks is “how to know,
where to look”. In this talk we introduce the “changepoint
detection” family of statistical techniques. We argue that these
techniques serve as “flashlights” that enable us to shine our
light where periods of change are most likely to have occurred.
Although they provide no guarantee that we will find what we
are looking for (i.e., periods of exploration and experimentation
with new methods) they are a lot better than the alternative;
namely, searching under the lightpole.
Email: Wayne D. Gray, grayw@rpi.edu
3:10-3:25 (233)
Beyond Just the Surface Content: How Semantic Schemas
Affect Categorization of Probability Word Problems.
CHENMU XING and JAMES E. CORTER, Columbia
University Teachers College, DORIS C. ZAHNER, Council
for Aid to Education (Presented by James Corter) — We
investigated how the surface and deeper semantic content of
probability word problems affects problem understanding and
categorization, and whether these effects vary with statistical
training. Undergraduate and graduate students (N=51) were
asked to sort probability problems into groups by similarity of
solution. The problems varied by relevant probability principle,
by type of semantic schema, and by cover-story surface
content. Results showed that both less-trained students and
more-trained students tended to sort problems by relevant
probability principle, but students with more statistics training
did this more consistently. Both groups of students tended to be
affected in the sorting task by semantic schema, defined here as
intermediate-level abstractions of the problem structure, even
though these aspects of the problem are not relevant to formal
solution procedures. Surface content of the problems affected
less-trained participants to some degree, more-trained students
not at all.
Email: Chenmu Xing, xing@tc.columbia.edu
2:30-2:45 (231)
What’s Your Game? Game Playing Strategy Interacts
With Video Game Learning and Cognitive Gains in Older
Adults. CHANDRAMALLIKA BASAK and MARGARET A.
O’CONNELL, University of Texas at Dallas, KAORU NASHIRO,
University of Southern California, SHUO QIN and EVAN
SMITH, University of Texas at Dallas — Cognitive training using
complex video games need to account for individual differences
in game playing strategies, because strategies adopted during
the game play may affect the magnitude of training-related
cognitive gains. The current study investigated how individual
differences in strategies and learning during game play
interacted with cognitive gains in older adults. Participants were
randomly divided into two groups: Active control (N=27) and
real-time strategy video game training (N=25). Results suggest
that individual differences in measures of game play affected
cognitive gains and interacted with game playing strategy. For
example, individuals winning at a faster rate showed greater
gains in response latency in a working memory updating task
(r=-.46, p=.03). Furthermore, two different strategies could be
adopted during game play: wonder vs. combat. Results suggest
that individuals who adopted the wonder strategy, compared
to the combat, benefited in a reasoning task, but the combat
strategy resulted in greater gains in memory functioning (both
working memory and episodic memory), compared to the
controls and the wonder strategy.
Email: Chandramallika Basak, cbasak@utdallas.edu
Attention: Capture II
Grand Ballroom, Saturday Afternoon, 3:50-5:30
Chaired by Adam Reeves, Northeastern University
3:50-4:05 (234)
Crowding and Visual Attention. ADAM REEVES and JEFF
NADOR, Northeastern University — ‘Crowding’, a deficit
in peripheral target identification induced by surrounding
‘flanker’ stimuli, is reduced by attracting exogenous attention
to the target by blinking it (Greenwood et al., 2014). But does
crowding also depend on endogenous attention? A central cue
(an ‘L’ or ‘R’) to attend right or left occurred unpredictably
in an RSVP stream of letters. Target Gabors appeared at 4 or
8deg eccentricity, one left and one right, throughout each trial.
Target-flanker spacings were ¼, ½, or ¾ eccentricity. Observers
shifted attention to evaluate the tilt of the cued target. Crowding
was independent of target-flanker spacing, violating “Bouma’s
bound” that only flankers within ½ target eccentricity crowd, as
if the attended region expands >18deg during an endogenous
2:50-3:05 (232)
Searching Not Under the Lightpole But Where We Dropped
Our Keys: Using Changepoint Detection to Shine the Light
on Periods of Strategy Invention and Change. WAYNE
D. GRAY and MARC DESTEFANO, Rensselaer Polytechnic
Institute — In complex task domains students may exceed their
teachers. Such tasks afford diverse means to tradeoff one type
of performance for another, combining task elements in novel
50
Paper 235 - 239
Saturday Afternoon
shift. Target blinks hindered (not helped) identification at near
spacings just after the shift, as if all stimuli in the attended
region –flankers as well as targets- were facilitated.
Email: Jeff Nador, jeff.nador@gmail.com
a second target (T2) after a first target (T1) in rapid serial visual
presentation. Current AB theories suppose this deficit reflects
attentional gating but here we examined whether the AB can
be explained without reference to changes in attention. On our
account, the AB reflects neural habituation for the perceptual
representations that detect the appearance of a target. The
nROUSE model of Huber and O’Reilly (2003) explains
perceptual priming deficits through neural habituation and we
examined whether this model can also explain the AB. In two
experiments, we examined the interaction between repetition
priming and the AB with pre-T2 and post-T1 repetition priming
(Experiment 1) and with repeated distractors (Experiment 2).
Using default parameters, the nROUSE model predicted these
results, as well as the ‘spread of sparing’ and the elimination of
this effect reported by Chen and Zhou (2015).
Email: David E. Huber, dehuber@psych.umass.edu
4:10-4:25 (235)
Converging Evidence for Suppression of Attentional Capture
by Salient-but-Irrelevant Stimuli. NICHOLAS GASPELIN
(Member Select-Speaker Award Recipient) and STEVEN J.
LUCK, University of California, Davis — Researchers have long
debated whether salient stimuli, such as color singletons, can
automatically capture visual attention. In the current study,
we investigated one possible reconciliation called the signal
suppression hypothesis. According to this hybrid model,
all salient stimuli generate a bottom-up salience signal .that
attempts to guide attentional allocation, but this salience
signal can be actively suppressed. In the current study, we
tested this account using eyetracking, a novel capture-probe
behavioral technique, and event-related potentials (ERP). The
results demonstrate that, when color singletons fail to capture
attention, they are suppressed below baseline processing levels.
Importantly, we found that behavioral suppression effects were
accompanied by the PD ERP component, providing a key link
between the behavioral suppression and an electrophysiological
signature of suppression. We conclude that any viable theory of
attentional capture must account for these observed suppression
effects.
Email: Nicholas Gaspelin, ngaspelin@ucdavis.edu
5:10-5:25 (238)
Topological Influence on Visual Attention in the Visual
Field: Observations From Inhibition of Return Effect. YAN
BAO, LANG YANG and WENFENG CAI, Peking University,
ERNST PÖPPEL and TAOXI YANG, Ludwig-MaximiliansUniversität München — Inhibition of return (IOR) has been
extensively studied with respect to many stimulus and response
related factors. However, the topological property of stimuli has
not been considered yet. Using a spatial cueing paradigm, the
present study investigated whether the topological properties
of the cues and the targets influence the magnitude of IOR.
Considering the suggested functional dissociation of IOR in
the perifoveal and peripheral visual field from recent studies,
we examined this issue in both perifoveal and peripheral
visual field. The topological manipulation of the stimuli was
accomplished by using a solid or hollow cue (i.e., a square)
and a solid or hollow target (i.e., a circle) in a double-cue IOR
detection task. The IOR effect in the cue-target consistency
condition (i.e., both the cue and the target are solid or hollow)
was compared to the inconsistency condition (i.e., one is solid,
one is hollow). The results showed a significant topological
influence on IOR, but only in the perifoveal region and not in
the periphery. These observations confirmed again a functional
dissociation of IOR between the perifoveal and the peripheral
visual field, and suggest that topological influence may only
occurs in an area that is sensitive to object perception where
topological feature plays an important role.
Email: Yan BAO, baoyan@pku.edu.cn
4:30-4:45 (236)
Deviant Sounds Yield Distraction Irrespective of the
Sounds’ Informational Value. FABRICE B. R. PARMENTIER,
University of the Balearic Islands — Oddball studies show
that rare and unexpected changes in an otherwise repetitive
sequence of task-irrelevant sounds (deviant vs. standard
sounds) ineluctably break through attentional filters and yield
longer response times in an ongoing task. While generally
viewed as an adaptive phenomenon, recent studies questioned
this view by reporting that deviance distraction disappears
when sounds do not predict the occurrence of a target stimulus
(uninformative sounds). Here I challenge this contention and
demonstrate that the apparent absence of deviance distraction
with uninformative sounds results from two opposite effects:
Deviance distraction when the previous trial involved a
target and required responding, and facilitation by deviant
sounds following trials involving no target and requiring
the withholding of responses. Data from a new experiment,
new analyses of the data from three earlier studies, and the
modelling of these data, all converge in suggesting the existence
of deviance distraction impervious to the sounds’ informational
value.
Email: Fabrice Parmentier, fabrice.parmentier@uib.es
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Human Learning and Instruction II
Back Bay C & D, Saturday Afternoon, 3:30-5:30
Chaired by Robert Goldstone, Indiana University
3:30-3:45 (239)
The Encoding of Characteristic and Diagnostic Properties
During Interleaved and Blocked Category Learning. PAULO
CARVALHO and ROBERT GOLDSTONE, Indiana University
(Presented by Robert Goldstone) — A property is characteristic
of a category if most of the members of the category have the
property — the probability of the property, given the category,
is high. A property is diagnostic for a category if the probability
4:50-5:05 (237)
A Perceptual Habituation Account of the Attentional Blink.
PATRICE RUSCONI, University of Surrey, DAVID E. HUBER,
University of Massachusetts, Amherst (Presented by David
Huber) — The Attentional Blink (AB) is a temporary deficit for
51
Saturday Afternoon
Paper 240 - 244
4:30-4:45 (242)
Investigating and Explaining the Potency of Successive
Relearning for Enhancing Long-Term Retention.
KATHERINE A. RAWSON, Kent State University, KALIF
E. VAUGHN, Northern Kentucky University, MATTHEW
WALSH, Carnegie Mellon University, JOHN DUNLOSKY, Kent
State University — Suppose that a simple learning technique
could improve students’ long term retention of course material
by 2-4 standard deviations, but teachers did not know about it,
students did not use it, and researchers did not study it. Just
such a case exists: successive relearning (i.e., practicing until
some level of mastery is reached in each of multiple learning
sessions that are distributed over time) is a highly potent
learning technique that is underutilized in educational practice
and underinvestigated in memory research. Here, we advocate
for a shift in educationally relevant memory research to
systematically investigate and explain the benefits of successive
relearning. Two experiments document the potency of this
technique for achieving meaningful levels of durable learning,
and we introduce and formally test the first computational
model of relearning effects.
Email: Katherine Rawson, krawson1@kent.edu
of the category, given the property, is high. We find that when
different categories to be learned are presented in an interleaved
fashion, participants are much less sensitive to characteristic
features than when categories are blocked such that several
members of a single category are presented successively.
Interleaved and blocked presentations lead to equally strong
encodings of diagnostic properties. The influence of example
sequencing on encodings of characteristic and diagnostic
properties is well accounted for by a computational model
that emphasizes properties of an example that are shared with
the preceding example when the two examples come from the
same category, and properties of an example that differ from the
preceding example when they come from different categories.
Email: Robert Goldstone, rgoldsto@indiana.edu
3:50-4:05 (240)
The Sequence of Items in Category Learning: Modeling
and Eye-Tracking Data. SAFA ZAKI, Williams College,
ALEXANDER RICH, New York University, STEPHANIE
STACY, Williams College — Sequence effects, in which the
particular order of presentation of exemplars affects the
learning of a category, have recently received considerable
attention in the literature. We tested the theory that some of
these effects may be caused by changes in attention allocation
that result from comparisons between temporally juxtaposed
exemplars. In Experiment 1, we tested this idea in a task in
which we manipulated presentation order during learning such
that exemplar comparisons were predicted to draw attention
to a target dimension. Critically, in this task, all dimensions
were equally diagnostic for categorization. However, fits of the
Generalized Context Model to participants’ data suggested that
participants tended to heavily weight the target dimension. In
Experiment 2, we conducted an eye-tracking version of the first
experiment, which provided converging evidence of increased
attention to the target dimension as a result of the sequencing
of exemplars.
Email: Safa Zaki, szaki@williams.edu
4:50-5:05 (243)
The Role of Awareness of Repetition During the
Development of Automaticity. CRAIG P. SPEELMAN and
EMMA SHADBOLT, Edith Cowan University — The current
study examined whether being aware of the repetitive nature
of a simple numerosity task could aid the development of
automaticity, and whether participants were aware of when
automaticity developed for them via a post-test interview.
The numerosity task used in this study was a simple counting
task like that used in Lassaline and Logan (1993). Thirty-four
participants were randomly allocated to an experimental (n=17)
or a control (n=17) condition, and completed 30 blocks of 18
trials on the numerosity task. Participants in the experimental
condition were informed that the stimuli would be repeated
many times, whereas participants in the control condition
were given no such information. There was no evidence that
awareness affected the way automatic processing developed, nor
whether participants were aware of when the transition from
controlled to automatic processing developed. These results are
broadly consistent with the account provided by Lassaline and
Logan of the transition from controlled to automatic processing
in the numerosity task.
Email: Craig Speelman, c.speelman@ecu.edu.au
4:10-4:25 (241)
High-Dimensional Category Representations. ROBERT
NOSOFSKY, BRIAN MEAGHER and CRAIG SANDERS,
Indiana University Bloomington, MICHAEL LEE, University of
California, Irvine — We conduct extensive similarity-scaling
and dimensions-ratings studies to characterize the highdimensional structure of the natural-science categories of rock
types. Alternative models of similarity (continuous spatial,
discrete clustering, and hybrid) are compared on their ability
to characterize the observers’ similarity judgments. The derived
similarity-scaling representations are also used in combination
with formal exemplar and clustering models of human
classification learning to help guide the search for teaching
techniques that result in effective learning and generalization
of the rock-category instances. The long-term goal of the
project is to translate progress in formal models of similarity
representation and human category learning to the real-world
science classroom.
Email: Robert Nosofsky, nosofsky@indiana.edu
5:10-5:25 (244)
Individual Differences in Learning Efficiency. KATHLEEN
B. MCDERMOTT, CHRISTOPHER L. ZERR and JEFFREY
J. BERG, Washington University in St. Louis — We explore
the psychometric properties of a task designed to measure
learning efficiency in healthy young adults (Nelson et al. 2015).
Participants (N=281) studied 45 Lithuanian-English word pairs
and then took an initial cued recall test (Test 1) with feedback.
A dropout procedure was used whereby recalled items were
dropped from subsequent test phases, and nonrecalled items
were repeatedly tested (with feedback) until recalled. The
process repeated until all 45 words had been recalled once
52
Paper 245 - 248
Saturday Afternoon
(Trials to Criterion), and subjects then took a final test. For
each participant, the three metrics (Test 1, Trials to Criterion,
Final Test) were combined into a composite learning score. The
entire process was repeated (with new items) 24 hours later.
Learning scores are highly reliable. In a smaller sample, validity
was assessed with numerous cognitive batteries. This task is a
reliable, valid index for assessing learning efficiency in healthy
young adults.
Email: Kathleen McDermott, kathleen.mcdermott@wustl.edu
having participants respond with hands and feet. Hands again
produced an effect, while feet did not. Thus, the syntax-space
effect appears to be effector specific.
Email: Amit Almor, almor@sc.edu
4:10-4:25 (247)
Phonetic Convergence Differs Across Conversational
Interaction and Speech Shadowing Tasks. JENNIFER S.
PARDO, ADELYA URMANCHE, SHERILYN WILMAN and
JACLYN WIENER, Montclair State University — Phonetic
convergence has been examined in speech shadowing tasks
and in conversational interaction across different studies.
The current study examines phonetic convergence in both
settings across the same talkers. A set of 96 talkers (48 female)
completed speech shadowing and paired conversational tasks in
same- and mixed-sex pairings. Overall, phonetic convergence
was highly variable in both shadowing and conversational
tasks, was greater in speech shadowing than in conversational
interaction, and there were effects of talker and pair sex. Female
talkers converged more in mixed-sex pairings than in same-sex
pairings, while males converged equally across both contexts.
Furthermore, there was no relationship between shadowing and
conversational convergence for female talkers, and a modest
relationship for males. Taken together, these findings indicate
that basic mechanisms supporting phonetic convergence during
speech shadowing do not automatically evoke convergence in
conversational settings, and that social factors play a role in
phonetic convergence regardless of the setting.
Email: Jennifer Pardo, pardoj@mail.montclair.edu
Psycholinguistics II
Republic, Saturday Afternoon, 3:30-5:30
Chaired by Sascha Schroeder, Max Planck Institute for Human
Development
3:30-3:45 (245)
Eye-Movements in Children and Adults Reading in a
Second Language: Similarities and Differences. SASCHA
SCHROEDER, Max Planck Institute for Human Development,
TUOMO HÄIKIÖ, University of Turku, ASCEN PAGAN,
University of Oxford, JUKKA HYÖNÄ, University of Turku,
SIMON P. LIVERSEDGE, University of Southampton —
Eye-tracking studies have shown that adults make more and
longer fixations when reading in their L2 than in their L1.
This behavior is similar to that of children who are reading in
their L1. In this study, six groups of adults with different L1L2 combinations read sentences in three languages: English,
Finnish, and German. We compared their data with that from
monolingual adults and 4th grade children who read the same
sentences in their L1. Results show that the effects for adult L2
readers were similar to the effects observed for children reading
in their L1. After controlling for participants’ vocabulary
skills,children showed longer mean fixation times and adult L2
readers showed higher regression rates than adult L1 readers.
We will discuss our findings with regard to models of reading
development and bilingualism.
Email: Sascha Schroeder, sascha.schroeder@mpib-berlin.mpg.
de
4:30-4:45 (248)
Beat Gesture Alters How Pitch Accenting Affects
Discourse Memory: Evidence for Top-Down Use of Talker
Expectations. LAURA M. MORETT (Member Select-Speaker
Award Recipient) and SCOTT H. FRAUNDORF, University
of Pittsburgh — Beat gesture and contrastive pitch accenting
can be used to add emphasis to co-occurring speech. Previous
research examining the effects of these two cues separately
indicates that they each enhance memory; however, it is unclear
whether and how they interact.
In this study, we examined how beat gesture and contrastive
pitch accenting interact by manipulating their presence on key
words in stories. We then tested memory using a two alternative
forced choice recognition task. In stories containing key words
with beat gestures, key words that also had a contrastive pitch
accent were recalled more accurately than key words without
a contrastive pitch accent. By contrast, in stories without beat
gestures on key words, recall was equivalent regardless of
contrastive pitch accenting. These results complement previous
work (Fraundorf, Watson, & Benjamin, 2010) showing that
contrastive pitch accenting enhances memory when beat
gesture is never present. Together, these findings indicate that
the presence of beat gesture alters the impact of contrastive
pitch accenting on memory for spoken discourse. Specifically,
when comprehenders encounter a speaker who sometimes
uses one salient cue to emphasis (beat gesture), the effects of
a second cue to emphasis (contrastive pitch accents) disappear
3:50-4:05 (246)
Syntactic-Spatial Interactions for Hands, not Feet. TIMOTHY
W. BOITEAU, CAMERON M. SMITH and AMIT ALMOR,
University of South Carolina — Several studies have found a
relationship between comprehending transitive sentences and
spatial processing (Chatterjee; 2001; Maas & Russo, 2003),
showing that images depicting the agent of an action to the
left of the patient are responded to faster than images with the
opposite arrangement. Extending these observations, Boiteau
and Almor (2016) demonstrated that after reading a sentence,
identifying a word which appeared earlier as the agent is faster
on the left than the right, but only for left-hand responses (i.e.,
the syntax-space effect). A subsequent study found that crossing
the hands weakens the left-hand effect (Boiteau & Almor,
2015). The present study tested whether this effect is specific
to the hands or if it is also found in other lateralized responses,
53
Saturday Afternoon
Paper 249 - 253
Memory and Beliefs
Independence, Saturday Afternoon, 3:30-5:30
Chaired by Mark L. Howe, City University London
when that first cue is no longer present. This pattern suggests
that language comprehension entails modeling how speakers
map intended meaning onto generated forms.
Email: Laura Morett, morett@pitt.edu
3:30-3:45 (251)
The Behavioral Consequences of Autobiographical Belief
and Recollection. MARK L. HOWE, City University London,
HENRY OTGAAR, JANE WANG and GEORGIANA
MOLDOVEANU, Maastricht University — We present
findings from several experiments related to the behavioral
effects of undermining belief for true and false memories.
Participants received DRM-wordlists and a recognition task.
Next, participants’ belief was undermined by giving them
feedback about true and false items. We succeeded in eliciting
nonbelieved true and false memories. Then, participants were
involved in different problem-solving tasks (e.g., compound
remote association task). We found that belief or recollection
impacted the performance on these problem-solving tasks.
These differences were related to whether belief or recollection
was undermined for a true versus a false memory. We discuss
the implications of these findings in terms of the consequences
of beliefs for memory.
Email: Dr. Mark L. Howe, drmarkl.howe@gmail.com
4:50-5:05 (249)
Visual-Spatial Working Memory Resources Constrain AudioVisual Sentence Comprehension. STEPHANI M. FORAKER,
LEANNA KALINOWSKI and CALEY WEKENMANN,
Buffalo State College, State University of New York — We
investigated bimodal audio-visual sentence comprehension,
and how individual differences in visual-spatial and verbal WM
resources affect it. We predicted that phonologically difficult
tongue twisters would show improved comprehension with
bimodal input, compared to audio-only, and compared to
control sentences and syntactically difficult garden paths. We
found that comprehension time was shorter with audio-visual
input for tongue twisters, with a silent or noisy background,
and for control sentences in noise. Comprehension time for
garden paths was unaffected by bimodal input. Visual-spatial
WM resources (measured with symmetry span) modulated
comprehension time in a specific way: those with higher WM
benefitted only when faced with audio-visually presented
tongue twisters in a noisy background. Those with lower visualspatial WM were slower with bimodal input in noisy conditions.
In comparison, higher verbal WM resources (reading span)
supported higher accuracy for all sentences, particularly garden
paths, but did not interact with input mode or background type.
Email: Stephani M Foraker, forakesm@buffalostate.edu
3:50-4:05 (252)
Nonbelieved Autobiographical Memories: Characteristics,
Consequences, and Implications. ALAN SCOBORIA,
University of Windsor — Nonbelieved memories (NBMs) are
autobiographical memories that are characterized by weakened
veridicality in the presence of sustained recollection. In this
talk I provide an update on the state of knowledge about the
characteristics, subtypes, and personal impact associated with
naturally occurring NBMs. I discuss implications of NBMs
for distinguishing between appraisals of event occurrence,
recollection (vivid episodic imagery accompanied by the sense
of reliving the past), and accuracy of the contents of recollective
mental representations. Finally, I review research that explores
decision making processes that result when vivid memories
are confronted by salient disconfirmatory evidence during
naturalistic social exchange.
Email: Alan Scoboria, scoboria@uwindsor.ca
5:10-5:25 (250)
The Unbounded Productivity of (Sign) Language: Evidence
From the Stroop Task. IRIS BERENT and AMANDA
DUPUIS, Northeastern University — Upon hearing baba, and
dada, speakers routinely generalize the reduplicative pattern to
novel items, even if their phonological elements are novel (e.g.,
xaxa). Here, we examine whether similar generalizations also
apply to sign language. Participants (Deaf ASL signers) were
presented with monochromatic video-clips of novel disyllabic
signs––either reduplicative (XX) or nonreduplicative controls
(XY). Given that XX signs are better formed, we expected
novel XX signs to exert greater interference with color naming.
To gauge the scope of these generalizations, we compared X
syllables whose features were either all native, or partly novel.
We found no effect of reduplication for signs with native
features, a result we attribute to the similarity of these items
to ASL color names. Remarkably, signers were highly sensitive
to reduplication of signs with novel features. We conclude that
unbounded productivity is a design feature of the language
faculty that applies irrespective of input modality
Email: i.berent@neu.edu, i.berent@neu.edu
4:10-4:25 (253)
When Memories and Beliefs Conflict: Behavioral
Consequences. GIULIANA MAZZONI, University of Hull —
Typical non-believed memories (NBMs, Mazzoni et al (2010))
are very vivid and detailed personal memories that have been
disavowed because representing events later considered not to
have happened. This creates a cognitive conflict in which ease
of access and vividness of details in the memory representation
conflict with the belief that the event did not happen. Here I
will explore at a behavioural level some consequences that
occur when selection and choices are determined by NBMs.
In a number of studies spontaneous NBMs were collected or
created, and selection/choice assessed in different tasks. In all
studies results showed that choice/selection was driven by belief
only, suggesting that information coming from the memory
is discounted. Response times, however, were still influenced
54
Paper 254 - 258
Saturday Afternoon
by the memory representations. These results are discussed in
terms of the theoretical approach (Mazzoni & Kirsch, 2002)
on metacognitive decisions involved in memory and their
influence on behavior.
Email: Giuliana Mazzoni, giulianamazzoni3@gmail.com,
g.mazzoni@hull.ac.uk
generic claim), the nature of the pre-existing attitude (e.g., if the
to-be-defended worldview is a conservative or liberal political
view), and the confidentiality of responses (e.g., whether belief
ratings are confidential or disclosed to peers).
Email: Ullrich Ecker, ullrich.ecker@uwa.edu.au
Neural Mechanisms of Cognition
Back Bay B, Saturday Afternoon, 3:30-5:30
Chaired by Keith B. Lyle, University of Louisville
4:30-4:45 (254)
Beliefs About Memory in the Police, Public, and Memory
Experts. MARTIN A. CONWAY, SHAZIA AKHTAR and
KATRIN HOHL, City University London — In a survey the
UK police, general public and memory experts indicated their
agreement with statements about memory, some designed to fit
scientific evidence and some that ran counter to it. Consistent
with other recent surveys the most commonly held belief in the
general public was that memory was like a video. This belief
was fairly common in the police, but not held by memory
researchers. A range of other erroneous beliefs about the effects
of emotion on memory and the nature of traumatic memories
were also found in the general public but not in the other groups.
Email: Martin A. Conway, martinconway1@mac.com
3:30-3:45 (257)
Bimanual Coordination Positively Predicts Episodic
Memory: A Joint Behavioral and Neuroimaging Investigation.
KEITH B. LYLE and BRENDAN E. DEPUE, University of
Louisville, BRYNN A. DOMBROSKI, Platinum Solutions,
ANDREW E. SWITALA, ROBIN F. HOPKINS and MARCUS
L. LEPPANEN, University of Louisville — On many tests of
episodic memory, individuals who strongly prefer one hand
over the other (i.e., those with strong manual lateralization)
are outperformed by individuals with relatively weak hand
preference. Because handedness has known neuroanatomical
and neurofunctional correlates, handedness-based memory
differences may shed light on neural underpinnings of individual
variation in memory performance. Here, for the first time, we
examined episodic memory as a function of performance on
a classic measure of manual dexterity: the Purdue Pegboard
Test. Bimanual coordination was positively related to episodic
recall. Furthermore, both bimanual coordination and episodic
recall were positively related to cortical surface area in right
dorsolateral prefrontal cortex. These findings suggest that
bimanual coordination, which has been linked to weak hand
preference, may be a marker for superior episodic memory and
may be so due to anatomical differences in right dorsolateral
prefrontal cortex.
Email: Keith B. Lyle, keith.lyle@louisville.edu
4:50-5:05 (255)
Source Confusion or Source Skepticism When Under
Stereotype Threat. AYANNA K. THOMAS and AMY SMITH,
Tufts University, MARIE MAZEROLLE, Université de Poitiers
— Although the effects of stereotype threat on older adult
memory is well-established, the exact mechanism by which
threat affects memory continues to be debated. In the present
study, we examined the effects of stereotype threat on memory
in the context of the misinformation paradigm. This paradigm
is particularly useful in examining source memory in the
context of a complex event. After watching a video that depicted
a crime, participants when presented with a written narrative of
the event in which information consistent and inconsistent with
the original event was presented. Following the narrative, half
of the participants were presented with information designed
to activate negative stereotypes about aging. Generally, older
adults under threat were more likely to withhold information
presented across two sources. This occurred in forced cued
recall as well as source free memory testing. The results suggest
that threat encourages older adults to exercise caution in
responding.
Email: Ayanna K. Thomas, ayanna.thomas@tufts.edu
3:50-4:05 (258)
Dissociating Medial Temporal and Striatal Memory Systems
With a Same/Different Matching Task: Evidence for Two
Neural Systems in Human Recognition. ARNOLD L. GLASS,
Rutgers University, NEHA SINHA, Rutgers University - Newark
— The medial temporal lobe and striatum have both been
implicated as brain substrates of memory and learning. Here,
we show dissociation between these two memory systems
using a same/different matching task, in which subjects judged
whether four-letter strings were the same or different. Different
RT was determined by the left-to-right location of the first
letter different between the study and test string, consistent
with a left-to-right comparison of the study and test strings,
terminating when a difference was found. This comparison
process results in same responses being slower than different
responses. Nevertheless, same responses were faster than
different responses. Same responses were associated with
hippocampus activation. Different responses were associated
with both caudate and hippocampus activation. These findings
are consistent with the dual-system hypothesis of mammalian
memory and extend the model to human visual recognition.
Email: Arnold Glass, aglass@rutgers.edu
5:10-5:25 (256)
Misinformation Corrections and the Worldview Backfire
Effect. ULLRICH K. H. ECKER, University of Western Australia
— Misinformation continues to influence memory, reasoning,
and judgments even after credible corrections. Corrections
that violate a person’s pre-existing attitudes can be particularly
ineffective because people tend to defend their worldviews;
such corrections can thus even produce ironic backfire effects.
However, the conditions under which this “worldview backfire
effect” (WBE) occurs are unclear, as evidence has been mixed.
In this talk, I discuss factors that might mediate the occurrence
of the WBE; these factors include the generality of the incorrect
claim (i.e., whether misinformation relates to a one-off event or a
55
Saturday Afternoon
Paper 259 - 263
4:10-4:25 (259)
The Circadian Regulation of Cognition in Humans:
Differences Between Men and Women. NAYANTARA
SANTHI, University of Surrey, ALPAR S. LAZAR, University
of Cambridge, PATRICK J. MCCABE, University of Surrey,
JUNE C. LO, Duke-NUS Graduate Medical School, JOHN A.
GROEGER, University of Hull, DERK-JAN DIJK, University of
Surrey — Our sleep-wake cycle interacts with an endogenous
circadian clock to generate a rhythm of deterioration and
recovery in cognitive capacity over the day and night,
respectively. Whether this differs between men and women is
an open question. We measured the circadian and time awake
effects on subjective and objective measures of cognition in
34 healthy young men and women, in a Forced Desynchrony
protocol. Circadian and time awake effects were observed in
the cognitive performance of both men and women. However,
the amplitude of the circadian modulation was larger in
women in 11 out of 39 performance measures such that their
performance was more impaired in the early morning hours.
These sex differences in cognition could not be explained by
sex differences in the circadian amplitude of plasma melatonin
and electroencephalographic slow-wave activity. The data
establish the impact of circadian rhythmicity and sex on waking
cognition, with implications for understanding the regulation
of brain function.
Email: Nayantara Santhi, n.santhi@surrey.ac.uk
4:50-5:05 (261)
Learning Localist Representations in PDP Models of
Perception. IVAN I. VANKOV, New Bulgarian University,
JEFFREY S. BOWERS, University of Bristol (Presented by
Jeffrey Bowers) — It is widely assumed that Parallel Distributed
Processing (PDP) networks learn distributed representations.
Previously we have shown that PDP models often learn localist
representations when trained to co-activate multiple items at the
same time in short-term memory (Bowers, Vankov, Damian, &
Davis, 2014). Here we show that PDP models often learn localist
codes when trained on arbitrary input-output mappings one-ata-time. This extends the conditions in which PDP models learn
localist representations, and may provide insight into why some
neurons respond to complex information in a highly selective
manner. Bowers, J. S., Vankov, I. I., Damian, M. F., & Davis, C. J.
(2014). Neural networks learn highly selective representations in
order to overcome the superposition catastrophe. Psychological
review, 121, 248-261
Email: Jeff Bowers, j.bowers@bristol.ac.uk
5:10-5:25 (262)
Multiple Routes to Implicit Statistical Learning? A DualSystem Perspective. CHRISTOPHER M. CONWAY, JOANNE
A. DEOCAMPO and GRETCHEN N.L. SMITH, Georgia
State University — Despite decades of research on implicit
and statistical learning, there is still a lack of consensus about
the cognitive and neural mechanisms that support learning.
In particular, two unresolved issues are 1) to what extent
learning is supported by domain-specific versus domaingeneral mechanisms, and 2) to what extent learning proceeds
automatically or requires controlled attention. We review
current findings that suggest there may be two primary cortical
systems supporting learning: an anterior-based, “executive”
network involving brain regions such as the inferior frontal
gyrus that is more attention-dependent and necessary for the
learning of complex patterns over relatively long time-scales,
and a posterior-based, perceptual-motor network that is less
dependent on attention and is used to learn modality-specific
perceptual units or chunks over shorter time-scales. We suggest
that this dual-system perspective provides the beginning of
an integrated framework that can help resolve a number of
apparent inconsistencies in the literature.
Email: Christopher M. Conway, cconway@gsu.edu
4:30-4:45 (260)
Neural Mechanisms of Hierarchical Timing Control:
Expertise and Aging. RALF T. KRAMPE, University of
Leuven, NICOLE WENDEROTH, ETH Zurich, STEPHAN
SWINNEN, University of Leuven — The hierarchical timing
control (HTC) model assumes that novices control complex
temporal movement patterns (rhythms) at low-level timing,
sequencing, and task-set control levels. We investigated the
neural underpinnings of these control processes in young (in
their 20s) and older (in their late 50s and early 60s) novices and
expert musicians, who performed different rhythm tasks while
lying in an fMRI scanner. Low-Level timing (e.g. tapping series
of identical target intervals) activated a typical sensorimotor
network, but also IFG, cingulate, and Insula regions. With higher
rhythmic complexity novices, but not experts increasingly
activated cerebellar Crus, IPS, and MFG. At the behavioral level
we found a clear dissociation of expertise-related and domaingeneral processes: older experts outperformed young novices
in rhythm tasks, but they showed typical age-related declines
as novices in processing speed, working memory, and task-set
control measured through a GoNoGo task. In line with the HTC
model rhythmic timing in novices activated regions known to
reflect task-complexity in non-motor tasks. Task complexity
was also reflected in bi-hemispheric recruitment in novices.
Despite comparable activation levels in these regions and
excessive hyper-activation in others older novices did not reach
the same level of performance as their young counterparts.
Email: Ralf Krampe, Ralf.Krampe@kuleuven.be
Embodied Cognition
Back Bay A, Saturday Afternoon, 3:50-5:30
Chaired by Sarah H. Creem-Regehr, University of Utah
3:50-4:05 (263)
Judging Affordances From Other Viewpoints: A Role of
Perspective Taking? MICHAEL N. GEUSS, Max Planck
Institute for Biological Cybernetics, SARAH H. CREEMREGEHR, University of Utah, BETTY J. MOHLER, Max
Planck Institute for Biological Cybernetics (Presented by Sarah
Creem-Regehr) — Perspective taking and judging affordances
share similar functional goals when determining whether an
action is possible from a location dislocated from one’s current
viewpoint. We tested the relationship between the two by
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Paper 264 - 268
Sunday Morning
measuring reaching affordances made from imagined locations
around a table. We manipulated imagined self-location, target
distance, and presence and length of an avatar arm, using an
immersive virtual environment. First, in conditions without
an avatar arm, we aimed to establish a baseline for reaching
affordance judgments made from other perspectives, and
include a novel assessment of response time for affordance
judgments. Second, by manipulating visual arm length, we
asked whether a change in body capabilities would influence
affordance judgments from perspectives other than one’s own,
suggesting a role for embodied perspective taking. Initial results
suggest that reaching affordances were overestimated more
from one’s physical location compared to imagined locations
and response time varied with imagined location and distance
of target.
Email: Sarah Creem-Regehr, sarah.creem@psych.utah.edu
the particular action representations evoked by an imperative
statement are determined by the comprehender’s intentions and
not by a generic, literal simulation of the stated action.
Email: Michael Masson, mmasson@uvic.ca
4:50-5:05 (266)
Action Compatibility Effects: Evidence for Automatic
Activation of Motor Responses? RENE ZEELENBERG and
DIANE PECHER, Erasmus University Rotterdam — Recent
studies seem to suggest that pictures of objects potentiate motor
actions that are compatible with the grasping actions that
would be performed on a real object. For example, responses
to stimulus properties, such as color or upright/inverted
orientation, are faster if the response hand is on the same side
as the object’s graspable part than if it is on the other side.
Likewise, responses are faster when the required response grip
(e.g., precision grip) matches the grip that would be used on
the object than when it does not match. These findings have
traditionally been interpreted as providing evidence for the
view that object perception results in the automatic activation
of specific actions associated with the object. An alternative
interpretation is that these effects are driven by competition at
the response level. In this talk we will review recent evidence
from our lab that is consistent with this latter interpretation.
Email: Rene Zeelenberg, zeelenberg@fsw.eur.nl
4:10-4:25 (264)
Readers Do Not Simulate the Auditory Perception of Story
Characters. ALBRECHT W. INHOFF, JULIE GREGG and
CYNTHIA CONNINE, Binghamton University — Three
experiments sought to determine whether readers simulate
the auditory perception of their story characters’ voices.
Participants read a story that consisted mainly of female-male
dialogue. Eye-movement-contingent presentations of speech
were used to present a complete spoken dialogue segment or a
selected dialogue word in a gender-matching or -mismatching
voice during the silent reading of corresponding dialogue. Eye
movements during dialogue reading were influenced by the
hearing of speech, but there were only short-lived differences
between the gender-congruent and -incongruent auditory
conditions. Overall, the results suggest that readers do not
routinely simulate the speech of their talking story characters.
Short-lived gender-mismatch effects could be due to storycharacter uncertainty rather than to mismatches between
simulated and perceived voices.
Email: Albrecht Inhoff, inhoff@binghamton.edu
5:10-5:25 (267)
In the Eye of the Beholder: Affect as Well as Object Properties
Impact Measurement Estimations. MAGDA L. DUMITRU,
University of Liege — The probability of perceiving two objects as
being similar is a negative exponential function of the distance
between them in an internal psychological space (Shepard
1987). Our experimental studies showed that this distance and
hence the similarity between objects in the same category is
modulated by their size, frequency, and manipulability. Our
experimental work also revealed that object properties evoked
by digit-word expressions modulate numerosity estimations
such that “8 elephants” were judged to be more numerous
than “8 ants”, for instance. These findings extend the literature
on human perceptual biases (Binet 1890) by showing that
words instantly access rich mental representations. Our latest
experimental findings established that various emotional states
significantly impact measurement estimations.
Email: Magda L Dumitru, magda.dumitru@gmail.com
4:30-4:45 (265)
Action Representations Evoked by Imperative Statements.
MICHAEL E. J. MASSON and DANIEL N. BUB, University of
Victoria — We show that immediately after hearing an imperative
statement describing a functional action (use the cellphone) or a
volumetric action (lift the cellphone) with the intention to comply,
only the action representation corresponding to the mentioned
action is evoked, but not other actions that could be applied
to the object. Under comprehension instructions, without an
intent to act, however, both functional and volumetric action
representations associated with the mentioned object are evoked
with equal strength, regardless of the stated action type. When
instructed to hold the stated action in working memory for
later rather than immediate execution, evocation of functional
and volumetric action representations followed a pattern
indicating sensitivity to the typical sequence of lifting an object
while intending later to use it. This variation in evoked action
representations constitutes a significant challenge to embodied
accounts of language processing in which mental simulation of
action is a fundamental component of comprehension. Clearly,
Business Meeting
Liberty BC, Saturday Afternoon, 5:10-6:00
Cathleen Moore, University of Iowa, Chair, Governing Board
Presentation of the 2016 Best Article Awards
Letter/Word Processing II
Grand Ballroom, Sunday Morning, 8:00-9:40
Chaired by Albert F. Smith, Cleveland State University
8:00-8:15 (268)
Effects of Flanking Bigrams on Lexical Decision Performance.
AMY M. PALINSKI and ALBERT F. SMITH, Cleveland
State University (Presented by Albert Smith) — Some word-
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Paper 269 - 272
identification models suppose visual-system units responsive to
letter pairs not adjacent in a letter-string stimulus. In a lexical
decision task in which targets were flanked by pairs of bigrams,
Grainger, Mathot, and Vitu (Acta Psychologica, 2014) found, for
words, better performance when flanking bigrams contained
target-string letters (e.g., BI BIRD RD; RD BIRD BI; IB BIRD
DR; DR BIRD IB) than when they did not (e.g., CE BIRD
NT); better performance when flanking bigrams contained
letters ordered as in the target (e.g., BI BIRD RD; RD BIRD
BI) than switched (e.g., IB BIRD DR; DR BIRD IB); and that
bigram order relative to the target did not affect performance.
In Experiment 1, we replicated the results of Grainger et al. In
Experiment 2 we added nonadjacent-letter bigram conditions
(e.g., BR BIRD ID; ID BIRD BR; RB BIRD DI; DI BIRD RB).
For words, performance was better when flankers contained
target-string letters than when they did not. Performance was
better when flanking bigrams contained letters ordered as in the
target (e.g., BI BIRD RD; RD BIRD BI; BR BIRD ID; ID BIRD
BR) than switched (e.g., IB BIRD DR; DR BIRD IB; RB BIRD
DI; DI BIRD RB); this did not depend on whether bigrams were
adjacent-letter or open.
Email: Albert F. Smith, a.f.smith@csuohio.edu
of phonemes as an articulatory program. We examine the
lexicality, frequency, and regularity effects in the read-aloud
and Stroop color naming tasks and find that despite the robust
effects on the former, none of these effects are found in the
Stroop task. However greater color-naming interference is
observed with these letter strings than unpronounceable string
of consonants (e.g., yjnsj), and a row of Xs. We consider the
implication of these results for modeling reading.
Email: Sachiko Kinoshita, sachiko.kinoshita@mq.edu.au
9:00-9:15 (271)
The Perceptual Structure of Multisyllabic Printed Words:
New Evidence From Silent E Words. ALAIN CONTENT
and FABIENNE CHETAIL, Université libre de Bruxelles — In
previous studies we have proposed that the CV pattern, that is,
the organization of consonant and vowel letters, determines the
parsing of letter strings into perceptual units, with each vowel or
group of adjacent vowels delineating one unit. Here we provide
further evidence based on silent letters. French skilled readers
were presented with words including a silent E between two
consonants (e.g., gobelet), thus entailing three orthographic
vowel groups. Control words were matched in number of
letters. Participants had to estimate either the number of
units or the physical extent of the stimuli. Silent E words were
consistently estimated to be longer than controls, both in the
visual modality and in the auditory modality. However, no effect
was found in beginning readers, confirming the orthographic
nature of the bias and also the influence of spelling on spoken
word processing. The implications for theories of orthographic
representations will be discussed.
Email: Alain Content, alain.content@ulb.ac.be
8:20-8:35 (269)
No Lexical Engagement Without Memory Consolidation:
Behavioural and Electrophysiological Evidence From
Masked Priming and Reicher-Wheeler. NICOLAS DUMAY,
University of Exeter, STÉPHANIE MASSOL, Basque Center
on Cognition, Brain and Language — We exploited the prime
lexicality effect and the Reicher-Wheeler paradigm to determine
whether newly learnt words need to consolidate in order to
engage in lexical activities. Skilled readers learnt made-up
orthographic neighbours (‘huspital’ for ‘hospital’) via repeated
cycles in letter detection and string completion. They were then
tested immediately or after seven days. Masked priming showed
that learning reduced the facilitation by related primes, and its
N400 correlate, only in seven-day participants. In ReicherWheeler, the attraction exerted by the new neighbour (when
itself or its baseword was flashed) doubled over the course of the
week. If initially this effect transpired as a reduced P150 to new
neighbours, after seven days it appeared as a larger negativity
to their basewords in the 150-250 window. In view of these
non-linear changes, and contrary to recent claims (Kapnoula
et al., 2015), memory consolidation is what creates lexical
representations out of new wordlike objects.
Email: Nicolas Dumay, nicolas.dumay@gmail.com
9:20-9:35 (272)
Orthographic Units in the Absence of Visual Processing:
Evidence From Sublexical Structure in Braille. SIMON
FISCHER-BAUM and ROBERT ENGLEBRETSON, Rice
University — Reading relies on the recognition of units larger
than single letters and smaller than whole words. Previous
research has linked sublexical structures in reading to the
parallel processing of letters that the visual system enables. But
is the visual system essential for this to happen? We investigate
braille, a writing system that relies exclusively on the tactile
modality. We show that adult readers of (English) braille are
sensitive to sublexical units, namely the processing of multi-cell
contractions as single orthographic units and the recognition of
morphemes within morphologically-complex words. Therefore,
we conclude that the recognition of sublexical structure is not
exclusively tied to the visual system. However, our findings also
suggest that there are aspects of sublexical processing on which
braille and print readers differ, and that these differences may,
crucially, be related to reading using the tactile rather than the
visual sensory modality.
Email: Simon Fischer-Baum, sjf2@rice.edu
8:40-8:55 (270)
Lexicality, Frequency, and Regularity Effects in the Stroop
Color Naming Task. SACHIKO KINOSHITA, Macquarie
University, DENNIS NORRIS, MRC Cognition and Brain
Sciences Unit — In reading aloud, effects of lexicality (words
are read faster than pseudowords e.g., self < telf), frequency
(e.g., start < stash), and regularity (e.g., debt > deem) are firmly
established benchmark effects. Current models of reading aloud
(e.g., DRC, Coltheart et al., 2001; CDP++, Perry et al., 2010)
model these effects as the time taken to generate a sequence
of phonemes from a string of letters, without regard to the
speech production processes involved in realizing a sequence
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Paper 273 - 277
Sunday Morning
Decision Making III
Back Bay C & D, Sunday Morning, 8:00-9:40
Chaired by Thomas L. Griffiths, University of California,
Berkeley
gain measures arise as special cases of the Sharma-Mittal family
of entropy measures. Using mathematical analyses, analysis of
earlier human behavioral data, and simulations, we address:
(1) What insight can we obtain by considering individual
entropy models within this unified framework? (2) What is
the psychological plausibility of each entropy model? (3) What
important new questions for empirical research arise from
these analyses?
Email: Jonathan D Nelson, jonathan.d.nelson@gmail.com
8:00-8:15 (273)
Connecting Rational Models and Heuristics by Considering
Cost of Computation. THOMAS L. GRIFFITHS, University of
California, Berkeley — Psychologists often treat rational models
and heuristics as completely distinct theoretical frameworks
for making sense of human behavior. Rational models assume
unlimited computational resources and find ideal solutions,
while heuristics are simple but error-prone. I will present an
alternative way of thinking about the connection between these
frameworks, showing that several of the heuristics identified by
psychologists can be derived as optimal solutions to problems
of judgment and decision-making once computational cost is
taken into account. This “resource rational” approach provides
a precise way to characterize a subset of the heuristics that
human minds seem to use, and suggests that they may be
adaptive strategies rather than idiosyncratic “kluges”.
Email: Tom Griffiths, tom_griffiths@berkeley.edu
9:00-9:15 (276)
A Framework for Analyzing Single-Cue Judgment Heuristics.
OZGUR SIMSEK and JAN MALTE LICHTENBERG,
Max Planck Institute for Human Development, GREGORY
WHEELER, University of Munich, KONSTANTINOS
KATSIKOPOULOS, Max Planck Institute for Human
Development (Presented by Konstantinos Katsikopoulos) —
There is evidence that people frequently base their judgments
on a single cue, which can be domain-specific, or domaingeneral such as availability and recognition. In terms of
performance, single-cue judgment heuristics compare very well
with mathematically sophisticated benchmarks from statistics
and machine learning. The existing theoretical framework does
not provide a full answer to why this is the case. We present, for
the first time in heuristics research, an integrated framework
for studying why, and under which conditions, single-cue
heuristics are accurate. We analytically derive a decomposition
of single-cue accuracy, which relates in a surprisingly simple
way two characteristics of judgment problems: predictability
and redundancy. We test the decomposition quantitatively
and qualitatively in a large collection of natural data sets and
contrast the results with those of the existing framework. The
results corroborate our theory. We discuss how this approach
can be extended to other analyses of judgment, decisionmaking, and more broadly to the study of cognition.
Email: Konstantinos Katsikopoulos, katsikop@mpib-berlin.
mpg.de
8:20-8:35 (274)
Modeling Changing Information in Perceptual DecisionMaking. *JENNIFER TRUEBLOOD and WILLIAM R.
HOLMES, Vanderbilt University, ANDREW HEATHCOTE,
University of Tasmania — When we make decisions, we
are often faced with complex, changing information. Any
reasonable decision-making process should be able to adjust to
and integrate new information, yet little is known about how
this is done. Most past decision research has been devoted to
understanding stationary decisions where a choice is made on
the basis of fixed, unchanging information. In this talk, I will
discuss how piecewise sequential sampling models (including
piecewise versions of the diffusion model and linear ballistic
accumulator model) can be used to infer evidence accumulation
properties before and after changed information in perceptual
decision-making tasks. I will also discuss how these models,
which often cannot be characterized analytically, can be fit to
data using state-of-the-art Bayesian methods.
Email: Jennifer Trueblood, jennifer.s.trueblood@vanderbilt.edu
9:20-9:35 (277)
Improving the Quality of Quality Judgment. SHENGHUA
LUAN and JOLENE TAN, Max Planck Institute for Human
Development, LAEL J. SCHOOLER, Syracuse University
(Presented by Lael Schooler) — Judging an object’s quality
based on relevant cues (or attributes) is a challenging task.
We propose a simple method to improve judgment accuracy:
Instead of seeing all available cues related to an object’s
quality simultaneously and providing an estimate afterwards,
individuals view cues sequentially, one after another, and make
and adjust their estimation at each step. We hypothesize that the
sequential procedure could alleviate multiple computational
difficulties in cue information integration, leading to higher
judgment accuracy. The hypothesis was tested in two realworld tasks, in which participants were asked to judge either
the price of diamonds or the fuel economy of cars. Two studies
with professional jewelers and car salespeople show that most
participants indeed judged more accurately by switching from
the simultaneous to the sequential procedure, and the lower a
8:40-8:55 (275)
Beyond Shannon Entropy: A Unified Mathematical
Framework for Entropy and Its Importance for Understanding
Human Active Learning. JONATHAN D. NELSON, Max
Planck Institute for Human Development, VINCENZO CRUPI,
Universitiy of Turin, BJÖRN MEDER, Max Planck Institute for
Human Development, GUSTAVO CEVOLANI, University of
Turin, KATYA TENTORI, University of Trento — Some of the
most important decisions are about which test (or experiment)
to conduct next. Test selection can often be predicted with the
idea that people have the goal of reducing entropy (uncertainty)
about the possible states of the world. Shannon entropy
is predominant in psychology. But other entropy metrics
(Hartley, Tsallis, Rényi, Arimoto, Quadratic) are popular in
different fields. We show that many entropy and information
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Sunday Morning
Paper 278 - 281
participant’s accuracy under the simultaneous procedure, the
more the improvement. Another study with college students
further supports the finding.
Email: Shenghua Luan, shluan@mpib-berlin.mpg.de
to support cognition broadly, even in young infants. But they
have never been considered as a mechanism for learning with
respect to recognition.
Email: Jonathan Flombaum, flombaum@jhu.edu
9:40-9:55 (278)
Divide and Conquer: Preschool Children Assign the
Hardest Task to a Helper. MICHAEL J. BERAN, Georgia State
University, ANDREW J. KELLY, Georgia Gwinnett College,
BONNIE M. PERDUE, Agnes Scott College, WILL WHITHAM,
MELANY LOVE, PEGGY LUK and VICTORIA KELLY,
Georgia State University, AUDREY E. PARRISH, The Citadel
— Preschool children (3 to 5 years of age) completed a spatial
memory task in which 3 of 48 locations in a grid were baited
with a hidden marble. Children were taught that a toy “helper”
could be given one location to remember, allowing them to only
need to remember the other two locations. Older children but
not younger children preferentially assigned the helper to the
objectively most difficult locations to remember as defined by
their spatial location in the grid. Then, eight more tests were
given to each child, assessing counting, size discrimination,
item naming, and word reading abilities, for which each task
had objectively easier and harder stimuli or tasks. Children
again could assign some work to the helper, and children at all
ages consistently assigned the objectively most difficult stimuli
or question to the helper in most tasks. These results highlight
metacognitive monitoring and control processes in young
children across task types.
Email: Michael J. Beran, mberan1@gsu.edu
8:20-8:35 (280)
Re-Examining Single-Process and Dual-Process Models of
Memory Development. BRETT K. HAYES, University of New
South Wales, JOHN C. DUNN, University of Adelaide, AMY
JOUBERT and ROBERT TAYLOR, University of New South
Wales — It is often claimed that memory development is driven
by two separate processes; an automatic familiarity-based
process that develops early and a slower-developing recollection
process. This claim was tested in a visual recognition study with
6-7-year-olds, 9-10-year-olds and adults. All were presented
with a list of pictures under shallow or deep encoding and then
made recognition and confidence judgments about a test list
containing old and new items. Hit rates increased from 6- to
10-years of age, with larger age changes following deep encoding.
Formal versions of the dual-process high threshold model and
several single-process models (equal variance signal detection,
unequal variance signal detection, mixture signal detection)
were fit to the data. The unequal variance and mixture models
produced the best fit. A state-trace analysis found evidence for
only one underlying memory process across ages. The results
show that certain single-process memory models are viable
alternatives to dual-process models for explaining memory
development.
Email: Brett Hayes, B.hayes@unsw.edu.au
Recognition III
Republic, Sunday Morning, 8:00-9:40
Chaired by Jonathan I. Flombaum, Johns Hopkins University
8:40-8:55 (281)
Using an Experience Sampling Approach to Distinguish
Distance Versus Location Based Strategies in Memory.
SIMON DENNIS, University of Newcastle, VISHNU
SREEKUMAR, National Institutes of Health, NATHAN EVANS
and PAUL GARRETT, University of Newcastle — Friedman
(1993, 2004) argued that people typically use direct retrieval,
order-based, location-based or distance-based strategies to
isolate the time at which an event occurred, with the later two
being most common. Location-based processes rely on the
retrieval of information associated with the cues that can be
used to draw inferences about the timing of an event. Distancebased strategies rely on some quality of the memory that
changes as a function of time such as strength. Strong memories
would be judged as having occurred more recently. Participants
wore a smartphone, which collected GPS, audio, accelerometry
and image data, in a pouch around their necks for a period of
two weeks. After a retention interval of one week, they were
asked to judge the specific day on which each of a selection of
images was taken. GPS, audio and accelerometry were found to
be significant predictors of participants’ memory judgements,
while images were not. A hierarchical Bayesian model is
developed that is capable of estimating the contributions of
the distance-based and location-based strategies to memory
decisions.
Email: Simon Dennis, simon.dennis@newcastle.edu.au
8:00-8:15 (279)
Exploiting Core Knowledge for Visual Object Recognition.
JONATHAN I. FLOMBAUM and MARK W. SCHURGIN,
Johns Hopkins University — Humans recognize thousands
of objects with relative tolerance to variable retinal inputs.
This remains an ability for which artificial systems have yet to
surpass people. We investigated the process of object learning
through the association of inputs that co-occur over short
periods of time. Specifically, we tested the hypothesis that
object kinematics are exploited in order to limit the scope of
association to inputs that are likely to have the same token as
a source. The experiments involved incidental exposure to
images of objects followed by a surprise recognition test. Using
motion, we manipulated whether successive exposures to an
image happened through kinematics that implied the same or a
different token as a source. Across seven experiments memory
performance was better for images previously encountered
with kinematics that implied a single token. A model-based
analysis further supported the interpretation that images seen
through continuous kinematics evoked stronger memory
signals. These results suggest that constraints from physics are
built into the mechanisms that support learning about objects.
Such constraints —often called ‘Core Knowledge’— are known
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Paper 282 - 286
Sunday Morning
9:00-9:15 (282)
Retrieving Inhibition of Semantic Information Due to
Retrieval Requirements: When Testing Word Location
Hinders Semantic Activation. LEONEL GARCIA-MARQUES,
PEDRO MARQUES and DIANA ORGHIAN, Faculdade
de Psicologia da Universidade de Lisboa — Test structure
has been shown to guide (qualitatively) further encoding in
subsequent study episodes of new but similar information. On
two experiments, participants played a modified version of
the Concentration (Pairs) game, studying word pairs (samecategory members) behind the cards, but being tested either
with a semantic requisite or a location requisite over four studytest cycles. While for the ‘semantic’ participants a meaningbased relational type of encoding favored their performance,
for the ‘location’ participants a more perceptual-based and
shallow encoding was the strategy that benefited the most their
performance. When, on a final test, the requisites switch after
the study phase (Experiment 1; N=88), the strategies that helped
their performance now are shown to hinder it. Also, when
asked to verbally generate free-associates to words that were
just tested and new words (Experiment 2; N=68), participants
in the semantic condition show faster responses to old vs. new
word. In contrast, response times to old and new words was
the same for participants in the location condition, suggesting
that previous repeated testing for location guided encoding
strategies semantic information became inhibited.
Email: Leonel Garcia-Marques, garcia_marques@sapo.pt
Cognitive Control II
Independence, Sunday Morning, 8:00-10:00
Chaired by Adam T. Biggs, Naval Medical Research Unit Dayton
8:00-8:15 (284)
How Can Cognitive Psychologists Help Military Aviation
Become Safer? ADAM T. BIGGS, TODD SEECH, ERIC
LITTMAN and J. LYNN CALDWELL, Naval Medical Research
Unit Dayton — Although military aviation presents numerous
unique and complex challenges, aviation tasks have strong
and direct links to laboratory-based, cognitive experiments.
Unfortunately, cognitive scientists constitute an underutilized
asset in improving flight operations and safety, which is likely
due to a perceived knowledge gap in military operations.
This presentation is intended to bridge this gap by describing
several basic cognitive elements involved in aviation. The
discussion will begin by outlining the tasks undertaken by an
aviator during pre-flight, in-flight, and landing operations and
their associated cognitive domains. Next, the discussion will
move to several well-documented problem areas in modern
military aviation (e.g., spatial disorientation, hypoxia, fatigue)
that involve direct links between cognitive deficiencies and
operational performance. Finally, the discussion will conclude
with possible future steps that cognitive scientists can take
to become involved in aviation-based human performance
studies. With this information, cognitive scientists can begin
a conversation with military institutions and funding agencies
to harness the underutilized potential of cognitive science for
military aviation.
Email: Adam T. Biggs, adam.biggs.1@us.af.mil
9:20-9:35 (283)
Temporal Compression in Short-Term, Long-Term and
Prospective Memory. INDER SINGH and MARC W.
HOWARD, Boston University (Presented by Marc Howard)
— We present results from three experiments using different
paradigms and time scales that suggests participants scan
through a compressed temporal representation to support
performance. In the judgment of recency (JOR) task subjects are
required to choose which of two probes from a list was presented
more recently. In a short-term JOR experiment, response time
(RT) depended sub-linearly on the lag to the more recent
probe, but not on the lag to the less recent probe, consistent
with a serial self-terminating scanning model. A continuous
recognition task using highly-memorable pictures showed RT
differences that depended on lag. Critically, RT distributions
were shifted with lag suggesting a scanning account; again RT
increases were sub-linear suggesting a compressed temporal
representation. Using a novel judgement of imminence task, we
saw similar results in temporal order judgements for the future.
Taken together these results suggest that short-term and longterm and prospective memory all have access to a foreshortened
timeline.
Email: Marc Howard, MarcWHoward777@gmail.com
8:20-8:35 (285)
Sensory Discrimination, Working Memory, and Fluid
Intelligence. TYLER L. HARRISON, KENNY L. HICKS,
CHRIS DRAHEIM, JASON TSUKAHARA and RANDALL
W. ENGLE, Georgia Tech (Presented by Randall Engle) — The
question of the relationship between intelligence and sensory
discrimination is over a hundred years old. It has recently
been shown that there is a quite strong relationship between
general discrimination ability (GDA) and working memory
capacity (WMC) and also with fluid intelligence Gf). In a
large scale structural equation modeling study we showed
that GDA had correlations of .7 and .74 with WMC and Gf
respectively. However, in an attempt to understand the cause of
this relationship we also studied executive attention (EC). The
relationship between GDA, WMC, and Gf was totally driven by
executive attention - the ability to focus and maintain attention.
Email: Randall W. Engle, randall.engle@gatech.edu
8:40-8:55 (286)
Effects of Stimulus and Response Probability on ForcedChoice and Go/No-Go Performance. J. TOBY MORDKOFF,
ILONA DEWALD and MARINA STEWART, University of Iowa
— In forced-choice tasks, the number of different responses has
been found to have a larger effect on response time than the
number of different stimuli, at least when each are separately
manipulated. In order to extend these findings to go/no-go tasks,
we manipulated the probability of a response being required
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9:40-9:55 (289)
Can We Prepare to Attend to One of Two Voices? STEPHEN
MONSELL and AURELIU LAVRIC, University of Exeter — We
can selectively attend to one of two voices sharing an apparent
location. Can we tune this attention setting in advance? There
is evidence that cuing which of several voices to attend to by
gender is completely ineffective in reducing the cost of switching
between genders. And evidence from task-cuing experiments
indicates that “inertia” in the attentional component of task-set
can contribute significantly to “residual” task-switch costs. In
our experiments, each participant heard just one male and one
female voice. On each trial a digit name was spoken by each
voice, preceded by a cue specifying which voice’s digit to classify
as odd/even. With maximally familiar voices (the participants’
parents’), advance cueing reduced, by about half, a substantial
RT cost of switching voice from trial to trial, whether the voice
onsets were simultaneous or offset in time. We report further
exploration of the importance of voice familiarity.
Email: Stephen Monsell, s.monsell@exeter.ac.uk
separately from the probability of each specific stimulus. We
also repeated the experiment using forced-choice, to allow for
comparisons across methodology. In contrast to forced-choice,
we found that stimulus probability has a much larger effect than
response probability on go/no-go response time. At the same
time, however, response probability has a much larger effect
than stimulus probability on response accuracy. Most notable:
when the probability of a response being required is increased,
the rate of false-alarms increases while the speed of responses
is barely affected.
Email: J. Toby Mordkoff, jonathan-mordkoff@uiowa.edu
9:00-9:15 (287)
Joint
Performance
Without
Co-Representation:
Deconfounding the Proportion Effect From the Sequence
Effect in the Joint Simon Task. MOTONORI YAMAGUCHI,
HELEN J. WALL, Edge Hill University, and BERNHARD
HOMMEL, Leiden University — Actors sharing a single task
are said to co-represent the shared task context. The present
study examined this co-representation in the joint Simon
task. The proportions of compatible and incompatible trials
were varied across blocks for one actor (inducer actor) but
remained constant and even for the other actor (diagnostic
actor). If the task context is shared, the trial proportion for
the inducer should affect the Simon effect of the diagnostic
actor. To deconfound the effect of trial proportion from that
of trial sequence, the former was examined separately on
trials following the inducer’s trial and on trials following the
diagnostic actor’s trial. The proportion effect was evident for the
inducer, regardless of the actor performing the preceding trial,
but it disappeared on trials following the diagnostic actor’s trial
for which the sequence effect was excluded. The results indicate
that the actors did not co-represent the shared task context.
Email: Motonori Yamaguchi, yamagucm@edgehill.ac.uk
Reading II
Back Bay B, Sunday Morning, 8:00-9:40
Chaired by Timothy J. Slattery, Bournemouth University
8:00-8:15 (290)
Effects of Reading and Spelling Skill on Word Skipping
During Reading: Evidence From Eye Movements. TIMOTHY
J. SLATTERY, Bournemouth University, MARK YATES,
University of South Alabama, ADAM PARKER, Bournemouth
University — Readers don’t fixate every word they read.
Word skipping saccades are programmed based on coarse
parafoveal information and contextual predictions. Short and/
or predictable words are skipped more often than long and/or
unpredictable words. Rayner, Slattery, Drieghe and Liversedge
(2011) reported predictability effects on word skipping for even
long words (10-13 characters). Using their items, we explored
whether reading and spelling skill interact with word length
and predictability to impact word skipping rates in an eye
movement experiment with 92 participants. Skipping rate was
not influence by a reader’s effective reading rate. However, we
found that target word skipping likelihoods were significantly
predicted by spell ability. Despite significant main effects of
word length and predictability, we found no evidence for
interactions of between any of these variables. These effects are
discussed in relation to the lexical quality hypothesis and eye
movement models of reading.
Email: Timothy J. Slattery, tslattery@bournemouth.ac.uk
9:20-9:35 (288)
Perceptual and Conceptual Priming of Cue Encoding
in Task Switching. DARRYL W. SCHNEIDER, Purdue
University — Transition effects in task-cuing experiments can
be partitioned into task switching and cue repetition effects by
using multiple cues per task. In this presentation, I will show
that cue repetition effects can be partitioned into perceptual
and conceptual priming effects. In two experiments, letters or
numbers in their uppercase/lowercase or word/numeral forms,
respectively, served as cues for perceptual categorization tasks.
Some cues represented the same concept but had different
percepts, allowing nominal repetitions to occur across trials.
Conceptual priming effects were measured by comparing
relational repetitions with nominal repetitions, whereas
perceptual priming effects were measured by comparing
nominal repetitions with physical repetitions. Large conceptual
and perceptual priming effects on response time were observed.
Implications of the results for understanding cue encoding in
task switching situations will be discussed.
Email: Darryl W. Schneider, dws@purdue.edu
8:20-8:35 (291)
Distributional Effects of Interword Spacing on Eye Fixations
During Reading. HEATHER SHERIDAN, University at
Albany, State University of New York — To explore the role of
spaces during reading, I compared distributions of eye fixation
durations in an unsegmented text condition and a normal text
condition, using a large dataset with 104 participants and an
average of 1336 fixations per participant per condition. Survival
analyses revealed an early effect of text condition on distributions
of fixations, and Ex-Gaussian fitting revealed that removing
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Sunday Morning
spaces increased both the mu and sigma parameters. Removing
spaces also increased the tau parameter, but this effect was only
present for second pass fixations, and not for first pass fixations
(i.e., first-fixation, single fixation). Also, replicating past work,
the unsegmented text condition produced a wide range of
deficits relative to the normal text condition, including slower
reading rates, shorter saccades, and disruptions to first-fixation
landing locations. I discuss the implications of these results
for understanding the mechanisms underlying unsegmented
text deficits, and for models of eye movement control during
reading.
Email: Heather Sheridan, hsheridan@albany.edu
by visibility. Moreover, precise position is perceived later than
identity and vague position. The former is needed for SLP, but
the latter suffices for lexical candidate selection. Simulations of
the relevant serial effects are presented.
Email: James S. Adelman, J.S.Adelman@warwick.ac.uk
9:20-9:35 (294)
Applying Principles of Learning to Reading: How
Principles of Variability, Blocking and Overlap Influence
Children’s Acquisition of Sound/Spelling Correspondence.
BOB MCMURRAY, TANJA C. ROEMBKE, MICHAEL V.
FREEDBERG and RICHARD E. HAZELTINE, University
of Iowa — In real-world-sized learning problems, training all
items en masse may be infeasible. Principles like blocking/
interleaving could enhance learning, but it is unclear how
principles scale to problems like reading where hundreds of
grapheme-phoneme-correspondences (GPCs) are acquired.
Prior work shows children learn vowel GPCs better with
variable consonants (Apfelbaum, et al, 2012), suggesting
variability blocks irrelevant associations. We extended this,
investigating how items are grouped during training and if
this moderates the variability benefit, by teaching 1st graders
6 vowels with controlled training. Consistent with associative
accounts, Experiment 1 (N=279) showed overlapping GPCs
(e.g., OA and EA learned together) were more difficult initially,
but surprisingly showed better learning. Experiment 2 (N=401)
found poor learning with blocks of non-overlapping vowels,
but excellent learning for fully interleaved. Overlapped blocks
showed excellent learning, but only with consonant variability.
Thus, items’ features (both irrelevant and relevant) and how
items are grouped conspire to predict learning.
Email: Bob McMurray, bob-mcmurray@uiowa.edu
8:40-8:55 (292)
Dissociating Influences of Parafoveal and Foveal Information
on Reading: Forced Fixations and Comprehension.
ELIZABETH R. SCHOTTER, University of South Florida,
MALLORIE LEINENGER, Denison University — We (2016JEP:HPP) reported reversed preview benefit (shorter fixations
on an unrelated higher-frequency than an identical preview)
and explained it via forced fixations (shortened fixations on the
target caused by pre-initiation of saccades based on preview
information, regardless of similarity to the target). We replicated
reversed preview benefit in two experiments and tested a
prediction of our account: for forced fixations on or skips over
the target, do readers encode the preview rather than target
word? In E1, comprehension questions probed which word was
encoded; the preview was reported more often when readers
skipped or made a short fixation (< 150 ms) on the target and
did not return (~75%) than if they fixated it for longer (10%).
In E2, the sentence ended with a disambiguating region that
made either the preview or target implausible. Regressions
out of pre-disambiguation regions were influenced by display
changes whereas regressions out of the disambiguating region
were influenced only by implausibility of the target word.
Results suggest that preview information has an immediate but
short-lived effect on reading (skips and forced fixations) but the
understanding of the sentence is mainly based on fixated words.
Email: Elizabeth R. Schotter, liz.schotter@gmail.com
Action
Liberty, Sunday Morning, 8:00-10:20
Chaired by James T. Enns, University of British Columbia
8:00-8:15 (295)
We Read the Body to Reveal the Mind. JAMES T. ENNS and
ANA C. PESQUITA, University of British Columbia, CRAIG
S. CHAPMAN, University of Alberta — Studies of social
perception report acute human sensitivity to where another’s
attention is aimed. Here we ask whether humans are also
sensitive to how the other’s attention is deployed. Observers
viewed videos of actors reaching to targets without knowing
that those actors were sometimes choosing to reach to one of
the targets (endogenous control) and sometimes being directed
to reach to one of the targets (exogenous control). Experiments
1-2 showed that observers could respond more rapidly when
actors chose where to reach, yet were at chance when guessing
if the reach was chosen or directed. This implicit sensitivity to
attention control held when either actors’ faces or limbs were
masked (Experiment 3), and when only the earliest actor’s
movements were visible (Experiment 4). Individual differences
in sensitivity to choice correlated with an independent measure
of social aptitude. We conclude that humans are sensitive to
attention control through an implicit kinematic process linked
9:00-9:15 (293)
Modeling of Lexical and Sublexical Consequences of Letter
Perception Timing. JAMES S. ADELMAN, University of
Warwick — Contemporary dual route models of reading aloud
(Coltheart et al., 2001; Perry et al., 2006) use a perceptual frontend that is an extension of the IAC model, in which letters
relentlessly increase in activation at the same rate. Letter activity
feed lexical processing (LP) directly, but a letter-by-letter delay
affects sub-lexical processing (SLP) producing “serial” effects.
It is not necessarily clear, however, why SLP could not be done
in parallel, like LP. Meanwhile, Grainger and Ziegler (2011)
argue that SLP requires precise order information to form
meaningful chunks, but for LP “the most efficient means of
obtaining a fast guess at word identity is to compute order and
identity information for the most visible letters.” Bigram coding
(Grainger & van Heuven, 2003) is cited as such a LP strategy,
but this model does not identify words using the “most visible”
letters. The LTRS model (Adelman, 2011) does, perceiving
letters and their positions at randomly distributed times affected
63
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9:00-9:15 (298)
Target Utilization Predicts Movement Endpoint Location.
ANDREW B. SLIFKIN, JEFFREY R. EDER, ABHISHEK
DEY and PATRICK J. BYRNE, Cleveland State University —
According to theories of motor control, speed and accuracy
are optimized when 1) the amount of movement endpoint
variability matches the variability permitted by the target and 2)
the endpoint distribution center is located at the target center.
Experiment 1 tested those predictions. Participants made
targeted hand movements to each of five target widths (5-80
mm) within each of three movement amplitudes (80-320 mm).
According to the results, it was only at very small target widths
that the variability produced matched the variability permitted
and endpoint distribution centers were located at the target
center; as width increased, endpoint variability increasingly
underestimated the variability permitted and distribution
centers increasingly fell below (undershot) target centers.
Further, increases in the difference between the size of the
target and the amount of endpoint variability—i.e., the amount
of unused target space—strongly predicted the degree of target
center undershooting. That relation was explored further
in Experiment 2. The results suggest that participants have
precise knowledge of their variability relative to the variability
permitted, and such knowledge is used to minimize the travel
distance to targets.
Email: Andrew B. Slifkin, a.slifkin@csuohio.edu
to empathy. The findings support the hypothesis that social
cognition involves the predictive modeling of other’s attentional
states.
Email: James Enns, jenns@psych.ubc.ca
8:20-8:35 (296)
Action Recognition During Continuously Changing
Perspective. DANIEL I. BROOKS, MUHAMMAD A. J.
QADRI and ROBERT G. COOK, Tufts University (Presented
by Robert Cook) — The identification and categorization of
actions are important to understanding human and animal
behavior. Actions are composed of both static pose cues and
dynamic motion cues. To extract the contribution of the
actor’s movement from motion in general, we investigated
if pigeons could discriminate actions when viewed from
continuously moving camera perspectives. Pigeons were taught
to discriminate between two classes of stimuli containing a
rendered digital actor. In the dynamic condition the actor
engaged in a long sequence of different actions, while in the pose
condition the actor demonstrated a randomly selected single
pose from the same action sequence, remaining rigid for the
duration of the display. The camera’s perspective continuously
moved for both conditions. The rapid acquisition of this
moving versus “static” discrimination, its generalizability, and
its robustness to simple visual feature manipulation suggested
the pigeons separately detected the shape deformations of the
actor from the concurrent motion of the camera.
Email: Robert Cook, Robert.Cook@tufts.edu
9:20-9:35 (299)
Bootstrapping Sensed Agency: How Control-Relevant
Information Influences Action Selection. BARUCH EITAM,
University of Haifa — Defining agency as ‘the degree that
one’s actions have an effect on the environment’, I will present
evidence showing that agency — visual and auditory actioneffects —however trivial, modifies people’s speed and frequency
of responding. Specifically, responses are both sped-up and
selected more often when they are followed by perceptual
events obeying the criteria by which the mind determines
self-authorship. I will also present data that differentiates the
dynamics of this ‘motivation from control’ from the more
familiar ‘motivation from outcomes’. Finally, I will present
evidence showing that sub-cortical structures perform key
computations in the process of transforming perceived agency
into action selection.
Email: Baruch Eitam, beitam@psy.haifa.ac.il
8:40-8:55 (297)
The Visual Control of Foot Placement During Walking Over
Complex Terrain. BRETT R. FAJEN, SEAN L. BARTON
and SCOTT T. STEINMETZ, Rensselaer Polytechnic Institute,
JONATHAN S. MATTHIS, University of Texas at Austin —
When humans walk over complex terrain, they have many
options about where to step. Not surprisingly, walkers prefer
footholds that minimize changes to the ongoing gait cycle.
Oftentimes, however, possible footholds for a given step
become visible at different points in time. A walker may initially
perceive that the only foothold for a given step is one that is
incongruent with the normal gait cycle, requiring a change
to step length or width, but then detect an alternative, more
congruent foothold for that step. If the alternative, congruent
foothold is not detected until the walker is about to land on
the incongruent foothold, there may not be sufficient time
to switch. Interestingly, however, walkers rarely switch to the
congruent foothold when it is detected around toe off of the
step, even though they are capable of landing on that foothold if
necessary. It is only when the congruent foothold is detected well
before heel strike of the previous step that walkers consistently
switch. The findings reflect an energetically efficient strategy
for negotiating complex terrain by using visual information to
initialize the upcoming step so the body can move ballistically
along its natural pendular trajectory to the next target.
Email: Brett R Fajen, fajenb@rpi.edu
9:40-9:55 (300)
Compatibility Effects Due to Intended and Unintended
Action Effects in a Continuous Control Task. J. SCOTT
JORDAN, JIUYANG BAI and DANIEL S. SCHLOESSER,
Illinois State University — Research reveals that intended and
unintended effects of discrete actions become paired with the
action planning that produced them (Hommel et al., 2001).
We tested this idea with a continuous control task. Participants
kept a circular stimulus inside a rectangle by pressing the A
and L keys, which produced intended rightward and leftward
movements, respectively. For half of the participants, key
presses also produced an unintended change in the background
color. In a subsequent RT task, participants pressed the A or L
key in response to an A or an L presented simultaneously with
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Sunday Morning
a moving circle (i.e., intended effect) or a change in screen color
(i.e., unintended effect). Results revealed that intended action
effects (i.e., moving stimuli) produced more robust compatibility
effects, and the effects were smaller if an unintended action
effect was present during training, indicating that intended and
unintended action effects interact dynamically and contingently
during training.
Email: J. Scott Jordan, jsjorda@ilstu.edu
rewarding fast performance prompted individuals to shift their
strategies toward performance maximization. We conclude that
the strategy profiles governing goal-directed control are jointly
supported by stable trait and flexible state variables.
Email: Andrew Leber, leber.30@osu.edu
10:20-10:35 (303)
Knowing When to Quit Searching for Information.
HAYWARD J. GODWIN, GEMMA FITZSIMMONS,
MARK WEAL and SIMON P. LIVERSEDGE, University
of Southampton, MICHAEL C. HOUT, New Mexico State
University, TAMARYN MENNEER, University of Southampton
— Searching for information to answer a specific question
is a commonplace activity, such as searching passages of
text online or in published papers. Here we established the
basic principles of ‘information search’, focusing on quitting
behaviour. Participants read passages of text while their eye
movements were tracked. They were either given a question
before each passage, or after each passage. On half of the trials,
the answer was absent from the passage. Participants who saw
the question in advance quit searching once they had read the
sentence containing the answer to the question (as in targetpresent visual searches). When participants did not know the
question in advance, or when the answer was absent, they read
through the entire passage (as in target-absent visual searches).
Our results help to establish the quitting rules for information
searches, connecting the study of information search with
visual search and reading.
Email: Hayward Godwin, hg102@soton.ac.uk
10:00-10:15 (301)
Perception and Action in the Control of Throwing a Ball.
JOHN J. RIESER, Vanderbilt University, KRISTIN E. DAVIS,
Emory University, NICK WEAVER, University of Cincinnati,
NGOC-THOA KHUU, University of California Irvine,
DAVID JOHNSON, GAYATHRI NARASIMHAM and AYSU
ERDEMIR, Vanderbilt University — People calibrate the forces
and directions of ballistic actions to fit environmental targets.
What features of their actions do they control and how do they
know how to how to control them? Across three experiments
adults saw or heard targets that varied from 1-16m in distance
and tossed light or heavy balls to land at the target. They could
not see or hear the ball’s landing. Results show adults generate
forces by varying the ball’s release speed while holding the
release angles near the optimal value. They increase the number
of swing points for longer throws and heavier balls. The
kinematics, not the dynamics, are actively controlled. How is
it that adults know how to control the main features of their
ballistic actions? Do they figure it out through learning with
feedback? Or instead is it an intrinsic feature of the system so
it comes to be known without the benefit of action-specific
feedback? Studies with congenitally blind persons are underway
to understand whether these controlled features of throwing
actions are learned through feedback or intrinsic to the system.
Email: John Rieser, j.rieser@vanderbilt.edu
10:40-10:55 (304)
Exploring the Utility of Online Feedback During Visual
Search. TRAFTON DREW, University of Utah — Errors during
visual search can be life threatening, as when the target of the
search is a malignant tumor in radiology, or an undetected
threat in a military setting. Eye-tracking has shown that errors
are often caused by simply not fixating the location of the target.
Moreover, recent research has demonstrated that we typically
have a very poor representation for where we have looked
during search (Vo et al., 2016). From this perspective, online
eye-tracking feedback holds great promise to help searchers do
a better job of evaluating the scene before terminating search.
In 4 preliminary experiments designed to evaluate the utility
of this technique, I manipulated target prevalence, scene type,
reward system, and method of conveying feedback. While
online feedback was successful in increasing overall coverage of
the scenes, it also tended to increase the amount of time spent
on each scene and did not lead to improve accuracy.
Email: Trafton Drew, trafton.drew@psych.utah.edu
Visual Search II
Grand Ballroom, Sunday Morning, 10:00-12:00
Chaired by Andrew B. Leber, Ohio State University
10:00-10:15 (302)
Strategic Control of Goal-Directed Attention. JESSICA L.
IRONS and ANDREW B. LEBER, The Ohio State University
(Presented by Andrew Leber) — Considerable evidence
demonstrates that individuals establish attentional control
settings to prioritize processing of goal-relevant features, but
little is known about how individuals strategically choose
their control settings. We have proposed that such choice
depends on the competing drives to maximize performance
and minimize effort. We tested this using an “adaptive choice”
visual search, which allows participants to choose between
multiple search targets. By varying the search environment
across trials, we manipulated which target was most optimal
and measured participants’ consequent strategy adjustments.
Results yielded evidence for both performance maximization
and effort minimization, although these factors varied
considerably across participants. In the current study, we ran
multiple sessions and found that individual strategy profiles
were reliable across sessions. However, we also found that
11:00-11:15 (305)
Factorial Manipulation of Target Detectability Reveals
Sequential Accumulation Processes in Both ERPs and RTs.
ARIEL GOH, STEFAN BODE, DANIEL BENNETT and
DANIEL R. LITTLE, The University of Melbourne (Presented
by Daniel Little) — We utilized two methods for examining the
timing of decision making during a complex visual search task:
The first method involved using Systems Factorial Technology
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to identify model architectures by factorially manipulating the
difficulty of identifying one of two objects (presented in a field of
distractors) as a target. The second method involved recording
neural activity using EEG and examining the variation in the
ERP components across all factorial manipulations of the firstsearch and second-searched objects. We found that the levels of
the easy and hard decisions are reflected in the amplitude of each
component of the process (in the N2pc and later components),
rather than the in latency of the components, supporting the
notion that these components reflect the accumulation of
evidence at each serial stage. This work represents a step toward
synthesizing Systems Factorial Technology with EEG methods
that allow us to see the entire time course of processing.
Email: Daniel R. Little, daniel.little@unimelb.edu.au
false positive rates, which in some cases were >30%. Critically,
adjusted p-values that correct for post-hoc changes can be
derived, providing flexibility without sacrificing integrity.
Email: Stephen Mitroff, mitroff@gwu.edu
Working Memory II
Republic, Sunday Morning, 10:00-12:00
Chaired by Evie Vergauwe, University of Geneva
10:00-10:15 (308)
Using Instructed Refreshing to Understand the Functioning
of Spontaneous Refreshing in Working Memory. EVIE
VERGAUWE and NAOMI LANGEROCK, University of
Geneva — It is often assumed that, to maintain a list of items
over a brief period of time, people spontaneously reactivate
the to-be-remembered information by bringing the items back
into the focus of attention, a process called refreshing. Here, we
aimed at advancing our understanding of how spontaneous
refreshing functions by running a series of experiments in
which we instructed participants to refresh a list of items in
a certain way. Three questions are addressed: (a) is memory
performance different between spontaneous refreshing and
instructed refreshing conditions?, (b) is memory performance
different between different instructed refreshing schemes (e.g.,
serial forward order vs. any random order)?, and (c) does
instructed refreshing result in better access to the just-refreshed
memory items?
Email: Evie Vergauwe, Evie.Vergauwe@unige.ch
11:20-11:35 (306)
Identities Are Processed Faster Than Locations in the Flanker
Task. RICARDO MAX, New York University, HAYLEY E.P.
LAGROIX, THOMAS M. SPALEK and VINCENT DI LOLLO,
Simon Fraser University, YEHOSHUA TSAL, Tel Aviv University
(Presented by Yehoshua Tsal) — The mutations paradigm
assesses the timecourse of distractor processing within
flanker tasks. While the target remained unchanged, flanking
distractors’ identities mutated once per trial at a random
time between 8 and 75 ms after onset. The later incongruent
distractors mutated to neutral during the initial 60 ms, the
slower the response times (RTs). Thus, incongruent distractors
were processed until (at least) 60 ms. Yet, when neutral
distractors mutated to incongruent, RTs were delayed only
when incongruent distractors appeared before 25 ms. When
incongruent distractors appeared afterwards, RTs matched
those in a neutral baseline. Thus, neutral distractors’ processing
ended within 25 ms. Because (a) neutral distractors could be
recognized either by their task-irrelevant locations or by their
task-irrelevant identities, whereas (b) incongruent distractors
could only be recognized by their locations, we conclude that
distractors’ identities were recognized and suppressed 35 ms
faster than their locations were mapped and suppressed.
Email: Ricardo Max, ricardo.max@nyu.edu
10:20-10:35 (309)
Improving Children’s Working Memory With Cogmed and
Strategy Training. TAMMY A. MARCHE, St. Thomas More
College, University of Saskatchewan, LAUREEN MCINTYRE
and TIM CLAYPOOL, University of Saskatchewan, JENNIFER
BRIERE, St. Thomas More College, University of Saskatchewan
— We examined whether the cognitive performance benefits
of teaching children working memory strategies would be
amplified by Cogmed training. Sixty children were randomly
assigned to 1 of 4 groups: Strategy training, Cogmed training,
Strategy + Cogmed training, or wait-list Control. They
were assessed on measures of short-term memory, working
memory, and long-term memory, as well as on measures of
intellectual and cognitive functioning both before training and
approximately 7 weeks after the last day of training. Participants
in the Cogmed and Combined conditions had larger verbal
short-term memory spans after training than did participants
in the Control condition. Participants in the Cogmed and
Strategy conditions had larger verbal working memory spans
after training than Control participants. Results demonstrate
that working memory strategies and training may be used as
targeted interventions for children with verbal short-term
and working memory difficulties. The benefits of working
memory training may be most evident for individuals with
poorer working memory functioning, as well as over time, once
individuals are able to use and apply their newly gained skills
and capacity in real life settings.
Email: Tammy Marche, tmarche@stmcollege.ca
11:40-11:55 (307)
Modeling the Visual Search Literature II: Correcting for PostHoc Design Changes. STEPHEN R. MITROFF, JUSTIN M.
ERICSON and DWIGHT J. KRAVITZ, The George Washington
University — Scientific progress relies on accurate inference
about the presence (or absence) of an experimental effect.
Failures to replicate high-profile studies (Nosek et al., 2015) have
elevated concerns about the integrity of inference in psychology
research. One proposed solution is pre-registering experimental
designs before data collection, preventing post-hoc changes that
might increase false positives. However, pre-registration does
not always align with the inherently complex and unpredictable
nature of research. To bolster and add flexibility to the preregistration process, the current study accessed a massive
visual search dataset (>9 million participants, >2.5 billion trials:
Airport Scanner, Kedlin Co.) to “run” 100,000+ independent
experiments to which common post-hoc changes (e.g., adding
participants) were applied. Analyses yielded precise estimates
of the individual and combined impact of post-hoc changes on
66
Paper 310 - 314
Sunday Morning
10:40-10:55 (310)
The Impact of Age and Working Memory Maintenance
Mechanisms on Recollection and Familiarity. VANESSA M.
LOAIZA, University of Essex — Although aging is commonly
assumed to entail deficient memory performance, there are
instances in which older adults are less deficient than or
even similar to younger adults. This series of experiments
investigated the largely unexplored connection between the
age-related deficits in attentional refreshing during working
memory (WM) and subsequent recollection during long-term
episodic memory (EM). Refreshing is the attention-based
prolonging of memoranda’s activation in WM, and most
relevantly, may promote content-context binding. Likewise,
age-related invariance in articulatory rehearsal during WM and
subsequent familiarity during EM was also examined. Objective
and subjective measures of recollection and familiarity were
administered between experiments using source monitoring
and remember-know recognition tests, respectively. Overall,
refreshing more significantly predicted recollection and
not familiarity in younger adults compared to older adults,
whereas rehearsal did not affect familiarity in either age group.
Implications for research concerning the typically distinct fields
of WM and EM across the life-span are discussed.
Email: Vanessa Loaiza, v.loaiza@essex.ac.uk
effect upon immediate serial recall. Multiple experiments have
indicated that the phonological characteristics of the ignored
speech have very little impact upon the strength of this effect,
a finding that is contrary to other STM tasks like free recall
and short-term cued recall. The serial recall studies have relied
primarily on correct recall as the dependent variable. Recently,
Poirier et al. (2015) have shown that under some conditions, a
target item can be recalled earlier in the list. That is, the target
migrates to earlier serial positions. The current experiments
explore the possibility and confirm that irrelevant speech
that shares phonological characteristics with the target item,
produces more frequent and remote migration errors. The
data are counter to the prevailing view that between-stream
similarity effects have no effect upon STM for order.
Email: Anne Tolan, anne.tolan@acu.edu.au
11:40-11:55 (313)
Effects of Item-Context Binding Training. CLAUDIA C. VON
BASTIAN, Bournemouth University, CARLA DE SIMONI,
University of Zurich — The effectiveness of working memory
(WM) training is still under debate, with the differential
malleability of the WM processes targeted across studies being
a possible contributor to the inconsistencies. Here, we evaluated
the effects of training item-context binding in WM. Binding is
assumed to play a central role in limiting both WM capacity
and reasoning ability (e.g., Oberauer et al., 2007), and, thus, is
a promising candidate for improving cognitive performance.
Young adults were randomly assigned to the experimental or an
active control group practicing visual search. After five weeks of
training, we assessed near transfer to WM processes involved
in the training tasks (i.e., maintenance, updating, and removal
of WM contents), and far transfer to executive functions and
reasoning. However, despite a relatively large sample size and
a large number of indicators, we found only few effects of
training, rendering this type of intervention unlikely to induce
broad transfer.
Email: Claudia von Bastian, claudia.vonbastian@colorado.edu
11:00-11:15 (311)
Tracking the Development of Visual-Spatial Memories
With Eye Movements. CANDICE C. MOREY, SILVANA
MAREVA and JAROSLAW LELONKIEWICZ, University of
Edinburgh — Though rehearsal of verbal information has been
extensively studied, the processes available to support visual
memory remain mysterious. Motor activities, particularly
eye movements, have been suggested as a basis for rehearsing
visual-spatial sequences analogously to articulatory rehearsal
verbal information. Eye movements toward locations
previously occupied by stimuli may reflect covert attempts to
retrieve information about those items. We present evidence
linking fixations during presentation and retention of spatial
sequences to response accuracy in young adults, children 5-7
years old, and children 8-10 years old. Consistently with the
rehearsal hypothesis, looking at longer sequences of to-beremembered locations increased accuracy. However, children
fixated on proportionally longer sequences than adults, which is
inconsistent with the idea that a rehearsal module develops with
age. Furthermore, while participants fixated early items most
frequently, this was true for correctly and incorrectly recalled
lists. Though sequential eye movements and response accuracy
are related, the pattern of evidence does not imply that eye
movements serve as the basis for a specialized rehearsal module
of visual-spatial memories.
Email: Candice C. Morey, C.Morey@ed.ac.uk
Bilingualism II
Back Bay C & D, Sunday Morning, 10:00-12:00
Chaired by Tamar H. Gollan, University of California, San
Diego
10:20-10:35 (314)
What Is Selected in Bilingual Sentence Production? TAMAR
H. GOLLAN, University of California, San Diego, MATTHEW
GOLDRICK, Northwestern University — Theories of bilingual
language control, shaped mostly by single word production
studies, have largely ignored the possible role of grammatical
encoding in language selection. To address this possibility we
asked Spanish-English bilinguals to read aloud mixed-language
paragraphs contrasting two switch types. In matrix switches,
bilinguals switched and then stayed, completing at least a full
phrase before switching back, allowing selection of language
specific grammatical frames to guide production. In lexical
switches, bilinguals switched languages on a single word in midsentence and then immediately switched back (providing no
local syntactic support for switches). Additionally, we contrasted
11:20-11:35 (312)
The Impact of Irrelevant Speech and Shared Phonological
Characteristics on Short-Term Recall. GEORGINA A.
TOLAN, Australian Catholic University, GERRY TEHAN and
MADELEINE ARBER, University of Southern Queensland —
One easily replicated finding in the short-term memory (STM)
domain is that background irrelevant speech has a detrimental
67
Sunday Morning
Paper 315 - 319
11:20-11:35 (317)
Effects of Flag-Language Congruency on Bilingual Word
Recognition. JONATHAN GRAINGER, CNRS & AixMarseille University, MATHIEU DECLERCK and YOUSRI
MARZOUKI, Aix-Marseille University — French-English
bilinguals performed a generalized lexical decision task
with mixed lists of French and English words and nonwords
presented on a background formed of either the French or
the UK national flag in a “flag-word interference” paradigm.
The flag was not informative with respect to either the lexical
decision response or the language of the word. Nevertheless,
lexical decisions to word stimuli were faster in the congruent
flag condition compared with the incongruent flag, but only
in participants’ L1 (French). In a second experiment using a
“flag-priming” paradigm with a 150 ms SOA, flag-language
congruency was found to affect lexical decision responses in
both languages. We interpret these flag-language congruency
effects as reflecting the operation of a mechanism that
automatically processes information concerning the presence or
not of a given language (e.g., language nodes in the BIA-model),
and that this information can be integrated across linguistic and
non-linguistic sources.
Email: Jonathan Grainger, jonathan.grainger@univ-amu.fr
function vs. content words (assuming grammatical encoding
primarily drives selection of function words). To measure
control difficulty, we examined language intrusion errors (e.g.,
saying el instead of the). Lexical switches elicited substantially
more intrusions than matrix switches, especially with function
word targets. Thus, language selection is facilitated by activation
of language specific grammatical frames.
Email: Tamar H. Gollan, tgollan@ucsd.edu
10:40-10:55 (315)
The Impact of Single-Word Code Switching on Bilingual
Sentence Reading — Intense at the Switch But Merciful
Downstream. JASON GULLIFER and DEBRA TITONE,
McGill University (Presented by Debra Titone) — Codeswitching (CS), when bilinguals alternate languages, can lead
to costs in production and comprehension. Here, we investigate
whether bilingual experience modulates CS comprehension
costs at the location of a CS and/or downstream within a
sentence. Specifically, we monitored eye movements of 38
French-English (FE) and 42 English-French (EF) bilinguals
who read English sentences, some containing French CS
words. Results showed: EFs reading L1 sentences showed
greater CS costs than FEs reading L2 sentences; greater CS
costs for FEs with low L2 exposure, but costs for all EFs; and
minimal downstream CS effects except increased interlingual
homograph interference (indicative of greater cross-language
activation) for EFs. Thus, CS comprehension costs depend on
the predominant language of the task (L1 vs. L2), and bilingual
experience (L2 exposure). Interestingly, CS had minimal
downstream consequences other than increased cross-language
activation during L1 reading, a situation where bilinguals may
be less naturally vigilant in terms of top-down suppression of a
non-target language.
Email: Debra Titone, dtitone@psych.mcgill.ca
11:40-11:55 (318)
Did I Just Say That Out Loud? Reality Monitoring in
Bilinguals. RENEE M. PENALVER and WENDY S. FRANCIS,
University of Texas at El Paso (Presented by Wendy Francis) —
Source memory is memory for the context in which an item is
learned and is encoded through source-monitoring processes
(Johnson, Hashtroudi, & Lindsay, 1993). Reality monitoring is
a type of source monitoring in which a person discriminates
among distinct internal sources or between internal and
external sources. We investigated how reality monitoring in
bilinguals might be impacted by word frequency and language
proficiency. At study, English-Spanish bilingual participants
viewed a sequence of pictures (blocked by language and high
vs. low name frequency) and were cued to name each picture
either aloud or covertly. At test, participants viewed the same
pictures and were asked to indicate which pictures they had
named aloud and which they had named covertly. Monolingual
English-speaking participants completed the same procedures
in English. Implications for the source-monitoring framework,
fuzzy-trace theory, models of bilingual memory, and the nature
of contextual associations will be discussed.
Email: Renee M. Penalver, rmpenalver@utep.edu
11:00-11:15 (316)
Findings from GECO: The Ghent Eyetracking Corpus
of Monolinguals and Bilinguals Reading an Entire
Novel. WOUTER DUYCK, NICOLAS DIRIX and USCHI
COP, Ghent University, DENIS DRIEGHE, University of
Southampton, EMMANUEL KEULEERS, Ghent University —
This paper presents GECO (Ghent Eye-tracking COrpus), the
freely available monolingual (English) and bilingual (DutchEnglish) eye-tracking corpus of participants reading a complete
novel (56000 words). In this talk, we will present descriptive
statistics of reading time measures for first-language (L1) and
second-language (L2) reading. We will also present analyses of
frequency, neighborhood size and cognate effects for L1 and
L2 sentence reading. Results showed smaller frequency effects
in L2 than in L1. Both L1 and L2 frequency effects interacted
with L1, but not L2 proficiency. Both L1 and L2 reading showed
intra- and cross-lingual effects of neighborhood size and
cognate status. Also, bilingual L1 reading did not differ from
monolingual L1 reading. Our results are consistent with an
integrated mental lexicon with exposure as the main determiner
for lexical entrenchment. Findings will be framed within
theories of monolingual and bilingual reading, and relative to
the weaker links account of bilingualism.
Email: Wouter Duyck, wouter.duyck@ugent.be
Recall II
Independence, Sunday Morning, 10:20-12:00
Chaired by Ami Eidels, University of Newcastle
10:20-10:35 (319)
What Do Cows Drink? Investigating the Search Process for
an Intersection of Memory Cues. ZACH HOWARD, BIANCA
BELEVSKI, AMI EIDELS and SIMON DENNIS, University of
Newcastle (Presented by Ami Eidels) — What do cows drink?
Most people incorrectly answer ‘milk’ instead of ‘water’. But
what process leads to this common mistake? One explanation is
68
Paper 320 - 324
Sunday Morning
11:20-11:35 (322)
Massed and Spaced Repetition Effects on Face Recognition
and Face Description Recall. TODD C. JONES, Victoria
University of Wellington, PETER F. DELANEY, University of
North Carolina at Greensboro — Giving brief descriptions
of unknown faces during a study phase can lead to better
recognition relative to a view-only control condition, and
recalling descriptions appears to aid the recognition decision
in some cases. In a series of experiments we investigated
benefits of massed and spaced repetition for described faces.
We found higher face recognition and description recall for
massed presentations over single presentations and higher
face recognition and description recall for spaced over massed
presentations. The same pattern (single < massed < spaced)
was observed for face recognition in a view-only condition,
but there was a clear description benefit. In a final experiment
we addressed the question, “Is it better for memory to generate
a new description of a face or to retrieve an earlier-produced
description?” On repetition trials, participants were instructed
either to enter a new (different) description or to repeat their
prior description. Entering a different description provided a
recognition advantage for massed but not spaced repetition,
whereas repeating a description provided a recall advantage for
spaced but not massed repetition.
Email: Todd C. Jones, todd.jones@vuw.ac.nz
that the two ‘cues’ (cow, drink) have an ‘associative intersection’
point; both cues are independently associated with ‘milk’, and
less so with ‘water’. Thus when both cues are probed the resultant
search incorrectly identifies ‘milk’ first. Despite the failure in the
above example, in everyday life identifying such ‘intersections’
is extremely useful, and we seem to effortlessly solve problems
of this manner every day. However, such problems are actually
computationally complex, and the process through which
alternatives are selected is not fully understood. The seemingly
automatic response in the cow-drink example suggests we
consider cues in parallel. However, previous findings have
suggested that cues may be considered serially. In this talk, we
investigate the nature of intersection searches using a novel
application of Systems Factorial Technology.
Email: Ami Eidels, Ami.Eidels@newcastle.edu.au
10:40-10:55 (320)
Memory as a Hologram. DOUGLAS J. MEWHORT, KEVIN
SHABAHANG and DONALD FRANKLIN, Queen’s University
— We treat human memory as a hologram that contains a
subject’s lexicon, a dynamic distributed representation (of about
40,000 words and their pair-wise associations). Studying a word
reinforces the word’s representation in the lexicon and alters
the representation of all other words in proportion to their
similarity to the studied word. When studying a list, subjects
create inter-item associations, as a full or partial chain. Recall
is always prompted (either a start instruction or the word just
recalled). Report reflects the momentary strength of items in
the lexicon, a value derived by summing the item’s strength with
strength contributed from associations with that item when the
report is made. The model captures archival data for several listlearning experiments including immediate free recall, learning
in free recall, serial recall, and learning in serial recall. An
extension of the model captures semantically based phenomena
such as false recall and release from PI.
Email: D. J. K. Mewhort, mewhortd@queensu.ca
11:40-11:55 (323)
What Did I Come Here to Do? LISA STEVENSON and
RICHARD CARLSON, Pennsylvania State University
(Presented by Richard Carlson) — As you started to read this
program, you may have realized that you needed your glasses
and headed into the kitchen to find them. Once there, you
may have forgotten your intention, but felt it was on the tip of
your tongue. This very short term prospective memory failure
is quite common, at least anecdotally. Little work has directly
investigated this phenomenon, perhaps because it is difficult to
create appropriate conditions in the lab - a familiar environment
seems to be a consistent component in anecdotal descriptions.
We asked our participants to carry out prospective memory
tasks within a very familiar environment for many college
students: their smart phones. In our paradigm, under some
conditions, approximately 75% of our participants reported
experiencing this sort of forgetting at least once. We examined
variables that influenced the forgetting and phenomenology,
and discuss similarities between this and the tip of the tongue
phenomenon.
Email: Richard Carlson, racarlson@psu.edu
11:00-11:15 (321)
Reminding, Interference, and Memory for Facts. JACOB H.
NEGLEY and COLLEEN M. KELLEY, Florida State University
(Presented by Colleen Kelley) — Interference is a major cause
of forgetting. Educational contexts are rife with sources of
interference, and updating information is crucial for success.
Being reminded of previously learned word pairs when studying
changed pairs has been shown to produce proactive facilitation
rather than proactive interference (Wahlheim & Jacoby, 2013).
The current experiments extend research concerning reminding
and facilitation to learning educationally relevant materials, and
explore the conditions that affect reminding. Interference from
prior erroneous facts occurs when learners are not reminded
of those facts when learning updated facts. Facilitation occurs
when earners are reminded of the erroneous facts during
updating. Results are discussed in terms of theory and practical
implications.
Email: Jacob Negley, negleyjj@gmail.com
Human Learning and Instruction III
Back Bay B, Sunday Morning, 10:00-12:00
Chaired by Nate Kornell, Williams College
10:00-10:15 (324)
Desirable Easiness: Hints That Reduce Effort, But Not
Learning, During Retrieval Practice. NATE KORNELL,
Williams College, KALIF E. VAUGHN, Northern Kentucky
University — Although retrieval practice is an effective way
to study, students often avoid it, especially effortful retrieval
69
Sunday Morning
Paper 325 - 328
that might not be successful. Is it possible to make retrieval
practice easier without decreasing learning? In Experiment
1, participants attempted retrieval with no hint (e.g., idea:
______), a 2-letter hint (e.g., idea: s____r), or a 4-letter hint (e.g.,
idea: se__er). Effort during practice varied, but performance
on the final test did not. (Learning was worse in a restudy
control condition, e.g., idea: seeker.) These results contradict
the hypothesis that during retrieval, more effort causes more
learning. In Experiment 2, each trial asked participants to
choose one of the four conditions from Experiment 1. They
chose the 4-letter hint condition almost five times as often as the
two other test conditions combined. In short, hints motivated
people to self-test, thus improving their self-regulated study,
without any downside for learning.
Email: Nate Kornell, nkornell@gmail.com
adaptive spacing in the successful effort framework is unlikely
to be matched by any predetermined spacing scheme. The
successful effort hypothesis may be general in that 1) it pools
the effects of numerous learning variables, and 2) it applies
across different mechanisms of learning.
Email: Philip J. Kellman, Kellman@cognet.ucla.edu
11:00-11:15 (327)
Automatic Effects of Instructions Do Not Necessarily
Reflect the Implementation of an Action Plan. BAPTIST
LIEFOOGHE and JAN DE HOUWER, Ghent University — In
recent years an increasing amount of research focused on the
dynamics underlying the translation of (verbal) instructions
into actions. This issue has in part been investigated by focusing
on automatic effects of instructions, which supposedly offer an
index of the processes underlying the implementation of novel
instructions. It is a well-replicated finding that newly instructed
Stimulus-Response (S–R) mappings, which have never been
executed overtly before, can lead to automatic responsecongruency effects. Overall, instruction-based congruency
effects have been taken as evidence for the hypothesis that
merely instructed S-R mappings can be implemented into an
action plan and this without any form of overt practice. The
present study challenges this hypothesis by demonstrating that
instruction-based congruency effects can be induced even in
the absence of an action plan. A series of experiments shows
that maintaining instructed S-R mappings for future recall,
rather than for future application also leads to instructionbased congruency effects. The implications for current accounts
on the implementation of instructions is discussed.
Email: Baptist Liefooghe, baptist.liefooghe@ugent.be
10:20-10:35 (325)
Central Stage-Specific Mechanisms of Desirable Difficulty
Effects. SCOTT WATTER and MELISSA J. PTOK, McMaster
University, SANDRA J. THOMSON, St. Thomas University,
KARIN R. HUMPHREYS, McMaster University — The
“desirable difficulty” effect is described where increased
difficulty during initial task performance leads to better later
memory. Most studies have conceptualized “difficulty” as a taskgeneral property. From stage processing models of single and
dual-task performance, we propose that memory-enhancing
difficulty manipulations should strongly depend on inducing
additional selective attention/cognitive control at particular
processing stages, relative to what the later memory test is
testing for. Across several experiments, we demonstrate priming
and interference effects using congruency prime manipulations
at different stages of information processing. Inducing difficulty
via semantic incongruency priming (semantic categorization
stage) improves later memory for these stimuli (the “desirable
difficulty” effect). In contrast, inducing difficulty via response
incongruency priming (response selection stage) produces
worse memory (typical dual task interference effect). We
discuss a single simple model of limited-capacity cognitive
control allocation that accounts for and predicts where and
when desirable difficulty effects will occur.
Email: Scott Watter, watter@mcmaster.ca
11:20-11:35 (328)
Learning and Transfer of Calorie Information. ERICA L.
WOHLDMANN and KATIE ALEGRIA, California State
University, Northridge — Seeding improves learning and
transfer of quantitative information (Brown & Siegler, 1996).
Contrary to the generation effect, Wohldmann (2013; 2015)
found no advantage of seeding over viewing calories, but both
resulted in greater learning and transfer than a no-calorie
control condition. The present study explored forgetting.
During familiarization, participants were shown food items,
one at a time, and made calorie estimates. During training, those
in the seeding condition generated estimates before receiving
feedback. Participants in the viewing condition were provided
with calorie information. Those in the no-calorie condition
were shown only the name of each item. During immediate
testing, participants estimated calories for both old and new
items, then returned one week later to repeat the test. The
seeding and viewing conditions performed significantly better
on both tests than the control condition, with no advantage for
seeding, even after a 1-week delay. The applications to policy
will be discussed.
Email: Erica Wohldmann, erica.wohldmann@csun.edu
10:40-10:55 (326)
Spacing and Adaptive Learning: Common Principles
Across Item Learning and Perceptual Learning. PHILIP
J. KELLMAN, CHRISTINE M. MASSEY and EVERETT
METTLER, University of California, Los Angeles — Adaptive
methods that tend to optimize spacing in item learning also tend
to do so in perceptual category learning (Mettler & Kellman,
2014). Given that underlying mechanisms likely differ, this is
puzzling. We propose that 1) despite differing mechanisms, in
both domains an underlying variable of learning strength is
decisive for optimal spacing. We also suggest 2) a “successful
effort hypothesis” that generalizes the “retrieval difficulty
hypothesis” (Bjork, 1994; Pyc & Rawson, 2009), such that
successful responding with low learning strength most benefits
learning. We describe experiments with adaptive methods
that use accuracy and RT in ongoing assessments of learning
strength. Results suggest that performance generated by
70
Paper 329 - 333
Sunday Morning
11:40-11:55 (329)
The Development of Proactive Control and IntentionBased Reflexivity: A Cross-Sectional Study. FREDERICK
VERBRUGGEN and ROSSY MCLAREN, University of Exeter,
MAAYAN PEREG and NACHSHON MEIRAN, Ben Gurion
University of the Negev — A key characteristic of human
behavior is the ability to follow new instructions. When these
instructions are successfully implemented, goal-directed
actions may not require much control anymore; instead, actions
could be activated easily by stimuli in the environment, even
when they are inappropriate (‘intention-based reflexivity’).
The present study used the NEXT paradigm (Meiran, Pereg,
Kessler, Cole, & Braver, 2015) to study the development of
proactive control and intention-based reflexivity. In each
miniblock, participants received S-R mapping instructions for
a new task. Prior to implementing this mapping, responses
were required to advance through screens during a preparatory
(NEXT) phase. Children (4-11 years) and late adolescents (1719 years) responded more slowly during the NEXT phase when
the NEXT response was incompatible with the instructed S-R
mapping (instruction-based interference). This instructionbased interference effect was more pronounced in young
children than in older children, which is surprising because it
has been argued that young children are less likely to implement
task rules in advance. We will discuss the implications of our
findings for theories of proactive control and development.
Email: Frederick Verbruggen, f.l.j.verbruggen@exeter.ac.uk
11:00-11:15 (331)
Eye-Gaze and Emotional Expression Modulate Gaze Cueing
Effects in Older Children. ANNA PECCHINENDA, Sapienza
University - Rome, MANUEL PETRUCCI, Sapienza University Rome — Although visual mechanisms supporting face processing
are fully mature at 5 years of age, children are less proficient
than adults in processing faces and some improvement occurs
from 6 to 10 years of age (Germine, Duchaine, & Nakayama,
2011). Two experiments investigated children’s ability to shift
attention based on eye-gaze of neutral and emotional faces.
In experiment 1, 6-7 year old children (N=50) completed a
gaze cueing task with faces showing dynamic changes in gaze
direction and facial expression (Angry, Happy, or Neutral): gaze
cueing effects were observed (F (1, 49) = 71.33, p < .001, partial
η² = .593) and they did not differ across expressions. When in
experiment 2, 6-7 year old (N=48) and 9-10-year old (N=46)
children completed the same gaze cueing task but with static
faces, older children showed gaze cueing effects (Cue Validity
by Age, F (1, 92) = 9.516, p =. 003, partial η² = .094) but only for
emotional faces (Cue Validity by Facial Expression, F (2, 184) =
3.16, p =. 045, partial η² = .033). Therefore, only 9-10-year old
children show the ability to use static gaze direction and shift
their attention based on observed gaze but only when the face
has an emotional expression.
Email: Anna Pecchinenda, anna.pecchinenda@uniroma1.it
11:20-11:35 (332)
Fractionating Attentional Bias: Distinguishing Mechanisms
Linked With Negative Affect and Persistent Negative
Thought. STEVEN B. MOST and SANDERSAN ONIE,
University of New South Wales — Cognitive and clinical science
offer mutually informative perspectives on emotion-driven
attentional biases, the spontaneous tendency to attend to
emotionally powerful stimuli. Whereas the clinical literature
has linked emotional dysfunctions to attentional biases broadly
defined, the cognitive approach has highlighted distinctions
between isolatable attention mechanisms. Synthesizing
these perspectives yields a powerful approach to sharpening
our understanding of the relationships between attention,
emotion, and individual differences. Here, we contrast the
most widely used measure of attentional bias (which indexes
spatial attention) with a mechanistically distinct attentional
bias measure (emotion-induced blindness, which appears to
index spatiotemporal competition) and present evidence that
they account for unique variance in negative affect, with the
latter uniquely predicting worry and rumination (core features
of anxiety and depression). Such findings underscore the
importance of distinguishing between attention mechanisms
when constructing theoretical models of, and interventions that
target, particular emotional disorders.
Email: Steve Most, s.most@unsw.edu.au
Emotion and Cognition
Liberty, Sunday Morning, 11:00-12:00
Chaired by Steven B. Most, University of New South Wales
10:40-10:55 (330)
Social Rewards Promote Habitual Behaviour in Low-Autism
Trait Adults. JANE E. RAYMOND and LEONIE J. T. BALTER,
University of Birmingham, LILY FITZGIBBON, University of
Southern California — Performance on most complex tasks
relies on a combination of habitual and goal-directed (strategic)
control over behaviour. In two studies using different methods
to index habitual control over behaviour, we asked whether
typical adults who are low versus high in autism-like traits
(AQ) would show a greater propensity for habitual responding
when social rewards were provided, reflecting the putative
greater social skill of the former group. Although both high
and low AQ groups behaved similarly when monetary rewards
were available, only the low AQ group showed poor recovery
from contingency change when social rewards were provided,
and a greater propensity for model-free (versus model-based)
responding in a two-state rewarded choice task. This supports
the notion that people low versus high in autism-like traits more
readily default to habitual control for some aspects of a social
task, giving themselves greater capacity to solve the complex
puzzles typical of many social interactions.
Email: Leonie Balter, LXB454@student.bham.ac.uk
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11:40-11:55 (333)
Taking Affectively-Rich Perspectives in Mutual Exclusion
in the Mutual-Inclusion Ground of Biofunctional
Understanding: The Special Case of Surprise-Ending
Stories. ASGHAR IRAN-NEJAD, CATANYA G. STAGER
and FAREED BORDBAR, The University of Alabama — Since
late 1970s, decades of biofunctional-embodiment research has
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Paper 333 - 333
suggested that complex biological systems function according
to remarkably straightforward and complementary processes of
(a) biofunctional mutual inclusion and (b) biofunctional mutual
exclusion (BMI/E). BMI is an embodied-understanding process
of simultaneous experience integration in stable continuity;
and BME is an embodied-understanding process of sequential
experience in moment-by-moment categorical change. To
illustrate how the biofunctional embodiment process works and
to what consequences, we present the results of a think-aloud
study in which 14 participant individually read a surpriseending story one idea unit at a time and spoke their thoughts
into a recorder. Results confirmed the above BMI/E process
of embodied story understanding. As participants actively
entertained story idea units, they experienced spontaneously an
affectively-rich biofunctional-understanding perspective. Then,
upon actively entertaining the surprising idea units, they shifted
spontaneously from their ongoing perspective into an opposite
affectively-rich perspective mutually exclusive with the first.
Email: Asghar Iran-Nejad, airan-ne@ua.edu, airannej@bamaed.
ua.edu
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POSTER SESSION I
Thursday Evening
Hynes Convention Center, Grand Ballroom A-C
Viewing 4:00-7:30, Author Present 6:00-7:30
TASTE AND TOUCH
and the influence of visual experience thereupon. In Experiment
1 we tested 5 age groups (pre-schoolers (4-5 years), first-graders
(6-7 years), fifth-graders (10-11 years), young adolescents
(12-13 years) and young adults (18-28 years)) on a haptic and
visual shape recognition task. In Experiment 2 and 3 we asked
participants to use shape, size, weight or roughness as a cue in
haptic sorting and haptic search. The results show that all age
groups are excellent at haptically recognising everyday objects.
However, Experiment 1 showed that pre-schoolers and firstgraders scored very low in shape only tasks. Experiment 2 and 3
showed that weight is not used as a cue in adults, unless they are
explicitly asked to do so. The results will be discussed in terms
of developmental trajectories of visual and haptic reference
frames.
Email: Krista Overvliet, krista.overvliet@gmail.com
(1001)
Suffering Leaves a Bad Taste: Affective Beliefs Influence
the Experience of Eating Meat. ERIC ANDERSON, Tufts
University, LISA F. BARRETT, Northeastern University —
People believe they experience the world objectively, but
research continually demonstrates that beliefs influence
perception. Emerging research indicates that beliefs influence
the experience of eating. In three studies, we test whether beliefs
about how animals are raised can influence the experience of
eating meat. Samples of meat were paired with descriptions of
animals raised on factory farms or raised on humane farms.
Importantly, the meat samples in both conditions were identical.
However, participants experienced the samples differently:
meat paired with factory farm descriptions looked, smelled,
and tasted less pleasant. Even basic properties of flavor were
influenced: factory farmed samples tasted more salty and greasy.
Finally, actual behavior was influenced: participants consumed
less when samples were paired with factory farm descriptions.
These findings demonstrate that the experience of eating is not
determined solely by physical properties of stimuli—beliefs also
shape experience.
Email: Eric Anderson, ericmranderson@gmail.com
(1004)
Interactions Between Time and Space in Tactile Temporal
Order Judgments Are Mediated by Motion Signals.
PATRICK BRUNS and BRIGITTE RÖDER, University of
Hamburg, STEPHANIE BADDE, New York University — It
has been suggested that judgments about the temporalspatial order of successive tactile stimuli might depend on the
perceived direction of apparent motion between them, and thus
involve integration of the single stimuli into a motion signal.
To manipulate apparent motion, brief task-irrelevant sounds
were presented in the interval between two touches. Tactile
stimuli were applied one to each hand with varying stimulus
onset asynchronies (SOAs), while participants adopted either
a crossed or uncrossed hand posture. The addition of sounds
facilitated tactile apparent motion perception for long SOAs
of 500 ms, but impaired the discrimination of apparent
motion direction for short SOAs of 80 ms. Sounds additionally
affected tactile temporal order judgment (TOJ) performance:
With crossed hands, TOJ performance significantly improved
with the addition of a sound, possibly due to a reduction of
inverted motion signals which were observed at short SOAs
in the baseline condition without sounds. Conversely, TOJ
performance with uncrossed hands rather declined in the
sound condition at short SOAs. These findings suggest that
motion signals are used when temporal-spatial information
about stimuli in our environment is reconstructed.
Email: Patrick Bruns, patrick.bruns@uni-hamburg.de
(1002)
Haptic Perception of Stiffness From Work Cues. BING WU,
Arizona State University, ROBERTA L. KLATZKY, Carnegie
Mellon University — Two experiments were conducted to
investigate the effectiveness of work cues (i.e., the integral of force
over distance) in stiffness perception. In a magnitude-estimation
task, subjects were asked to actively explore virtual springs
and estimate their stiffness relative to a reference. The stimuli
were linear springs, or non-linear springs that were created by
modulating a linear counterpart with half-cycle (Experiment
1) or full-cycle (Experiment 2) sinewaves. Experiment 1 found
that stiffness was overestimated (or underestimated) when a
linear spring was positively (or negatively) modulated by a halfcycle sinewave. In Experiment 2, although the mechanical work
was unchanged by the full-cycle sinewaves, an opposite pattern
of over/underestimation was observed in stiffness judgments.
Further modeling showed that the seeming contradiction
could be reconciled by concluding that stiffness was judged by
the perceived work, rather than mechanical work, along with
higher weights at the later stage of interaction.
Email: Bing Wu, bing.wu@asu.edu
(1005)
Randomness in Touch: Perception of Local and Global
Disturbances. KAYLA SCHRAMSKI, JOSEPH VARNEY and
IAN BUENTELLO, Northern Michigan University, FIONA N.
NEWELL, Trinity College Dublin, MOUNIA ZIAT, Northern
Michigan University — Contrary to order, randomness is the
lack of predictability in events where is no intelligible pattern
to follow. In two current studies, we tested tactile randomness
using local and global disturbances of a grid of 49 dots printed
(1003)
The Developmental Trajectory of the Use of Spatial and
Non-Spatial Features for Object Recognition. KRISTA E.
OVERVLIET, University of Hamburg, Department of Biological
Psychology and Neuropsychology — We investigated the use of
spatial and non-spatial features for haptic object recognition
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Posters (1006) - (1010)
on PVC tiles. On the local scale, only one small portion of the
grid was moved. On the global scale, every dot on the grid
moved in location. In the first experiment, the dimension of the
tiles were 3 x 3 cm (larger spaces between the dots); while in
the second experiment, the dimension were 2 x 2 cm (smaller
spaces between the dots). Our results showed that participants
were better at detecting global disturbances for larger tiles
and better at detecting local disturbance for smaller tiles. This
finding suggests that tactile exploration works as a definite
spatial focus for smaller spaces and as a whole for larger spaces.
Email: Mounia Ziat, mziat@nmu.edu
the RTs over all, we found that training did not differentially
affect the sizes of the Q-Q residuals; for older adults, the effects
of training were more generalized.
Email: Pablo Gomez, pgomez1dpu@gmail.com
(1008)
Age-Related Differences in Visual Perspective-Taking.
VICTORIA E.A. BRUNSDON, ELISABETH E.F. BRADFORD
and HEATHER FERGUSON, University of Kent — Emerging
research has highlighted that despite high performance on
explicit tasks, healthy adults demonstrate difficulties on implicit
tasks when another person’s point of view conflicts with their
own. This study examined how these perspective-taking abilities
change across the life-span and how executive functions and
social abilities predict performance. Younger (20-40 years-old)
and older (60-80 years-old) adults completed a level-1 visual
perspective-taking task (with eye-tracking), a Stroop task and
a task-switching task. The Autism Spectrum Quotient and
Empathy Quotient provided measures of social ability. Older
adults were slower overall in the visual perspective-taking
task. In addition, older adults showed specific impairments
when there was a conflict between their own and the avatar’s
perspective. This pattern was also reflected in gaze behaviour
and pupillometry analysis. Statistical models examined
how visual perspective-taking ability is related to individual
differences in executive functions and social abilities in younger
and older adults.
Email: Victoria Brunsdon, veab@kent.ac.uk
(1006)
Comparing Magnitude Estimation of Pain Intensity to
the Production of Pain Ratios. JUSTIN G. HOLLANDS,
Defence Research and Development Canada, BRIAN P. DYRE,
NICHOLAS ROOME and TRISTEN BEAUDOIN, University
of Idaho — Two methods for measuring pain intensity are
numeric assignment and the visual analog scale (VAS). In two
experiments, we compared these methods to the production of
pain ratios. A thermal stimulator controlled the temperatures of
two thermodes mounted on the volar forearms of participants,
who adjusted the temperature of one thermode so that the
associated pain stood in particular ratios (e.g., “twice as much”)
to the pain produced by a second thermode. The temperatures
for the produced ratios were then re-presented and participants
responded by assigning numbers (Experiment 1) or marking
the VAS (Experiment 2) to represent pain intensity. We found
that VAS scores were more consistently related to produced
temperatures than numeric estimates; this relationship was
well-described by a power function. Taken together with recent
work showing that ratio productions of pain maintain a ratio
scale, this result validates that VAS responses can represent a
ratio scale of pain.
Email: Justin G. Hollands, justin.hollands@drdc-rddc.gc.ca
(1009)
Spill-Over Effect in Younger and Older Adults: Memory
for Neutral Stimuli Is Affected by Associated Valenced
Information. SANCHITA GARGYA and MOSHE NAVEHBENJAMIN, University of Missouri — The finding that
emotional information is remembered better than nonemotional information is ubiquitous in the literature. This effect,
known as emotional enhancement of memory (EEM), has been
demonstrated for single items (emotional vs. neutral) and for
pairs of stimuli, consisting either of two components with
similar emotional or neutral properties (e.g., soul-smile, tableadvance), or those with an emotional component shown with
an inherently neutral component (e.g., positive picture with a
shape). No previous aging study conducted with emotionalneutral stimulus pairs has systematically studied differences in
item memory performance for both the components in order
to explore the relationship between memory performance for
each component. To this effect, we ran two experiments testing
participants’ memory for faces and names. Both age-groups
showed a similar pattern of performance on the face and the
name tests, for each valence. Interestingly, memory for the
names was affected by the valence of the face.
Email: Sanchita Gargya, sg755@mail.missouri.edu
COGNITIVE AGING I
(1007)
The Effect Training on the Flanker Task: Analyses Via Delta
Plots Reveal Differences for Older Adults. WILLIAM L. D.
KRENZER, DePaul University, ESTER DEVIS, Universitat
de Valencia, PABLO GOMEZ, DePaul University, MANUEL
PEREA, Universitat de Valencia — In recent years there has been
renewed interest in the transference from training games into
general cognitive control skills (Strobach, Frensch, & Schubert,
2012). In the present research we explored if performance in
a inhibitory control task (a Flanker task) was differentially
affected by a five day training in either another control task
(Simon task), or in a simple perceptual task (size estimation).
In order to explore the effects of training on distinct processing
components, we utilized Delta plots (Burle et al., 2002) to
display the effect sizes for congruent vs incongruent trials
across the quantiles of RT distributions; they are quantilequantile residual plots. For younger adults, training shortened
(1010)
The Age-Related Associative Memory Deficit Can Be
Modified by Manner of Presentation. AMY A. OVERMAN,
Elon University, JOHN M. HUHN III and NANCY A. DENNIS,
The Pennsylvania State University — The loss of the ability to
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Thursday Evening
form and remember associations is one of the more severe
and consequential memory impairments experienced by older
adults (Naveh-Benjamin, 2000). Prior research has assumed that
this age-related memory impairment is mediated by a general
associative deficit (Li, Naveh-Benjamin, & Lindenberger, 2005).
However, research in younger adults suggests that different
neural mechanisms underlie the formation of different types of
associations (Diana, Yonelinas, & Ranganath, 2012). The current
set of experiments directly compared memory across item-item
and item-context associations in younger and older adults
by presenting the same types of stimuli (faces and scenes) as
either item-item or item-context pairs. Results indicate that the
associative deficit in aging is not uniform across different types
of associations when controlling for stimulus characteristics.
The results have implications for theories of associative memory,
age-related cognitive decline, and the functional organization of
the MTL in aging.
Email: Amy A. Overman, aoverman@elon.edu
in schematic support from study to test (older-face, youngername) was assessed. Older adults’ associative memory benefited
from changes in schematic support from study to test, reducing
the age-related LTM deficit. This benefit was mostly noticeable
when changes in schematic support occurred and “remember”,
compared to “know”, judgments were made, suggesting that
schematic support reduces the age-related associative deficit by
increasing access to recall-to-reject processes.
Email: Moshe Naveh-Benjamin, navehbenjaminm@missouri.
edu
(1013)
The Influence of Aging on Self-Reference Effects Across
Cultures. WANBING ZHANG, Brandeis University, I-TZU
HUNG, National Taiwan University, JONATHAN JACKSON,
Brandeis University; Massachusetts General Hospital,
JOSHUA O. GOH, National Taiwan University, ANGELA H.
GUTCHESS, Brandeis University — Relating information to the
self facilitates general and source memory in young and older
adults. However, most studies conducted on the self-reference
effect test Western samples, for whom the self is considered
independent and distinct from others. Little is known about
how self-referencing, as a potential mnemonic strategy, operates
for people with an interdependent self-construal (such as East
Asians), particularly with age. In this study, we examined the
effect of self-referencing on memory for younger and older
adults from individualistic (Americans) and collectivistic
(Taiwanese) cultures. Because the self should serve as a less
salient cue in collectivistic cultures, we hypothesized that selfreferencing would be a less effective strategy for younger and
older East Asians. Preliminary analyses reveal no difference
in self-referencing effects across the two cultures for younger
adults. However, general memory of American older adults,
compared to Taiwanese, benefitted more from referring to the
self.
Email: Wanbing Zhang, zhan1626@brandeis.edu
(1011)
Age Differences in Semantic Representation of Past and
Future Events. LISA EMERY and KATHRYN HARDIN,
Appalachian State University — Research on autobiographical
memory and episodic future thinking suggests that increased
“episodic specificity” of mental representations is associated
with positive outcomes. It is also well established that older
adults show reduced episodic specificity in their mental
representations. Less well understood is what role semantic
representation plays in the mental representation of past
and future events, including how increases in semantic
representation with age might impact cognitive and emotional
outcomes. In this study, we use correlational and experimental
data to explore this question. Adults ages 20-80 remembered
or imagined events under control, episodic recall, and semantic
recall instructions. They also completed a battery of cognitive
tests and questionnaires measuring possible mediating factors.
Analyses will address (1) what cognitive or emotional factors are
most strongly associated with age-related increases in semantic
details under control instructions, (2) whether semantic
recall instructions reduce age differences in the cognitive and
emotional content of the narratives.
Email: Lisa Emery, emerylj@appstate.edu
(1014)
Effects of Age, Task Type, and Information Load on
Discrimination Learning. MORGAN BROWN, SHARON
MUTTER, MEREDITH CUNDIFF, MADISON OSBOURN
and CATHERINE WOOSLEY, Western Kentucky University
— Discrimination learning occurs more quickly when the
presence (Feature positive, FP) rather than absence (Feature
negative, FN) of a target stimulus indicates a response is needed.
This feature positive effect (FPE) has been extensively replicated
but the effect is reversed when fewer stimuli are presented; i.e.,
a feature negative effect (FNE) occurs (Fiedler et al., 1988). This
study used a successive discrimination task to compare young
and older adults’ performance across FP and FN conditions
under low (three of four stimuli presented) and high (three of
six stimuli presented) information load (IL). Under low IL, YA
demonstrated the expected FNE. Under high IL, YA and OA
demonstrated equivalent performance in the FP condition but
OA performed poorer when the target stimulus was present
(1012)
The Role of Schematic Support in Older Adults’ ShortTerm and Long-Term Associative Memory. DWIGHT J.
PETERSON, University of Missouri and Concordia College,
MOSHE NAVEH-BENJAMIN, University of Missouri —
Older, relative to younger adults, exhibit associative memory
deficits in short-term (STM) and long-term memory (LTM),
with difficulty binding components to form associations
despite largely intact item memory. One factor contributing to
older adults’ high false alarm rates during tests of associative
memory relates to decreased use of recollection processes that
facilitate rejection of recombined components. Younger and
older adults’ STM and LTM performance for faces, names, and
face-name pairs that remained intact or were recombined in a
standard manner (older-face, older-name) or involved a change
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Posters (1015) - (1019)
(1017)
Inhibition of Irrelevant Spatial Sound Codes Depends on the
Task-Relevant Modality: Evidence From the Accessory Simon
Effect. MALTE MÖLLER and SUSANNE MAYR, University
of Passau, AXEL BUCHNER, Heinrich-Heine-University,
Düsseldorf — In the accessory Simon task, lateralized responses
to central targets are typically facilitated when distractors
are presented ipsilateral to the target response as compared
with trials in which they are presented on the contralateral
side. This congruency effect is explained by assuming that a
spatial code is generated for distractors which conforms to or
conflicts with the target response. The present study further
specified the mechanisms that operate on irrelevant spatial
codes. Participants either responded to a centrally presented
visual (Experiment 1) or auditory (Experiment 2) stimulus. A
lateralized white noise distractor either occurred prior to or
simultaneously with the target. A congruency effect was found
when distractors and targets were presented simultaneously or
in close temporal proximity. The effect reversed with longer
distractor-target intervals in Experiment 2. Together, this
suggests that inhibition operates on distractor events, however,
only when targets and distractors are presented in the same
modality.
Email: Dr. Malte Möller, malte.moeller@uni-passau.de
rather than absent in the FN condition. These findings indicate
FN task performance varies by age and this variation changes
based on IL condition.
Email: Morgan Brown, morgan.brown910@topper.wku.edu
ACTION AND PERCEPTION I
(1015)
Doggone Affordances: Perception of Maximum Vertical
Reaching Height by Canines. MATTHEW D. LANGLEY,
VALERI FARMER-DOUGAN and JEFFREY B. WAGMAN,
Illinois State University — Performing any behavior requires
perceiving whether and how that behavior can be performed.
Such possibilities for behavior are known as affordances.
Perception of affordances exhibits action-scaling — it
reflects the fit between environmental properties and action
capabilities. For example, human perception of maximum
reaching distance scales to reaching ability. Perceived maximum
reaching distance is longer for long- than for short-armed
people but occurs at the same ratio of object-height-to-armlength for both groups. To the extent that perception is specific
to invariant stimulation patterns, perception of affordances
ought to exhibit action scaling regardless of species. We
investigated perception of maximum vertical reaching heights
by canines. We systematically presented treats at various heights
and determined the height at which dogs transitioned from
reaching with the head to rearing. This boundary occurred at a
taller height for tall than for short dogs but at the same ratio of
shoulder-height-to-treat-height for both groups.
Email: Jeffrey B. Wagman, jeffreywagman@illinoisstate.edi
(1018)
Action-Specific Perception and Team Athletic Performance.
KELSEY MENZEL and EMILY K. BLOESCH, Central Michigan
University — The action-specific perception account posits that
individuals perceive the environment in terms of their ability to
act within it. This has been demonstrated in a variety of studies
with athletes, whose game-related perception changes with
performance. For example, golfers who are putting well judge
the cup as larger than golfers putting poorly. In the current
study, this effect was examined within a team sport, where the
outcome of the game depends not on a single individual, but
rather the collective ability of the team itself. In this case, we
explored whether game-related perception would correlate
with team, not individual, performance. Collegiate female club
soccer players estimated ball size, goalie size, and playing ability
after three matches of varying difficulty. The results indicate that
team performance does impact individual players’ perceptions,
and implications for the action-specific perception account are
discussed.
Email: Emily K. Bloesch, emily.bloesch@cmich.edu
(1016)
Effects of Pitch and Rhythmic Prototypicality in Music
Perception and Performance. PETER Q. PFORDRESHER and
PAUL KOVACS, University at Buffalo, State University of New
York, JONATHAN B. PRINCE, Murdoch University — Pitch
and rhythmic information are key components underlying the
musical schemas of key and meter, respectively. We explored the
effects of varying the tonal prototypicality of melodies (pitch),
or the metrical prototypicality of rhythmic sequences (time). In
one experiment, pianists produced sequences on a keyboard,
and in a second experiment the same sequences were sung by
trained singers. In addition to measurements of performance
errors of pitch and time, we also measured perceived complexity
of sequences. Results suggest that the demands of pitch control
within each task (higher for singing than keyboard) influenced
effects of tonal prototypicality, whereas both tasks yielded more
similar effects of metrical prototypicality. In addition, similar
to Prince & Pfordresher (2012), effects of prototypicality on
complexity ratings were negatively related to effects on errors
in production. These results suggest that dimensional salience
of pitch versus time is influenced by task demands associated
with each dimension.
Email: Peter Q. Pfordresher, pqp@buffalo.edu
(1019)
Visuomotor Engagement Influences Object Knowledge
Retrieval. HANNAH M. MORROW, University of Connecticut,
EVANGELIA G. CHRYSIKOU, University of Kansas —
Behavioral, neuroimaging, and neuropsychological studies
have shown that certain aspects of object knowledge (e.g., the
object’s function or mode of manipulation) can be accessed
independently of more abstract properties (e.g., the object’s
name) and faster when participants are presented with threedimensional relative to two-dimensional objects. Here we
examined whether visual and manual exposure to threedimensional objects, relative to two-dimensional pictures of
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these objects, would allow for differential access to semantic
memory under conditions of impromptu relative to canonical
goal achievement (i.e., when a participant has to come up with
an unusual, relative to a typical, use for a common object).
Our results showed that the combination of visual and manual
exposure to three-dimensional objects interfered with the
generation of uncommon uses, liked due to the facilitated access
to sensorimotor object properties associated with the objects’
canonical use. We discuss the implications of these results for
theories of object knowledge retrieval.
Email: Evangelia G. Chrysikou, lilachrysikou@ku.edu
underway. A robust interference effect would impact our
understanding of temporal processing in the auditory cortex
and the role of attention in interval timing.
Email: Brandon Batzloff, bbatzloff@ucmerced.edu
(1022)
Pre-Crastination: Completing Subgoals Earlier or Starting
Tasks Sooner? LISA R. FOURNIER and ALEXANDRA
STUBBLEFIELD, Washington State University, DAVID A.
ROSENBAUM, University of California at Riverside, EZANA
TADDESE, Washington State University, BRIAN P. DYRE,
University of Idaho, BRYAN HAFLICH, Washington State
University — Pre-crastination is defined as the “hastening
of subgoal completion, even at the expense of extra physical
effort.” We asked whether pre-crastination is a bias to complete
subgoals earlier or to start tasks sooner. Participants filled a
bowl at the end of a runway with ping pong balls from either
of two buckets containing different numbers of balls and
positioned at different distances from the participants’ start
location. Participants either poured all the balls into the bowl
at once (Experiment 1) or placed the balls into the bowl one
at a time (Experiment 2). Participants preferred to pick up the
nearer bucket, consistent with the desire to start tasks sooner,
but they also preferred to pick up the bucket that had more
balls, especially when the balls were placed into the bowl one
at a time, consistent with the desire to complete the subgoal
earlier. Thus, both factors contribute to pre-crastination.
Email: Lisa Fournier, lfournier@wsu.edu
(1020)
The Independence of Perceived Animal-Neutral and AnimalReferential Environmental Properties. BRANDON J.
THOMAS, University of Utah, JEFFREY B. WAGMAN, Illinois
State University, MATTHEW HAWKINS and MICHAEL
RILEY, University of Cincinnati — Three experiments were
conducted to test the relationship between perception of
environmental properties taken with reference to action
capabilities (e.g., affordances) and perception of environmental
properties that are independent of an animal (e.g., metric
properties). In all three experiments, participants provided
reports of the maximum height they could reach above their
head with a stick(s) (reach-with-stick height) and the stick
length, a property that is constituent of reach-with-stick height.
In Experiment 1 reach-with-stick height reports improved
over trials whereas stick length reports remained constant. In
Experiments 2a and 2b, feedback about maximum reach-withstick height improved perception of this affordance, but such
improvements did not transfer to perception of stick length in
a pretest/practice task/posttest design. The results suggest that
perceiving animal-referential and animal-neutral properties
may require the detection of different information.
Email: Brandon J. Thomas, thomab9@mail.uc.edu
(1023)
This Is for You: Influences of Social Intentionality on Reachto-Grasp Actions. KAITLIN LAIDLAW, JODY C. CULHAM
and MELVYN A. GOODALE, Western University — Much
of human communication occurs nonverbally. It is clear that
action goals (e.g. picking up a bottle to pour versus to drink)
influence initial reach-to-grasp kinematics. However, relatively
little is known about whether and how actions can be affected
by social intentions, even when the movement itself remains the
same (e.g., moving a salt shaker to be within reach of a dinner
companion versus to get it out of the way). In the present study,
participants picked up and repositioned a small block that was
then either collected by another actor (Give condition), or not
(Place condition). Though the action goal was identical – to
move the object a set distance – reach-to-grasp parameters
nevertheless revealed faster action execution when participants
were aware that their action would yield an interaction with the
actor, compared to when the task was performed independently.
Several kinematic variables also exhibited changes over the
course of each condition. We discuss these findings in relation
to how nonverbal communication via subtle kinematic changes
may facilitate action in shared spaces.
Email: Kaitlin Laidlaw, klaidl3@uwo.ca
(1021)
Auditory and Visual Learning Transfer to Motor
Reproduction. BRANDON BATZLOFF and RAMESH
BALASUBRAMANIAM, University of California Merced
(Sponsored by Michael Spivey) — It is thought that auditory
perception has a privileged temporal relationship with
movement, and subjective auditory intervals are more
accurately reported than subjective visual intervals. Prior
research shows that training in sub-second intervals through
auditory discrimination tasks results in a transfer of learning
to motor reproduction of these intervals. We tested whether
this transfer effect also occurs with visual interval training
and predicted a less pronounced learning transfer effect in the
visual modality. Twenty-four participants were trained in five
sessions using auditory or visual discrimination tasks on 300
or 500 ms intervals. Motor reproduction of visual and auditory
intervals were tested pre and post training. On shorter intervals,
preliminary results show that training in one modality interferes
with reproduction in the other modality. Further testing is
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Insights from Awareness, Attention and Motor Adjustment on
Sensorimotor Cross Talk. OLIVER SIMON SACK, Technische
Universität Darmstadt — In modern technical environments
tool use is often specified by spatial separation and distortion
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between sensory and motor action effects. Theories of common
coding propose that perception and action are represented
within the same cognitive domain. Consequently, they are likely
to interact (cross talk), and generate short-term aftereffects. We
experimentally investigated the role of awareness, attention
and motor adjustment on aftereffects. Participants performed a
horizontal stroke on a covered digitizer tablet, while the cursor
amplitude was shorter, equal to, or longer than the constant
hand amplitude (phase 1). In phase 2, participants replicated
the hand or cursor amplitude without visual feedback (intravs. intermodal replication). The findings demonstrate a rapid
adjustment of the motor system that benefits intra-modal
replications, but interferes intermodal replications. The cross
talk between sensory and motor information appears to be very
stable. Its magnitude is strongly affected by implicit and explicit
strategies.
Email: Christine Sutter, c.sutter@iad.tu-darmstadt.de
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larger compatibility effects with harder S-R mappings, but the
trial-by-trial variations in response precue difficulty did not
influence R-E compatible effects. These results suggest that the
processing weight given to novel R-E contingencies is sensitive
to the overall response selection difficulty, but the given weight
might be relatively unchanged within a task session.
Email: Greg Huffman, greg.huffman@mail.utoronto.ca
ASSOCIATIVE LEARNING I
(1027)
Visual Scenes Preactivate Newly Associated Novel Object
Concepts in Graded Fashion. CYBELLE M. SMITH and KARA
D. FEDERMEIER, University of Illinois, Urbana-Champaign —
When and how is the brain able to make use of newly-learned
information about objects and their associated contexts? To
address this, we recorded EEG from 24 participants as they
studied line drawings of novel objects paired with visual scenes.
Objects belonged to categories and object categories were paired
with particular types of scenes (e.g., forests, beaches). At test,
scenes were previewed (2.5s), after which an object appeared
that was either identical to study, a different object of the same
category, or a different object of a different category (never
associated with that scene type). Between category violations
elicited an early, frontal negativity (200-300ms; “N300”), while
a later effect (300-400ms) differentiated object matches from
both within- and between-category violations. Our findings
replicate prior relational memory effects, and suggest that
scenes prepared subjects for upcoming newly associated novel
objects in a temporally and categorically graded fashion.
Email: Cybelle Smith, cmsmit13@illinois.edu
(1025)
Heads Up! Dynamic Similitude for Perception With
Object Held With Hand or Head. ALEX DAYER and
JEFFREY B. WAGMAN, Illinois State University, ALEN
HAJNAL, University of Southern Mississippi — Affordances
are opportunities for behavior determined by the fit between
action capabilities and environmental properties. In large part,
perception of affordances is anatomically independent. For
example, perception of affordances of a given surface can be
perceived by exploring that surface with an object held in the
hand or attached to the head. Blindfolded participants explored
an inclined surface with a wooden rod held in the hand or
attached to the head and reported whether they could stand
on that surface. In both conditions, the angle of the surface
was systematically increased or decreased until the response
changed from yes to no, or vice versa. There was no difference
in the perceptual boundary for the two appendage conditions.
However, in both appendage conditions, perceptual boundary
occurred at lower angle of inclination for ascending than for
descending trials. The results highlight a dynamic similitude
between perception of affordances by these appendages.
Email: Alex Dayer, adayer@ilstu.edu
(1028)
Reminding and Interference: The Role of Task Context.
NICHOLAS D. GRAY and COLLEEN M. KELLEY, Florida
State University — Interference between similar memories
is a major cause of forgetting, but being reminded of prior
experiences when encountering a similar experience can
prevent interference, and even create facilitation in memory.
Therefore it is important to understand conditions that affect the
likelihood of reminding and the consequences for interference
in memory. In a retroactive interference paradigm using word
pairs, we varied whether encoding tasks changed between lists
or not for interference pairs and as predicted, found more
reminding when the encoding task was the same between
lists. Encoding tasks also differed in the degree to which they
fostered reminding, possibly due to working memory demands.
We explored the effects of working memory demands in a
second experiment by varying the time pressure for performing
the encoding task on the second list and traced the relation
between probability of reminding and interference.
Email: Nicholas Gray, ndgray00@gmail.com
(1026)
Investigating the Link Between Response Selection Difficulty
and Response-Effect Compatibility. GREG HUFFMAN,
University of Toronto, DAVOOD G. GOZLI and BERNHARD
HOMMEL, University of Leiden, JAY PRATT, University of
Toronto — Responses tend to be faster when the anticipated
sensory effects are spatially compatible with the response
(e.g., left key causing luminance onset in the left periphery).
Here, we tested if the magnitude of this response-effect (R-E)
compatibility effect depends on response selection difficulty.
Across three experiments, we manipulated response selection
difficulty by varying response precues within experiments and
stimulus-response (S-R) mapping between experiments. In all
experiments, we found response precueing reliably increased
response selection difficulty and responses were slower in the R-E
incompatible than incompatible block. Between experiments,
S-R mapping modulated the R-E compatibility effect, with
(1029)
Awareness of Explicit and Implicit Category Rule Learning.
POOJA PATEL, AUDREY HILL, MARK NEIDER and
COREY BOHIL, University of Central Florida — The theory of
category learning called COVIS (competition between verbal
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and implicit systems) posits that separate brain systems mediate
category rule acquisition. Verbalizable rules are learned
explicitly, nonverbalizable rules are learned implicitly. Although
supported by behavioral and neuroimaging data, few studies
have assessed subjective awareness of what strategy learners
think they are using within the COVIS framework. Participants
completed either rule-based or information-integration
category learning. After every 40-trial block, participants were
asked whether they knew the category rule and to describe it in
their own words. By the final block, individuals who indicated
that they knew the rule over the final 3 blocks of training
achieved high accuracy (84% in both conditions). Participants
in the RB condition who reported not knowing the rule had
accuracy slightly above chance (60%). Many participants in the
II condition indicated they did not know the rule yet they still
achieved high accuracy (68%).
Email: Corey Bohil, corey.bohil@ucf.edu
Subsequently, the product of these components and the
similarity matrix between the transfer items and the exemplars
are mapped as inputs to a hyper-dimensional psychological
space. In this psychological space, the reference point model can
perform extrapolation obtained in the partial-XOR problem.
Email: Lee-Xieng Yang, lxyang@gmail.com
(1032)
Developing Sensitive Measures of Statistical Learning for
School-Age Children. YOEL SANCHEZ ARAUJO, WENDY
C. GEORGAN, ZHENGHAN QI, JOANNE ARCIULI, and
JOHN D. GABRIELI, Massachusetts Institute of Technology
— This study seeks to develop sensitive tasks for measuring
statistical learning in school-age children. Modeled after Arciuli
& Simpson (2011) and Saffran et al. (1999), the familiarization
phase was revised to enable real-time measurement of learning.
During the familiarization phase, alien pictures or tones were
presented, which either contained structured or random
sequences of triplets. Concurrently, participants conducted a
target-detection task by pressing a button to the third stimulus
of the target triplet. Immediately after training, participants’
knowledge of the trained triplets was assessed via a two-forced
choice task. Results showed greater accuracy in the structured
block for both tasks (paired t-test p’s < 0.005). Participants’
response time during the familiarization phase showed greater
reductions in the structured block over the course of visual
statistical learning (significant interaction between blocks and
training trials, p = 0.02). Future work will apply these tasks
in school-age children examining variations of performance
across modalities.
Email: zhenghan.qi@gmail.com, zhenghan.qi@gmail.com
(1030)
Does Testing Episodic “Lion-Tiger” and/or “Tiger-Stripes”
Associations Facilitate Later “Lion-Stripes” Learning?
DEANA VITRANO and JAMES H. NEELY, University at
Albany, State University of New York — When subjects learn
semantically related/associatively unrelated cue-target (CT) pairs (mother-child), relative to restudying, C-T testing
enhances later T recall to C (Carpenter, 2011). The Mediator
Effectiveness Hypothesis (MEH) states that C-T testing
strengthens cue-mediator (C-M, mother-father) and mediatortarget (M-T, father-child) associations rather than the direct
C-T association. At last year’s meeting, our lab argued against
the MEH based on the testing effect for T recall to C being
the same whether or not M could be recalled to C prior to T
recall. The current experiment had subjects learn semantically/
associatively unrelated C-T pairs (lion-stripes) that are
mediationally associated (via tiger) two days after separately
studying and then being tested on or restudying C-M (liontiger) and M-T (tiger-stripes) pairs. According to the MEH,
testing on both the C-M and M-T pairs should facilitate C-T
learning more than testing on only the C-M or M-T pairs or the
restudying of both pairs. Although M-T testing facilitated C-T
learning, C-M testing had no effect.
Email: Deana Vitrano, dvitrano@albany.edu
EMOTION AND COGNITION I
(1033)
Losing Track of Time: Effect of Pain on Time Perception in a
Psychophysical Study. AMANDINE E. REY, University Lyon2,
CORINA DONDAS, Petre Andrei University, MARVIN THAR,
University Lyon2, LUIS GARCIA-LARREA, Lyon Neuroscience
Research Center, STÉPHANIE MAZZA, University Lyon2 —
A growing body of evidence suggests that emotion influences
the estimation of time: subjects in an unpleasant condition
experienced time as long-lasting. Here, we investigated the
influence of pain on time estimation using a prospective
psychophysical paradigm to measure the on-line distortion of
a time estimation. Participants performed a temporal bisection
task during a painful condition (cold pressor test, 12° Celcius)
and a nonpainful condition (ambient temperature). Subjects
were shown several temporal stimuli and asked to indicate
whether these stimuli were presented for a duration closer
to the short or the long standard (presented in a previous
phase). They also evaluated their pain several times during
both conditions. Results showed that they experienced a same
duration as long-lasting in a painful condition compared to a
nonpainful condition. This distortion of time was increased by a
higher subjective evaluation of pain. As negative emotion, pain
induced an overestimation of time.
Email: Amandine Rey, amandine.e.rey@gmail.com
(1031)
A Reference Point Explanation for XOR Extrapolation in
Categorization With Kernel Methods. LEE-XIENG YANG,
National Chengchi University — Past research showed that
the reference point view has difficulty accounting for the
extrapolation phenomenon in a partial XOR problem (Conaway
& Kurtz, 2015), in that the items in the transfer quadrant in a
space were classified as the category in the opposite quadrant,
not the closer category. In this study, I show that a reference point
explanation is still viable so long as the similarity is computed
with the components of the psychological space representing
the exemplars instead of the input dimensions composed of
the stimuli. In my simulations, the nonlinear components are
first extracted with kernel-based PCA (Principal Component
Analysis) from the similarity matrix between exemplars.
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(1034)
Executive Control Training Enhances Emotion Regulation.
NOGA COHEN, Columbia University, HADAS OKONSINGER, Haifa University, NILLY MOR, Hebrew University,
AVISHAI HENIK, Ben-Gurion University of the Negev
— Adaptive behavior depends on the ability to effectively
regulate emotional responses. Failure in the regulation of
emotional arousal can result in heightened physiological
reactions and disruptive behavioral performance. In turn,
these behavioral and physiological alternations can lead to
various psychopathologies. In several studies we demonstrated
that training executive control, an attentional mechanism that
enables goal-directed behavior, lead to reduced emotional
interference by aversive pictures and to a lower amygdala
activation to these pictures. Moreover, we showed that training
individuals to recruit executive control prior to the presentation
of unpleasant pictures enhances their ability to regulate an
upsetting personal event using reappraisal. These findings
suggest that the interplay between emotion and executive
control is essential for maintaining adaptive behavior and may
be impaired in individuals with emotion regulation difficulties.
Email: Noga Cohen, nc2688@columbia.edu
in healthy subjects. In addition, we assessed attentional
deficits using the Adult ADHD Self-Report Scale. We found
simultaneous increase in the upper alpha and upper theta
activity, and subsequent decrease in the lower theta activity
prior to the key press response for experiencing boredom. Our
results demonstrate that not only attentional lapses, but also
sustained attention, are associated with boredom, and that this
mechanism is mediated by alpha and theta activity. Our results
suggest that modulating neural activity may lead to alleviate
problems associated with boredom.
Email: Masahiro Kawasaki, kawasaki@iit.tsukuba.ac.jp
(1037)
Exploring the Deception Paradigm: Should Social
Factors Play a Role? SCOTT W. MEEK and BRITTANY
A. WORTMAN, University of South Carolina - Upstate,
MICHELLE C. PHILLIPS-MEEK, Limestone College —
Deception research has often focused on the cognitive aspects
of the deceptive process. The social component is frequently
ignored. Consequently, many deception paradigms do not
include any social component. A previous study demonstrated
that reaction times differed when participants responded
deceptively to a human voice versus a computer voice. The
current paradigm further explores the social component using
a similar methodology. In the current study, participants were
again asked questions by a computer voice, but are led to believe
that the questions are selected either by a friend, another
random student, or randomly by the computer. Participants
answered questions regarding criminal, social taboo, or
neutral actions, and were cued to answer either truthfully or
deceptively. Preliminary results indicate strong effects for both
deception and question type, as well as a potential effect of the
social component on reaction times. These results are consistent
with the findings of the first experiment.
Email: Scott Meek, smeek@uscupstate.edu
(1035)
Mapping the Relationship Between Theory of Mind and
Executive Functioning in Adulthood. ELISABETH E.F.
BRADFORD, VICTORIA E.A. BRUNSDON and HEATHER
FERGUSON, University of Kent — A vital part of successful
everyday social interaction is the ability to infer information
about others. Much prior research has demonstrated a strong
link between Theory of Mind (ToM) and Executive Functioning
(EF) abilities, particularly in young children. Less is known
about the relationship between ToM and EF in adulthood, or
the precise breakdown of which components of EF modulate
specific aspects of ToM. The current research employed a
battery of tasks that tapped different aspects of ToM (including
emotion recognition, intention reasoning, and perspectivetaking) and EF skills (inhibition, working memory, cognitive
flexibility, and planning) to tease apart potentially different
relationships between separable EF components in predicting
success on different ToM tasks. Results from adult participants
(20-50 years old) demonstrated a key role of working memory
and inhibition, suggesting the importance of these two
abilities in successful engagement in higher-level ToM, even in
adulthood.
Email: Elisabeth Bradford, E.E.Bradford@kent.ac.uk
(1038)
Attentional Blink Towards Food Stimuli. EVELYN SMITH,
Western Sydney University, JAYANTHI RAMAN, University
Technology Sydney, KATE TCHANTURIA, Kings College
London, PHILLIPA HAY, Western Sydney University — The obese
appear to differ from healthy weight people in their attentional
biases toward food. We explored this with the attentional blink
(AB) paradigm, a deficit in detecting the second of two targets
(e.g., words) that appear in close succession. The design was a 2
(T1 (food vs non-food words)) x 2 (T2 (food vs non-food)) x 2
(intervening distractor type (food vs non-food)) x 4 lags (1, 3,
5, 9), x 2 (obese versus normal weight). As expected, for both
obese and normal weight, T2 accuracy was significantly lower
when distractors were food, compared to non-food (household
items). Surprisingly, however, the healthy weight differed from
the obese in that they were more accurate when T2 was a food
word, but only at lag 1. These findings are a challenge for theories
of the AB. We also report the results of mixture modelling of
errors to separate accuracy differences into differences in the
efficacy, precision, and latency of attentional selection.
Email: Dr Evelyn Smith, evelyn.smith@westernsydney.edu.au
(1036)
Theta and Alpha EEG Oscillations Mediate Neural
Mechanisms of Experiencing Boredom. ERI MIYAUCHI and
MASAHIRO KAWASAKI, University of Tsukuba — Previous
research suggests that boredom is related to attentional
failure. However, this viewpoint is not currently supported by
neuroscientific evidence. Therefore, the present study aimed to
investigate the neural correlates of boredom, and to examine
whether boredom can be explained in terms of attention. Here,
we used electroencephalograph recordings to measure changes
in brain activity during subjective experiences of boredom
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(1039)
Don’t Touch That! Constraints on Environmental
Engagement Increase Reports of Boredom. ANDRIY A.
STRUK, University of Waterloo, PAUL SELI, Harvard University
(Sponsored by Jonathan Fugelsang) — In the present study,
we were interested in examining the possible influence that
people’s external environment has on their self-reported levels
of boredom. We found that when participants are placed in an
environment characterized by many affordances (e.g., a laptop,
puzzle, etc.), and are instructed to refrain from engaging with
the items in the environment, they report significantly higher
levels of boredom than do participants who are placed in an
environment that is devoid of affordances (i.e., an empty
room). Furthermore, we found that participants often disobey
the instruction to refrain from engaging with the external
environment, presumably because they are motivated to
minimize the extent to which they experience boredom. These
findings suggest that boredom may arise due to a discrepancy
between possible actions and the ability to engage in them, and
that this discrepancy may promote engagement.
Email: Andriy Struk, astruk@uwaterloo.ca
towards the observer, looking away from the observer and no
direct gaze.Men with high social anxiety were more accurate in
the detection of gaze direction changes in the “looking towards
the observer condition” when compared with those with low
social anxiety. On the other hand, this pattern was reversed for
women. These results suggest that men with social anxiety are
more vigilant to the direct gaze than women with social anxiety
Email: Kenta Ishikawa, cognition.psy.k@gmail.com
(1042)
Big Five Personality Traits and Emotional Components
of Goosebumps. KENJI KATAHIRA and AI KAWAKAMI,
Kwansei Gakuin University — This study examined the relation
of the big five personality traits to the types of emotion that
induce goosebumps. Forty-four university students were
presented a list of ten discrete emotions and were asked to
rate how frequently they experienced goosebumps with each
of these emotions. Cluster analysis based on the frequency of
goosebumps revealed that two groups differed in the emotional
components of goosebumps. Both groups experienced
goosebumps in response to negative emotions at a similar
frequency, while, regarding positive emotions, one group
experienced goose bumps more frequently than the other
group did. In line with previous findings regarding pleasurable
chills, the group with the higher frequency of goosebumps
associated with positive emotions showed a higher opennessto-experience score. The results suggested that the types of
emotion that induce goosebumps may be associated with
individuals’ cognitive styles.
Email: Kenji Katahira, k.katahira@kwansei.ac.jp
(1040)
Medical Embarrassment: A Cross-Cultural Perspective.
MINGI CHUNG, University of California, San Diego,
SUNGJOON PARK, Korea Advanced Institute of Science
and Technology, MINHEE KIM, Korea Counseling Graduate
University, HAL PASHLER and CHRISTINE HARRIS,
University of California, San Diego — Medical embarrassment
was previously found in US samples to comprise two distinct
factors, bodily embarrassment and judgment concern,
differentially related to different types of medical visits. The
present study examined the construct of medical embarrassment
in a very different culture, namely Korea. Factor analysis
similarly showed two factors of bodily embarrassment and
judgment concerns with Koreans. However, there were more
judgment concern items for Koreans compared to Americans
whereas bodily embarrassment was more similar between the
two. Medical embarrassment was significantly higher for women
and lower for those who had higher education. Structural
equational modeling further revealed medical embarrassment
significantly mediated the number of psychological visits but
not sex-related visits or general health visits for Koreans. This
suggests some universality in the construct of embarrassment.
Email: Christine Harris, charris@ucsd.edu
(1043)
Executive Functioning Performance and Neural Correlates
of Empathic Concern and Happiness. MATTHEW A.
BEZDEK, Georgia Institute of Technology, ZINAT O. TAIWO
and SHAREE N. LIGHT, Georgia State University — Past
research has found links between executive functioning and
empathy in lesion patients and clinical populations. In the
present study, we presented non-clinical participants with
a reality television program shown to elicit both empathic
concern and empathic happiness at different moments in the
program. While participants viewed the program, we measured
brain activation with functional magnetic resonance imaging.
Following the scan session, participants completed a battery of
cognitive tasks that measured aspects of executive functioning.
Program segments that elicited empathic concern and empathic
happiness evoked a pattern of brain activation in brain networks
recruited for these processes. Performance on the executive
functioning tasks correlated with activity in empathy-related
brain areas, such that increased performance on the cognitive
tasks was associated with increased response during empathic
moments in the television program. These results contribute
to our understanding of the relationship between subtypes of
empathy and executive functioning in healthy adults.
Email: Matthew Bezdek, mbezdek@gatech.edu
(1041)
Gender Difference for the Detection of Gaze Direction
Changes in Social Anxiety. KENTA ISHIKAWA, HIKARU
SUZUKI and MATIA OKUBO, Senshu University — Socially
anxious men have more intense fear of being evaluated by
other such as a direct gaze from observers when compared with
socially anxious women (Jun, Mareschal, Clifford, & Dadds,
2013). We investigated the effect of the gender difference for
the detection of gaze direction changes in social anxiety. Eightynine participants were divided into high and low social anxiety
groups. Participants performed a gaze change detection task.
There were three conditions in the gaze directions; looking
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(1044)
Selective Consolidation of Emotionally Salient Information
During a Nap is Preserved Across Age. SARA E. ALGER and
JESSICA D. PAYNE, University of Notre Dame — Emotionally
salient information is better remembered at the expense of less
relevant details. Sleep increases the magnitude of this memory
trade-off, preferentially preserving emotional components in
young adults. Although both memory and sleep decline with
age, little is known about whether their functional relationship
changes. The current study compared changes in memory for
negative and neutral components of scenes across a retention
period containing an immediate or delayed nap versus wake in
subjects 18-64yrs. Interestingly, covarying for age, immediately
napping led to the greatest increase in negative memory tradeoff compared to both wake and delayed napping, indicating
that sleep facilitated preferential consolidation of emotional
components. There was a positive correlation between features
of slow-wave sleep and negative object memory across all nap
subjects. These results provide strong evidence that even as
we age, sleep actively preserves salient information over less
important details, despite general declines in memory and sleep.
Email: Sara E. Alger, Ph.D., salger@nd.edu
same 2-part task, but identified stimuli into categories anchored
with emotion words (e.g. “anger” or “fear”). Participants in
both experiments showed CP (i.e. better discrimination of
“between-category pairs” compared to “within-category pairs”),
but those who matched to emotion words often showed less
rigid category boundaries compared to those who matched to
pictures. The results suggest that, in the presence of emotion
words, participants’ categories might become more permissive
likely because words activate a wider representation of what
constitutes a category member.
Email: Jennifer M.B. Fugate, jfugate@umassd.edu
(1047)
Can Depressed and Non-Depressed People Put Themselves
in Each Other’s Shoes? CONSTANCE IMBAULT and
VICTOR KUPERMAN, McMaster University — Depression
is one of the most prevalent mental health disorders in the
United States (NIMH, 2014). People suffering from depression
display self-focused attention (Beck, 1967) and predict negative
outcomes in their future (Pyszczynski et al., 1987). Using an
online tool that measures approach and avoidance, participants
responded to words with varying levels of valence as a neutral
or a depressed person (within-participant). When participants
without depression (QIDS <5) responded as a neutral person,
they approached positive stimuli, and avoided negative stimuli.
When responding as a depressed person, they correctly
replicated the behavior shown by our depressed participants
(QIDS > 15): e.g. a flat affect with minimal approach to positive
and avoidance of negative words. Interestingly, our depressed
participants showed the same affective responses when
performing as a depressed or a neutral person. This inability to
differentiate oneself from a non-depressed person suggests selffocused attention and impaired theory of mind.
Email: Constance Imbault, imbaulcl@mcmaster.ca
(1045)
The Processing of Positive and Negative Emotion-Laden
Words During Reading: An Eye-Tracking Study. H. FAYE
KNICKERBOCKER, Skidmore College and State University
of New York, Albany, REBECCA L. JOHNSON, EMMA L.
STARR, ANNA M. HALL, DAPHNE M. PRETI and SARAH
ROSE SLATE, Skidmore College, JEANETTE ALTARRIBA,
State University of New York, Albany — While recent research
(Knickerbocker et al., 2014; Scott et al., 2013) has explored the
effect that positive and negative emotion words have on the eyemovement record during reading, the current study looked at
the effect of positive and negative emotion-laden words (e.g.
birthday, funeral) which are words that do not express a state
of mind but have emotional connotations. Results indicated
that both positive and negative emotion-laden words have a
processing advantage over neutral words. Positive emotionladen words showed advantages in early, late, and post-target
measures, while negative emotion-laden words showed effects
only in late and post-target measures. Theoretical models for
the distinction between emotion and emotion-laden words are
discussed.
Email: H. Faye Knickerbocker, hknicker@skidmore.edu
(1048)
Strategic Practice as a Means to Regulate Affect-Induced
Facial Muscle Contractions. JULIA KOZLIK, Ernst-MoritzArndt-University, Greifswald, ROLAND NEUMANN, University
of Trier — Recently, it has been shown that unintentionally
activated emotional responses (i.e., manual approach/avoidance
movements) can be modulated by strategical practice. In
a series of experiments we tested whether this modulation
would also apply to affect-induced facial muscle contractions
which have been discussed to be relatively inflexibly linked to
the processing of affect. Participants were asked to voluntarily
contract the zygomaticus major muscle (which is associated
with positive affect) or the corrugator supercilii muscle (which
is associated with negative affect) in response to a non-valence
feature of positive and negative stimuli (i.e., affective Simon
task). We observed significant reductions of the affective Simon
effect occurring after practice of incompatible (as compared to
compatible) S–R assignments. Importantly, the formation of an
implementation intention without action execution seems to be
sufficient for the observed modulation to occur. These results
stress the importance of practice and will-power as effective
means to regulate facial muscle contractions.
Email: Julia Kozlik, julia.kozlik@uni-greifswald.de
(1046)
The Effect of Explicit Access to Emotion Words During
Categorical Perception of Emotional Faces. JENNIFER
M.B. FUGATE, SARAH CORDEIRO and NICOLE ZIINO,
University of Massachusetts - Dartmouth — In two studies,
we assessed how the presence of emotion words within a
categorical perception (CP) paradigm changes performance.
In Experiment 1, participants (n = 38) completed a standard
2-part CP task using emotional faces, in which they identified
stimuli into categories without explicit reference to emotion
words (e.g. pictures of the faces used to create the emotional
stimuli). In Experiment 2, participants (n = 49) completed the
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(1049)
Examining the Processing of Emotional Facial Expressions
in Trait Anxious Individuals. MELANIE PERRON, RYAN
FERGUSON, ANNIE ROY-CHARLAND, CHRISTIAN
LAFORGE and KELSIE MACLEAN, Laurentian University —
Contradictions were observed in previous studies with regards
to emotional facial expression recognition in trait anxiety.
One study reported greater accuracy for expressions of fear
in high trait anxiety, and another observed no differences as
a function of trait anxiety. The current study sought to clarify
the inconsistencies by examining processing differences
(featural vs. holistic) within a emotion recognition task. Eightyfive participants viewed 24 facial expressions of the six basic
emotions for each of the five conditions (mouth only, eyes/
brows only, mouth hidden, eyes/brows hidden, full face) and
were asked to identify the emotion. Happiness was recognized
more accurately than all other emotions, with the exception of
surprise and fear was recognized least accurately. The featural
account could explain for the processing of happiness, disgust
and sadness, and the holistic account for fear. However, more
importantly, results did not reveal difference in processing or
recognition as a function of anxiety.
Email: Melanie Perron, mperron@laurentienne.ca
reading/writing habits: right handed left-to-right readers tend
to draw static objects facing leftward, and moving objects facing
rightward. The present research examined variability in the
choices made in depicting objects described in the context of a
scene. Right- or left-handed readers of English were to draw a
series of common scenes described in one or another version.
The results showed a uniformity in scene depiction for certain
versions, e.g., a hiker going up a hill, runners starting a race,
but variability in depicting another version of the same scene:
a hiker going down a hill, or runners finishing a race. These
findings suggest that, besides biomechanical factors affecting
stroke direction preferences, other factors are at play that may
result in certain versions of a scene becoming the canonical
depiction.
Email: Jyotsna Vaid, jvaid@tamu.edu
(1052)
Lost and Confused: Measuring Uncertainty in Navigation.
CHRISTOPHER THOMAS, AARON L. GARDONY and
ALEKSANDRA KASZOWSKA, Tufts University, GEORGE L.
WOLFORD, Dartmouth College, HOLLY A. TAYLOR, Tufts
University — The sight of someone standing on a street corner,
looking in all directions, often triggers the question “can I help
you find something?” How can this disorientation behavior
be captured reliably in real time? Such a measure could help
optimize navigational aid technologies for environment learning
and reveal strategies navigators employ when uncertain.
Brunyé, Haga, Houck, and Taylor (in press) explored whether
entropy or variance related to heading orientation would better
predict navigational efficiency through a virtual environment.
Entropy predicted navigation efficiency better than circular
variance. The present study replicates this finding, extending
it to when people have foreknowledge of the environment and
to a smaller environment. Further, we relate disorientation and
navigation performance to strategies used when studying an
overhead environment view prior to navigation. Using these
measurements to provide people with navigational information
at optimal times may help build flexible spatial representations.
Email: Christopher Thomas, christopher.thomas@tufts.edu
(1050)
What Does a Smile Weigh?: The Relative Visual Weights
of Common Facial Emotions. PHILIP MARSHALL and
FRANCESCO DONATO, Texas Tech University — This
research applies “orientational metaphors” as discussed by
Lakoff and Johnson (1980) to studies of the “visual weight” of
expressions of facial emotions in the context of composition
balance in visual art and aesthetics. By extension, the metaphors
that “happy is up, and sad is down” were reconsidered as “happy
is light, and sad is heavy” (Hurtienne, Stobel, & Weber, 2009).
In Experiment 1, using a computer-generated balance beam
graphic, participants placed individual images of seven facial
emotions on the right side of the beam to balance them against
a standard rectangular weight on the left side. Faces depicting
negative emotions (e.g., sad, disgust, anger) were placed closer
to the fulcrum (judged heavier) than were faces of positive
emotions (e.g., happy, surprise). In Experiment 2, participants
assigned numerical weights to actual artistic portraits having
neutral expressions, as well as to manipulations of the portraits
that depicted sad and happy faces. Results indicated that sad
faces were given significantly greater weight values than happy
faces. Future research should determine if facial expressions of
emotion may ultimately be a factor in determining composition
balance, and aesthetic “goodness” and preference.
Email: Philip H. Marshall, philip.marshall@ttu.edu
(1053)
The Effect of Signage and YAH Maps on Indoor Wayfinding
in Regular and Emergency Condition. QI WANG and
YIN XIAO, Sun Yat-Sen University — With complex indoor
environments, people wayfind using available signage or
symbolic maps, e.g., the You-Are-Here (YAH) map. The present
study investigated indoor wayfinding using signage and a YAH
map under either regular or emergency conditions. Participants
attempted to reach the exit of an indoor virtual environment as
quickly as possible, by following route signs and/or determining
a route using the YAH map. Signs at intersections were either
valid or invalid. The results showed shorter decision times in the
emergency condition. While participants trusted the signage in
both regular and emergency conditions, the validity of the first
sign encountered strongly influenced trust of subsequent signs,
the reaction time of route selection and times they checked the
map. Further, if a sign guided to a more complex route than the
one shown on the map, participants defaulted to using the map.
SPATIAL COGNITION I
(1051)
Asymmetries in Scene Depiction: An Embodiment Effect
in Spatial Composition? JYOTSNA VAID, OMAR GARCIA
and PAIGE DUSTHIMER, Texas A&M University — Past
research has established that the direction in which drawn
objects typically face is influenced by hand dominance and
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While people usually follow signage for indoor wayfinding,
signage validity and route complexity can affect wayfinding
behavior.
Email: Qi Wang, wangq227@mail.sysu.edu.cn
pieces of information can be influenced by environmental
factors. Using a virtual reality environment, participants were
tasked to remember the location of target objects using two
reference objects of identical shape but differing orientation.
One reference object was vertical, creating a tall pillar, and
the second reference was horizontal, creating a long extended
boundary. We hypothesized that distance information and
direction information would not be encoded equally from the
two different reference objects and that evidence of that would
show in the distribution of the placement of the target objects.
Results suggested that distance information was better encoded
from the extended boundary while direction information was
better encoded from the vertical pillar.
Email: Darin Hoyer, darinhoyer@gwmail.gwu.edu
(1054)
Convex Hull as a Heuristic. NAAMA KATZIN, Ben Gurion
University of the Negev, DAVID KATZIN, Tel Aviv University,
MOTI SALTI and AVISHAI HENIK, Ben Gurion University
of the Negev — A common task in the field of numerical
cognition is the enumeration task, in which participants are
asked to quickly and accurately estimate the number of objects
presented on the screen. The results yield two psychophysical
curves. Enumeration up to four, subitizing, is accurate and fast.
Enumeration above four, counting, is less accurate and more
time consuming. Theories that attempted to account for the
switch between four and five assumed that this is a behavioral
phenomenon. We show that the shape of the convex hull, the
polygon created by the smallest set (of dots) that contains all
stimuli, changes at five. We ran a computer simulation that
showed that the probability that all dots will compose the
convex hull drops drastically at five. In addition, up to four, the
convex hull highly predicts numerosity. We suggest that the
perceptual system utilizes convex hull as a heuristic to estimate
numerosity.
Email: Naama Katzin, naamaka@post.bgu.ac.il
(1057)
“Moral is Up, and Immoral is Down”: Does Vertical Spatial
Metaphor of Morality Influence Our Spatial Relation
Judgments? NING JIA and ZHONGYI LU, Hebei Normal
University — The study systematically investigated the impact of
vertical spatial metaphor of moral concepts on spatial relation
judgments in three experiments using the spatial relation
judgment paradigm. We found that: (1) In the verticality
(above/below) judgment, moral words were responded to faster
than immoral words when the words were presented above the
bar; in contrast, when the words were presented below the bar,
immoral words were responded to faster; (2) in the proximity
(near/far) judgment, more moral than immoral words were
judged to be “far” (an upward bias) when words were presented
above the bar; but when the words were presented below the
bar, no significant bias was found for moral or immoral words;
(3) in precise distance estimation, an overestimation was
observed when participants were primed with moral words
and an underestimation was observed when participants were
primed with immoral words. The current results demonstrated
that vertical spatial metaphor of moral concepts influences
various dimensions of our spatial relation judgments. They
extend research on moral metaphor and embodied cognition
by using Chinese traditional moral concepts and the classical
spatial relation judgment task.
Email: Ning Jia, jnajh@126.com
(1055)
Investigating Sex Differences in a Large Scale, Real World
Way-Finding Task. A. K. MUNION, JEANINE STEFANUCCI
and JON E. BUTNER, University of Utah, ERICKA ROVIRA and
MICHAEL D. HENDRICKS, United States Military Academy,
PETER N. SQUIRE, Naval Surface Warfare Center Dahlgren
— Navigation and way-finding are a daily part of human
experience. In both spatial cognition and spatial navigation,
sex differences are consistently found; however, there is little
research on whether and how these differences manifest in large
scale, real world navigation tasks. Spatial cognition measures
and GPS tracks were collected from male and female cadets
completing a way-finding task, using a map and compass in a
6km sq. wooded area. We tested which of the cadets produced
levy flight patterns, and created variables representing revisiting
behavior and directional persistence in navigation, from
the GPS tracks, as behavioral characterizations of the cadets
movements. Preliminary results suggest that women perform
worse than men on both time to completion and accuracy on
the task. Further investigations between navigation success,
GPS decomposition variables and cognitive measures are being
tested with more complex models, determining if the different
spatial patterns produced by men and women predict success.
Email: Ascher Munion, a.munion.psych@gmail.com
(1058)
Negative Patterning in a Virtual Environment With a
Distinctive Shape. MURRAY R. HORNE, California State
University, East Bay — In Experiment 1, participants were
required to learn about the presence or absence of a hidden
goal in different environments. The presence of a goal could be
determined by the geometric cues of a kite environment (A+),
or a spherical cue presented in a square (B+). When the sphere
was presented in the kite-shaped environment the goal was
not present (AB-). In Experiment 2 a more complex negative
patterning paradigm was used to determine if configural or
unique cue theory could explain the results observed. To do
this, participants received A+ trials as described above, but
in the square, the sphere and white wall panels predicted the
presence of the goal (BC+). In addition, when the wall panels
and the sphere was present in the kite, there was no goal present
(1056)
The Use of Distance and Direction Information in a Virtual
Reality Environment. DARIN L. HOYER and STEPHEN
DOPKINS, George Washington University — The layout of a
spatial environment can be coded using direction and/or distance
information. We hypothesize that reliance on these separate
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(1061)
Gender Differences in Memory for Landmarks at Choice
Points. ZACHARY HIMMELBERGERER, KYLE KRAEMER
and EDWARD C. MERRILL, The University of Alabama —
In daily life, people are often tasked with learning specific
routes through novel environments. A common strategy,
disproportionately employed by females, is remembering
which direction to turn at specific landmarks (Lawton, 1994).
Using this strategy, landmarks occurring at choice points are
generally more important for remembering the route. The
current study evaluated possible gender differences in landmark
recognition for landmarks occurring at choice points versus
those not at choice points. Participants were shown a novel
virtual environment and asked to learn a specific path. After
participants navigated the route on their own, they were shown
pictures of landmarks and asked to decide if they were seen in the
environment. Further, participants were asked to decide which
direction they turned after seeing the landmark. The results
suggest gender differences in the way people process different
landmarks during wayfinding. This has important implications
for basic and applied research on spatial navigation.
Email: Zach Himmelberger, zhimmelbergerer@crimson.ua.edu
(ABC-). For both experiments, participants successfully solved
the discriminations. Further results suggest that these results
are more in line with a configural theory of learning rather than
alternative elemental theories. Implications of these results to
associative theories of spatial learning in environments with
distinctive shapes will be discussed.
Email: Murray R. Horne, murray.horne@csueastbay.edu
(1059)
Relating Video Gaming and Spatial Cognition in
Women. LANIE DIXON, LACE M. PADILLA, JEANINE
K. STEFANUCCI, SARAH H. CREEM-REGEHR and
ALEXANDER H. JOHNSTONE, University of Utah — While
research has identified sex differences in some spatial abilities,
less is known about how experience or training may play a role
in the potential development of these differences. The current
study examines whether regularly playing video games outside
of a laboratory environment is related to performance on spatial
cognition tasks that typically demonstrate sex differences:
mental rotation and a virtual Morris Water Maze task. We were
especially interested in whether women gamers who had a
preference for playing action games, and play at least 7-9 hours
per week, show better performance than women non-gamers.
Preliminary results confirm this hypothesis. Women gamers
were significantly more accurate than women non-gamers on
the virtual Morris Water Maze task. Ongoing testing with male
gamers and non-gamers is currently in progress as comparison
groups. Our results will be discussed in the context of the
potential for spatial training to facilitate spatial cognition.
Email: Jeanine Stefanucci, jeanine.stefanucci@psych.utah.edu
(1062)
Acquisition of Spatial Knowledge From Wayfinding.
QILIANG HE, TIMOTHY P. MCNAMARA and BOBBY
BODENHEIMER, Vanderbilt University, ALEXANDER
KLIPPEL, Pennsylvania State University — Participants learned
locations of buildings in a mall by repeatedly searching for
storefronts from a fixed starting position. Desktop VR was
used; participants used a joystick for translation and rotation.
Three levels of environmental complexity were created by
varying the mutual alignment of buildings. Path type was
manipulated by varying object penetrability: Buildings could
be impenetrable, which required participants to navigate on
the roads, or penetrable, which allowed participants to take
the shortest straight-line path to a goal. After completing
learning, participants pointed to storefronts from the
starting position. Results showed that object penetrable and
impenetrable conditions measured survey-like and route
knowledge respectively; survey knowledge as measured by the
pointing task was better in the least complex environment; and
environmental complexity modulated knowledge transfer, such
that in the least-complex environment, both route and survey
knowledge developed regardless of path type, but in the mostcomplex environment, only path-specific spatial knowledge
developed.
Email: Timothy P McNamara, t.mcnamara@vanderbilt.edu
(1060)
Switching Between Global and Local Orientations. XUEHUI
LEI, LEI ZHANG and WEIMIN MOU, University of Alberta
— This study investigated whether people could develop a
global representation of local environments by locomoting
among them. Participants learned objects’ locations in two
virtual rooms in an immersive virtual environment. One group
of participants, as a control, only were teleported between the
rooms. The other group of participants learned locations of five
buildings’ before they locomoted between the rooms to learn the
objects inside. During testing, both groups adopted a local view,
which alternated between the rooms, and pointed to objects
within the same room. The second group also pointed to the
buildings while adopting local views. The results showed that
participants responded faster if the headings in two consecutive
trials were locally consistent. Although no global priming effect
was observed, the second group overall estimated their global
headings and positions accurately relative to buildings; their
global heading estimation positively correlated with the global
priming effect, but not with the local priming effect. These
results suggest that people can develop a global representation of
two local environments by path integration without impairing
local ones and adopt the perspective on the more efficient level.
Email: Xuehui Lei, xuehui1@ualberta.ca
(1063)
Folding the Dice: Strategy and Individual Differences in
the Make-A-Dice Test. HEATHER BURTE and AARON L.
GARDONY, Tufts University, ALLYSON HUTTON, Think3d!,
HOLLY A. TAYLOR, Tufts University — The Make-A-Dice
test was designed to assess spatial visualization abilities, or the
ability to mentally manipulate 2- and 3-dimensional figures. The
test involves viewing a cube net (flattened cube) with numbers
on two cube sides. Participants number the empty cube sides
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using two rules: numbers 1-6 used only once, and numbers
on opposite sides add to 7. Elementary students (8 items) and
adult (11 items) completed Make-A-Dice pre- and post-tests,
along with measures of mathematical reasoning and spatial
visualization. Elementary student Make-A-Dice performance
related to math, Paper Folding, and Purdue spatial visualization
performance. Adult Make-A-Dice performance related to
math anxiety and performance on math, Paper Folding, and
Purdue spatial visualization measures. Despite the simple math
involved in the Make-A-Dice test, performance was related
to real-world math problems in which spatial strategies could
be used. Overall, the Make-A-Dice test assesses individual
differences in spatial visualization in both adults and children.
Email: Heather Burte, heather.burte@tufts.edu
faults more accurately. Thus, visually similar contrasts may
provide effective supports for concept learning. This finding can
be broadly applied in the sciences.
Email: Benjamin D. Jee, bjee@worcester.edu
(1066)
Understanding the Interplay Between Self-Reflection and
Navigation Performance. BENJAMIN D. NELLIGAN,
University of Notre Dame, JUSTIN G. LEE and AMY L.
SHELTON, Johns Hopkins University — Although people can
readily describe their navigational abilities and preferences,
questions remain about the malleability of these self-perceptions
and whether they influence subsequent behavior. In Experiment
1, participants completed inventories about navigational ability
and preferences before and after a virtual navigation task.
Results indicated that participants’ ratings changed from preto post-navigation to more closely match their performance.
Moreover, we observed an unexpected pattern of performance
in the navigation task. For Experiment 2 we reanalyzed data
from a previous study in which participants either completed
the questionnaires before or after the navigation task. There
were no differences in navigation performance or average selfreport ratings between groups. The key difference between Exp.
1 and 2 was whether we cued the participant to the relationship
between measures or not, suggesting that although self-reports
and navigation can influence each other, the key may be in the
way you frame the overall experience.
Email: Benjamin Nelligan, bnelliga@nd.edu
(1064)
Age-Related Differences in Cognitive Mapping During
Spatial Navigation. ALINA NAZARETH, Temple University,
STEVEN M. WEISBERG, University of Pennsylvania,
KATE MARGULIS, ANH DO, REFA HAJ and NORA S.
NEWCOMBE, Temple University — Cognitive mapping during
navigation has primarily been studied with adult populations.
We investigated cognitive mapping during pre-driving
adolescent years. One hundred and six participants, between
8 and 16 years of age explored a virtual environment (VE;
Weisberg, et al., 2014), comprising two main routes and two
connecting routes. Main routes comprised 4 target buildings.
This was followed by a pointing task and a map arrangement
task. Hierarchical regressions suggested that age accounted for
approximately 27% and 29% of unique variance on the pointing
and map arrangement tasks respectively. The 8-10 age group did
significantly worse than the 11-13 and 14-16 age groups on the
pointing, F (2, 103) = 17.158, p< .001 and map arrangement
tasks F (2,103) = 13.32, p < .001. The latter two groups were
significantly different only on the map arrangement task.
Results suggest developmental trends in cognitive mapping that
may develop from independent driving/navigation experience.
Email: Alina Nazareth, alina.nazareth@temple.edu
(1067)
Distribution Analysis for Category-Based Distortions in
Spatial Memory. CRISTINA SAMPAIO, Western Washington
University, RANXIAO FRANCES WANG, University of Illinois
at Urbana-Champaign — Remembered locations consistently
reflect a compromise between a target’s coordinate position
and its region’s prototypical position. The effect is robust, and
blending of codings is the standard interpretation of these data.
However, no available data reveal how the bias actually occurred.
People may take a weighted average of the metric and categorical
representations, or the two codings may compete for response,
each winning with a certain probability. Both mechanisms can
produce a biased mean response. The present study investigated
the underlying basis for the category-based distortions using a
new distribution analysis. Participants viewed a target within
a blank circle and reproduced its location after a delay. The
error data for individual participants were fit with a Kernel
curve, which provides the distribution without the assumption
of normality. All individual distributions displayed a clear
biased main peak, indicating a weighted average between the
representations, not an alteration between two representations.
Email: Cristina Sampaio, cristina.sampaio@wwu.edu
(1065)
Visual Comparisons That Enhance Spatial Category
Learning in Science. BENJAMIN D. JEE, Worcester State
University — This study investigated whether and how the
similarity of visual examples affects spatial category learning
in science. Participants learned about the distinction between
two types of geological structures—normal and reverse
faults—that differ in spatial layout. Research on analogical
comparison suggests that highly similar contrasting examples
highlight spatial distinctions between categories. Thus, we
predicted that comparison of visually similar examples would
enhance learning. We conducted an experiment in which
participants were presented with two images of geological
faults—one normal, and one reverse—embedded in a structural
geology text. The images were either high or low in similarity.
Participants then classified 22 new images of faults, 11 normal
and 11 reverse. Consistent with our prediction, participants
who saw similar examples in the instructional text classified
(1068)
Integrating Partial Viewpoints of Space: Array Stability
Supports Flexibility. CORINNE A. HOLMES (Graduate
Travel Award Recipient) and NORA S. NEWCOMBE, Temple
University — The ability to recall a spatial layout from multiple
orientations – spatial flexibility – is a challenging cognitive
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process, especially when the global layout is viewed piecemeal
and must first be integrated before it can be flexibly recalled.
The current study examined if experiencing the transition
between partial viewpoints improves global spatial memory
(segmented views versus continuous visual flow), if action
provides an additional advantage above passive visual flow
(participant- versus experimenter-generated transitions), and
if the type of action matters (rotating the array versus moving
around it). Compared to segmented views, continuous visual
flow provided a significant spatial advantage when paired
with movement around a stable array (active or passive). This
advantage was evident at both preferred and non-preferred
orientations, suggesting that array stability may be key to
flexible spatial learning. The advantageous effect of keeping the
to-be-learned space stable may inform science pedagogy, when
models are used to teach spatial structure.
Email: Corinne A. Holmes, corinne.holmes@temple.edu
at very long intervals (>5.5 seconds), performance increased
slightly, possibly due to the use of verbal rehearsal strategies.
These results suggest that working memory performance limits
may change depending upon the available amount of time for
encoding and rehearsal.
Email: Nicole Hakim, nhakim@uchicago.edu
(1071)
Looking Sharp: Becoming a Search Template Boosts
Precision and Stability in Visual Working Memory. JASON
RAJSIC and NATASHA OUSLIS, University of Toronto, DARYL
WILSON, Queen’s University, JAY PRATT, University of Toronto
— Visual working memory (VWM) plays a central role in visual
cognition, and current work suggests that there is a special
state in VWM for items that are the goal of visual searches.
However, whether the quality of memory for target templates
differs from memory for other items in VWM is currently
unknown. In this study, we measured the precision and stability
of memory of search templates and accessory items in order to
determine whether search templates receive representational
priority in VWM. Memory for search templates exhibited
increased precision and probability of recall, while accessory
items were remembered less often. Unlike search templates and
baseline VWM representations, accessory items did not exhibit
memory benefits when these items appeared in search. Taken
together, our results show that becoming a search template can
substantially affect the quality of a representation in VWM.
Email: Jason Rajsic, j.rajsic@gmail.com
WORKING MEMORY I
(1069)
Unconscious Information Processing in Working Memory.
AMY L. UNDERWOOD, University of Missouri-Columbia,
FERNANDO VALLE-INCLAN, University of La CorunaSpain, NELSON COWAN and STEVEN A. HACKLEY,
University of Missouri-Columbia — Traditionally, the contents
of WM have been equated with conscious awareness. This view
is contradicted by experimental findings regarding unconscious
visual perception (Pan, Bingyuan, Zhao, & Soto, 2013), which
indicate that unconscious items can also be maintained in WM.
Therefore, it seems plausible that unconscious items held in WM
should also place a cost on WM capacity. In this study, memory
items (randomly oriented bars) on one half of a stereoscopic
display were made invisible using continuous flash suppression
(CFS). After an 800 ms delay, participants decided whether the
probed memory item on either the visible or invisible hemifield
was of a changed orientation. Results indicate that change
detection for visible memory items was impaired by increasing
the load of suppressed items, while change detection for
suppressed items was at chance levels. These findings suggest
that unconsciously processed items require space in working
memory, much like items of conscious awareness.
Email: Nelson Cowan, cowann@missouri.edu
(1072)
Can We Learn to Forget? EDYTA SASIN (Graduate
Travel Award Recipient), FLORIAN SENSE and MARK
NIEUWENSTEIN, University of Groningen (Sponsored by
Candice Morey) — While a lot is known about why people forget
information that has to be remembered, only little is known
about whether people can intentionally forget information held
in working memory (WM). Here, we used memory-driven
attentional capture to examine such intentional forgetting. In
Experiment 1, we found that a distractor matching a to-beforgotten item still captured attention in a visual search task, but
this capture effect was weaker than that observed for distractors
that matched a to-be-remembered item. In Experiment 2, we
asked whether forgetting can be learned by practicing the task
across four days. Results showed that while attentional capture
by to-be-remembered distractors decreased with training, there
was no reduction of attentional capture by to-be-forgotten items.
These results suggest that while practice may allow participants
to resist attentional capture by items retained in WM, it does
not allow participants to become better at forgetting no longer
relevant items.
Email: Edyta Sasin, e.sasin@rug.nl
(1070)
Moving the Limits of Performance in a Visual Working
Memory Task. NICOLE HAKIM and EDWARD VOGEL,
University of Chicago — The time course of visual working
memory has previously been studied using single-probe
measures. Here, we used a Whole Report task, which allowed
us to test memory about all items in the set. Subjects were
shown arrays of 6 colored squares and were asked to report the
color of every square. Across experiments, we manipulated the
interval between the memory array and the test array (from 0 to
7.5 seconds) so that we could chart the time course of memory
acquisition. We found that performance on the task was
impaired at very short ISIs, reflecting a data limit, and increased
thereafter until reaching a limit of roughly 3 items. However,
(1073)
Exploring the Focus of Attention Using a Double-RetroCue Paradigm. JAMIELYN R. SAMPER, JASON CHEIN and
PAULINE GEPILANO, Temple University — Cueing visual
information after its initial presentation, known as retrocueing, imparts a heightened status in working memory (WM)
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to the cued item. Some research suggests that this special status
is afforded by a single item focus of attention (FOA), such that
when maintaining multiple items in WM there is a necessary
tradeoff in the quality and accessibility of all but a single item
representation. However, evidence to date does not clarify
whether prioritization of a specific item occurs under volitional
control, or through an involuntary process. The current study
manipulated the validity of two sequentially-presented retrocues, as well as the specific instructions regarding the treatment
of each cue. When both cues could be considered equally valid,
no differences in relative priority were observed. However,
when the second cued item could be treated as more valid than
the first, the latter item attained a more privileged status in WM.
Email: Jamielyn Samper, jamielyn.samper@temple.edu
of the stimulus throughout the delay period. Experiment 2
showed that this spatially-selective alpha activity was amplified
for voluntarily selected items, indicating that these spatial
representations are under volitional control rather than being
an automatic consequence of sensory activity. Thus, active
representations of spatial position are sustained during the
maintenance of non-spatial features in WM.
Email: Joshua Foster, joshuafoster@uchicago.edu
(1076)
Working Memory Complex Span Task: The Study of
Distractors’ Status Through Repetition Priming Paradigm.
ISABELLE DAGRY and PIERRE BARROUILLET, University
of Geneva (Sponsored by Anik De Ribaupierre) — In working
memory complex span tasks involving the maintenance
of memory items while processing distractors, it has been
suggested that the free time in-between these distractors is
used for their inhibition by removal. This hypothesis was tested
by asking participants to maintain letters while performing a
lexical decision task on letter strings successively displayed on
screen after each letter at two different paces (fast and slow).
Some of these strings were repeated in order to produce
repetition priming. The hypothesis was that if free time inbetween distractors is used for their removal, this removal will
make repeated distractors new again and reduce repetition
priming. Consequently, repetition priming should decline as
free time increases and makes distractor removal more efficient.
Contrary to the removal hypothesis, variations in free time
had no effect at all on repetition priming. This suggests that
distractors are not actively removed from working memory.
Email: Isabelle Dagry, isabelle.dagry@unige.ch
(1074)
Memory Is in the Eye of the Beholder: Pupil Dilation as a
Psychophysiological Index of Working Memory Capacity.
ALEXANDRE
MAROIS,
JOHNATHAN
CRÉPEAU,
MICHAËL LÉVESQUE-DION and FRANÇOIS VACHON,
Université Laval — Measures of working memory capacity
(WMC) are consistently used as predictors of a wide range of
human abilities. According to Unsworth and Robison (2015),
the pupil diameter measured during the retention of visual
material can index individual differences in the number of
items held in memory and WMC limits. In that study, WMC
and pupil size were estimated based on the same memory task.
Yet, Kahneman (1973) stated that a valid physiological proxy
of cognitive processing must reflect not only within- but also
between-tasks variability. Accordingly, our study aimed to verify
whether this relationship between pupil dilation and WMC
extend to contexts where both measures are assessed using
distinct memory tasks. To do so, the pupil dilation response
(PDR) was measured during the encoding phase of a visual
serial recall task while WMC was estimated using complex span
tasks (e.g., OSPAN). Results showed that the mean PDR elicited
by the to-be-remembered items was 1) positively correlated
with both serial recall and complex span performance and
2) larger for high-capacity than for low-capacity individuals.
Those findings suggest that PDR constitutes a valid within- and
between-tasks psychophysiological index of WMC.
Email: Alexandre Marois, alexandre.marois.1@ulaval.ca
(1077)
Examining Expectancy Effects in Working Memory Training.
NANCY TSAI and SNIGDHA KAMARSU, University of
California, Irvine, MARTIN BUSCHKUEHL, MIND Institute,
JOHN JONIDES and PRITI SHAH, University of Michigan,
SUSANNE JAEGGI, University of California, Irvine — Working
memory (WM), the ability to store and manipulate information
for brief periods of time, is critical for higher-order cognition
and highly predictive for scholastic achievement. Recent
interventions targeting WM have demonstrated promising
results suggesting the malleability of the WM system. It has been
argued, however, that gains resulting from WM training are due
to placebo effects, and that in order to evaluate the efficacy of
WM training, expectations must be matched in an active control
group. We examined the effect of expectations on WM training
upon inducing specific beliefs about expected outcomes. Results
indicated that participants in the WM training condition
showed gains regardless of expectations, however, for the active
control group, expectations for positive outcomes did not result
in WM gains. Together, these results indicate a genuine change
in WM that is not driven by expectations, supporting the notion
that WM training is indeed effective.
Email: Nancy Tsai, NTsai1@uci.edu
(1075)
Alpha-Band Activity Reveals Robust Representations of
Spatial Position During a Non-Spatial Working Memory
Task. JOSHUA J. FOSTER, EMMA BSALES and EDWARD
AWH, The University of Chicago — Past work suggests that
stimulus location has a privileged status in visual working
memory (WM). Indeed, items in WM are typically probed on
the basis of their original location. Nevertheless, it remains
unclear whether stimulus location is actively maintained in
WM during non-spatial WM tasks. To test this possibility, we
examined spatially selective alpha-band activity, which tracks
location held in WM (Foster et al., 2016). In Experiment 1,
observers remembered the color of a sample stimulus. Although
location was irrelevant to the task and was unpredictive of
probe position, alpha activity tracked the original location
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(1078)
Working Memory Performance and Neural Activity
Associated With Strategy Use. ARIANA TART-ZELVIN,
ALYSSA M. KORELL, REINALYN ECHON, XIAOMENG
XU and KANDI JO TURLEY-AMES, Idaho State University
— Strategy training positively influences working memory
(WM) processing and enhances the relationship between WM
and higher cognitive functioning (Turley-Ames & Whitfield,
2003). We examined neural activity during a WM task with
and without the use of rehearsal strategy (RS). Forty healthy
participants, who did not significantly differ on age, gender, or
years of education, completed a modified operation span task
in an MRI scanner (M-OSPAN; Turner & Engle, 1989). The
experimental group (EG; n = 20) completed the M-OSPAN after
RS training. Controls (CG; n = 20) displayed diffuse activation
spanning most of the frontal lobes, while the EG demonstrated
a significantly more parsimonious activation pattern (p < .001).
The EG outperformed the CG on free recall (t (38) = -2.94,
p = .006), displaying better performance on the WM task.
Impressively, the EG completed the task more efficiently by
utilizing significantly fewer brain regions than the CG.
Email: Ariana Tart-Zelvin, tartaria@isu.edu
due to differing appropriateness for the ability levels. The
present study uses a combination of item response theory and
correlational analyses to better understand the psychometric
properties of the complex span tasks. Our findings show that
the typical administration of the complex span tasks is not
suitable for above average ability samples, and the operation
span is particularly problematic. We discuss the implications of
these findings.
Email: Christopher Draheim, cdraheim3@gatech.edu
(1081)
The Reliability and Stability of Change Detection Capacity
Estimates. KIRSTEN C. S. ADAM, University of Chicago
(Graduate Travel Award Recipient), XINYI FANG, Southwest
University, EDWARD K. VOGEL, University of Chicago, ZHAN
XU, Southwest University — Because of the central role of
working memory capacity (WMC) in cognition, many studies
have used short measures of WMC in order to examine its
relationship to other domains. Here, we measured the reliability
and stability of single-probe change detection capacity estimates.
In Experiment 1, subjects (N = 135) completed a large number
of trials of a single-probe change-detection task (540 in total,
180 each of set –sizes 4, 6, & 8). With large numbers of trials
and subjects, reliability estimates were high (split-half reliability
r = .9). We then used an iterative down-sampling procedure to
create a “look-up table” for expected reliability in experiments
with small sample sizes. In Experiment 2, subjects (N = 79)
completed 31 sessions of single-probe change-detection. The
first 30 sessions took place over 30 consecutive days, and the last
session took place 30 days later. This unprecedented number of
sessions allowed us to examine the effects of practice on stability
and internal reliability. Even after much practice, individual
differences remained stable over time (average between-session
r =.76).
Email: Kirsten Adam, kadam1@uchicago.edu
(1079)
When Output Order Modulates the Hebb Learning Effect.
JEAN SAINT-AUBIN, MYLENE RICHARD, MARIECLAUDE GUERRETTE and KATHERINE GUERARD,
Universite de Moncton — In immediate serial recall, when a list
is repeated, recall performance improves. This phenomenon,
known as the Hebb repetition effect (Hebb, 1961), is considered
a laboratory analogue to language learning. We investigated the
role of language production by varying recall direction. One
list was repeated every third trials and recall direction changed
halfway in the experiment. In Experiment 1, participants began
with a forward recall requirement, while in Experiment 2, they
began with backward recall. Recall performance of the nonrepeated lists was unaffected by the change in recall direction.
However, recall performance of the repeated list dropped
after switching from forward to backward recall, while it was
unaffected by the change from backward to forward recall. It is
concluded that learning of a repeated list in forward recall relies
on production processes while in backward recall, production
processes seem to play a negligible role.
Email: Jean Saint-Aubin, jean.saint-aubin@umoncton.ca
(1082)
Instructed Refreshing: Beneficial for All Kinds of
Memoranda? NAOMI LANGEROCK, University of Geneva,
VALÉRIE CAMOS, University of Fribourg, EVIE VERGAUWE,
University of Geneva — The present study aimed at better
understanding the process of refreshing in a working memory
context. A recent study by Souza, Rerko and Oberauer (2015)
had shown that instructed refreshing (i.e., actively rethinking
about a cued memory item) has a beneficial effect on the short
term maintenance of colors. Colors cued twice were better
recalled than colors cued once, which were in turn better
recalled than colors not cued at all. The present study aimed to
replicate these results, making use of verbal memoranda (see
also Souza, Vergauwe, & Oberauer, in prep), either words or
non-words. The beneficial effect of instructed refreshing was
not replicated, neither for words nor non-words. This effect
seems thus to depend on the nature of memoranda involved.
This raises questions on the type of mechanism this paradigm
is tackling and on the nature of memory items that can be
refreshed.
Email: Naomi Langerock, naomi.langerock@unige.ch
(1080)
What Item Response Theory Can Tell Us About the
Complex Span Tasks. CHRISTOPHER DRAHEIM, TYLER
L. HARRISON, SUSAN E. EMBRETSON and RANDALL W.
ENGLE, Georgia Institute of Technology (Sponsored by Dan
Spieler) — Working memory capacity is often measured via
complex span tasks, which have demonstrably high reliability
and validity (Redick et al., 2012). Recent work has introduced
shortened versions of the complex span tasks, resulting in
different versions being administered (Foster et al., 2015;
Oswald et al., 2015). These differences can lead to varying
power to discriminate individuals at different ability levels.
Thus, research findings may be inconsistent across populations
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FALSE MEMORY I
memory for mood-congruent information, creating a bias for
negative stimuli. To further investigate this phenomenon, we
collected EEG data as participants were tested on their memory
for orthographic associates. Participants encoded 40 lists of 8
orthographic associates of either neutral or negative critical
lures, then were tested on studied list words and novel lures.
Our non-depressed sample showed a significant main effect
of accurate responses to lure by valence, with significantly
more correct rejections of negative lures than neutral lures.
Examining the ERPs associated with the response to lures
revealed a late positive deflection (450ms-600ms) that was
greater for correct rejections relative to false alarms. Further,
we found greater peak N400 negativity for correct rejections
of neutral lures relative to negative lures. Our findings support
the use of ERPs to elucidate memory components involved in
valence-related recognition memory and memory bias.
Email: Nicholas Griffi, ngriffin@utexas.edu
(1083)
Passive Acquisition of Misinformation From Social Media.
ANDREW P. HUNT and ALAN D. MUSICANT, Middle
Tennessee State University — We were interested in whether
or not participants would use misinformation learned from
social media to answer questions on a general knowledge
test. Participants read through fake Facebook statuses, some
of which contained incorrect information about general
world knowledge. Participants were told that they were
participating in a study examining the effect of social media
layout on visuospatial attention. This deception was utilized
so that the participants would not actively monitor the posts
for misinformation. Following a visuospatial delay task, they
were then given a test of general knowledge. Participants used
information from the posts to answer the questions. Many
indicated that the information was something that they had
known prior to the experiment. The results suggest that people
may learn misinformation from social media when they are
simply “scrolling” through posts in their social networks. People
may also integrate that information into memory as something
that they just know.
Email: Andrew P. Hunt, ahuntpsy@gmail.com
(1086)
Systematic Distortions in Clinicians’ Memories for Client
Cases: Increasing Causal Coherence. ERIENNE R. WEINE
and NANCY S. KIM, Northeastern University — Clinicians
represent mental disorders as causal networks of features (Kim
& Ahn, 2002), and people generally treat the proportionality
between two features as a cue to causality (Einhorn & Hogarth,
1986). In the current work, we asked whether clinicians
remember client cases as more causally coherent than they
actually were. Specifically, we tested whether clinicians
misremember features of client cases that were disproportionate
to one another in severity as having been more proportionate.
Seventy-one clinicians completed a recognition task for client
cases that described life events, client reactions to those events,
and behaviors following those reactions. In cases where the
severity of the client’s reaction did not match the severity of
the event or behaviors, clinicians incorrectly recognized false
reaction lures that were more proportionate to the event or
behaviors than the actual reaction. Causally incoherent client
cases were thereby systematically distorted in clinicians’
memories to become more causally coherent.
Email: Erienne Weine, e.weine@neu.edu
(1084)
Reactivation of Event Memory Does Not Increase Memory
Impairment Due to Misinformation. DIANNA S. LONG,
University of Nebraska-Lincoln, ROBERT F. BELLI, University
of Nebraska- Lincoln, AYANNA K. THOMAS and LEAMARIE
T. GORDON, Tufts University — Retrieval enhanced
suggestibility occurs when initial testing prior to postevent
misinformation increases the misinformation effect. One
explanation suggests introduction of postevent misinformation
disrupts the reconsolidation process initiated by reactivation.
To test this explanation, half of the participants’ memories
were tested (reactivated) prior to exposure to consistent,
neutral, and misleading postevent information. Participants
then took a modified cued recall test which asked them to
report both original and postevent details. Results indicate a
misinformation effect in which consistent postevent information
increases performance and misleading information decreases
performance, and a testing effect, in which reactivation increases
performance. Analyses restricted to misleading and neutral
postevent information reveals an overall postevent information
main effect indicative of memory impairment but no significant
reactivation x postevent information interaction. These findings
indicate that event memory is impaired by misinformation but
not more strongly impaired by reactivation. Hence, we find no
evidence for impairment via disrupting reconsolidation.
Email: Dianna Long, dlong4789@gmail.com
(1087)
The Effect of Suggested Misinformation and Multifaceted
Questions on Memory for Witnessed Events. BLAIR E.
BROWN, PAIGE E. SCHREIFELS and QUIN M. CHROBAK,
University of Wisconsin Oshkosh — Previous research has
demonstrated that multifaceted questions (which contain both
true and false propositions in the same question) significantly
reduce eyewitness accuracy (e.g., Perry et al., 1995). Chrobak,
Rindal, and Zaragoza (2015) added to these findings by
showing that the negative impact of multifaceted questions is
magnified for participants that have been previously exposed to
misleading information about the initial witnessed event. The
current investigation extended these findings by showing that
the effect is not eliminated or even reduced when participants
were instructed to only assent when all parts of the question
were true. This was found regardless of whether participants
were tested immediately or after a 1 week delay. The inclusion
(1085)
Critical Lure Valence and Memory Distortion for
Orthographic Associates: An EEG Study. NICHOLAS
GRIFFIN and DAVID M. SCHNYER, University of Texas, Austin
— Emotional stimuli lead to memory bias in individuals with
depressive symptoms – people with depression have stronger
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categorically related (A+C; e.g., boxer, coyote) than lists that are
non-categorically but associatively related (NC-A; e.g., bark,
beware), reflecting a feature boost. An alternative is that lower
false memory in NC-A lists is due to more effective monitoring
- in other words, participants are better able to identify and
reject the CL at test. We examined whether the effectiveness
of warnings and CL identifiability varied across list type.
Participants were more likely to correctly identify the CL in
A lists; however, warnings were equally effective for both list
types. Consistent with previous findings, C+A lists resulted in
higher errors, suggesting that the feature boost is not solely due
to differences in monitoring across list types
Email: Jen Coane, jhcoane@colby.edu
of these instructions did however make participants less likely
to indicate that they remembered seeing the false details as
opposed to believing that they occurred. Both theoretical and
practical implications for these findings are discussed.
Email: Quin M. Chrobak chrobakq@uwosh.edu, chrobakq@
uwosh.edu
(1088)
A Representational Hierarchical Account of Recognition
Memory: Paradoxical Shielding From Semantic Interference
in Natural Aging. D. MERIKA WILSON, KEVIN POTTER
and ROSEMARY A. COWELL, University of Massachusetts
Amherst — In the Deese–Roediger–McDermott (DRM)
paradigm, false memory for unpresented lures depends upon
semantic associations between lures and studied items. We
hypothesized that the medial temporal lobe (MTL) houses
conjunctive representations of items in their spatial, temporal
and semantic context, and that natural aging causes MTL
deterioration. We predicted that older participants should
paradoxically be shielded from semantically-mediated false
memories if semantic associations are rendered less obvious at
study, such that young adults extract the associations, but older
adults do not. In a modified DRM paradigm, we presented
multiple lists of semantically-related words interleaved,
partially obscuring the semantic relations within each list.
As a control, we included lists of phonetically-related words.
Compared to young controls, older adults showed less studyrelated interference for recognition of semantic items, but
more interference for phonetic items. These findings support
a Representational Hierarchical account of memory in which
aging compromises conjunctive MTL representations.
Email: D. Merika Wilson, dmerikawilso@umass.edu
(1091)
Memory For the Model Statement as a Cue to Deception.
DOMINICK J. ATKINSON and CHRISTIAN A. MEISSNER,
Iowa State University — Recent research in deception has
focused on the development of cognitive techniques to aid in
discrimination between liars and truth tellers (Vrij, 2015). One
such technique involves the use of a model statement, which
is presented to individuals prior to eliciting a statement from
them. The model statement offers an example of a detailed/
complete memory and has been shown to improve reporting
and distinguish liars (Leal et al, 2015). Additionally, lying
strategy has been shown to influence discrimination, with lies
based upon actual memories being more difficult to identify
(Michael, 2014). Participants created an alibi statement that
was true, a lie based upon a real memory (displaced lie), or a
lie that was based upon what they typically do, but not based
upon a real event (novel lie). Additionally, half were presented
with the model statement. We found that liars and truth tellers
differentially attended to and recalled different parts of the
model statement, with all conditions recalling equally at the
beginning and end of the statement, but novel liars (cognitive
load) recalling less of the middle. We discuss the theoretical and
practical implications of this finding.
Email: Dominick Atkinson, datkinso@iastate.edu
(1089)
The Role of Fluency in the Truthiness Effect. ABIGAIL
JACKSON and ROBERT L. GREENE, Case Western
Reserve University — Claims are more likely to be judged
true when accompanied by related information, even when
that information does not actually provide any evidence for
evaluating the veracity of the claims. This finding, coined
the truthiness effect, is thought to occur because claims
accompanied by nonprobative information are processed
more fluently— and therefore seem more accurate— than
unembellished claims. The role of fluency in the truthiness effect
is explored in a series of experiments, in which participants are
asked to verify statements in the presence or absence of related
but nonprobative images.
Email: Abigail Jackson, abigail.jackson@case.edu
(1092)
Boundary Extension in Picture Memory: The Forest or the
Trees? LESLIE A. VALDES, Saint Cloud State University, W.
TRAMMELL NEILL, University at Albany, State University of
New York — When tested on memory for scenes, people often
mistakenly believe that they studied a wider angle picture than
they actually did. This “boundary extension” is commonly
assumed to reflect inferential processing at the time of study.
In the present experiment, participants (N = 60) studied 40
pictures of nonsense shapes (primarily from Hale, Brown,
McDunn & Siddiqui, 2015) on different backgrounds of plant
leaves for a later memory test. The size of the shapes (small or
large) and the background viewpoint (closer or farther) were
varied orthogonally. After a 20-minute delay task, participants
judged whether the same pictures and eight new pictures were
closer or farther in viewpoint when originally studied. Shape
size and viewpoint had significant and additive effects on the
(1090)
False Memories for Associatively and Categorically Related
Items: The Role of Critical Lure Identifiability and Warnings.
RACHEL A. WORKMAN, Illinois State University, MONIQUE
LEGAULT and JEN COANE, Colby College, DAWN MCBRIDE,
Illinois State University — Empirically induced false memories
are reliably elicited by giving participants lists of words related
to a single non-presented word (i.e., the critical lure, CL).
False memories are higher for lists that are associatively and
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distance judgments, for both studied and unstudied pictures.
The present results imply a role of decision bias at the time of
test.
Email: Leslie A. Valdes, lavaldes@stcloudstate.edu
processes that underpin these adaptive functions may also
leave memory prone to error or distortion, such as source
misattributions in which details of one event are mistakenly
attributed to another related event. To determine whether the
same recombination-related retrieval mechanisms support both
successful inference and source memory errors, we developed
a modified version of an associative inference paradigm in
which participants encoded overlapping experiences (AB, BC)
that could later be linked to support novel inferential retrieval
(AC). Participants were more susceptible to false memories for
contextual details after successful inferential retrieval compared
with before successful inference or after unsuccessful inference.
These results suggest that retrieval-mediated recombination
mechanisms underlie associative inference and memory
distortion.
Email: Alexis C. Carpenter, alexiscarpenter@g.harvard.edu
(1093)
Tunnel Memory for Traumatic Events: Is It Real? BUSRA
TANRIVERDI OZKAN, Koc University, SALIHA BUSRA
SELMAN and SINEM PALA, Istanbul Sehir University, ADIL
DENIZ DURU, Marmara University, REYYAN BILGE, Istanbul
Sehir University — Tunnel memory accounts suggest that
traumatic events are remembered in a narrower perspective,
with more focus on central details, compared to neutral events
(Safer et al., 1998). Some argue that underlying mechanism
for a tunnel memory is arousal. Fifty-four university students
who does not meet the diagnostic criteria for PTSD (Brewin
et. al.,2002) were tested for their memories for neutral versus
emotional pictures from wide and narrow perspectives wherein
arousal was induced via physical activity before encoding and
retrieval phases of the experiment. Chi-square tests revealed
that accuracy was higher for neutral pictures. Negative pictures
were remembered from a wider perspective, while neutral
pictures were remembered from a closer perspective. Physical
arousal did not have an effect on recognition performance of
negative or neutral pictures. The results are contradictory to the
previous findings and will be discussed further.
Email: Büşra Tanrıverdi Özkan, bbusra.tanriverdi@gmail.com
METAMEMORY/METACOGNITION I
(1096)
Selectively Distracted: Divided Attention and Memory for
Important Information. CATHERINE D. MIDDLEBROOKS,
TYSON K. KERR and ALAN D. CASTEL, University of
California, Los Angeles (Sponsored by Kou Murayama) —
Memory can suffer as a consequence of being distracted or
when multi-tasking. People often study while listening to
music, in noisy coffee shops, and while checking their email.
The current study examines how distraction and divided
attention during encoding influences one’s ability to selectively
remember important information. Participants studied lists of
words, with words ranging in value from 1-10 points, under one
of four learning conditions: full attention; while completing a
digit detection task; while listening to popular music; or while
listening to unfamiliar music. Though participants recalled
fewer words overall when completing the digit detection task
than the other conditions, there were no significant differences
between conditions in terms of selectively remembering the
more valuable items. These results suggest that the ability to
recall important information may be maintained in spite of
other demands and that, under certain conditions, people can
attend to important information while distracted.
Email: Catherine D. Middlebrooks, cmiddlebrooks@ucla.edu
(1094)
Completion of Observed Actions Through Kinematic Mental
Simulation as a Source of False Memories. FRANCESCO
IANÌ and MONICA BUCCIARELLI, University of Turin,
GIULIANA MAZZONI, University of Hull — The results of
recent investigations suggest that when people observe an
action of other individuals they immediately predict what
action they are going to perform (Bach et al., 2014). We
assume that the underlying mechanism is a kinematic mental
simulation, namely a representation of a sequence of events
as they unfold in time (Khemlani et al, 2013). It does follow a
main prediction: the completion of the observed action through
mental simulation may give rise to a false memory. The results
of an experiment confirmed the prediction. The participants
watched videos in which an actor is going to perform an
everyday action whose completion is not comprised in the
video; in a subsequent recognition task they were more likely
to accept as part of the original video a frame depicting the
natural completion of the action rather than a frame depicting
the completion of a different action.
Email: Francesco Ianì, francesco.iani@unito.it
(1097)
Metacognition of Time Perception. MATHILDE LAMOTTE,
SYLVIE DROIT-VOLET and MARIE IZAUTE, Clermont
Auvergne University — Metacognition concerns both
individuals’ knowledge about their cognitive functioning and
the processes that regulate them. The study of the perception
of time showed that many factors cause temporal distorsions,
including, for example, attention and feedback. The purpose
of the study is to propose data on metacognitive processes
on temporal judgments. Participants were given a temporal
discrimination task and had to rate their confidence level. Our
results showed a ‘hard-easy’ effect in confidence judgment. The
overconfidence bias observed in different cognitive tasks was
(1095)
Flexible Retrieval: When True Inferences Produce False
Memories. ALEXIS C. CARPENTER and DANIEL L.
SCHACTER, Harvard University — Episodic memory involves
flexible retrieval processes that allow us to link together distinct
episodes, make novel inferences across overlapping events, and
recombine elements of past experiences when imagining future
events. However, the same flexible retrieval and recombination
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Making Retrospective Confidence Judgments Improves
Learners’ Ability to Decide What ‘Not’ to Study. ALISON
ROBEY and MICHAEL DOUGHERTY, University of Maryland
— Judgments of learnings, predictions about future retrieval
success have been assumed to help learners effectively guide
study behavior. Support for this notion comes from findings
showing that JOLs are correlated with memory retrieval.
Retrospective confidence judgments, evaluations of past
retrieval success, however, are better correlated with memory
recall than JOLs. In this study we explored, given that RCJs are
better correlated with memory retrieval than JOL, if RCJs would
also lead to better study decisions. Participants completed a
paired recall task where after recall they made a metacognitive
judgment followed by a restudy decision. Metacognitive
judgments were either JOLs, RCJs, or a no judgment condition.
No differences were found regarding decisions for incorrectly
retrieved items, however for item that were correctly retrieved,
participants who made JOLs selected to restudy significantly
more items than either participants who made RCJs or those
who made no judgment.
Email: Alison robey, arobey@umd.edu
thus replicated in the case of time perception. These results
were discussed in an integrative model of metacognition of time
perception.
Email: marie.izaute@univ-bpclermont.fr, marie.izaute@univbpclermont.fr
(1098)
Expressions of Strong Verbal Confidence and Context
Influence Inferences About the Person’s Event Encoding.
DANIELLA K. CASH and SEAN M. LANE, Louisiana State
University — Recent research (Cash & Lane, under review)
found that people readily integrate contextual information
into their interpretations of verbal expressions of confidence.
Eyewitness identifications justified by memory for a facial
feature that appeared not to discriminate between lineup
members reduced perceived confidence ratings, but seemingly
discriminative justifications were rated similarly to a confidenceonly statement. This suggests that participants assume optimal
witnessing conditions when a highly confident statement
is provided without justification. Participants in this study
made a number of judgments about the presumed witnessing
conditions (e.g., amount of attention) for statements that varied
with respect to justification and feature discriminability of the
identified suspect. Results revealed that participants interpreted
a high confidence-only statement as indicating that aspects
of event encoding was relatively optimal (similar to a halo
effect); demonstrating willingness to make a number of broad
inferences based on minimal information. Statements adding
non-discriminative feature justifications decreased such ratings
uniformly.
Email: Daniella Cash, daniellakcash@gmail.com
(1101)
The Role of Prior Knowledge and Confidence in Error
Correction. DANIELLE M. SITZMAN, Eastern Washington
University, UMA S. K. TAUBER, Texas Christian University
— When provided with corrective feedback, high-confidence
errors are more likely to be corrected than low-confidence
errors, a finding termed the hypercorrection effect. However,
recent research demonstrates that error correction, for both
older and younger adults, is largely related to prior knowledge,
while confidence may primarily serve as a proxy for prior
knowledge. The current experiment explored how confidence
and prior knowledge contributed to error correction across
a one-week retention interval. Older and younger adults
answered 120 general knowledge questions, rated their response
confidence, received feedback, and rated their prior knowledge
of the correct response. For the final test, participants answered
the same general knowledge questions after either a 6-minute
or one week retention interval. Overall, for older and younger
adults, prior knowledge was strongly related to error correction
regardless of retention interval and older adults demonstrated
high levels of error correction even after one week.
Email: Danielle M. Sitzman, dsitzman@ewu.edu
(1099)
The Susceptibility of Metacognitive Processes to Contextual
Cues: The Case of Problem Solving on Screen Versus on Paper.
YAEL SIDI and RAKEFET ACKERMAN, Technion–Israel
Institute of Technology — Research comparing text-learning on
screen and on paper has yielded conflicting results regarding
screen inferiority in performance and monitoring accuracy. We
expended this investigation to meta-reasoning, to reveal factors
affecting monitoring and effort-regulation in this context,
while aiming to expose specific conditions prompting screen
inferiority. Our guiding hypothesis was that the screen provides
contextual cues eliciting shallower processing only when task
characteristics legitimate it. To examine this, we manipulated
time frame (Experiment 1) and perceived task importance
(Experiment 2) while solving challenging problems. We found
screen inferiority in performance, efficiency, and monitoring
accuracy under time pressure and when framing the task as
secondary, both cues legitimating reduced effort. Practical
implications are drawn from the high sensitivity of screen
work to these cues. On a theoretical level, work environment
is suggested to act as a contextual cue affecting metacognitive
processes. The study also demonstrates commonalities between
the meta-comprehension and meta-reasoning domains.
Email: Yael Sidi, yaelsidi@gmail.com
(1102)
Retrieval Monitoring Benefits Older Adults’ Self-Regulated
Learning. RENEE DECARO and AYANNA K. THOMAS, Tufts
University — We evaluated whether young and older adults used
retrieval monitoring to regulate subsequent study. Young and
older adults studied unrelated cue-target pairs, where the target
had either a positive or negative valence. Participants made
item-by-item feeling-of-knowing judgments (FOK-Js), and
were questioned about target valence during the FOK-J phase.
Restudy and a final test followed. FOK accuracy was lower for
older adults; however, providing valence information before
making FOK-Js increased older adult prediction accuracy. Both
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age groups chose to restudy cue words with lower FOK ratings,
though the difference in FOK-Js between items selected and not
selected for restudy was more pronounced for younger adults.
Importantly, restudy helped both older and younger adults;
however for items not restudied, older adults demonstrated
poorer final test performance than younger adults. Results
highlight the effect of retrieval monitoring on the efficacy of
restudy.
Email: Renee DeCaro, renee.decaro@tufts.edu
when making delayed JOLs, which suggests that they attempted
to retrieve associations between cues and targets. In contrast,
learners mainly activated targets when making immediate JOLs.
Email: Timothy D. Kelley, timothy.kelley@ttu.edu
(1105)
The Impact of “Good” and “Bad” Lecturing on Judgments of
Learning and Actual Learning. MIKO M. WILFORD, YANA
WEINSTEIN, SYDNEY J. VENUTI, CARTER J. COTRUPI,
CAMILA BORRERO and ANNMARIE KHAIRALLA,
University of Massachusetts Lowell — The current research
examined the effect of lecturer fluency on judgments of
learning (JOLs) and actual learning. Participants (N=96) were
randomly assigned to watch a fluent or disfluent lecturer give
two different ~1-minute talks—the order of the talks was
counterbalanced. The identity of the lecturer was the same in
both conditions, but she spoke confidently with good posture
in the fluent version and spoke haltingly referring to notes in
the disfluent version. All participants watched the first of the
two talks, submitted a JOL, and (after 12-minutes) completed
a free recall test. They then watched the other talk, submitted
another JOL, and completed a second free recall test (again after
12-minutes). The fluent speaker was rated significantly higher
than the disfluent speaker on several course evaluation-type
measures. Preliminary data indicate that fluency did not have
a clear impact on JOLs, but did seem to affect actual learning.
Email: Miko M. Wilford, Miko_Wilford@uml.edu
(1103)
Does Priming Productive Interpretations of Difficulty
Support Engagement in Desirably Difficult Learning?
VERONICA X. YAN, University of Southern California,
ROBERT A. BJORK and ELIZABETH LIGON BJORK,
University of California, Los Angeles, DAPHNA OYSERMAN,
University of Southern California — One challenge to selfregulating one’s learning in an effective way is that strategies
that enhance learning often introduce a sense of difficulty,
which leads those strategies to be under-appreciated and underutilized. This failure to appreciate the benefits of “desirable
difficulties” may be based on an assumption that difficulty
experienced during learning signals impossibility. Telling
people what strategies are effective or even showing them
their better performance following their use of an apparently
more difficult strategy is not enough to increase learners’ selfdirected use of such strategies (Yan, Bjork, & Bjork, in press).
We investigated the effects of priming a belief that difficulty
signals importance (versus impossibility or a control condition)
on both learning and appreciation of two “desirably difficult”
strategies: interleaving (studying related concepts intermixed vs.
one at a time) and testing (vs. rereading). Activating productive
interpretations of difficulty not only improved learning,
but affected metacognitive judgments. Potential underlying
mechanisms and moderators are explored.
Email: Veronica Yan, veronicy@usc.edu
(1106)
The Effects of Picture Size on Natural Category Learning
and Metacognition. CARLEE M. DEYOUNG, Texas Tech
University, TOSHIYA MIYATSU and MARK A. MCDANIEL,
Washington University in St. Louis (Sponsored by Kenneth
DeMarree) — Learners judge large-font words as more likely
to be remembered than small-font words, although font size
typically has no effect on later memory performance. The
present research investigated whether this metacognitive
illusion would generalize to natural category learning.
Participants learned categories of tropical fish at the family level
where the body shape was the diagnostic feature with small
(100px) or large (1000px) pictures. Participants made category
learning judgements (CLJs) after studying the last picture
of a given category; that is, they predicted their likelihood of
classifying instances (pictures of fish) into the correct category
at a later test. Participants’ learning performance was assessed
by requiring them to classify new instances from the studied
categories. In two experiments, we showed that participants
thought they would be able to better classify categories learned
through large pictures. Their actual performance by contrast
was better for categories learned through small pictures.
Email: Carlee DeYoung, carleedeyoung@gmail.com
(1104)
Neural Evidence That Learners Activate Both Cues and
Targets When Making Delayed JOLs. TIMOTHY D. KELLEY,
DEBBIE A. MAGREEHAN, MICHAEL J. SERRA and TYLER
H. DAVIS, Texas Tech University — Learners’ judgments of
learning (JOLs) are more accurate when they make them at
a delay from study than when they make them immediately
after study (the delayed JOL effect). Behavioral data suggests
that this effect occurs because learners attempt to retrieve
target information while making delayed JOLs, whereas both
cue and target information is readily available while making
immediate JOLs. In the present study, we used neuroimaging
to further examine the delayed JOL effect. While in the MRI
scanner, learners studied pairs of faces, scenes, and objects
and then made JOLs either immediately or at a random delay
after studying each item. They then completed a recognition
memory test. Multi-voxel pattern analysis revealed that learners
activated information associated with both cues and targets
(1107)
Parallel Effects of Task Difficulty on Remembering and
Forecasting. JULIE GREGG, SRI SIDDHI N. UPADHYAY,
KARL KUNTZELMAN, ELIZABETH SACCHI and DEANNE
L. WESTERMAN, Binghamton University, State University of
New York — Recent research has identified striking parallels
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between recalling the past and simulating the future. The present
study explored the role of task difficulty in judgments about the
past and the future. Participants recalled events from childhood
and imagined events that may happen to them in the future. The
difficulty of the task was manipulated by asking participants
to generate either 4 or 12 events. Participants then rated how
well they could remember events from their childhood or how
well planned their futures were. Consistent with past research
(e.g., Winkielman, Schwarz & Belli, 1998), participants in the
difficult recall group rated their childhood memories as less
complete than participants in the easy recall group. A parallel
effect was found in participants’ judgments of their future.
Participants who were asked to imagine 12 future events rated
their future plans as less complete than those who imagined 4.
Moreover, there was a negative correlation between the rated
difficulty of the task and the degree to which participants found
their memory and plans to be complete. The results suggest that
similar attributional processes mediate beliefs about the past
and the future.
Email: Deanne L. Westerman, wester@binghamton.edu
of the participants made a JOL for each item and the other half
did not. Participants had a short (3 min) or long (2 day) RI and
a memory test. Participants’ memory tended to be influenced by
whether they made JOLs, often demonstrating positive reactivity
even after a long RI. This suggests that making JOLs can alter
learning and subsequent memory, which has implications for
metamemory research and for student learning.
Email: Amber Witherby, amber.witherby@tcu.edu
HUMAN LEARNING AND INSTRUCTION I
(1110)
Knowing When It No Longer Works: One Benefit of Inducing
a Solution. NICOLE R. HALLINEN, Temple University,
DANIEL L. SCHWARTZ, Stanford University — Negative
transfer occurs when people overgeneralize a solution beyond
appropriate contexts. We hypothesize that induction, the
process of generating an abstraction from specific instances,
may help learners realize the limits of the solution. The
current work tests this hypothesis with an algebra task. Some
participants were given a perimeter formula to apply to a
series of geometric figures; others were prompted to induce it
using the same examples. All participants eventually efficiently
compute correct answers, though the initial induction process
was slower than using a provided formula. On a generalization
task that required adaptation, many students who induced the
formula correctly adapted it. Most participants who were told
the formula overgeneralized and inappropriately continued
using it. We conclude that induction helped students tie the
formula to the referent, buffering against negative transfer. A
replication study, connections to previous work on transfer
and human induction, and educational implications will be
discussed.
Email: Nicole R. Hallinen, nicole.hallinen@temple.edu
(1108)
Memory Self-Efficacy Creates Illusion of Control: The
Effects of Distraction and Metamemory on Learning. IAN
M. MCDONOUGH, JESSICA S. MENDOZA, BENJAMIN
C. PODY and CATHERINE REYNOLDS, The University
of Alabama, SEUNGYEON LEE and MYEONG W. KIM,
University of Arkansas at Monticello — Highly confident people
often perform better in the classroom than their less confident
peers. However, overconfidence might lead to false beliefs that
they will effectively learn new material especially when they
are distracted. We tested how differences in memory selfefficacy influenced learning during distraction. Participants
(N=210) watched a 20-minute video lecture and received four
text messages to distract them. Distraction was assessed by the
number of times they looked or picked up their cell phone.
Then, participants received a 20-item comprehension test and
a questionnaire assessing their memory self-efficacy. We found
that more distracted participants performed worse on the test,
but memory self-efficacy moderated this distractibility effect.
High memory self-efficacy was related to greater distractionrelated decrements in performance, whereas low memory selfefficacy was not. People high in memory self-efficacy might
have an illusion of control over their learning, which might
prevent effective allocation of attention.
Email: Ian M. McDonough, immcdonough@ua.edu
(1111)
Scarcity in an Educational Setting: Influences of Test Length
on Performance. HANNAH MOSHONTZ and ELIZABETH
J. MARSH, Duke University — While scarcity can be associated
with maladaptive behaviors (e.g., in the context of economic
scarcity), scarcity can also force people to use opportunities
wisely. For example, a shot is more likely to hit a target when
a player only has a few shots rather than a larger arsenal (Shah,
Mullainathan, & Shafir, 2012, Science). We evaluate these ideas
in the domain of education, where time and opportunities
to show knowledge can be limited. Paralleling the shooting
example, we examined a situation where students had many
opportunities to demonstrate their knowledge (a longer test)
in comparison to one where such opportunities were scarce
(a shorter test). Participants studied 30 English-Swahili word
pairs and then were required to translate 5 or 20 Swahili
words. Consistent with the idea that scarcity focuses attention,
participants in the scarce condition spent more time on each
item, earned more points per item, and skipped fewer items.
Email: Hannah Moshontz, ham24@duke.edu
(1109)
The Influence of Judgments of Learning on Memory. AMBER
E. WITHERBY and UMA S. K. TAUBER, Texas Christian
University — Judgments of learning (JOLs) can directly
influence one’s memory. In some cases, participants’ memory is
enhanced after making JOLs (e.g., Soderstrom, Clark, Halamish,
& Bjork, 2015), whereas in others it is impaired (e.g., Mitchum,
Kelley, & Fox, 2016). The present experiments were designed to
further explore such reactive effects and additionally evaluate
the influence of a lengthy retention interval (RI) on them.
Participants were presented with a series of items to study. Half
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(1112)
The Effects of Retrieval Practice on Spatial Learning. LUKE
G. EGLINGTON and SEAN H.K. KANG, Dartmouth College
— Prior research has shown that retrieval practice benefits
visuospatial memory (Carpenter & Pashler, 2007; Kang,
2010). Less is known about how retrieval practice affects the
integration of spatial information and, more generally, of
complex information that contains interrelations (some made
explicit and others not). Participants learned the relative
locations of landmarks by viewing pairs of landmarks and their
relative locations (e.g., church directly north of school; forest
directly east of church), followed by either restudy or cued recall.
Participants only viewed/practiced the landmark locations one
pair at a time, although the entire set of pairs together formed
a coherent spatial map. In Experiment 1, retrieval practice
enhanced retention of the relative spatial direction of landmark
pairs that were presented during study/practice. In Experiment
2, we extended our paradigm to examine transitive inference
of spatial locations by assessing spatial relationships among
landmarks that were not specifically presented together during
study/practice.
Email: Luke G. Eglington, Luke.Eglington.GR@Dartmouth.edu
reduced recall of target concepts compared to a plain text.
While sketching did not lead to higher recall of target concepts
compared to summarizing, those who sketched recalled fewer
seductive details. This suggests that sketching may help to focus
attention on more relevant information in expository text.
Interactions with spatial skills will also be discussed.
Email: Allison J. Jaeger, allison.jaeger@temple.edu
(1115)
Spelling Native and Foreign Language Words: Investigating
the Efficacy of Three Learning Strategies. ANGELA C.
JONES, John Carroll University, STEVEN C. PAN and
TIMOTHY C. RICKARD, University of California, San Diego
— In two experiments we investigated the efficacy of three
different learning strategies for learning to spell difficult-tospell native language words (English) and foreign language
words (Lithuanian): retrieval practice, copying, and reading. A
secondary aim of the current study was to test the focused study
hypothesis (Pan et al., 2015), which indicates that copying may
be as effective a learning strategy as retrieval practice for skilled
spellers because they are able to focus on specific, difficultto-learn phoneme-grapheme mappings. Results across both
experiments indicate that, for both native and foreign language
words, retrieval practice was the most effective learning
strategy, followed by copying then reading. Although a strong
version of the focused learning hypothesis was ruled out, results
from Experiment 2 (wherein the number of times a word could
be copied was equated during learning) showed that copying
significantly outperformed restudy only for native language
words. Thus, the familiarity that learners have with phonemegrapheme mappings may influence the extent to which copying
is an effective learning strategy.
Email: Angela C. Jones, acjones@jcu.edu
(1113)
The Effect of Type of Feedback on Long-Term Retention.
YOONHEE JANG and ELAINE MARSHALL, University of
Montana — To understand what feedback is best for cumulative
final exams, we investigated the effectiveness of different types
of feedback on long-term retention. After completing an
intervening multiple-choice test, participants were randomly
placed into one of four feedback conditions: feedback displaying
the original question and four options, with the correct answer;
feedback displaying the original question and only the correct
answer; feedback displaying only the correct answer; and no
feedback as the control condition. On the final test two days
later, participants who received feedback displaying the original
question and four options, with the correct answer provided
the best performance, and interestingly, even participants who
received only the correct answer outperformed the control
group. This study can serve as evidence for both students and
professors to use for the enhancement of final test scores.
Email: Yoonhee Jang, yoonhee.jang@umontana.edu
(1116)
Understanding the Cognitive Processes Involved in Writingto-Learn. KATHLEEN M. ARNOLD, Duke University,
SHARDA UMANATH, Claremont McKenna College, KARA
THIO, Duke University, WALTER REILLY and MARK A.
MCDANIEL, Washington University in St. Louis, ELIZABETH
J. MARSH, Duke University — Empirical support for the
benefits of writing-to-learn is mixed, likely because the
literature conflates many diverse activities. Instead of focusing
on tasks, we focus on the underlying cognitive processes. Our
experiment examines learning from three writing tasks and (one
non-writing control) that engage different cognitive processes,
with an emphasis on whether or not the tasks engaged retrieval.
Tasks that engaged retrieval (essay writing, free recall) led to
better final test performance than those that did not (notetaking, highlighting). Individual differences in structure
building (the ability to construct mental representations of
narratives; Gernsbacher, 1990) modified this effect; skilled
structure-builders benefited more from essay writing and free
recall than did less skilled structure-builders. Further, more
essay-like responses led to better performance, implicating
the importance of additional cognitive processes (e.g.,
(1114)
Drawing on What Matters: Sketching Reduces Memory
for Seductive Details. ALLISON J. JAEGER, ANASTASIA
DAWDANOW and THOMAS F. SHIPLEY, Temple University
— Seductive details are interesting pieces of information in
expository text that are non-essential to the target concepts
and can result in reduced comprehension (Garner, Gillingham,
& White, 1989). Previous work has unsuccessfully attempted
to reduce the impact of seductive details through various
manipulations. Research suggests sketching is beneficial for
science learning and can improve learning from science text
(Ainsworth et al., 2011). The current experiment tested whether
a post-reading sketching task could reduce the negative impact
of seductive details and facilitate learning from a geology
text. Results indicated that the presence of seductive details
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reorganization, elaboration). Together, these results underline
the importance of focusing on cognitive processes involved
when writing, as opposed to focusing on tasks.
Email: Kathleen Arnold, kathleen.arnold@duke.edu
movements) and learning outcomes (retention and transfer).
In Experiment 1, writing a retention-based explanation
(“Explain how the car’s brake system works”) resulted in better
performance on the retention test but not the transfer test,
and it did not appear to influence integrative saccades during
restudying compared to a control group. In Experiment 2,
writing a transfer-based explanation (“Suppose you press on
the brake pedal in your car but the brakes don’t work. What
could have gone wrong?”) resulted in better performance on
the retention and transfer tests for students who produced
quality explanations, yet the prompting again did not appear
to influence integrative saccades during restudying. This
study provides implications for learning by explaining and for
developing valid measures of self-regulated learning.
Email: Logan Fiorella, lfiorella@uga.edu
(1117)
The Effect of Accent on Second-Language Vocabulary
Learning. NICHOLE RUNGE, MITCHELL S. SOMMERS
and JOE BARCROFT, Washington University in St. Louis
— In two experiments, we examined how the type of accent
at study affects second-language (L2) vocabulary learning. In
Experiment 1, participants learned novel Spanish words spoken
either by a native speaker of Spanish or a native speaker of
English. Following six exposures to each word, picture-to-L2
and L2-to-L1 recall was marginally better for words spoken
in the English accent condition. In Experiment 2, participants
learned 8 words from a mix of Spanish accented speakers,
8 from a mix of English accented speakers, and 8 from a mix
of speakers in both accents. The addition of the mixed-accent
condition was to determine if accent variability would have a
beneficial effect above and beyond talker variability (Barcroft
& Sommers, 2005). Although the mixed accent condition did
produce the best performance on the picture-to-L2 recall test,
the English accented condition produced the best L2-to-L1
accuracy. Results are discussed using a perceptual assimilation
model.
Email: Nichole Runge, nrunge@gmail.com
(1120)
Generation and Corrective Feedback in Memory for
Context. MARY F. BERNHARDT and AMY A. OVERMAN,
Elon University, JOSEPH D.W. STEPHENS, North Carolina
A&T State University — Self-generation improves subsequent
memory for information relative to passive reading. When
combined with feedback, incorrect generation can improve
memory just as well as correct generation (Metcalfe & Kornell,
2007). In contrast, generation can diminish memory for context
features associated with items (Mulligan, 2004; Mulligan,
Lozito, & Rosner, 2006). However, prior studies have focused
only on memory for contextual details of correctly generated
items, without feedback. In the present study, participants read
and generated exemplars from semantic categories, with half
of their generated responses treated as correct (confirmatory
feedback), and the other half treated as incorrect (corrective
feedback). After each trial, the “correct” exemplar (i.e., either
the participant’s own response, or an alternate exemplar) was
presented in blue or yellow font. Preliminary results suggest that
font color was remembered more accurately when associated
with corrective versus confirmatory feedback. The findings are
discussed relative to potential advantages and disadvantages of
errorful learning.
Email: Amy A. Overman, aoverman@elon.edu
(1118)
Promoting Learning From Online Video Lectures. ANDREW
T. STULL, LOGAN FIORELLA, MORGAN GAINER and
RICHARD E. MAYER, University of California, Santa Barbara
— With growing interest in online lectures, research is needed to
understand how best to design online instructional videos that
foster learning. Students viewed a chemistry video lecture in
which the instructor drew on a conventional whiteboard while
talking (conventional group) or on a transparent whiteboard in
which the instructor faced learners while talking and drawing
(transparent group). Both conditions incorporated identical
verbal descriptions, drawn diagrams, and models. Although
students showed no difference in drawing molecular diagrams
(d = 0.03), those viewing transparent lectures were better than
those viewing conventional lectures at answering questions
about spatial diagrams (d = 0.70) and at explaining key concepts
(d = 0.84). We hypothesize that the lectures differed in the
extent to which they followed multimedia design principles
and to which they provided social cues important for student
engagement and learning. These results are interpreted in terms
of theories of multimedia learning and social agency.
Email: Andrew T. Stull, stull@psych.ucsb.edu
(1121)
Underestimation in Function Learning: Anchoring or X-Y
Similarity? GUY LACROIX, MARK BROWN, LINDSAY
MORGAN, DEMI PLAGIANAKOS and TESS WALSH,
Carleton University — Function learning (FL) tasks require
people to estimate the level of a criterion variable (e.g., arousal
level) from the level of a presented predictor variable (e.g.,
drug dosage). It has been found that people underestimate Y in
the lower extrapolation range for positive linear relationships.
Kwantes and Neal (2006) proposed that this underestimation
occurs because people anchor at zero (i.e., they mistakenly
assume that Y=0 when X=0). Alternatively, however, people
could simply be biased to produce a Y response similar to
the presented X-value. To differentiate these explanations,
135 participants learned functions with an intercept either
greater than or lesser than zero. In line with the anchoring
at zero hypothesis, participants underestimated in the lower
(1119)
Effects of Writing Explanations on Subsequent Restudying
and Learning. LOGAN FIORELLA, University of Georgia,
CELESTE PILEGARD, University of California, Santa Barbara
— Two experiments investigated how prompting students to
write an explanation after studying a multimedia lesson on a
car’s brakes system influences subsequent restudy behavior (eye
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extrapolation range when the intercept was greater than zero,
but they overestimated when the intercept was less than zero.
These results are congruent with exemplar-based accounts that
include an exemplar representing 0 in the model.
Email: Mark Brown, markbrown2@cmail.carleton.ca
categories (e.g., A1B1C1A2B2C2A3B3C3…), rather than blocking
exemplars by category (e.g., A1 A2 A3B1 B2 B3C1C2C3…), often
enhances category learning, arguably because the former
promotes discriminative contrast, leading to the discovery
of critical differences between exemplars from different,
but similar categories. We examined whether varying the
relatedness of juxtaposed items would affect the interleaving
benefit. In Exp. 1, we juxtaposed exemplars of unrelated topics
(3 concepts from each of 2 unrelated topics, statistics and
physics), which should limit the benefits of interleaving. We
found benefits of interleaving over blocking when exemplars
were interleaved either at the concept level or the topic level,
but not when both levels were interleaved. In Exp. 2, we varied
sequential juxtaposition of 3 related pairs of statistical concepts
(e.g., Kruskal-Wallis Test & Mann–Whitney U test). Pairing
related concepts improved learning relative to pairing unrelated
concepts, regardless of schedule. The results are partly consistent
with the discriminative-contrast hypothesis, but they suggest
that other factors as well moderate the benefits of interleaving.
Email: Faria Sana, fsana@ualberta.ca
(1122)
Do Interleaving Benefits Persist Amid Indiscriminative
Contrasts? MICHAEL A. GARCIA, ELIZABETH BJORK
and ROBERT A. BJORK, University of California, Los Angeles
— The optimization of category induction—discovering what
ties together exemplars in a category—is of both theoretical
and pedagogical importance. Recent work has shown category
induction is facilitated by interleaving the exemplars of to-belearned categories (Kornell & Bjork, 2008), but the processes
underlying this benefit remain in dispute (e.g., Wahlheim,
Dunlosky, & Jacoby, 2011; Birnbaum, Kornell, Bjork, &
Bjork, 2013). The benefits of interleaved practice appear due,
at least in part, to the opportunities interleaving provides
for discriminative contrast between exemplars of different
categories (Kang & Pashler, 2012). In our study we manipulate
the relatedness of across-category comparisons to see whether
indiscriminative contrasts (e.g., comparing an animal to a
painting) also produce interleaving benefits.
Email: Mikey Garcia, gikeymarcia@gmail.com
COGNITIVE CONTROL I
(1125)
The Impact of Inverted Cross-Modal Priming in Free Recall:
Implications for the Cognitive Control of Distraction. JOHN
E. MARSH, University of Central Lancashire, KATHERINE
LABONTÉ, Université Laval, ROBERT W. HUGHES, Royal
Holloway, University of London, FRANÇOIS VACHON,
Université Laval — A novel inverted priming effect is reported
in which free recall of a visually-presented categorized list of
words on trial n (probe trial) was poorer if presented in the
presence of distractor words that had just been presented as the
to-be-recalled list on trial n - 1 (Experiment 1). The effect was
item-specific since distractor items at probe that were merely
categorically related to the previously to-be-recalled list failed
to produce the effect (Experiment 2). These results indicate that
the distractive power of auditory information is more potent
when that specific information has recently been activated
through deliberate processing. Yet, the effect appears to be
independent of cognitive control since individuals with high
and low working memory capacity (as measured by complex
span tasks) were equally susceptible to the effect (Experiment
3). This later finding suggests that the mechanisms underlying
this new form of auditory distraction do not involve the topdown inhibition of the internal representations of competing
items, unlike the negative priming phenomenon.
Email: John E. Marsh, jemarsh@uclan.ac.uk
(1123)
Evaluating the Contributions of Test Expectancy and Test
Type in Testing and Guessing Memory Benefits. MARK J.
HUFF, University of Southern Mississippi, DAVID BALOTA,
Washington University in St. Louis — Recently we have shown
that two types of initial testing (recall of a list or guessing of
critical items repeated over 12 study/test cycles) improved final
recognition of related and unrelated word lists relative to restudy.
These benefits were eliminated however when test instructions
were manipulated within-subjects and presented after study
of each list, procedures designed to mitigate expectancy of the
initial test (Huff, Hutchison, & Balota, in press, JEP: LMC).
We follow-up these experiments by further examining test
expectancy in contributing to guessing and testing benefits.
Testing and guessing benefits were not found when test
instructions were presented before either a single study/test
cycle (Experiment 1) or three study/test cycles (Experiment
2), but guessing benefits did occur after 6 study/test cycles
(Experiment 3). Experiment 4 employed a final recall test which
produced a testing benefit (i.e., transfer-appropriate processing)
suggesting that guessing and recall benefits found previously
on recognition may be due to an increase in familiarity-based
processes provided participants receive sufficient practice with
the targeted test.
Email: Mark J. Huff, mark.huff@usm.edu
(1126)
Context-Specific Adjustment of Cognitive Control: The
Perseverative Retrieval of Adaptive Control Sets. RICO
FISCHER, Ernst-Moritz-Arndt University of Greifswald,
CAROLINE GOTTSCHALK, Technische Universität Dresden,
GESINE DREISBACH, University of Regensburg — Variations
in processing demands (e.g., frequency of conflict) at certain
contexts determine the flexible engagement of cognitive
control, leading to specific context-control associations.
(1124)
Testing the Interleaving Effect by Varying Category
Relatedness. FARIA SANA, Athabasca University, VERONICA
X. YAN, ELIZABETH LIGON BJORK and ROBERT A.
BJORK, University of California, Los Angeles, JOSEPH A. KIM,
McMaster University — Interleaving exemplars of to-be-learned
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Here, we investigated the robustness and transferability of
the acquired context-control demands to new situations. In a
context-specific proportion congruence (CSPC) paradigm,
each context (e.g., location) was associated with specific conflict
frequencies, determining high and low control demands. In
a learning phase, associations between context and control
demands were established. In a subsequent transfer block,
either stimulus-response mappings, whole task sets, or contextcontrol demands changed. Results showed an impressive
robustness of context-control associations, as context-specific
adjustments of control from the learning phase were virtually
unaffected by new stimuli and tasks in the transfer block. Only
a change of the context-control demand eliminated the contextspecific adjustment of control. This suggests that contextcontrol associations that have proven to be adaptive in the past
are continuously applied despite major changes in the task
structure as long as the context-control associations remain the
same.
Email: Rico Fischer, rico.fischer@uni-greifswald.de
and conflict) have shown promise in addressing cognitive
phenomena. We propose a framework based on a combination
of MDV and quantum cognition to model SRC. The framework
defines events on subspaces of a vector space rather than using
the vector space to represent stimulus attributes, and uses
the projective geometric structure of vector spaces to assign
probabilities. Example applications of the framework to various
Simon tasks revealed its capability to explain SRC.
Email: Aiping Xiong, xionga@purdue.edu
(1129)
Applying Response Time Distribution Analysis to ItemLevel Manipulations: Evidence for Stimulus-Driven Control.
THOMAS G. HUTCHEON, AILEEN LIAN and ANNA
RICHARD, Bard College — In item level manipulations, the
size of the congruency effect is reduced for words that are
frequently presented as incongruent trials compared to words
that are frequently presented as congruent trials. This item
specific proportion congruent (ISPC) effect has been taken as
evidence for a fast and flexible form of cognitive control that
emerges as a function of experience within a task. This so-called
stimulus-driven control represents an important modification
to existing models of cognitive control, but manipulations in
which the ISPC effect is observed are often confounded with
stimulus-response contingencies. Thus, it is unclear whether
the ISPC effect reflects stimulus-driven control or contingency
learning. Here, we apply a quantile analysis to determine how
the ISPC effect unfolds over the course of an experimental
trial. Consistent with stimulus-driven control accounts, we find
that the modulation of performance is larger on incongruent
compared to congruent trials. Moreover, the impact on
incongruent trials does not increase as reaction time increases.
Together, we take these results as support for the operation of
stimulus-driven control in item-level manipulations.
Email: Thomas Hutcheon, thutcheo@bard.edu
(1127)
Cognitive Control in Dual Tasks: Evidence From TaskPair Switching. PATRICIA HIRSCH, SOPHIE NOLDEN
and IRING KOCH, Institute of Psychology, RWTH Aachen
University — To isolate performance costs occurring at the level
of task-pairs from those at the level of Task 1 (T1) and Task
2 (T2), we implemented a novel task-pair switching logic into
the psychological refractory period (PRP) paradigm. In two
experiments, we generated three task-pairs by combining one
of three visual T1 with an auditory T2. Performance was worse
after a short than a long SOA (i.e., PRP effect). Moreover, there
were performance deteriorations in n-1 task-pair switches as
compared to n-1 task-pair repetitions (i.e., n-1 task-pair switch
costs), indicating that task-pairs were activated during dualtask processing. Since we found performance to be better in
n-2 task-pair repetitions than in n-2 task-pair switches, the data
suggest priming rather than persisting inhibition as a crucial
selection mechanism at the global level of dual-task processing.
These effects were found with conceptually overlapping
responses (Experiment 1) and with physically overlapping
responses (Experiment 2).
Email: Patricia Hirsch; patricia.hirsch@psych.rwth-aachen.de,
koch@psych.rwth-aachen.de
(1130)
Cognitive Control and Associative Processes in a Process
Dissociation Model of the Stroop Task. KERSTIN
DITTRICH, NADINE SCHIMPF and CHRISTOPH
KLAUER, Albert-Ludwigs-Universität Freiburg — In a
process dissociation model of the Stroop task, Lindsay and
Jacoby (1994) dissociated word-reading and color-naming
processes. To validate the estimated color-naming parameter
(C parameter) and word-reading parameter (W parameter),
they manipulated color prototypicality (affecting only the C
parameter) and the proportion of congruent and incongruent
stimuli (affecting only the W parameter). For the proportion
manipulation, smaller interference effects are typically obtained
when stimuli are mostly incongruent; a result pattern that
was initially attributed to experiment-wide cognitive control
strategies of reduced word-reading processes. However, a new
account ascribes proportion congruent effects to an associativelearning mechanism (Schmidt & Besner, 2008). Given this new
interpretation of proportion congruent effects, it is apparent
that Lindsay and Jacoby’s interpretation of the W parameter is
ambiguous. In three experiments, we investigated the processes
underlying the W parameter with the help of an adapted
(1128)
An Alternative Multidimensional Vector Framework for
Modeling Stimulus-Response Compatibility. AIPING
XIONG, Purdue University, MOTONORI YAMAGUCHI, Edge
Hill University, ROBERT W. PROCTOR, Purdue University —
Yamaguchi and Proctor developed a multidimensional vector
model (MDV) to explain stimulus-response compatibility (SRC)
effects based on subjective expected utility to reveal the influence
of response properties on stimulus discrimination. In MDV, the
subjective utility of a stimulus is computed by an orthogonal
projection of the stimulus’ utility in the multidimensional space
onto a random decision vector. Recently, quantum models
(alternative probabilistic frameworks drawn from quantum
theory to describe human decision making under uncertainty
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Posters (1131) - (1135)
(1133)
Long(er)-Term Item-Specific Gratton Effects. NICHOLAUS
P. BROSOWSKY, The Graduate Center of the City University of
New York, MATTHEW J.C. CRUMP, Brooklyn College of the City
University of New York — Gratton effects refer to the finding in
selective attention tasks (e.g., Stroop, Flanker) that interference
effects (incongruent minus congruent RTs) are smaller on
trials immediately following an incongruent than congruent
trial. Gratton effects are commonly explained by transient or
reactive conflict-induced shifts in attentional weights on trial
n-1 that carry forward to influence trial n. Separately from this
short-term influence, episodic memory traces may also bind
together attentional control settings associated with features
of particular items that could allow for longer-term cue-driven
reinstatement of prior attentional settings. In three related
experiments, participants completed a color-identification
flanker task. Colors were presented on different images, and
specific images were paired with congruent or incongruent
trial types. We found that re-presenting an image 4-8 trials later
modulated congruency effects on an item-specific, and longerterm basis than the traditional Gratton effect.
Email: Nicholaus P. Brosowsky, nbrosowsky@gradcenter.cuny.
edu
process dissociation model. Results revealed that the parameter
captures not only word reading processes but also cognitive
control and associative processes.
Email: Kerstin Dittrich, dittrich@psychologie.uni-freiburg.de
(1131)
Interference Between Time Estimation and Simple RT
Tasks. MICHAEL D. KLEIN and JENNIFER A. STOLZ,
University of Waterloo — According to one influential theory,
mental timing relies mainly on the same attentional resources
used by executive-level tasks, and should therefore generally
only interfere with those tasks. We show that concurrent
time estimation slows performance on a simple response
time task – that is, participants are slower to press a key after
a stimulus appears if they are concurrently timing an interval.
Such a task requires little complex processing and is therefore
unlikely to compete with mental timing for executive resources.
Importantly, the amount of slowing does not increase when
a longer time period precedes the stimulus, which would be
expected if mental timing interferes with potentially executiveresource-demanding processes such as task preparation.
The result therefore raises two questions that challenge the
executive-resource theory of mental timing: why does mental
timing interfere with response to the stimulus, and why doesn’t
mental timing seem to interfere with preparation? We further
investigate these questions and whether they can be reconciled
with the executive-resource theory.
Email: Michael Klein, mdklein@uwaterloo.ca
(1134)
Dissociating Proactive and Reactive Control: A Replication
and Extension Using Color-Word Stroop. ERIN M.
GOURLEY, TODD S. BRAVER and JULIE M. BUGG,
Washington University in St. Louis — The dual-mechanisms
of control account proposes that conflict is resolved in a
preparatory (proactive) or just-in-time (reactive) fashion.
Using within-subject manipulations of list-wide and itemspecific proportion congruency in a picture-word Stroop task,
it was recently demonstrated that proactive and reactive control
are dissociable as indicated by unique behavioral signatures.
Proactive control produced a congruency cost whereas reactive
control produced a transfer cost. The current study (N = 96)
aimed to replicate and extend these patterns in a traditional
color-word Stroop task that remedied design limitations of
the prior study. There were three primary findings: First,
there was again evidence that proactive and reactive control
are dissociable—they were associated with a similar benefit
(reduced interference) but unique costs. Second, an alternative
theoretically guided approach to indexing the transfer cost of
reactive control proved fruitful. Third, individual differences
in theoretically relevant constructs were related to costs and
benefits of proactive control.
Email: Julie Bugg, jbugg@wustl.edu
(1132)
What’s Mine Isn’t Yours: Self-Prioritization in Shared
and Non-Shared Task Environments. KATIE L. JONES,
MELINA A. KUNAR and DERRICK G. WATSON, University
of Warwick (Sponsored by Gordon Brown) — There is
substantial evidence showing that people prioritise information
based on self-relevance. In addition, recent research suggests
co-actors might automatically represent each other’s task
instructions, resulting in task interference. We investigated selfprioritization in perceptual matching tasks performed alone
and alongside another participant. Similar to the work of Sui,
He and Humphreys (2012) we find that people also prioritize
associations that confer ownership (e.g. mine versus yours)
and that these associations remain when participants are given
longer to respond. Importantly, when participants performed in
pairs there was greater response conflict when discriminating
between self- and co-actor- relevant information than between
self- and stranger- relevant information. There was no change
in performance when co-actors were given compatible versus
incompatible task instructions, suggesting that participants
were able to successfully prioritize their own task instructions
and ignore their co-actor’s. These results indicate that while
self-prioritisation prevails, self-other discrimination is more
difficult in shared environments.
Email: Katie Jones, k.jones.2@warwick.ac.uk
(1135)
Desirable Difficulty and Attentional Boost Effects Operate on
Common Central Mechanisms. MELISSA J. PTOK, LINDSEY
LEES, KARIN R. HUMPHREYS and SCOTT WATTER,
McMaster University — The attentional boost effect (ABE) has
been interpreted as enhanced perceptual processing; recent
evidence suggests a more central locus of effect. A separate
literature has recently shown that increased selective attention
and cognitive control via task difficulty/interference modulates
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incidental encoding in long-term memory. Combining these
ideas, participants performed a typical ABE task consisting of
blocks of word and picture stimuli. A later memory test with
words/picture labels revealed the ABE was consistent across
study modalities, suggesting a central attentional influence
for the ABE. Furthermore, the addition of a semantic animacy
categorization task produced a strong memory benefit for
word stimuli, and abolished the ABE for words. Increased
work/semantic activation to access animacy features from
words versus pictures, and the selective absence of ABE in this
situation for words, suggests a common central locus of effect.
Email: Melissa Ptok, ptokmj@mcmaster.ca
from the modulation of facilitation. We conclude that cognitive
control in the form of actively suppressing word processing
mechanisms cannot operate in the absence of awareness.
Email: Chris Blais, chris.blais@gmail.com
(1138)
Cognitive Aging and the Distinction Between Intentional
and Unintentional Mind-Wandering. PAUL SELI and DAVID
MAILLET, Harvard University, DANIEL SMILEK, University
of Waterloo, DANIEL L. SCHACTER, Harvard University
— Recent studies have reported age-related reductions in
the frequency of mind-wandering. Here, we re-examined
this association while distinguishing between intentional
and unintentional mind-wandering. Young and older adults
completed a sustained-attention task during which they
responded to thought-probes that required them to indicate
whether any mind-wandering they experienced was engaged
with or without intention. Based on research demonstrating
age-accompanied declines in mind-wandering, we expected
to observe decreases in both unintentional and intentional
mind-wandering with increasing age. However, because aging
is associated with increased task engagement, we reasoned that
older adults might be more engaged in the sustained-attention
task, and hence, show a more prominent decline in intentional
than unintentional mind-wandering relative to young adults.
Preliminary results indicate, as hypothesized, that older adults
show an decrease in rates of unintentional and intentional
mind-wandering, and moreover, that the age-related decline in
mind-wandering appears to be largely attributable to a decline
in intentional mind-wandering.
Email: Paul Seli, paulseli@fas.harvard.edu
(1136)
Role of Prime Awareness in Single-Prime Negative Priming.
HSUAN-FU CHAO, Chung Yuan Christian University —
Single-prime negative priming refers to the phenomenon that
repeating a single prime as the probe target slows the response
to that target. It has been demonstrated that single-prime
negative priming is modulated by cognitive control. That is,
the negative priming effect is reduced when the probability of
repeating the prime as the probe target is high and when the
stimulus-onset asynchrony (SOA) between the prime and the
probe is long. The present study investigated the influence of
awareness of the prime on controlling single-prime negative
priming. The results showed that when the probability of
repetition was at the chance level and when the SOA was short
(147 ms), single-prime negative priming surfaced regardless of
whether the participants were aware of the primes or not. When
the probability of repetition was higher than the chance level
and when the SOA was short, single-prime negative priming
was larger when the participants were not aware of the primes.
These findings support the importance of prime awareness on
controlling single-prime negative priming.
Email: Hsuan-Fu Chao, hfchao@cycu.edu.tw
(1139)
Cognitive Control Demands Affect Task-Relevance But
Not Frequency of Mind Wandering. NATHANIEL T.
DIEDE and JULIE M. BUGG, Washington University in St.
Louis — A prominent account posits that mind wandering
(MW) represents a failure to engage control in response to
task demands. To test this account, demands on control were
manipulated in a list-wide proportion congruence Stroop
paradigm. Half of the participants performed a high control
demand mostly incongruent (MI) list first, while the other
half performed the less demanding mostly congruent (MC)
list first. MW probes appeared intermittently to assess taskrelated (TRT) and task-unrelated (TUT) thoughts. The Stroop
effect was smaller on MI compared to MC lists regardless of
order, suggesting increased control during MI lists. The key
finding was that control affected type, but not frequency, of
MW. TRTs were proportionally greater than TUTs in MI lists
performed first but were equivalent in MC lists performed first.
TUTs increased in proportion regardless of list type for the list
performed second, suggesting potential limits on the effects of
control on MW.
Email: Nathaniel T. Diede, ndiede@wustl.edu
(1137)
On the Unconscious Context-Specific Proportion
Congruency Effect: The Role of Facilitation and Interference.
CHRIS BLAIS, MOLLY E. BENKAIM and GENE A.
BREWER, Arizona State University — Cognitive control is
widely examined in psychology and cognitive neuroscience
and modulating Stroop interference is considered one of its
hallmarks. Although recent work has focused on many of the
low-level processes that contribute to these effects, such as
feature integration and implicit learning, cognitive control is still
highly associated with the conscious regulation of thoughts and
actions. A recent paper by Panadero, Castellanos, and Tudela
(Consciousness & Cognition, 2015) questions this assumption by
reporting the presence of an interaction between the proportion
of congruent trials and the magnitude of the Stroop effect—an
effect long cited as evidence for strategic control—in the absence
of awareness. We replicate and extend this work by measuring
the extent to which this interaction is driven by the modulation
of interference or facilitation. Across several behavioral and
EEG studies, we find that the interaction primarily results
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Posters (1140) - (1144)
(1140)
Mind Wandering in Different Learning Environments: A
Direct Comparison. TRISH L. VARAO-SOUSA and ALAN
KINGSTONE, University of British Columbia — Everyday
learning environments, such as reading and lectures, are
highly susceptible to mind wandering (MW) episodes. How
do these episodes compare? In the present experiment MW
report method (self-caught or probe-caught) was manipulated
between-subject, and learning method (reading nonfiction and
lecture watching) was manipulated within-subject. Additionally,
participants were required to indicate whether reported MW
instances were intentional or unintentional. Two main results
emerged: 1) Participants reported significantly more MW when
watching a lecture than when reading, however this was only
true for the probe-caught sessions; 2) Participants reported
significantly more unintentional compared to intentional MW
for both reading and lecture watching, regardless of whether
MW was probe-caught or self-caught. Variation in MW and
task type (reading vs. lectures) are discussed with regard to
memory test performance, interest and motivation ratings. This
study reveals that MW reports vary with task type and supports
past work on MW and intentionality.
Email: Trish L. Varao-Sousa, tvaraosousa@psych.ubc.ca
more compared to moments when they are paying attention to
the text. The current study assessed whether similar changes
in eye movement patterns occur when people mind wander
during scene viewing. Participants studied pictures of urban
scenes while their eye movements were recorded. Probe-caught
mind wandering was associated with fewer fixations and longer
fixation durations compared to periods of sustained attention.
Furthermore, these differences were observable as early as 1520 seconds before mind wandering was reported. These findings
provide further insight into how eye movements change across
varying attentional states and inform initiatives that use
behavioral signals to detect and combat mind wandering in
real-time.
Email: Kristina Krasich, kkrasich@nd.edu
ATTENTION: CAPTURE I
(1143)
The Impact of Emotional Deviant Sounds on the Processing
of Emoji Faces in a Sustained Attention Task. JESSICA
KORNING LJUNGBERG, HANNA HJARTSTROM and
DANIEL ERIKSSON SORMAN, Umea University - Sweden
— The involuntary shift of attention to emotional sounds were
investigated in a cross-modal oddball task in which participants
categorized angry and disappointed emoji faces. Prior to each
face, a standard tone was presented (80% of trials) or a deviant
“disappointed” or a buzzing “angry” sound (20% of trials). The
deviant trials were either congruent (e.g., disappointed sound/
disappointed emoji) or incongruent trials (e.g., a disappointed
sound/angry emoji). Results showed that the emotional content
of the deviant sounds interacted with the processing of the
faces, but that the effect was only present in the congruent trials.
Participants showed deviance distraction (prolonged response
times compared to standard) in the disappointed trials and
facilitation (no deviance distraction) in the angry deviant trials.
The facilitation (or lack of distraction) caused by the angry
deviant sound in the congruent trial may have been a result of
an arousal effect due to the processing of threat
Email: Jessica K. Ljungberg, jessica.korningljungberg@psy.
umu.se
(1141)
A Subjective Measure of Explicit and Implicit Category Rule
Learning. AUDREY P. HILL, ANDREW WISMER, MARK
NEIDER and COREY BOHIL, University of Central Florida
— The neuropsychological theory COVIS (COmpetition
between Verbal and Implicit Systems) postulates that distinct
brain systems compete during category learning. The explicit
system involves conscious hypothesis testing about verbalizable
rules, while the implicit system relies on procedural learning
of rules that are difficult to verbalize. Despite behavioral data
supporting COVIS, it is unclear what participants understand
about the rule when learned implicitly. The current study was
designed to gain deeper understanding of implicit category
learning. Participants were trained on either explicit rulebased (RB) or implicit information-integration (II) category
structures. Using an adaptation of Dienes & Scott’s (2005)
measure of unconscious knowledge, participants made trialby-trial assessments attributing each categorization response
to guessing, intuition (a marker of implicit learning), or rule
use. Implicit and explicit strategies seem to manifest differently
in learner awareness. RB participants overwhelmingly made
the “rule” attribution. II participants attributed “intuition”
significantly more than RB participants, despite high accuracy.
Email: Audrey Hill, audrey@knights.ucf.edu
(1144)
Attention Capture, Top-Down Control, and the Size of the
Cross-Modal Stroop Effect. DANIELLE A. LUTFI-PROCTOR
and EMILY M. ELLIOTT, Louisiana State University — Evidence
suggests distraction due to attention capture can be mitigated
through top-down control, such as providing warnings that
distracting stimuli will appear. With this information, people
are frequently able to lessen or eliminate distraction due
to attention capture. In the cross-modal Stroop paradigm,
participants name the color of visual items while ignoring
auditory color words. Generally, incongruent color words lead
to slower response times and more errors than color naming
in the presence of tones and silence. We examined whether
this detriment in performance could be due, at least in part,
to attention capture and whether the effect could be mitigated
through the presentation of warning cues. Two experiments
provided participants with explicit warning cues as to what
(1142)
Eye Movement Patterns Associated With Mind Wandering
During Real-World Scene Viewing. ROBERT MCMANUS,
KRISTINA KRASICH, JAMES R. BROCKMOLE and SIDNEY
K. D’MELLO, University of Notre Dame — Attention can shift to
task-irrelevant thoughts at alarming rates throughout our day
– a phenomenon commonly referred to as mind wandering.
Research on mind wandering during reading has indicated that
people tend to shift their gaze less often, fixate longer, and blink
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(1147)
Auditory Distraction by a Semantic Deviation: What Role
for Cognitive Control? KATHERINE LABONTÉ and ANNIE
DESMARAIS, Université Laval, JOHN E. MARSH, University
of Central Lancashire, FRANÇOIS VACHON, Université Laval
— An acoustical deviation—i.e. an unexpected change in the
physical properties of the auditory background—is known to
capture attention and decrease task performance. While it was
recently established that a semantic deviation (e.g., a change in
semantic category) also interfered with cognitive functioning,
whether or not acoustical and semantic deviation effects share
the same functional characteristics is still unknown. Given
that top-down factors can shield against the distractive power
of an acoustical deviation, we sought to determine whether
the semantic deviation effect is also tempered by cognitive
control. Participants performed a visual serial recall task while
ignoring irrelevant sound. On some rare trials, an unexpected
change in semantic category occurred within the auditory
channel. This semantic deviation disrupted performance, even
when increasing the level of concentration (by reducing the
to-be-remembered items perceptual discriminability; Exp. 1)
or providing foreknowledge of an imminent deviation (Exp.
2). These results suggest that, in contrast to its acoustical
counterpart, the semantic deviation effect is immune to
cognitive control, pointing toward two distinct forms of
attentional capture.
Email: François Vachon, francois.vachon@psy.ulaval.ca
type of trial they would experience (incongruent, congruent, or
tone). Overall, the results suggested that top-down control, and
potentially attention capture, had little impact on the size of the
interference effect.
Email: Danielle Lutfi-Proctor, dlutfi1@lsu.edu
(1145)
Distraction by Acoustical vs. Semantic Deviant Sounds:
Two Sides of the Same Coin? FRANÇOIS VACHON,
KATHERINE LABONTÉ, MICHAËL LÉVESQUE-DION and
JOHNATHAN CRÉPEAU, Université Laval — The rare and
unexpected occurrence of a sound that acoustically deviates
from the auditory background typically captures attention and
interferes with ongoing mental activity. It has recently been
reported that an infrequent change in the semantic content of
an irrelevant auditory stream is also endowed with distracting
power. Aiming toward the characterization of this semantic
deviation effect, the present study sought to determine whether
this form of auditory distraction is subtended by the same
mechanisms as its acoustical counterpart. To contrast the impact
of acoustical and semantic deviance, an unpredictable change of
voice or of semantic category was randomly inserted in a tobe-ignored auditory sequence while participants performed
visual serial recall. Whereas both types of deviant disrupted
performance, no correlation was found between the size of
the two deviation effects. Moreover, we showed that individual
differences in working memory capacity predict the magnitude
of the acoustical deviation effect, but not the semantic version
of the phenomenon. Although both effects originate from a
deviation, the present findings point toward two independent
forms of auditory distraction driven by distinct mechanisms.
Email: François Vachon, francois.vachon@psy.ulaval.ca
(1148)
Reward Uncertainty Modulates Value-Driven Attentional
Capture. SANG A. CHO and YANG SEOK CHO, Korea
University (Sponsored by Jacqueline Shin) — Value-driven
attentional capture (VDAC) refers to an involuntary deployment
of attention to a value-associated stimulus. In previous studies,
a high value stimulus is associated with high reward more
frequently, resulting in a high expected value. Thus, it is unclear
whether VDAC is elicited by reward probability or expected
value. The present study examined whether reward probability
modulates VDAC with a constant expected value. We used a
visual search task with one color associated with 100 points
25% probability (uncertainty) and the other associated with
25 points with 100% (certainty) in training. In test sessions,
only the stimulus with reward uncertainty showed a significant
distractor effect, but the stimulus with reward certainty didn’t.
To test the possibility that this distractor effect was due to
the saliency of reward (e.g., 100 points), Experiment 2 was
conducted with the one color associated with 75 points with
25% probability and the other with 25 points with 75%. Even
with different reward magnitudes (e.g., 75points and 25 points),
both stimuli showed a same amount of the distractor effects.
These results imply that the reward uncertainty gains priority to
induce attentional bias.
Email: Cho, Sang A, csaquinas21@gmail.com
(1146)
Ownership Is Sticky: The Persistence of Self-Relevance on
Responding. GRACE TRUONG and TODD C. HANDY,
University of British Columbia (Sponsored by Peter Graf) —
Self-owned objects receive greater attentional resources but
does this biased processing hold when ownership is given up?
For all experiments, participants first learned the arbitrarily
assigned ownership statuses of a set of everyday objects. Next,
participants were tested for recall on these categories until
ceiling performance or a maximum of six attempts. Lastly,
participants were told that the object ownership statuses had
“switched” from self to other and vice versa. Participants had to
report the “new owner” of each object in a third and final task.
In Experiment 1, participants were faster to correctly respond
in the last task for their (relative to others’) original objects.
Experiment 2 examined the effect of purposefully directing
attention towards self/other during the first task. Experiment
3 examined the decay of the self-bias over time. Results suggest
ownership imbues objects with enduring prioritization that is
not easily removed.
Email: Grace Truong, gracet@psych.ubc.ca
(1149)
Value-Driven Contingent Attentional Capture Is Not Solely
Due to Target Repetition Effects. BRAD T. STILWELL,
University of Iowa, ZACHARY ROPER, Vanderbilt University,
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Posters (1150) - (1153)
SHAUN P. VECERA, University of Iowa — Attentional
orienting is influenced by previously rewarded stimuli (e.g.
Anderson, Laurent, & Yantis, 2011). Reward associations can
be instantiated using secondary reinforcers such as images of
US bills within a visual search paradigm (Roper & Vecera, in
press). In the current research, we demonstrate that secondary
reinforcers can shape attentional control settings in a reward
contingent capture paradigm (Roper, 2015). This new task
allows for more robust value-driven attentional effects when
reinforced features (e.g., color) are not task relevant. We
then address Sha and Jiang’s (2016) suggestion that the
demonstrated value-driven attentional effects are not due to
reward associations but instead, arise solely from repetition
of the target feature throughout training and testing. We
demonstrated that previous results on rewarded attention
effects are not due to target repetition exclusively and that target
repetition effects can be demonstrated using the contingent
capture paradigm without reward, but only for visual features
that occur frequently.
Email: Brad Stilwell, brad-stilwell@uiowa.edu
paired with the scene during encoding would be present and,
if so, whether memory for this associate should be revealed or
concealed. Participants complied with instructions, selecting
associates on reveal, but not conceal trials, though evaluation of
eye movement data revealed prioritization of associates in both
conditions. A notable feature of viewing patterns on conceal
trials was short-lived preferential viewing of associates, which
suggests that voluntary control of eye movement behavior
increases with test trial progression.
Email: Elaine Mahoney, mahoneye@uwm.edu
LETTER AND WORD PROCESSING I
(1152)
How Response Time Variability During a Rapid Automatized
Naming Task Relates to Pre-Reading Skills and Future
Reading Ability. ELIZABETH S. NORTON, EMILY M.
HARRIOTT, SARA BROWN, SHELBY H. ISAACS, CELIA
S. KAUFER and LINDA SELPH, Northwestern University,
NADINE GAAB, Boston Children’s Hospital, Division of
Developmental Medicine and Harvard Medical School, JOHN
D.E. GABRIELI, Massachusetts Institute of Technology — Rapid
automatized naming (RAN) task performance is a robust
predictor of future reading ability. Response time (inter-item
pauses) is associated with overall RAN time and better reading
outcomes. One previous study found that traditional RAN
completion time as well as response time variability (RTV;
defined as RT mean/SD) for some RAN tasks related to reading
comprehension in school-age children. We examined RAN
color naming in kindergarten children (n=31, ages 4;10-6;8).
RTV was not significantly correlated with RAN completion
time, nor with other measures of processing speed or inhibition
in kindergarten, but was significantly greater in children with
family history of dyslexia. Mean RT and completion time
were strongly predictive of future reading accuracy, rate, and
comprehension (all r>.42**), but RTV was not related to
any measures of reading ability. These findings suggest that
variability in item response time does not account for the strong
relationship between RAN and reading ability.
Email: Elizabeth Norton, enorton@northwestern.edu
(1150)
Influences of Category Membership and Encoding History on
Attention Capture. ALLISON E. NICKEL and DEBORAH E.
HANNULA, University of Wisconsin - Milwaukee — Questions
about how memory and attention interact, and whether
encoded content might capture attention have been relatively
underexplored. The current investigation examines effects of
encoding history and category membership on allocation of
attention to task-irrelevant distractors in simple visual search
arrays. During encoding, participants attempted to commit
pre-experimentally unfamiliar faces and houses to memory.
Subsequently, in a search task, participants were presented
with several objects surrounding central fixation. Flanking
each object was a small colored circle. One circle, defined by its
color, served as the search target. Participants were instructed
to fixate the target, ignoring any remaining display elements.
A subset of arrays contained a face or a house, remainders did
not. As reported previously, faces captured attention more often
than objects from any other category. Now, however, effects
of encoding were also evident (e.g. in viewing directed to
houses). Additional evidence for encoding- and category-based
prioritization will be discussed.
Email: Allison Nickel, aenickel@uwm.edu
(1153)
Neuroelectric Markers of Hemispheric Differences in
Ambiguity Resolution of Words in Context: A Split Visual
Field ERP Study. MARK E. FAUST, ELAINE HILL and
JORDAN PIERCE, University of North Carolina at Charlotte —
Control of lexical activations that vary in their appropriateness
in relation to a preceding sentence context is an important aspect
of sentence comprehension. Homographs, words with the same
written form but multiple distinct meanings (e.g., bank) provide
a challenging control problem requiring lexical disambiguation
in light of preceding context. To assess behavioral interference
from contextually inappropriate homograph meanings,
participants read sentences that ended in a homograph and
judged the relationship between probe words and the preceding
sentence. We used event-related potential (ERP) methodology
to identify neuroelectric markers of the control of contextually
inappropriate homograph meanings, e.g., the N400, a negative
(1151)
Encoded Materials Draw Attention, Even When Memories
Are Successfully Concealed in Explicit Recognition
Responses. ELAINE J. MAHONEY and DEBORAH E.
HANNULA, University of Wisconsin - Milwaukee — Past work
suggests that encoded content draws attention rapidly during
test, and that this prioritization is evident under a variety of
testing conditions. The objective of the current investigation
was to examine whether or not this effect persists even when
participants attempt to conceal memories. Participants
encoded several scene-face pairs and were tested with 3-face
displays superimposed on studied scenes. A cue preceded
each test display and indicated whether the face that had been
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scalp potential sensitive to the semantic incongruity between a
word and prior sentence context. The present study adds to our
previous work by using split visual hemifield presentation of the
target probe words to better understand hemispheric differences
in cognitive control during sentence comprehension.
Email: Mark Faust, mefaust@uncc.edu
recognition, however, appears to be more dependent on word
shape information due to the relative ambiguity and contiguity
of cursive letters. The present experiment further explores
recognition of handwritten cursive words. Using an unprimed
lexical decision task, the transposed-letter (TL) effect was
examined for type-print and cursive TL nonwords. In this
design, the TL effect is demonstrated when more errors are
made for TL nonwords (e.g., JUGDE) than double-substitution
control nonwords (e.g., JULHE). We obtained TL effects for
both type-printed and handwritten cursive stimuli. These
results suggest that both stimulus types rely on the same mental
representations.
Email: Jason Geller, jgeller1@iastate.edu
(1154)
The Role of Reading Comprehension Ability on the
Missing-Letter
Effect.
ANNIE
ROY-CHARLAND,
VICTORIA FOGLIA, CHRISTIAN LAFORGE, JUSTIN A.
CHAMBERLAND and CHANTAL CHARETTE, Laurentian
University — While reading for comprehension and performing
a letter detection task, individuals omit more letters in frequent
function than less frequent content words. This is called the
missing-letter effect. The current study examined the effect of
reading comprehension skills on omission rates. In Experiment
1, the relationship between reading comprehension and
omission rates for frequent and rare function and content words
was examined. Results revealed a negative correlation between
the comprehension and omission rates for the word it. As it was
the most frequent word used, it was hypothesized that there
may be a threshold in frequency for the observed correlation.
In Experiment 2, we explored the possibility of a threshold in
frequency. Results revealed a negative correlation for the, and,
in and of which are some of the highest is frequency. Results are
discussed in relation to the Attentional-disengagement model
of the missing-letter effect.
Email: Annie Roy-Charland, aroycharland@laurentian.ca
(1157)
Gaining Insight Into Dyslexia by Measuring Eye-Movements
During Reading: Foveal and Parafoveal Processing.
RHIANNON S. BARRINGTON, Bournemouth University,
SIMON P. LIVERSEDGE, University of Southampton, JULIE
A. KIRKBY, Bournemouth University — A single phonological
deficit does not seem to be sufficient to cause dyslexia (Peterson
& Pennington, 2012). One potential risk factor is weak visual
attention (Bosse, Tainturier, & Valdois, 2007). The present
study used the boundary paradigm (Rayner, 1975) to examine
whether dyslexic children extract information from the
parafovea during reading. Eye-movements were recorded from
children with dyslexia, typically developing children matched
for chronological age and typically developing children
matched for reading age. Parafoveal previews were either
identical to the target (e.g., before), transposed-letter (e.g.,
ebfore) or substituted-letter (e.g., tcfore) non-words. The results
showed disruption in reading for previews with transposedletters and substituted-letters compared to identical previews,
which occurred for all reading groups. However, in comparison
to children matched for reading age, dyslexic readers required
more fixations, longer gaze-durations and total-readings times,
indicating that while parafoveal processing is occurring in
dyslexic reading, foveal processing requires increased visual
sampling.
Email: Julie Kirkby, jkirkby@bournemouth.ac.uk
(1155)
Evaluating Text Difficulty Using a Computerized Letter
Detection Task. ANDRIANA L. CHRISTOFALOS and GARY
E. RANEY, University of Illinois at Chicago (Sponsored by
Kara Morgan-Short) — We explored the influence of passage
difficulty on word processing using the letter detection task.
Participants performed letter detection while reading easy
and difficult passages using a paper-based (Experiment 1) or
computer-based (Experiment 2) version of the task. In the paper
version, readers circled target letters. In the computer version,
readers mouse clicked on target letters. Overall error rates were
higher for the computer task, but the pattern of results was the
same across tasks. For both the paper and computer versions,
there was a larger Missing Letter Effect (MLE), defined as more
target letter detection errors in function words than content
words, for difficult passages than for easy passages. The larger
MLE resulted from participants having larger error rates for
target letters in content words within easy passages compared
to difficult passages. These results support the conclusion that
content word processing changes as a function of passage
difficulty.
Email: Andriana Christofalos, achris29@uic.edu
(1158)
Using the Letter Detection Task to Investigate Focus of
Attention During Reading of Metaphor Phrases. FELIX S.
PAMBUCCIAN and GARY E. RANEY, University of Illinois
at Chicago (Sponsored by Eric Leshikar) — We examined
processing of familiar and unfamiliar metaphors using the
letter detection task (LDT). In metaphors such as a sailboat is
a cat, readers fixate longer on the vehicle (cat) than the target
(sailboat), with this difference being largest in unfamiliar
metaphors (Campbell & Raney, 2013). Extra processing time
should lead to extra attention given to vehicle words, which
should lead to fewer LDT errors on vehicle words. Participants
read and performed the LDT on passages containing familiar
or unfamiliar metaphors. We unexpectedly found higher
error rates for vehicle words than target words in unfamiliar
metaphors. We explain this result by considering the focus of
attention when reading unfamiliar metaphors. Upon reaching
(1156)
The Race Toward the Lexicon: How Does Cursive Shape Up?
JASON GELLER, Iowa State University, MARY L. STILL, Old
Dominion University — Featural (word shape) information
plays a nominal role in type-printed word recognition. Cursive
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the vehicle word, readers direct attention to prior words such as
the target word and preceding context to resolve comprehension
difficulties. This results in rapid disengagement of attention
from the vehicle word, causing higher vehicle word error rates.
Email: Felix Pambuccian, fpambu2@uic.edu
high skill readers made more efficient use of context while low
skill readers appeared unable to resolve the ambiguity despite
contextual support.
Email: Ashley Abraham, aabrah15@kent.edu
(1161)
Evidence for Simultaneous Syntactic and Semantic
Processing of Multiple Words in Reading. JOSHUA J. SNELL,
Brain & Language Research Institute, MARTIJN MEETER,
Vrije Universiteit Amsterdam, JONATHAN GRAINGER,
Centre National de Recherche Scientifique — A hotly debated
issue in reading research concerns the extent to which readers
process parafoveal words, and how parafoveal information may
influence foveal word recognition. We investigated parafoveal
word processing both in sentence reading and in reading of
isolated foveal words when these were flanked by parafoveal
words. In Experiment 1 we found a syntactic parafoveal preview
benefit in sentence reading, meaning that fixation durations on
target words were decreased when there was a syntactically
congruent preview word at the target location (n) during the
fixation on the pre-target (n-1). In Experiments 2 and 3 we used
a flanker paradigm in which participants had to classify foveal
target words syntactically (noun/verb) or semantically (living/
not-living), when those targets were flanked by congruent or
incongruent words. Shorter RT’s in the congruent conditions
suggested that higher-order information is integrated across
foveal and parafoveal words. Taken together, current findings
suggest that parafoveal information is processed beyond the
sub-lexical level, and that higher-order processing may occur
across foveal and parafoveal words simultaneously.
Email: Joshua Snell, joshua.snell@hotmail.com
(1159)
Polysemy and Semantic Precision: Semantic Measures
Extracted From WordNet. GRACE C. LIN, University of
California, Irvine, JOSHUA LAWRENCE, University of
California, Irvine and University of Oslo, SUSANNE M.
JAEGGI, NATHAN KRUEGER and JIN K. HWANG,
University of California, Irvine, ASTE HAGEN, University of
Oslo — Features of vocabulary words contribute significantly
to learners’ understanding, acquisition, and access of words.
We introduce and highlight two word features: polysemy—the
number of meaning senses of a word—and semantic precision—
how precise a word is, i.e., the number of hypernyms a word
has. We demonstrate that the most common meaning senses
of polysemous words tend to be less precise. We also show
that these two word features are well correlated with existing
lexical features such as frequency and dispersion; polysemy
is significantly and positively correlated with frequency and
dispersion, while semantic precision is negatively correlated
with frequency and dispersion. Semipartial correlations and
hierarchical regression analyses illustrate that, controlling
for existing lexical features, polysemy and semantic precision
explain more unique variance than such existing lexical feature
as dispersion. Overall, polysemy and semantic precision may
prove to be useful constructs in future vocabulary and reading
research.
Email: Grace Lin, gracecl@uci.edu
(1162)
Complementary Role Activation and Perceptual Simulation
in Compositional and Locative Relations. LARA L. JONES,
RYAN D. CALCATERRA, LEE H. WURM and NOA OFEN,
Wayne State University — Integrative priming refers to the
facilitated recognition of a target word (bench) as a real
word following a prime (park). Yet differences in the types of
integrative relations may yield differences in the underlying
explanatory processes of integrative priming. In this study, we
compared the magnitude, time course, and three theoretically
based correlates of integrative priming for compositional (stone
table) and locative (patio table) pairs in a lexical decision task
across four stimulus onset asynchronies (SOAs; 50, 300, 800,
and 1600 ms). Priming magnitudes across these SOAs did not
differ between these relations. However, our correlates (cooccurrence, integrative ratings, and perceptual simulation)
were differentially related to target RTs. Overall, results provide
support for both the Complementary Role Activation theory
(Mather, Jones, & Estes, 2014) and the Embodied Conceptual
Combination (Lynott & Connell, 2010) theory. Moreover, these
results are consistent with prior evidence suggesting differences
in the underlying neural correlates of compositional and
locative relations.
Email: Lara L. Jones, larajones@wayne.edu
(1160)
The Differential Effects of Reading and Spelling Skill on
Lexical Ambiguity Resolution. ASHLEY N. ABRAHAM,
JOCELYN R. FOLK and MICHAEL A. ESKENAZI, Kent
State University, ANGELA C. JONES, John Carroll University
— Previous research has found that individual differences
in reading and spelling ability affect how readers use context
(Andrews & Bond, 2009) and how context interacts with skill
to impact word recognition (Ashby, Rayner, & Clifton, 2005).
Together, this research suggests that both reading and spelling
ability interact with context to affect lexical processing. The
current study investigated this relationship by embedding
biased lexically ambiguous words in sentences with prior
context supporting the subordinate meaning of the ambiguous
word. Participants read sentences with varying degrees of
contextual support while their eye movements were recorded.
Measures of reading comprehension and spelling skill were
also administered. Results indicated that low skill spellers were
more likely to use context to support word recognition while
high skill spellers relied more on lexical properties for meaning
activation. Reading ability, however, produced a different
pattern in the eye movement record. The data indicated that
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Perceptual Grouping and Repetition Blindness. ANDREA M.
JACKSON and LORI BUCHANAN, University of Windsor —
Repetition blindness is the failure to detect or report repetitions
among a series or display of items that are presented visually
and rapidly (Kanwisher, 1987). In contrast, grouping of items
has been found to reliably prevent RB in nonlinguistic stimuli
(Goldfarb & Treisman, 2011) and variably prevent RB in
linguistic stimuli (Jackson & Buchanan, 2016). The present study
explored the effects of enhancing the saliency of the grouped
words via established perceptual grouping principles. Five
experiments compared displays of words presented in BSVP to
displays of words grouped via one or a combination of grouping
principles. Grouping based on item case demonstrated the
strongest effect in the form of increased accuracy as compared
to the non-grouped display. Grouping based on proximity and
color similarity demonstrated somewhat increased accuracy,
and grouping that contained a time component demonstrated
no improvement in accuracy as compared to the non-grouped
display.
Email: Andrea Jackson, jacksond@uwindsor.ca
very frequently. After exposure, participant sensitivity to these
regularities was tested in a 2AFC task. Then, participants
performed a letter detection task, letters being either very
frequent in the exposure phase or not. The results showed that
after only a few minutes of exposure, readers become sensitive
to the positional frequency of letter clusters. Moreover, this new
knowledge influenced the performance in the letter detection
task, with high-frequency letters being detected more rapidly
than low-frequency letters. We will discussed the implications
of such results for models of orthographic encoding.
Email: Fabienne Chetail, fchetail@ulb.ac.be
(1166)
The Influence of Lexical and Semantic Variables on English
Compound Word Recognition During Reading. BARBARA
J. JUHASZ, Wesleyan University — Juhasz, Lai, and Woodcock
(2015) provided ratings for over 600 English compound words
on six lexical and semantic variables. The contribution of each
these variables to lexical decision and word naming times was
then assessed when included in a baseline regression model
with the compound words’ length, frequency, and lexeme
frequencies. In the present eye movement study, 120 of these
compound words were embedded in neutral sentences. Both
rated familiarity and age-of-acquisition (AoA) exerted robust
effects on the eye movement record. Familiarity influenced
all fixation duration measures when added to the baseline
regression model. This suggests that subjective frequency is
important to consider in addition to optimal objective frequency
measures when examining compound word processing. AoA
influenced measures that took refixations into account when
added to the baseline model. Taken together, these results
suggest that a reader’s experience with compound words has a
significant impact on compound recognition.
Email: Barbara J Juhasz, bjuhasz@wesleyan.edu
(1164)
Individual Differences in Working Memory Influence
Phonological Processing During Reading Comprehension.
JACOB TAYLOR, Kent State University, MICHAEL A.
ESKENAZI, Stetson University, JOCELYN R. FOLK, Kent State
University — In two experiments, we embedded tongue twisters
in sentences while participants read silently for comprehension.
We manipulated the number of word-initial repeated phonemes
in the sentences (0, 3, or 6) and measured working memory
(WM) skill using the automated reading span task (Unsworth
et al., 2005). Using moving window (E1) and eyetracking (E2)
measures, we found that repeating phonemes in a silent reading
task disrupts reading time and comprehension. However, these
disruptions were moderated by working memory skill. Overall,
participants with higher working memory skill were less affected
by tongue twisters; reading time disruption only emerged in
the six-repeated phoneme condition for the high WM skill
readers but was found in the 3- and 6-repeated conditions for
the low WM skill readers. Additionally, the low WM readers
demonstrated more difficulty recovering from disruption
caused by repeated phonemes. These findings are discussed in
terms of the role of WM in reading comprehension.
Email: Jocelyn R Folk, jfolk@kent.edu
(1167)
The Preferred Viewing Location in Top-to-Bottom Sentence
Reading. REBECCA L. JOHNSON and EMMA L. STARR,
Skidmore College — The preferred viewing location (PVL) is
a robust finding that when fixating on a word during normal
sentence reading, readers tend to land slightly to the left of the
center of the word. This is in contrast to the optimal viewing
location (OVL) in single word recognition, which falls at the
center of the word. The current study examined whether the
PVL can be attributed to oculomotor error or a processing
advantage by using an experimental manipulation that
separates tracking direction (left-to-right reading) and landing
position (left-to-right within a word). Sentences were presented
to participants from the top to the bottom of a computer screen
with one word per line, while eye movements were recorded. In
this presentation format, readers continued to land to the left
of center, suggesting that the PVL in normal reading is not due
solely to oculomotor error.
Email: Rebecca Johnson, rjohnso1@skidmore.edu
(1165)
Letter Frequency in an Artificial Script: We Learn and Use
What We Learnt Very Rapidly. FABIENNE CHETAIL,
Université Libre de Bruxelles — Evidence supporting the
influence of orthographic regularities in visual word processing
is mixed and the role of these regularities receives a peripheral
status in current theories of visual word recognition. To examine
the influence of regularities while avoiding their natural covariations with other factors, we used an artificial script made
of 22 pseudo-letters. The participants were exposed to a flow of
artificial words (five characters) during a few minutes, with either
two (Experiment 1) or four (Experiment 2) bigrams occurring
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Visual Word Recognition of Compound Words: A
Megastudy Approach. SAY YOUNG KIM, MELVIN J. YAP
and WINSTON D. GOH, National University of Singapore
— Previous studies on visual word recognition of compound
words have provided evidence for the role of lexical properties
(e.g., length, frequency) and semantic transparency (the degree
of relatedness in meaning between a compound word and its
constituents) in morphological decomposition (e.g., doorbell
into door and bell). However, there are still unresolved questions
in this domain. For example, the extent to which the position of
a constituent in a compound word influences morphological
decomposition is still an open question. In order to provide
a more complete picture of compound word recognition, we
analyzed naming and lexical decision performances of over
2300 compound words from the English Lexicon Project
(http://elexicon.wustl.edu). The results of both tasks indicated
that semantic transparency of the second constituent plays
a more prominent role than that of the first constituent – the
higher the semantic transparency of the second constituent is,
the higher/faster the response accuracies/latencies are.
Email: Say Young Kim, sayyoung.kim@gmail.com
between monolingual and bilingual drivers using a simulated
driving task. The Lane Change Test was used to assess driving
performance in the presence of a peripheral detection task
(PDT), combined with either a delayed digit recall task (the
2-back task), or a visuospatial task (the clock task). Results
showed that both monolinguals and bilinguals performed
equally across all tasks. Simultaneously completing a cognitive
task was found to be detrimental to both driving performance
and the detection of peripheral stimuli for monolinguals and
bilinguals, suggesting that the bilingual advantage may not be
as robust as previously reported.
Email: Isis Chong, chong.isis.a@gmail.com
(1171)
Bilingual Language Control Can Be Initiated by General
Interference – Evidence From Reduced Switch Costs With
Spatially Incongruent Trials. MATHIEU DECLERCK
and JONATHAN GRAINGER, Aix-Marseille Université,
IRING KOCH and DENISE N. STEPHAN, RWTH Aachen
University — Recent evidence shows that language control
during bilingual language production is initiated by conflict
monitoring, which detects interference and gives a signal to
initiate interference resolution. Since conflict monitoring is
assumed to be domain general, it is likely that it is also used
during comprehension-based language control. Yet, none
of the existing comprehension-based models of language
control implement conflict monitoring. To investigate conflict
monitoring during comprehension-based language control,
we implemented a Simon task, which is a measure of executive
control, next to language switching of written words, which is a
measure of language control. In two experiments with different
bilinguals (Spanish-German and French-English bilinguals), we
found that switch costs were reduced in spatially incongruent
trials relative to spatially congruent trials. This finding is not in
line with existing models, but is in line with an important role
for conflict monitoring during comprehension-based language
control.
Email: Mathieu Declerck, mathieu.declerck@blri.fr
(1169)
When Milliseconds Matter: The Effects of Word Frequency
and Word Length on Visual Word Recognition While
Driving. PILAR TEJERO, JAVIER ROCA and BEATRIZ
INSA, Universitat de València — Visual word recognition is
harder for low- than for high-frequency words, and also harder
for long than for short words. We wondered if the effects of
word frequency and word length on visual word recognition
can be also found in situations in which the words have to be
identified while performing the additional, highly-demanding
task of driving. Participants were instructed to read aloud the
word displayed on each of the 64 traffic information signs they
encountered during a simulated driving task, as soon as possible
without making errors. The stimuli were names of Spanish
cities, towns and villages. Extending the generality of the effect
of word frequency, accuracy in reading was significantly greater
for high- than for low-frequency names, and participants began
to read the name at a significant farther distance from the traffic
sign for high- than for low-frequency names. Such patterns were
observed in both the short and long-word conditions. Beyond
their intrinsic, theoretical interest, these results have practical
implications: a number of milliseconds in the processing of
written information may make a relevant difference in the time
available to make critical driving decisions.
Email: Pilar Tejero, pilar.tejero@uv.es
(1172)
The Effects of Language Experience on the Modulation of
Cognitive Control: Evidence From the AX-Continuous
Performance Task. ANNE BEATTY-MARTÍNEZ, MEGAN
ZIRNSTEIN and JUDITH F. KROLL, Pennsylvania State
University (Sponsored by Paola Dussias) — Bilinguals are
capable of efficiently negotiating task demands, especially when
the task requires engagement of cognitive control. For example,
bilinguals have been shown to outperform monolinguals on
the AX-Continuous Performance Task (Morales et al., 2015),
which pits proactive monitoring against reactive/inhibitory
control (Braver et al., 2001; Braver, 2012). While some have
hypothesized that language switching experience can enhance
proactive control in bilinguals (Zhang et al., 2015), others
have proposed that switching will have an impact on reactive
control processes (Green & Abutalebi, 2013). We conducted an
aggregate analysis of the AX-CPT in monolinguals, bilinguals,
and L2 learners (N=818) to investigate how language experience
may modulate cognitive control processes. While bilinguals
BILINGUALISM I
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The Role of Monolingual and Bilingual Language Profiles
in Distracted Driving. ISIS CHONG and THOMAS Z.
STRYBEL, California State University, Long Beach — Bilinguals
have been shown to outperform monolinguals across a variety
of cognitive tasks, yet investigations of the bilingual advantage
in driving have been inconclusive. We investigated differences
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The Adjustment of Bilinguals’ Cognitive Control in CodeSwitching Environments. RACHEL M. ADLER, University of
Maryland, JORGE R. VALDES KROFF, University of Florida,
JARED M. NOVICK, University of Maryland — Whether
bilinguals show cognitive-control advantages relative to
monolinguals is controversial, and the findings are mixed.
Discrepant results raise questions about linking assumptions:
What processing demands does bilingualism impose that might
yield benefits? Prior research suggests that bilinguals who
routinely switch languages enjoy advantages over non-switchers
and monolinguals. But, is switching between languages itself a
cognitive-control task? Given difficulties with across-group
comparisons (monolinguals and bilinguals differ in many
ways), we do not address cognitive advantages here. Instead,
we compared 34 Spanish-English bilinguals with themselves,
testing whether cognitive-control functioning differs across
linguistic contexts. Subjects completed a nonverbal conflict
task (Flanker) interleaved with sentence reading in four
blocks. Blocks contained either intra-sentential code-switches;
between-sentence language switches; English-only sentences;
or Spanish-only sentences. Subjects’ Flanker-conflict cost was
reliably smallest in the code-switching block. Thus, processing
code-switches enhances cognitive-control performance in ways
that single-language input and even between-sentence language
switches do not.
Email: Rachel Adler, radler1@umd.edu
overall exhibited slower RTs relative to L2 learners and
monolinguals, only bilinguals immersed in the L2 performed as
or more accurately across conditions. We discuss these results
with respect to language immersion and dominance, as well as
codeswitching experience.
Email: Anne Beatty-Martínez, anne.beattymartinez@gmail.
com
(1173)
The Effects of Unimodal Bilingualism on Reducing
Prejudicial Tendencies. ALEX J. TITUS, Rutgers, The State
University of New Jersey - Camden (Sponsored by Robrecht
van der Wel) — Recent findings suggest that there may be a
bilingual advantage pertaining to executive functions. For
example, bilinguals perform better on standard inhibitory
control tasks. Bilinguals may make more rational decisions
in their second (L2) versus their native (L1) language, as
well as compared to monolinguals. Here, we asked whether
bilinguals also show a reduction in implicit racial biases in a
categorization task. In particular, we tested whether bilinguals
show a reduction of prejudicial tendencies in both their L1 and
L2 as compared to monolinguals. Monolinguals and unimodal
bilinguals performed a mouse tracking task to measure
the dynamics of continuous categorization of stereotypical
words when compared to neutral categorization words. If the
hypothesis is supported, it will extend the effects bilingualism
has on executive functioning. Findings may also inform the
dual processing models of language and the extent to which
the effect of bilingualism can be tracked using a continuous
measure.
Email: Alex Titus, ajt167@scarletmail.rutgers.edu
(1176)
Won’t Get Fooled Again? Lie Perception in Native and NonNative Languages. LELA S. IVAZ, Basque Center on Cognition,
Brain and Language, ALBERT COSTA, Center of Brain and
Cognition, Universitat Pompeu Fabra; ICREA, Institució Catalana
de Recerca i Estudis Avançats, JON ANDONI DUNABEITIA,
Basque Center on Cognition, Brain and Language, Donostia
— Lies are an everyday occurrence in our society, yet we are
notoriously bad at recognizing them. Lie detection is a complex
task with typically low accuracy rates and generally governed
by different heuristics. The most common heuristic is the truth
bias - perceivers’ belief that most statements are truthful. In
the current study we explored how perceivers’ lie detection
performance and the truth bias are modulated when individuals
perceiving and producing lies are native or non-native speakers
of the language. Native and non-native participants listened
to auditory statements (produced by native and non-native
speakers) and judged them for their truthfulness. Nativespeaking perceivers of non-native speakers’ statements showed
the poorest lie detection performance. Results also showed a
significant truth bias of similar magnitudes across all groups.
These findings speak to the universality of some mechanisms
that govern lie detection, while also highlighting important
differences as a function of nativeness.
Email: Lela Ivaz, l.ivaz@bcbl.eu
(1174)
Nuanced Explorations of the Proposed Association Between
Bilingualism and Task Switching. ALENA STASENKO, San
Diego State University and University of California, San Diego,
TAMAR GOLLAN, University of California, San Diego —
Bilingual language switching may increase general switching
efficiency, but the evidence on this question is mixed. We
hypothesized that the switching advantage might be strongest
at a long cue-target interval (CTI), which may better tap general
switch abilities (Yehene & Meiran, 2007). Eighty SpanishEnglish bilinguals and 80 monolinguals completed a color-shape
switching task that varied CTI, and bilinguals also completed
an analogous language-switching task. Bilinguals exhibited
significantly smaller task-switching costs than monolinguals,
at long but not short CTI, but only in the first half of trials.
Groups did not differ in mixing costs; however, across CTIs and
tasks, correlations between mixing costs were more robust than
correlations between switching costs. These results confirm
an association between bilingualism and switching efficiency
that can be magnified with manipulations that target general
switching ability, but might also partially reflect a fleeting and
more conservative approach to mixed-task blocks.
Email: Alena Stasenko, astasenk@ucsd.edu
(1177)
Examining Taboo Effects in Native and Non-Native Speakers
of American English. SAMANTHA E. TUFT, SARA INCERA
and CONOR T. MCLENNAN, Cleveland State University —
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Bilingual speakers report experiencing less emotion when
using their second language (Pavlenko, 2005). However, results
from laboratory research using an emotional Stroop task are
inconsistent, with some studies obtaining significant differences
between the first and second language (Eilola & Havelka, 2011;
Winskel, 2013) - and other studies reporting no such differences
(Eilola, Havelka, & Sharma, 2007; Sutton, Altarriba, Gianico,
& Basnight-Brown, 2007). These inconsistent findings could
be due, at least in part, to a lack of sensitivity in traditional
measures. In the present study, we used computer mouse
tracking to examine visual Stroop interference effects of taboo
English words compared to neutral English words in native and
non-native speakers of American English. The mouse-tracking
paradigm allowed us to evaluate the continuous dynamics of the
responses over time. These results have important theoretical
consequences for emotional language processing in adults’
native and non-native languages.
Email: Samantha E. Tuft, s.tuft@vikes.csuohio.edu
et al., 2008, Bialystok et al., 2004), some show altered neural
recruitment using brain measures (e.g., Luk et al., 2011, Grady
et al., 2010; Park et al., 2010; Bak et al., 2014), and some fail to
show an impact of bilingual language experience on executive
control using either behavioral or neural measures (e.g., Kousaie
& Phillips, 2012; Kousaie et al., 2014; Zahodne et al., 2014).
Here, we investigate this issue using the Wisconsin Card Sort
Task (WCST; Grant & Berg, 1948) in an adult lifespan sample
(n = 152) ranging from 19 to 76 years of age. Interestingly,
women showed the greatest age-related cognitive decline
across WCST measures, and were more likely than men to
show improved performance (e.g., fewer perseverative errors)
with increased bilingual experience (i.e., number of languages
known, percentage non-L1 usage). We consider implications
of this finding for questions regarding the relationship between
bilingualism and cognition, and the effects of biological sex on
cognitive aging.
Email: Sivaniya Subramaniapillai, sivaniya.subramaniapillai@
mail.mcgill.ca
(1178)
The Effect of Bilingualism on Age-Related Cognitive and
Language Declines. HAOYUN ZHANG, Pennsylvania
State University, EMILY CHIEKO KUBOTA, VICTORIA
LEA ANDERS and DEBORAH BURKE, Pomona College,
MICHELE DIAZ and JUDITH KROLL, Pennsylvania State
University — Considerable evidence suggests that bilingualism
improves cognitive functions. In contrast, bilinguals lag behind
monolinguals in some language production functions. We
compared performance of older bilinguals and monolinguals
(age 60-80 years, English is either L1 or L2) on an English picture
naming task with pictures presented in same semantic category
blocks, same initial phonemes blocks or unrelated picture
blocks. Participants also performed an AX-CPT task and a
non-language switching task. Bilinguals produced significantly
longer RTs and lower accuracy on the naming task, with
comparable semantic interference and smaller phonological
facilitation effects compared to monolinguals. On the AX-CPT
task, bilinguals were more accurate than monolinguals during
conditions requiring proactive control. On task switching,
bilinguals produced longer RTs but higher accuracy than
monolinguals, indicating a speed-accuracy trade-off. Thus,
older bilinguals showed some deficit compared to monolinguals
in language-specific phonological processes, but also superior
performance in attentional control when language production
was not required.
Email: Haoyun Zhang, haoyunzhang89@gmail.com
(1180)
Bilingual Word Selection During Text Comprehension.
JOSEPH A. NEGRON and ANA I. SCHWARTZ, University
of Texas at El Paso — According to the BIA+ model (Dijkstra
& van Heuven, 2002) language membership of words does not
influence the activation of words within a language, which is
supported by single-word recognition and sentence processing
studies. In the present study highly-proficient Spanish-English
bilinguals read an expository text in L2 followed by a prime
passage that was either related or unrelated in topic and either
in the L1 or in the L2. Critical terms in the target passage were
cognates that were either previously encountered in L1 or L2,
or were not encountered previously. First-fixation durations
on cognate terms were longer when preceded by an unrelated
prime passage in the L1, reflecting a language switch cost. This
suggests that context provided by a text allows for language
selection. No switch cost was observed when cognate terms were
previously encountered in the prime, suggesting that presence
of cognates maintained activation of non-target language.
Email: Joseph Negron, janegron@miners.utep.edu
(1181)
Tip of the Tongue Phenomenon in Bilinguals: Is There an
Effect of Bilingual Language Control? ELEONORA ROSSI
and ALEXANDRA RIVAS, California State Polytechnic
University, Pomona — Tip of the Tongue Phenomenon -TOT- in
bilinguals has been proposed to reflect the relative lower use of
one of the languages. At the same time, the Inhibitory Control
Hypothesis posits that bilinguals need to temporarily inhibit
their L1 to allow fluent speech production in L2. The goal of
this study is to take the first steps to investigate whether the
rate of TOTs in bilinguals can be modulated by more language
general inhibitory control processes. So far, 7 Spanish-English
bilinguals were tested during a TOT blocked language switching
paradigm (i.e., L1-L2-L1). We hypothesize that after speaking
in the L2, participants will show higher rates of TOTs in their
L1. Preliminary results support this hypothesis showing higher
frequencies of TOTs after performing an intervening TOT
(1179)
Bilingual Experience and Executive Control Over the
Adult Lifespan: Evidence From the Wisconsin Card Sort
Task. SIVANIYA SUBRAMANIAPILLAI and M. NATASHA
RAJAH, McGill University, STAMATOULA PASVANIS,
Douglas Hospital Research Centre, McGill University, DEBRA
TITONE, McGill University — A topic of recent controversy is
whether bilingual language experience in older adults buffers
normal age-related declines in executive function (reviewed in
Baum & Titone, 2014). Some studies show reduced age-related
decline using behavioural measures (e.g., Gold et al, 2013; Kavé
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block in the L2. Results will be discussed in the frame of recent
psycholinguistic literature on bilingual language processing and
control.
Email: Eleonora Rossi, eleonoraros@gmail.com
in bilinguals across the adult lifespan, that is, in younger and
older adults (Whitford & Titone, 2012, 2016). This work has
also found that greater current L2 experience reduces L2 word
FEs (reflecting increased lexical access), but increases L1 word
FEs (reflecting reduced lexical access) in young adulthood only.
Here, we examined whether a similar relationship would be
found in childhood. English-French bilingual children (aged
7-12) read L1 and L2 texts while their eye movements were
monitored. Consistent with prior work, we found that word
FEs were larger during L2 versus L1 reading; however, greater
current L2 experience had a more limited impact, reducing L2
word FEs during late-stage reading only. Thus, L1 and L2 lexical
representations may be less sensitive to current L2 experience
in childhood.
Email: Veronica Whitford, Ph.D., vwhitfor@uwo.ca
(1182)
Is There a Bimodal Advantage in Language Switching?
SIMONE SCHAEFFNER and ANDREA M. PHILIPP,
RWTH Aachen University — Typically, language switching
refers to unimodal switching between two spoken languages
both performed vocally. In bimodal language switching, the
languages are assigned to different output modalities: one
language is performed vocally and one is performed manually
(e.g., a sign language). We compared unimodal switching with
two different kinds of bimodal switching for non-signers.
Experiment 1 consisted of switching between a spoken language
and manual responses similar to a sign language. Participants
of Experiment 2 switched between two originally spoken
languages in a bimodal way (i.e., switching between speaking
and writing). Interestingly, we found a bimodal advantage
in terms of reduced switch costs for bimodal compared to
unimodal switching in Experiment 1 but not in Experiment
2. This speaks for different language control mechanisms: Less
costly output channel inhibition for switching between speaking
and signing (Experiment 1) and more costly lexical inhibition
for switching between speaking and writing (Experiment 2).
Email: Simone Schaeffner, Schaeffner@psych.rwth-aachen.de
(1185)
Are Bilinguals on the Same Emotional Page as Monolinguals?
SAMIRA A. AMIRAZIZI and CONNIE SHEARS, Chapman
University — If emotions are learned through language
acquisition in early childhood (Blanchette, 2006), is the first
language more emotionally-connected than the second language
(Caldwell-Harris, 2015)? We hypothesize that valenced stories
(negative or positive) would have a similar response time and
comprehension accuracy for bilingual participants (versus
monolingual) in comparison to neutral stories. Previously,
readers were more accurate responding to questions following
positive vs. negative stories. However, this data was only
analyzed for monolingual, native English speakers. Using
archival data, we test the differences between native English
speakers, native English speakers with a second language from
birth, and native English speakers who had second language
expertise later in life, for comprehension across positive,
negative, or neutral valenced stories. Differences between
monolinguals and bilinguals in the comprehension of English
stimuli may provide evidence for comprehension of emotional
language unique to bilingual participants.
Email: Samira Amirazizi, amira100@mail.chapman.edu
(1183)
Interlingual Homographs and Cognates: Do Bilinguals
Process Them Similarly? OMAR GARCIA, Texas A&M
University, ANNA B. CIESLICKA AND ROBERTO R.
HEREDIA, Texas A&M International University — Are
interlingual homographs processed similar to cognates under
the bilingual language mode and as a function of language
dominance? Extending Garcia et al.’s (2015) study, we revisit
bilingual lexical access in Spanish-English bilinguals varying in
language dominance. In Experiment 1, interlingual homographs
(i.e., words across languages with identical spellings but
different meanings, such as RED, net in Spanish but a color
in English) were presented along with matched controls. In
Experiment 2, cognates (i.e., words across languages with
identical spellings and meanings, such as NOBLE) were used
in place of homographs. In both experiments, participants
made lexical decisions to word and non-word targets, as they
were exposed to a bilingual language mode. Results suggest
that homographs and cognates are processed similarly under
specified task demands but show asymmetrical processing
tendencies which are moderated by language dominance.
Email: Omar Garcia, ogr1986@tamu.edu
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Phonological Processing and Vocabulary Development
in English Second Language (ESL) Bilingual Children.
MARY LAY CHOO LEE and SUSAN J. RICKARD LIOW,
National University of Singapore — Phonological processing
skills are critical for early language and literacy development
but few researchers have examined the relationship between
phonological processing and vocabulary development in
ESL bilinguals with contrasting languages. We investigated
the shared and separate contributions of short-term memory
(PSTM, operationalised as nonword repetition) and phoneme
awareness (PA) longitudinally, for English receptive and
expressive vocabulary development in two groups of 5-6 yearold ESL bilingual children: Mandarin L1-English L2 (n = 31)
and Malay L1-English L2 (n = 30). For the Mandarin L1 group,
PA but not PSTM, contributed significantly to both receptive
and expressive vocabulary, whereas for the Malay L1 group, both
PSTM and PA explained unique variance for both receptive and
expressive vocabulary. These disparate patterns of association
(1184)
Current L2 Experience Has a Reduced Impact on Eye
Movement Measures of L1 and L2 Reading Performance in
Bilingual Children. VERONICA WHITFORD and MARC
F. JOANISSE, The University of Western Ontario — Prior eye
movement work has found that word frequency effects (FEs),
an index of lexical access, are larger during L2 versus L1 reading
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appear to be attributable to the linguistic relationship between
the language pairs. This factor has often been neglected in
previous work on bilinguals and yet it has important theoretical
and practical implications.
Email: Dr Susan Rickard Liow, entsrl@nus.edu.sg
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were sensitive to the learned non-native category distinction,
providing support for their potential role in perceptual retuning
even in the absence of an explicit label.
Email: Emily Myers, emily.myers@uconn.edu
(1189)
The Use Of Top-Down Knowledge By Second Language
Learners. AMRITHA MALLIKARJUN, ROCHELLE
NEWMAN and JARED NOVICK, University of Maryland
- College Park — Much of the language we hear occurs in the
presence of background noise. This noise can mask part of the
incoming signal, reducing intelligibility. Understanding speech,
despite this background noise, involves combining information
from the signal with top-down information based on prior
knowledge about the language. Second language (L2) learners
show increased difficulty listening in noisy environments. One
reason may be because they are less adept at using top-down
knowledge from their L2 to fill in information. We tested L2
learners and monolinguals on word recognition in both constant
noise and intermittent noise and silent gaps. L2 learners were
worse overall at word recognition in noise, but they were able
to restore phonemes in words masked by intermittent noise,
which requires top down information. This indicates that L2
learners’ difficulty is not purely the result of reduced ability to
utilize top down knowledge.
Email: Amritha Mallikarjun, amritham@umd.edu
(1187)
The Consequences of Early and Late Bilingualism for New
Language Learning and Generalization. ANDREA A.
TAKAHESU TABORI and JUDITH KROLL, University of
California - Riverside — Bilinguals are better word learners than
monolinguals but early bilinguals may have a special advantage,
suggesting that early language experience may benefit new
learning. The current study asks whether monolinguals and
bilinguals will process newly learned words differently in
sentence context, and whether they will differ in how well they
generalize new learning. English monolinguals, early and late
Spanish-English bilinguals studied novels words that consisted
of an English stem and a novel suffix along with its definition.
All groups completed a behavioral recognition memory task
and a battery of language and cognitive measures. A week after
initial learning, they completed a sentence congruency go/nogo
task while EEG was recorded, in which each sentence was read
silently until the final word, marked by a color cue to indicate go
or no-go. Final words contained studied suffixes, semantically
congruent or incongruent with the sentence. Accuracy and
reaction times on go trials and ERPs on no-go trials provide
an index of successful generalization of learned suffixes. Data
collection is in progress, but we hypothesize that the specific
source of the learning advantage for early bilinguals may be
localized to generalization.
Email: Andrea Takahesu Tabori, andreatakahesu@gmail.com
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Visual Speech Influences Lexical Access in Infants. DREW
WEATHERHEAD (Graduate Travel Award Recipient) and
KATHERINE S. WHITE, University of Waterloo — We explored
how visual speech affects infants’ word processing. 12-to-13month-old infants were familiarized with four familiar b-initial
words(e.g., bottle) . However, the words were mispronounced
with p-onsets (e.g., pottle). Participants either saw the speaker
produce these mispronunciations (Audiovisual Familiarization;
n=18), or only heard the mispronunciations (Auditory
Familiarization; n=18). In the Audiovisual familiarization, the
visual percept matched the original word (i.e., pottle is visually
identical to bottle). Following exposure, infants were tested on
their recognition of a different set of familiar b-initial words,
again mispronounced with /p/. Critically, the test presentation
was auditory-only. Only infants who received the Audiovisual
Familiarization recognized the mispronounced words at test,
listening longer to those words than to a set of nonsense words
(Audiovisual: t(17) = 7.13, p < .001, d = .749; Auditory: t(17) =
-.59, p = .558, d = .021). Thus, visual speech information during
familiarization altered infants’ later perception of auditory
words.
Email: Drew Weatherhead, deweathe@uwaterloo.ca
SPEECH PERCEPTION I
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Neural Correlates of Task-Irrelevant Perceptual Learning
of Non-Native Speech Sounds. SAHIL LUTHRA, Brown
University, PAMELA FUHRMEISTER, University of
Connecticut, SARA GUEDICHE and SHEILA BLUMSTEIN,
Brown University, EMILY B. MYERS, University of Connecticut
— Studies of non-native phonetic category learning typically
employ explicit training paradigms that include category labels,
and these studies often show recruitment of frontal areas linked
to category-level representations (e.g., LIFG, MFG; Callan et al.,
2003; Golestani & Zatorre, 2004). It is unknown whether frontal
areas also contribute to the retuning of perceptual categories
in the absence of an overt label. To examine this question,
we employed a task-irrelevant perceptual learning paradigm
(Vlahou, Protopapas & Seitz, 2012), to train listeners on the
distinction between dental and retroflex stop consonants,
using a task that does not use category labels. Using fMRI, we
compared changes in brain activity before and after training.
Participants showed increased discrimination sensitivity
to the two non-native categories. Of interest, frontal areas
(1191)
Phonetic Category Activation Can Drive Rapid Speech
Adaptation. CHARLES WU and LORI L. HOLT, Carnegie
Mellon University — Listeners are sensitive to correlations
among the acoustic dimensions that define speech categories.
Highly diagnostic dimensions have the greatest impact on
categorization, but correlated secondary dimensions also
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contribute. Prior research has demonstrated that this relative
‘perceptual weight’ is very sensitive to regularities in shortterm speech experience. When listeners encounter a correlation
between dimensions that runs counter to long-term experience
they rapidly down-weight reliance on the secondary dimension.
Here, we test the hypothesis that phonetic-category-level
activation via a highly diagnostic dimension drives this rapid
tuning of how input maps to speech categories. We used
noise-vocoding, a signal-processing technique, to manipulate
the inherent relative informativeness of two acoustic cues to
English vowel categorization. The pattern of results was driven
by the effectiveness of an acoustic dimension in signaling vowel
category membership, consistent with our hypothesis. These
findings bear on models of speech categorization and rapid
adaptive plasticity in perception, more generally.
Email: Charles Wu, yunanw@andrew.cmu.edu
(e.g. city), schwa deletion (e.g. police) & post-nasal t-deletion
(e.g. center), in a between-subject design where participants
heard one voice. We show that for both voices, repeated words
are recognized faster than new words after a delay, replicating
past work. But, we also find that the repetition benefit for No
variation, post-nasal t-deletion, and tap differed depending on
the talker voice, despite the overwhelming similarities in our
talker voices.
Email: Meghan Sumner, sumner@stanford.edu
(1194)
The Use of Phonological Representations in Guiding EyeMovements in the Visual World Paradigm. JULIE GREGG
and STANISLAV SAJIN, Binghamton University, State
University of New York (Sponsored by Albrecht Inhoff) — Using
the visual world paradigm (VWP), Salverda and Tanenhaus
(2010) observed results which suggested that the mapping
of spoken words onto printed word arrays may be mediated
by orthography rather than phonology. In Experiment 1, the
display included the target and one of two competitors with
identical orthographic overlap with the target but differing
degrees of phonological overlap. In Experiment 2, orthographic,
but not phonological, overlap differed between the competitors.
Surprisingly, an effect of orthographic overlap on the likelihood
of fixating a competitor was observed in the absence of a
phonological overlap effect, even though participants were
processing spoken rather than printed words. We replicated
these experiments, but manipulated overlap within rather than
between displays. Contrary to the original findings, we observed
an effect of phonological overlap, but no effect of orthographic
overlap. Our findings suggest that the mapping of spoken words
onto printed displays was primarily mediated by phonology.
Email: Julie Gregg, jgregg3@binghamton.edu
(1192)
The Effects of Healthy Adult Aging on the Speed of
Comprehension and the Cognitive Effort Required for
Sentences Varying in Expectancy and Entropy. NICOLE
D. AYASSE and ARTHUR WINGFIELD, Volen National
Center for Complex Systems, Brandeis University (Sponsored
by Elizabeth Stine-Morrow) — Although older adults can use
context effectively to understand spoken language, at times the
context may fit multiple semantic competitors, and choosing
the correct one can be crucial for comprehension. Given
the inhibitory control deficit common in aging, it is critical
to understand how older adults comprehend sentences. An
experiment is reported to explore the interaction of context
(expectancy) and competition (response entropy) using
sentences with either high or low expectancy for a sentencefinal (target) word and with either high or low response entropy.
These target words were then paired with either a high or low
contextual competitor in a variation on a visual world eyetracking paradigm. Results support the expectation that lower
expectancy and higher entropy slow comprehension, and that
expectancy and entropy interact. Results will be discussed in
terms of aging and individual difference effects. Work supported
by NIH Grants RO1 AG 019714 and T32 GM 084907.
Email: Nicole Ayasse, nayasse@brandeis.edu
(1195)
Evaluating the Relationship Between Sublexical and Lexical
Processing: Evidence From the Visual World Paradigm.
HEATHER R. DIAL, Rice University, BOB MCMURRAY,
University of Iowa, RANDI C. MARTIN, Rice University —
Prior studies of aphasic individuals have reported strikingly
better speech perception at the lexical than sublexical level
(e.g., Miceli, et al., 1980), suggesting that lexical recognition is
independent of sublexical processing (e.g., Hickok & Poeppel,
2000). However, using closely matched stimuli/tasks, we found
a correlation between sublexical and lexical perception and
no patient was better at lexical than sublexical tasks (Dial &
Martin, 2015). The current study sought converging evidence
using the visual world paradigm to measure speech perception
online (e.g., McMurray, et al., 2008). Both aphasic individuals
(n=8) and controls (n=10) showed a strong correlation between
competitor fixations on sublexical and lexical tasks (patients:
r(6) = .67, p = .068; controls: r(8) = .67, p = .033). Critically,
patients within control range on the lexical task were also within
control range on the sublexical task. The results are consistent
with sublexical processing as a necessary prerequisite to lexical
processing.
Email: Heather Dial, heather.raye.dial@gmail.com
(1193)
All Voices Aren’t Equal: Memory for Words Depends on
Talker Voice. MEGHAN SUMNER and ANDREA K. DAVIS,
Stanford University — It is now well established that listeners
recognize a word better when it is repeated by the same talker
than when repeated by a new talker. It is also well established
that some phonological variants (e.g. city with a tap or a [t])
benefit from repetition more than others. Both have motivated
episodic approaches to form-based representation in language.
We investigate one unexplored, but implicit assumption of
current theory: no two voices are treated equally. We examine
the repetition benefit for words & variants in a long-term
repetition priming paradigm and ask whether differences arise
for clearly uttered words produced by two female voices of
American English with no regionally marked differences. Our
stimuli included four conditions: No variation (e.g. funny), tap
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The Effects of Immersion on Foreign-Accented Speech
Comprehension in Native Listeners: An Electrophysiological
Study. CARLA FERNANDEZ, Pennsylvania State University,
SARAH GREY, Fordham University, JANET VAN HELL,
Pennsylvania State University, TAOMEI GUO, Beijing Normal
University — Foreign-accented speech can challenge language
comprehension. Although behavioral studies show that
listeners adapt quickly to foreign-accented speech, ERP studies
show distinct electrophysiological consequences for processing
foreign-accented relative to non-accented speech, particularly
for listeners with limited exposure to the foreign accent. In an
auditory ERP study, we examined whether increased exposure
to the foreign accent affects the ERP correlates of semantic and
grammatical processing during sentence comprehension of
foreign-accented speech. A group of American citizens living
and studying in Beijing, China listened to Chinese-accented
and American-accented speakers producing English sentences
that contained semantic or grammatical errors, and matched
correct sentences. Analyses show that Chinese-accented speech
modulates semantic and grammatical processing relative to
American-accented speech. These immersed listeners’ data
differ from previous work testing non-immersed listeners in the
US (Grey & Van Hell, under revision). This shows that increased
exposure to foreign-accented speech affects neurocognitive
mechanisms of sentence comprehension.
Email: Carla Fernandez, cbf140@psu.edu
concentration needed to understand speech likely competes for
available cognitive resources, and may suggest other cognitive
methods could augment typical stimulus-enhancing hearing
aid approaches. Our initial work explores these ideas using
healthy young participants with simulated hearing loss and
imposed additional cognitive loads. Participants performed
an auditory word recognition task with varying difficulty,
along with a secondary manual tracking task to manipulate
resource/capacity limits. We discuss tradeoffs and interactions
of noise type under increasingly limited attentional capacity,
and assess real-time tracking error as a measure of attentional
work in listening, along with rates and types of errors in
spoken word recognition performance. We compare these data
with measures of working memory capacity, listening effort
objectively measured by pupil dilation, and subjective ratings of
listening difficulty. Future directions, including work with older
participants and possible cognitive approaches to this problem
will be discussed.
Email: Stefania Cerisano, cerisas@mcmaster.ca
(1199)
Attention Modulates Cross-Modal Retuning of Phonetic
Categories to Speakers. DAVID A. KAJANDER, ELINA
KAPLAN, and ALEXANDRA JESSE, University of
Massachusetts Amherst — In face-to-face communication,
listeners utilize information obtained from hearing and seeing
a speaker to recognize speech. Listeners also use information
from one modality to adjust their phonetic categories to a
speaker’s idiosyncrasy encountered in the other modality. We
examined whether attention is needed for this cross-modal
retuning. In a standard retuning paradigm, participants were
first exposed to a nonword that was ambiguous in one modality
but disambiguated in the other modality as either “apa” or “ata”.
Participants’ primary task was to attend to this audiovisual
speech, while either monitoring a tone sequence for a target tone
or ignoring the tones. At test, listeners categorized more steps
of an “apa-ata” continuum in the critical modality in line with
prior exposure. This retuning was reduced but not eliminated
by attentional load during exposure, irrespective of whether the
load was induced in the modality that contained the ambiguous
or the disambiguating information. Attention thus modulates
the cross-modal retuning of phonetic categories.
Email: David Kajander, dkajander@umass.edu
(1197)
What Architecture Underlies Lexical Effects on Perceptual
Grouping? ADAM J. THOMAS and MARK A. PITT, The
Ohio State University — The grouping of speech sounds into
coherent streams is necessary for spoken word recognition,
yet the nature of the interface between sequential integration
and spoken word recognition is poorly understood. Bregman’s
(1990) ASA framework suggests lexical memory could achieve
integration through schematic grouping. Another possibility
is that lexical memory and perceptual grouping interact. Two
experiments distinguished these possibilities using a task in
which the [s] in word and nonword contexts was presented
along a spatial continuum. On each trial, participants reported
the location of [s]. Participants reported the [s] as being closer
to its context in words than in nonwords, demonstrating that [s]
was better integrated in words. Reaction time analyses revealed
that these differences were time-locked to the available lexical
context. These results favor a cognitive architecture in which
the sequential integration of speech sounds and lexical memory
interact.
Email: Mark Pitt, pitt.2@osu.edu
(1200)
Effects of Hearing Acuity on Use of Prosody in Speech
Comprehension. ZOE M. BROWN, NICOLE AMICHETTI
and ARTHUR WINGFIELD, Brandeis University — Speech
prosody is a helpful feature as it signals syntactic markings to
the listener and thereby reduces processing effort. This effect
on processing effort was examined in the context of age and
reduced hearing acuity. Normal-hearing young adults and older
adults with good-hearing and with mild-to-moderate hearing
loss listened to and recalled sentences with a prosodic pattern
that coincided with the syntactically defined clause boundary
and sentences where prosody was incongruent with the syntax.
Pupil dilation was used as a measure of processing effort,
with larger dilations reflecting larger amounts of effort. All
(1198)
Cognitive Audiology: Investigating Cognitive Load
Interactions With Hearing Loss. STEFANIA CERISANO
and JULIE CONDER, McMaster University, JEFF CRUKLEY,
Starkey Canada, SHANNON O’MALLEY, KARIN R.
HUMPHREYS and SCOTT WATTER, McMaster University —
Sensory hearing loss and decline in fluid processing capacity are
both common with normal aging. The increased attention and
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participants had significantly worse recall for the incongruent
sentences than for the congruent sentences. This pattern was
mirrored in the pupillometry data, with incongruent prosody
eliciting larger pupil dilations than the congruent for all
groups. Older adults showed consistently larger dilations than
the young, with those with hearing loss displaying a unique
response profile.
Email: Nicole Amichetti, namich@brandeis.edu
both across tasks and across sessions; and finally, to determine
whether performance on degraded speech perception tasks are
correlated with performance on phonetic adaptability tasks.
Email: Kathy Carbonell, kathycarbonell@gmail.com
(1203)
Listeners Use Sentential Rate, but not Envelope Information,
to Compensate for Speaking Rate During Spoken Word
Recognition. DAVID SALTZMAN, Villanova University,
ARIANE RHONE and BOB MCMURRAY, University of
Iowa, JOE TOSCANO, Villanova University — A major
issue in speech perception concerns how listeners overcome
contextual variability. One source of variability is speaking
rate, which affects phonetic cues (Allen & Miller, 1999), and
in turn, listeners’ perception (Summerfield, 1981). Recent
work (Giraud & Poeppel, 2012; Peelle & Davis, 2012) argues
that speaking rate compensation is based on a mechanism by
which neural oscillations in the auditory system entrain to
temporal envelope modulations of the input. We investigated
the necessity of the envelope by creating stimuli that lacked slow
temporal modulations, but were still intelligible. Listeners heard
sentences ending in word-final voicing minimal pairs (lab/
lap) varying along vowel length continua. Voicing judgments
were affected by sentential rate (p<0.05), but this effect was not
influenced by the presence or absence of envelope information.
Thus, contrary to claims that slow temporal modulations are
used to compensate for rate changes, listeners can adjust for
speaking rate without intact envelopes.
Email: David Saltzman, dsaltzma@villanova.edu
(1201)
Perceptual Learning of Accented Speech by First and Second
Language Listeners. ANGELA COOPER, University of Toronto
- Mississauga, ANN R. BRADLOW, Northwestern University
— This study examined the impact of linguistic experience
on perceptual adaptation to an English accent that included
controlled deviations from the standard (e.g. /i/-to-/ɪ/ yielding /
krɪm/ instead of /krim/ for ‘cream’). Following accent exposure
with disambiguating feedback, listeners completed lexical
decision and word identification tasks. Both L1 and L2 (L1
Dutch) listeners demonstrated adaptation, evidenced by higher
lexical endorsement rates and word identification accuracy than
control listeners for items containing trained accent patterns.
However, adaptation was modulated by the phonemic contrast,
that is, whether or not it was contrastive in the listeners’ native
language. Dutch listeners only showed adaptation for items
containing contrasts that exist in Dutch, despite being able to
identify items containing both Dutch and non-Dutch contrasts
in a separate phonetic assessment task. These findings suggest
divergence between phonetic identification and lexically-guided
adaptation, possibly arising from heightened uncertainty about
L2 lexical processing relative to L2 phonetic processing.
Email: Angela Cooper, angelacooper2016@u.northwestern.edu
(1204)
Gender Affects Early Perceptual Processes During Speech
Perception: Evidence From ERPs and Eye-Movements.
KAYLEEN E. SCHREIBER and BOB MCMURRAY, University
of Iowa — Speech perception is computationally challenging
because of variability that partially stems from speech
production differences. For example, women use longer Voice
Onset Times (VOTs) than men to differentiate voicing (/b/ vs.
/p/). Listeners could use these tendencies to compensate for
variability. Previous studies (Johnson et al., 1999) show listeners
adjust their voicing boundary based on talker gender. We ask
what processing stage this occurs. Gender could influence later
stages when phoneme decisions are made (Nearey, 1990), or
earlier stages when acoustic cues are encoded (McMurray &
Jongman, 2011). To distinguish these, we used ERPs to measure
the N1, an early component that tracks VOT (Toscano et al.,
2010). Subjects (n=27) heard gendered carrier phrases followed
by a gender-neutral word. Gender influenced the N1 from
the neutral words, suggesting changes at the earliest stage of
processing (p<.01). We next asked if these sensory differences
affect lexical processing. Participants (n=26) heard the stimuli
while eye movements were tracked. Gender influenced fixations
to lexical candidates at the same time as VOT (p>.1). This shows
gender affects perception at the earliest level and influences
early lexical activation.
Email: Kayleen Schreiber, kayleen-hannaway@uiowa.edu
(1202)
Individual Differences in Degraded Speech Perception.
KATHY M. CARBONELL, University of Florida (Sponsored
by Andrew Lotto) — A lasting concern in audiology is the
unexplained individual differences in speech perception
performance for individuals with similar hearing thresholds.
One proposal is that there are cognitive/perceptual differences
underlying this vulnerability and that these differences are
present in normal hearing (NH) individuals but do not reveal
themselves in studies that use clear speech produced in quiet
(because of a ceiling effect). However, previous studies have
failed to uncover cognitive/perceptual variables that explain
much of the variance in NH performance on more challenging
degraded speech tasks. This lack of strong correlations may be
due to either examining the wrong measures or to the lack of
reliable differences in degraded speech performance in NH
listeners (i.e. measurement noise). The current work has 3 aims;
the first, is to establish whether there are reliable individual
differences in degraded speech performance for NH listeners
that are sustained both across degradation types (speech in
noise, compressed speech, noise-vocoded speech) and across
multiple testing sessions. The second aim is to establish
whether there are reliable differences in NH listeners’ ability to
adapt their phonetic categories based on short-term statistics
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DECISION MAKING I
events. Thus, the social-circle heuristic is a noncompensatory
strategy. We develop generalized versions of the social-circle
heuristic and compare their predictive accuracy with that of
a compensatory instance-based model which summarizes
instances across all circles. Generalizations include subjective
circle weights, probabilistic orders of circle inspection, dynamic
decision thresholds, and probabilistic stopping and decision
rules. Allowing for probabilistic search and decision processes
in this way, we find that a generalized social-circle model can
account for the judgments of a larger proportion of people than
previously found. Moreover, this approach reveals considerable
individual differences in the processes of sequential and limited
search for instances in memory.
Email: Christin Schulze, cschulze@mpib-berlin.mpg.de
(1205)
Modeling the Influence of Response Modality on Conflict in
the Stroop Task. ALEX B. FENNELL and ROGER RATCLIFF,
The Ohio State University (Sponsored by Gail McKoon) —
Conflict in the Stroop task is measured by both response
time and accuracy. The amount of conflict differs depending
on the response modality, verbal vs. manual. We applied a
model for multichoice decision making (and confidence), the
RTCON2 model (Ratcliff & Starns, 2013) to the data from
three experiments, one with 2-choice manual responses, one
with 4-choice manual responses, and one with 4-choice vocal
responses. Changes in the rate of information accumulation
captured conflict effects for the manual response versions, but
not for the vocal response version. Thus the version of the Stroop
task with vocal responses will require other sources of conflict
above and beyond changes in information accumulation.
Email: Alex Fennell, fennell.50@osu.edu
(1208)
Decision Strategies and the Deliberation-Without-Attention
Effect. BRIAN M. FRIEL, TIMOTHY J. HOWELL and
WINNIE W. THUKU, Delaware State University — Deliberation
Without Attention (DWA) was examined in a decision task with
2 changes to the traditional unconscious thought paradigm
(Dijksterhuis, 2004). Rather than a single “best” car, 3 candidates
were created to assess decision strategy: a Most Positives (MP)
option (traditionally “best”), an Important Positives (IP)
option (fewer but more desired positives), and a Positive Most
Important (PMI) option (fewest positives, but the only option
with the most important dimension as a positive). The second
change added a fourth group to the usual unconscious thought
(UT), conscious thought (CT), and immediate decision (IM)
groups. The new group was allowed to take notes as the car
attributes were presented (NT), assuming that they would not
rely on memory to make their decisions. Thus NT car selections
were treated as a standard for comparison. All groups preferred
the IP car, UT group choices most resembled the NT standard,
and CT choices were least similar to the NT standard. Among
the 3 non-NT groups, recall accuracy of each car’s number of
positive/negative attributes was best for the UT group and worst
for the CT group. Results suggest a DWA benefit, but it may be
due in part to greater forgetting during conscious deliberation.
Email: Brian M. Friel, bfriel@desu.edu
(1206)
Effortful Processing Reduces the Attraction Effect in MultiAlternative Decision Making: An Electrophysiological
Study Using a Task-Irrelevant Probe Technique. TAKASHI
TSUZUKI, Rikkyo University, YUJI TAKEDA and ITSUKI
CHIBA, National Institute of Advanced Industrial Science and
Technology — The attraction effect results in violations of
rational choice during multi-alternative decision making and
the underlying mechanisms warrant further investigation. We
previously reported that the amount of cognitive resources
allocated to processing visual information when simultaneously
presented with a task-irrelevant auditory probe is reflected in
the N1 amplitude elicited by the auditory probe; the amplitude
decreases with increasing cognitive resource allocation to
the visual alternative. Using this paradigm, we examined the
attraction effect in multi-alternative decision making. Twelve
participants solved 48 hypothetical purchase problems with
three alternatives (target, competitor, and decoy) differing
on two attributes. Analyses of the mean P1-N1 amplitudes
indicated that, in the latter (the third) epoch of the experimental
trials, these measures were significantly lower in the competitorchosen trials than the target-chosen trials. This finding supports
the theoretical hypothesis that the attraction effect relates to
System 1 (intuitive) of the dual process theory.
Email: Takashi Tsuzuki, tsuzuki@rikkyo.ac.jp
(1209)
Bridging the Gap Between Theory and Practice: Offers in
the Ultimatum Game and Hiring Decisions. RENATA M.
HEILMAN, Babeș-Bolyai University — The Ultimatum Game
(UG) is used extensively to investigate resource allocation
decisions between two individuals. It is also assumed that
individual differences found in the UG regarding how people
decide to share an amount of money are relevant for the gender
pay gap that still persists in various activity domains. However,
very few studies have directly investigated this assumption. On
an undergraduate student sample (N = 174) we investigated
participants’ resource allocation decisions in the UG and their
preference towards hiring a man or a woman for certain jobs.
Our results indicate that participants offer higher amounts
of money to men, compared to women. Also, we found that
participants’ offers in the UG predict their preference towards
(1207)
How to Poll From Memory? A Generalized Model of
Probabilistic
Instance-Based
Inference.
CHRISTIN
SCHULZE, THORSTEN PACHUR and RALPH HERTWIG,
Max Planck Institute for Human Development — How do people
make inferences about the frequency of events in the world?
The social-circle heuristic (Pachur, Hertwig, & Rieskamp,
2013) assumes that people decide which of two events is more
frequent by sequentially searching in memory for relevant
instances in different circles of their social network—e.g.,
family, friends, and acquaintances. Search is stopped as soon as
the number of instances in one circle discriminates between the
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hiring a man or a woman, as well as their initial salary offers.
Our study indicates that behavior in the UG is predictive for
real-life hiring decisions.
Email: Renata M. Heilman, renataheilman@psychology.ro
making is critical due to its prevalence and cost to the criminal
justice system and society. Studies have demonstrated that
punishment decisions are primarily defined by a superadditive interaction between the actor’s culpable mental state
and the harm caused. However, it is unknown what emotion,
if any, drives individuals to punish. We sought to answer this
question using a task design where mental state and harm
levels were parameterized while subjects were probed on
their emotional response. Our findings demonstrate that –
unlike anger, contempt, and disgust – moral outrage results
from the interaction of a culpable mental state and severe
harms. Further, moral outrage alone mediates the relationship
between this interaction and punishment decisions. Finally, we
observed that sadness has the opposite effect in that it mediates
a dampening of punishment decisions. We conclude that moral
outrage drives punishment decision-making by mediating the
interaction between harm and intent.
Email: René Marois, rene.marois@vanderbilt.edu
(1210)
Examining Decisions Following Impact vs. Non-Impact
Based Tornado Warnings. MARK A. CASTEEL, Pennsylvania
State University - York Campus — The National Weather Service
recently implemented nation-wide enhanced tornado warnings
known as Impact Based Warnings (IBWs). A main goal of
these IBWs is to improve warnings and motivate appropriate
responses by using more specific text about a tornado’s potential
impact and severity. Research recently published by the author
(and reported at Psychonomics 2014) found that the IBWs did
indeed promote more shelter in place decisions compared to
non-IBWs. The present research expands on this earlier work
and compares decisions made to tornadoes of potentially
greater magnitude. A main goal was to identify which aspect(s)
of the IBW were most effective at generating more shelterin-place decisions. Participants adopted the role of a plant
manager and read both IBWs and non-IBWs. At three different
message points, participants made decisions about shutting the
plant and sheltering in place. Results will be compared to those
obtained previously and discussed within the context of NWS
best practices.
Email: Dr. Mark A. Casteel, mac13@psu.edu
(1213)
Does the Arbitrary Grouping of Physical Options Influence
Children’s and Adults’ Choices? SHERI REICHELSON,
ALEXANDRA ZAX, HILARY BARTH, ILONA BASS
and ANDREA L. PATALANO, Wesleyan University — The
partitioning of options into arbitrary categories is reported
to influence adults’ decisions about how to allocate resources
or choices among those options; this phenomenon is called
“partition dependence.” In three studies, we asked whether
children and adults exhibit partition dependence when choosing
from a menu of options (physical bowls of candy). Participants
chose five pieces of candy from three bowls containing four
different types of candy; two bowls contained one type and the
third bowl contained two types in distinct piles. The arbitrary
partitioning of candy into bowls did not influence children’s
choices. Additionally, we failed to replicate previous findings of
partition dependence in adults using closely matched methods.
Email: Hilary Barth, hbarth@wesleyan.edu
(1211)
Exploiting the Confidence in Your Decisions to Harness the
Wisdom of the Inner Crowd. ALEKSANDRA LITVINOVA,
STEFAN M. HERZOG and RALPH HERTWIG, Max Planck
Institute for Human Development (Sponsored by Timothy
Pleskac) — The “wisdom of crowds” describes the phenomenon
that accuracy can be increased by aggregating independent
judgments. We investigated whether individuals can avail
the wisdom of their “inner crowd” by either (a) averaging the
confidence judgments accompanying two decisions on the same
topic or by (b) selecting the decision with the higher confidence
(i.e., confidence rule); and where such accuracy gains—if any—
come from (improved calibration or resolution). Across three
studies we found that averaging first and second judgments
improved accuracy (Brier score), while applying the confidence
rule resulted in deterioration or slight improvements. Using the
Brier score decomposition, we show that the averaging gains
were driven by improved calibration in one study and improved
resolution in the remaining two studies. Since improved
resolution cannot be explained by noisy reporting of the same
underlying confidence, our results suggest that individuals can
access diverse knowledge that can be fused using the inner
crowd.
Email: Aleksandra Litvinova, litvinova@mpib-berlin.mpg.de
(1214)
How Uncertainty and Moral Utilitarian Ratios Predict
Rationality. ROSE K. MARTIN and PETKO KUSEV, Kingston
University London — Moral dilemmas involving a choice
between saving the lives of 1 versus 5 have long been debated
through utilitarian (e.g., Bentham, 1789) and deontological
theories of moral choice (Kant, 1965). According to Greene
et al.’s (2001) dual process moral utilitarian theory, moral
involvement predicts utilitarian rationality in decision-making.
Accordingly, Greene et al. proposed that emotional activations
interfere with cognitive (rational) decision mechanisms. For
example, personal involvement in moral scenarios (push a
stranger) induces irrationality and decision time in choice.
However, more psychological factors (e.g., utility ratios)
have been found to predict rationality in personal dilemmas
(Nakamura, 2012). Furthermore, theorists (Kusev et al. 2016)
argued that elimination of moral uncertainty also predicts
utilitarian responses. In one experiment we aimed to explore
how (and whether) utility ratios, uncertainty, type of dilemma
(1212)
Moral Outrage Mediates the Interaction of Harm and
Culpable Intent in Driving Punishment Decisions. LAUREN
HARTSOUGH, MATTHEW GINTHER and RENÉ MAROIS,
Vanderbilt University — Understanding punishment decision-
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and involvement predict moral utilitarian choice. The results
revealed that eliminated uncertainty and high utility ratios
induced utilitarian (rational) decision preferences.
Email: Rose Martin, k1404028@kingston.ac.uk
and internal preference accumulation. The model offers a new
approach for understanding a wide range of empirical findings
in DFE in terms of a common process of adaptive exploration.
Email: Doug Markant, markant@mpib-berlin.mpg.de
(1215)
Representing the Temporal Structure of Complex Decision
Environments. JOSEPH T. MCGUIRE, Boston University,
DARBY BRESLOW, THOMAS PETERSON and JOSEPH W.
KABLE, University of Pennsylvania — In foraging or delayof-gratification tasks, decision makers continuously choose
whether to persist toward a temporally uncertain future reward
or exit in search of other opportunities. Past work suggests people
can adaptively calibrate persistence based on direct experience
with the distribution of delay intervals in a given environment.
However, it is unknown what cognitive strategies underlie
this ability. One possible strategy would use feedback-driven
learning to hone a task-specific policy (e.g. a giving-up time).
A different strategy would aggregate statistical experience into
a general-purpose mental model of the relevant probabilities,
akin to a cognitive map. The present results collectively
suggest a middle ground. Favoring a map-like representation,
Experiment 1 suggests decision makers integrate temporal
information from both experience and description. However,
Experiments 2 and 3 find no benefits of either counterfactual
feedback or implicit exposure to environmental statistics. These
results have implications for understanding both under- and
overpersistence, and for designing interventions to improve the
accuracy of temporal expectations.
Email: Joseph T. McGuire, jtmcg@bu.edu
(1217)
Social Contexts Modulate the Effects of Valued Outcomes
on Decision-Making. SU HYOUN PARK and TIMOTHY
VICKERY, University of Delaware — How does social context
influence the psychological impact of rewards and punishments?
To examine this question, we manipulated beliefs about social
contexts while subjects performed a simple decision-making
task. Subjects were assigned to cooperative, competitive, or
non-social conditions, and then completed a series of visual
discrimination tasks. On each trial, a grating was presented,
and subjects made a difficult orientation judgment (leftward
vs. rightward tilt). They received monetary rewards and
punishments depending upon accuracy. To infer the incidental
impact of outcomes on decision-making, we examined
the choice repetition rate contingent upon the prior trial’s
outcome. Competitors were more likely to switch choices after
punishment compared with cooperators, while cooperators
showed no dependence upon prior trial outcome. Our results
imply that social context modulates the psychological impact of
valued outcomes, with punishment being more effective during
competition than cooperation, suggesting that cooperation may
‘blunt’ the impact of punishment.
Email: Su Hyoun Park, spark@psych.udel.edu
(1218)
Influence of Self-Esteem on Stopping Rule Decision-Making.
CAMERON J. BUNKER, MARIO FIFIC, NGUYEN PHAM
and KATHERINE BULTHUIS, Grand Valley State University —
One of the most important topics in the decision making domain
is how individual subjects determine to stop evidence collection
and make effective decisions. This is defined as the stopping rule
problem. To answer this problem, researchers have focused on
developing successful models for stopping rules, usually from
the point of optimal (or suboptimal) decision performance.
In the current study, we explored whether self-esteem could
be used to explain individual differences in decision making.
In particular, whether selfesteem could be used to develop
personality-driven decision making strategies. We manipulated
self-esteem, through false feedback on a “Critical Thinking”
exam, to assess how participants’ stopping decision behavior
(deferred decision task, measuring decision accuracy, and the
number of recommendations opened) would be affected. By
exploring this relationship, we find that personality enables
us to better understand decision-making processes involving
stopping rules.
Email: Cameron Bunker, bunkerc@mail.gvsu.edu
(1216)
Modeling Adaptive Exploration in Decisions From
Experience: A Sequential Sampling Approach. DOUGLAS
MARKANT and TIMOTHY PLESKAC, Max Planck Institute
for Human Development, ADELE DIEDERICH, Jacobs
University Bremen, THORSTEN PACHUR and RALPH
HERTWIG, Max Planck Institute for Human Development
— Research on “decisions from experience” (DFE) aims to
understand how predecisional exploration influences a person’s
ultimate choice between options of uncertain value. Although
existing models account for how sampled experiences relate
to choices, they fail to explain people’s decisions about how to
explore (in particular, when to stop sampling information and
make a consequential choice). This gap is especially notable in
light of evidence that people adapt their exploration to different
circumstances, collecting larger samples when they experience
greater variability in outcomes, when higher payoffs are at
stake, or when sampling costs are low. We propose that both
exploration and choice in DFE arise from a sequential sampling
process whereby decision makers sample information to form
a preference over options and terminate sampling when their
preference crosses a threshold. We describe the CHASE model
of DFE, a sequential sampling framework which formalizes
interactions between environmental structure, search strategies,
(1219)
The Effects of Intensity-Based Time Pressure on Decision
Making in a Complex Multi-Stimulus Environment.
HECTOR D. PALADA and ANDREW NEAL, University
of Queensland, RUSSELL MARTIN, Defence Science and
Technology Group, RACHEL TAY, University of Queensland,
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ANDREW HEATHCOTE, Universities of Tasmania and
Newcastle (Sponsored by Shayne Loft) — We investigated
the effects of intensity-based time pressure on decisionmaking processes in a complex, multi-stimulus environment.
Participants completed a simulated unmanned aerial vehicle
target detection task, where they had to classify target and
non-target ships. We manipulated intensity-based time
pressure by varying classification complexity (i.e., the amount
of information requiring processing per ship) and the
number of ships in a trial. We modeled observed choices and
response times using the LBA model (Brown & Heathcote,
2008). Classification complexity influenced the mean drift
rate differences between the matching and mismatching
accumulators. In contrast, the number of ships requiring
classification influenced threshold and non-decision processes.
Our findings suggest that classification complexity affects the
inputs to the decision-process, whereas the number of stimuli
requiring classification results in a strategic shift in response
caution. The study provides insight to decision-making under
time pressure, and provides further support for the application
of the LBA to complex and applied multi-stimulus scenarios.
Email: Hector David Palada, hector.palada@uqconnect.edu.au
or emotional “flaws” are responsible. Here, we instead propose
that epistemic uncertainty (ambiguity) may play a critical role
and describe an agent-based computational model designed to
validate this proposal. Modeling results indicate that probability
distortion can be optimal under at least some circumstances.
Furthermore, the optimal degree of distortion appears to be
dependent on the magnitude of ambiguity faced by agents.
This indicates that probability distortion may not be a cognitive
limitation, but instead an evolved or learned mechanism to
make choices under ambiguity. Theoretical implications will be
discussed.
Email: Kelli L. Johnson, kelli.johnson@stonybrook.edu
(1222)
Failure to Produce a Sunk Cost Effect for Short-Term
Behavioral Investments. JEREMY S. NASH and KANA
IMUTA, The University of Queensland, MARK NIELSEN, The
University of Queensland, The University of KwaZulu-Natal
(Sponsored by Jason Tangen) — A cognitive bias, known as the
sunk cost effect, has been identified in a range of contexts. This
bias drives the continued investment of time, effort, or money
into an endeavor on the basis of prior investments into it. In
Studies 1 and 2 we attempted to identify whether this effect
occurs for short-term behavioral investments. In both studies
either a reverse effect or no effect was found. In study 3 we
employed hypothetical scenarios analogous to the behavioral
investments presented in Study 1. This also failed to reveal an
effect. Finally, Study 4 replicated a previously used hypothetical
investment scenario; with results revealing the effect. A number
of explanations for the results, such as participation and salient
physical exertion, are discussed, with the possibility that
the sunk cost effect does not arise in short-term behavioral
investments.
Email: Jeremy Nash, jeremy.nash@uqconnect.edu.au
(1220)
A Dynamic Paradigm for the Study of Effort Discounting.
LISA VANGSNESS and MICHAEL YOUNG, Kansas State
University — Traditional effort discounting paradigms
involve decisions between static outcomes that are frequently
dichotomous (e.g., choosing between a “hard” or an “easy” task).
However, these paradigms do not model real-world decision
making in a number of ways: reward is typically deferred until
task completion, eliminating the opportunity to defect for a
partial reward; and tasks do not represent a continuous range
of difficulties, which may produce ceiling effects as subjects
gain experience with a particular task. Furthermore, emerging
evidence suggests that individuals behave differently when they
experience – rather than read about – potential outcomes. This
paradigm represents a departure from traditional approaches
to the study of cognitive fatigue in that it indexes fatigue and
individual choice in a dynamic environment that models realworld situations. During video game play, participants must
balance environmental constraints with personal abilities and
physical/cognitive state. This feature makes it ideal for studying
the mapping between performance and subjective ratings of
fatigue, especially during long-term tasks.
Email: Lisa Vangsness, lvangsness@ksu.edu
(1223)
Deadly Decision Making: Understanding Natural Hazard
Myth Vulnerability. JINAN N. ALLAN, JOSEPH T.
RIPBERGER, VINCENT T. YBARRA and EDWARD T.
COKELY, University of Oklahoma — Experts at the National
Weather Service suggest that common tornado and natural
hazard myths may put families and communities at risk
for deadly decision making errors during severe weather
events (e.g., trying to drive away from a tornado instead of
sheltering in place). Risk Literacy (e.g., the ability to evaluate
and understand risk; RiskLiteracy.org), as measured by the
Berlin Numeracy Test, is one of the most efficient predictors
of skilled and informed decision making across a wide range
of decisions under risk. How common are these dangerous
natural hazard myths? In the face of potential natural hazards,
how do various cognitive mechanisms inoculate some decision
makers against these potentially deadly biases? This poster will
address these questions and others by presenting findings from
(i) a longitudinal Oklahoma MSIS-Net project that surveys
more than 3000 residents quarterly, and (ii) Mechanical Turk
surveys. Discussion will address how specific weather relevant
(1221)
Distorting Probability May Be Advantageous: An AgentBased Model. KELLI L. JOHNSON and CHRISTIAN C.
LUHMANN, Stony Brook University — A key component of
Prospect Theory, the probability weighting function, describes
how people distort probabilities. Specifically, people overweight
small probabilities, underweight large probabilities, and are
relatively insensitive to changes in moderate probabilities.
Despite thorough descriptions of these distortions, there have
been few explanations. These existing explanations assume
that distortion is non-normative and suggest psychophysical
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Posters (1224) - (1228)
knowledge, decision making skill, experiences with extreme
weather, and weather salience impact belief in these dangerous
myths.
Email: Jinan Allan, jnallan@ou.edu
(focusing on key Area of Interest, AOI) change prior to
solution report. In our study, we test the hypothesis that this
effect exists in other types of visual insight problems. We used
“symmetrical problems” - numerical sequences, where numbers
are combined with their inverted version (number 1 looks like
an arrow, 2 looks like a upside down goblet, etc.) To solve these
problems, participant is required to understand that they deal
with numbers. Twenty participants took part in the study
(18.6, σ =.76). We compared amount of time spent looking at
relevant and irrelevant visual AOI during the first 15, middle
15 and last 15 seconds of either insight or non-insight problem
solving. Significantly more dwells in relevant AOI were found
during the last stage of insight problem solving, F(1, 28)=7.26,
p=.01, η2=.21).The results suggest that restructuring precedes
insight problem solving, but not non-insight problem solving,
therefore, supporting the hypothesis. Supported by RSF 16-1810030.
Email: Ilya Vladimirov, kein17@mail.ru
REASONING AND PROBLEM SOLVING
(1224)
Do Changes in Perceptual Fluency Enhance Problem Solving?
JAMIE NAYLOR and CHRISTOPHER A. SANCHEZ, Oregon
State University — Numerous studies have shown that changes
in perceptual fluency can significantly impact judgments and
metacognitive estimations related to the presented material.
Recent research has suggested that these differences are
likely a function of differential online processing, and it is
this change in processing that subsequently influences later
judgments. However, it has also been suggested that changes in
online processing produced by disfluency can be leveraged to
increase task performance, by causing participants to approach
reasoning problems (i.e., Moses Illusion) more analytically. The
current work seeks to expand on this suggestion, and extend it
to a different domain, namely creative problem solving. Under
different perceptually fluent conditions, participants completed
a version of the Remote Associates Task (RAT), and it was
found that changes in fluency directly impacted performance
on the RAT, but this effect interacted with problem difficulty.
This pattern of results is discussed and considered within
current fluency theory.
Email: Christopher A. Sanchez, christopher.sanchez@
oregonstate.edu
(1227)
Using a Fork as a Hairbrush: Parts-Based Processing
Promotes Release From Functional Fixedness. DAWN
R. WEATHERFORD, Texas A&M University-San Antonio,
LAURA TEDDER, OLIVIA HITCHCOCK and LIBBY LANE,
Arkansas State University — Functional fixedness occurs when
a person focuses on an object’s common use, thereby limiting
creative possibilities. The Obscure Features Hypothesis predicts
that mentally breaking down objects by their physical attributes
may be more cognitively demanding, but should increase novel
object use more than focusing on functions for the object as
a whole. Prior to attempting to solve five insight problems,
participants experienced one of three object processing
orientations: Parts-based participants created object breakdown
diagrams, functions-based participants created object functions
lists, and free association (control) participants wrote a word
that they associated with each of several concrete nouns. Despite
no instructions to transfer their processing orientation to solve
problems, parts-based participants had higher accuracy and
longer response latencies than both comparison groups. Results
suggest that parts-based processing increases cognitive load to
support creative solutions. We discuss possible applications of
parts-based processing to increase innovation in real-world
problem solving domains.
Email: Dawn Weatherford, dawn.r.weatherford@gmail.com
(1225)
Magicians Fix Your Mind: How Unlikely Solutions Block
Obvious Ones. CYRIL THOMAS and ANDRE DIDIERJEAN,
University of Franche-Comté — In everyday life, several factors
limit the human capacity to think differently. The present study
shows that implanting an unlikely and unfamiliar idea in the
mind can prevent participants from finding a more likely and
obvious one. To demonstrate this, we used a technique often
adopted by magicians to misrepresent the method of a trick:
the false solution. Our results reveal that a single exposure
to an unlikely false solution (the magician can influence the
spectator’s choice with his gesture) before the presentation of a
card trick can prevent participants from finding the real (more
obvious) secret of a trick, even if they are invited to search for
an alternative solution.
Email: Cyril Thomas, cyril.thomas@univ-fcomte.fr
(1228)
Investigating Rates of False Memory and Confirmation
Bias for Believers of Anomalistic Phenomena. MICHELLE
M. ARNOLD, NIKKI L. KLINDZIC, JACK H. HODGE and
TOBY PRIKE, Flinders University — Several studies have
demonstrated a negative relationship between anomalistic (e.g.,
paranormal) beliefs and cognitive abilities such as reasoning.
The current studies focused on expanding these findings
by looking at anomalistic belief and rates of false memory
and confirmation bias. Participants in Experiment 1 studied
thematic word lists related to unpresented critical lures before
completing both free recall and recognition tasks (DRM
paradigm). Experiment 2 explored the relationship between
(1226)
Representation Change as a Mechanism of Insight Problem
Solving. Study on “Symmetrical Problems”. ILYA YU
VLADIMIROV, ALEXANDRA V. CHISTOPOLSKAYA and
YULIYA G. SEKURTSEVA, Demidov Yaroslavl State University,
ANTON A. LEBED, Western Illinois University — An idea
that insightful solution consists in restructuring the problem
representation was introduced by Duncker. However, the
dynamics of this process remains poorly investigated. Knoblich,
Ellis and some other authors have shown that eye-movements
120
Posters (1229) - (1233)
Thursday Evening
(1231)
Progression in Primary School Children’s Reasoning About
Everyday Chemistry. MARIA TSAPALI, CONNOR QUINN
and MICHELLE R. ELLEFSON, University of Cambridge,
ANNE SCHLOTTMANN, University College London, KEITH
S. TABER, University of Cambridge — Various studies explore
the object/substance distinctions of physical world, but there is
very little work specifically on the domain of chemistry. Here,
the goal was to explore the development of verbal reasoning
about liquids (water), and solids (sugar), and mixtures of
liquids and solids. We included 147 participants from five
different age-groups (n = 27 5-year-olds, n = 33 7-year-olds, n =
32 9-year-olds, n = 35 11-year-olds, n = 20 adults). Participants
had to reason about both the perceptual and compositional
characteristics of the materials as our purpose was to see whether
they conceptualise them as objects (unity and organisation) or
substances. The findings showed different progression patterns
for each material and suggest that children start understanding
materials in terms of their perceptual properties and their
functions and properties in daily life, and as they grow up they
attend to their composition and chemical properties.
Email: Maria Tsapali, mt637@cam.ac.uk
anomalistic and complementary alternative medicine (CAM)
beliefs using a newly developed CAM scale. Further, these
beliefs were used to predict performance on a confirmation bias
task (judgments-of-quality for experimental results that did or
did not confirm the beliefs). The results are discussed in terms
of both overall anomalistic belief (i.e., average anomalistic
beliefs score), as well as the specific belief factors that predict
performance; for example, the important role of experiential
belief (vs. theoretical belief) for predicting rates of false memory.
Email: Michelle Arnold, michelle.arnold@flinders.edu.au
(1229)
Examining the Influence of Social Categories on Logic and
Reasoning Skills. NATASHA THALLA and DOMINIC J.
PACKER, Lehigh University (Sponsored by Jessecae Marsh)
— The present research examines how social categories can
influence reasoning and decision-making processes. People
can quickly and accurately categorize others into known, stable
social categories like gender and race (Cosmides, Tooby &
Kurzban, 2003; Stangor, Lynch, Duan & Glas, 1992; Ito & Urland,
2005). Using an adaption of Wason’s (1966) 4-card selection
task (in which participants select what information is necessary
to determine if a rule has been violated), we demonstrate that
people’s reasoning skills are influenced by the social category
that is presented alongside the rule. Specifically we found that
people produced a greater proportion of false alarms to number
of responses when rules are paired with black faces compared to
white and a greater proportion of hits to responses when rules
were paired with male faces as opposed to female faces. Taken
together, these results demonstrate how social information
influences cognitive reasoning processes.
Email: Natasha Thalla, nat213@lehigh.edu
(1232)
Unconscious Incubation in Insight Problem Solving.
ANTON LEBED, Western Illinois University, OLGA LEBED,
Yaroslval State University, VIRGINIA A. DIEHL, Western
Illinois University — Insight problem solving is considered
to have a period of incubation that precedes its solution.
Researchers disagree on the exact processes occurring during
incubation as they are mostly unconscious. Evidence suggests
that the insight solution exists in one’s mind before awareness.
Thus, people focus on relevant problem pieces (Ellis, Glaholt, &
Reingold, 2011), and show specific brain activation immediately
before experiencing insight (Bowden, Jung-Beeman, Fleck,
and Kounios, 2005). Based on the assumption that the
insight solution develops unconsciously, we hypothesized
that participants would show faster reaction time (due to the
priming effect) and preference (due to the mere exposure
effect) for words that are strongly associated with the solution
if presented shortly before the solution. The results revealed no
difference in reaction time, but increased preference for words
associated with the solution, t(33) = 2.63, p = .013, d = 0.58.
Therefore, the mere exposure effect prediction was supported.
Email: Anton Lebed, a-lebed@wiu.edu
(1230)
Anomalistic Belief, Base Rates, and Perception of
Randomness: Relationships Vary Depending on Type of
Anomalistic Belief. TOBY PRIKE, MICHELLE M. ARNOLD
and PAUL WILLIAMSON, Flinders University — Previous
studies have found anomalistic believers (e.g., paranormal
believers) perform more poorly on reasoning tasks than
non-believers. The current study used the recently developed
Anomalistic Belief Scale (ABS; Prike, Arnold, & Williamson,
2016) to investigate whether it was general anomalistic belief
that was associated with poorer performance, or only certain
types of belief. We measured reasoning ability using two
tasks: perception of randomness and base rate fallacy. Results
showed participants higher in general belief performed more
poorly on both reasoning tasks. However, further analyses
using the factors of the ABS showed that type of belief
mattered. For example, only beliefs about having experienced
anomalistic events (themselves or by someone they know)
predicted perception of randomness performance. Thus, the
results suggest one key factor to understanding the negative
relationship between anomalistic belief and reasoning ability is
to take into consideration the type of belief people hold (e.g.,
experiential vs. theoretical).
Email: Toby Prike, toby.prike@flinders.edu.au
(1233)
Insight Problem Solving After Social Exclusion: SelfRegulation Leads to Inhibition. OLGA LEBED, Yaroslavl State
University, ANTON LEBED and KRISTINE KELLY, Western
Illinois University — Previous studies show that social exclusion
can negatively affect cognitive performance and analytical
problem solving in particular (Baumeister, Twenge, &Nuss,
2002). However, there is no evidence suggesting that insight
(creative) problem solving is inhibited by social exclusion as
well, taking its non-analytical nature into consideration. Insight
problem solving has been shown to benefit from inhibition
of executive functioning by means of alcohol intoxication
121
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(1236)
Dissociating Distracters Drives Division Decrements.
ANDREW F. JAROSZ, Mississippi State University, ALLISON J.
JAEGER, Temple University — Recent work (Mattarella-Micke
& Beilock, 2010) on solving mathematical word problems has
suggested that the foregrounding of irrelevant, distracting
information through an association with a protagonist can have
a negative impact on success, while a disassociation with the
protagonist mitigates that distraction. This is proposed to be
the result of increased accessibility of the irrelevant information
in memory. The present studies test an alternative hypothesis:
that the words used in the associative and dissociative forms of
the problem can prime solvers to utilize incorrect mathematical
operations. In two experiments, multiplication and division
word problems either associated (“Helga bought 5 potatoes”)
or disassociated (“Helga sold 5 potatoes”) problem-irrelevant
numbers with a protagonist. While no effects were found on
multiplication items, performance decreased on dissociative
division problems, supporting the idea of priming incorrect
operations rather than the foregrounding hypothesis. Results
are additionally discussed in terms of the role of working
memory capacity.
Email: Andrew F. Jarosz, afj62@msstate.edu
(Jarosz, Colflesh, & Wiley, 2012) and working memory deficit
(Wiley, &Jarosz, 2012). This allowed us to hypothesize that
insight problem solving performance might benefit from social
exclusion. Our results indicate that excluded participants
solved insight problems significantly slower than their included
counterparts, t(31) = 2.3, p = .28, d = 0.55. These results support
the idea that rejection depletes self-regulatory ability, which
leads to decrements in cognitive performance not only in
analytical problem solving, but in insight problem solving as
well.
Email: Olga Lebed, olgavlebed@gmail.com
(1234)
Effects of Information About the Victim on Decision Making
in Moral Dilemmas. GUSTAVO GAUER and BRUNA W.
FRITZEN, Universidade Federal do Rio Grande do Sul — Moral
dilemma tasks have been a preferred paradigm in studies of
the psychological processes underlying moral judgment and
decision making. This study aimed to investigate how positive
and negative information about the victim influences decisions
in trolley-type moral dilemmas. The 63 participants were
randomly assigned to two groups, respectively responding
to personal (footbridge) and impersonal (trolley) dilemma
formats. In each dilemma, positive, negative or no information
about the victim was presented. The information consisted in
a single opinion with moral tenor (e.g., John thinks that it is
acceptable to open fire amidst a large group of people). Results
indicate that the information about the victim was enough for
the participants to make decisions significantly more utilitarian
when the information was negative. Results corroborate a
hypothesis that morally toned information provided about a
person can interfere in decisions regarding their life or death,
both in personal and in impersonal moral dilemmas.
Email: Bruna Wagner Fritzen, brunawfritzen@gmail.com
(1237)
Thinking Outside the Box: Neural Correlates of Conceptual
Learning From Induced Insight. JASMIN M. KIZILIRMAK,
University of Hildesheim, BJÖRN H. SCHOTT, Leibniz
Institute for Neurobiology, Magdeburg, HANNES THÜRICH
and CATHERINE M. SWEENEY-REED, Otto-von-Guericke
University of Magdeburg, ANNI RICHTER, Leibniz Institute for
Neurobiology, Magdeburg, ALAN RICHARDSON-KLAVEHN,
Otto-von-Guericke University of Magdeburg — Evidence
suggests that sudden insightful problem-solving can enhance
later memory, but the underlying neural processes are mostly
unknown. We investigated neural correlates of learning from
insight using functional magnetic resonance imaging (fMRI).
We found highly increased activation of hippocampus, medial
prefrontal cortex (mPFC), amygdala, and caudate nucleus
during insight as compared to no insight, controlling for simple
item novelty and emotional value of the stimuli. Notably, not
hippocampal, but rather mPFC fMRI responses were associated
with later memory for insight solutions. More difficult problems
were associated with activations of the ventral tegmental area
(VTA) and greater later learning. Thus, insight may reflect the
sudden understanding of a novel relationship (hippocampusdependent) that is consistent with existing knowledge (schemaconsistency; mPFC-dependent), and intrinsically rewarding
(caudate nucleus, amygdala, VTA). Moreover, our data suggest
that learning from insight mainly relies on the detection of
schema-consistency, which has previously been found to
accelerate/ shortcut hippocampal encoding via signals from
mPFC, and on the intrinsic reward of comprehending what
previously seemed incomprehensible.
Email: Jasmin M. Kizilirmak, kizilirmak@uni-hildesheim.de
(1235)
Does Background Music Stint Creativity? Evidence From The
Compound Remote Associate Task. EMMA THREADGOLD,
JOHN E. MARSH and LINDEN J. BALL, University of Central
Lancashire — Research is presented that focused on the impact
of varying types of background music on the performance
of a task thought to tap creativity: The Compound Remote
Associate Task (CRAT). Findings from three experiments
revealed that background music with foreign lyrics, familiar
lyrics and instrumental music without lyrics all significantly
impaired CRAT performance, in comparison to a quiet
condition. Furthermore, the background music impaired CRAT
performance regardless of whether the music induced positive
mood, was liked by the participants, or whether participants
typically studied in the presence of background music. Inasmuch
as solutions to CRATs are believed to tap creativity, the results
challenge the popular view that background music enhances
creativity, and instead provide evidence that background music
might stint creativity. The findings are interpreted in the context
of leading theories of distraction.
Email: Dr Emma Threadgold, ethreadgold1@uclan.ac.uk
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Posters (1238) - (1242)
Thursday Evening
(1238)
Working With Incomplete Information: Problem Solving
in Design. ALEKSANDRA KASZOWSKA, WILLIAM
MESSNER, MATTHIAS SCHEUTZ and HOLLY A. TAYLOR,
Tufts University — Human factors design provides an interesting
venue for understanding problem solving. Designed solutions
address the problem at hand and also ideally account for end user
characteristics. But what happens when the designer possesses
little knowledge about the end user, yet must still design a
solution? We invited 45 engineering students to design a device
aiding mundane task completion for one of three end users: a
person, a robot with unknown technical specifications, and a
team consisting of the two. Participants thought aloud during
an hour long design session. Analyses of these verbalizations
investigated how knowledge gaps about the end user influence
the design process. More specifically, analyses explored the
approaches people take to fill such knowledge gaps, their choice
for the design starting point, and adjustments as the design
process unfolds. Results will be discussed in context of cognitive
heuristics and human robot interaction.
Email: Aleksandra Kaszowska, aleksandra.kaszowska@tufts.
edu
structural alignment and relational category construction may
be closely related. To investigate these pathways to analogical
transfer, participants experienced one of four study conditions
before receiving an analogical problem-solving task: (1) cold
baseline; (2) standard comparison of two analogs; (3) standard
comparison followed by a second comparison of two new
analogs; (4) a guided category-building task based on positive
cases with no simultaneous presentation. Category-building
showed reliably higher spontaneous transfer rates than baseline
and standard comparison (and marginally higher than doublecomparison). The only other significant effect was doublecomparison over baseline.
Email: Sean Snoddy, ssnoddy1@binghamton.edu
(1241)
Going the Distance: The Effects of Testing on Analogical
Transfer. TIM GEORGE and JENNIFER WILEY, University
of Illinois at Chicago — While high rates of transfer can occur
between similar domains, people are often unable demonstrate
far transfer between semantically dissimilar concepts. Yet it
is these cross-domain connections that represent the creative
leaps thought to underlie discovery and innovation. Two
experiments tested the prediction that retrieval practice of
previously studied four-term analogies (flock:goose :: pack:wolf)
would lead to greater transfer of relations to new instances than
restudying. The semantic distance of the transfer analogies
and the studied analogies was manipulated (within-domain
vs. cross-domain). Transfer to new cross-domain instances
benefited from testing, but only when the initially studied
analogies were also dissimilar from each other and participants
were prompted to notice relations. Results suggest that retrieval
practice can enhance the transfer of analogical relations to new
instances.
Email: Tim George, tgeorg7@uic.edu
(1239)
Predicting Adoption of New Technology Based on ProblemSolving Style. PETRA BRADLEY and ERICA B. MICHAEL,
University of Maryland Center for Advanced Study of Language
— Many factors influence an individual’s decision to adopt
new technology; the current study investigated whether there
is a systematic relationship between technology adoption
and problem-solving style. Xu and Tuttle’s (2012) AdaptionInnovation Scale distinguishes between Adaptors, who
are more likely to work within the established system, and
Innovators, who are more likely to design their own solutions.
Bagozzi and Foxall (1995) characterize Adaptors as methodical,
prudent, disciplined, conforming, and focused on “doing things
better,” whereas Innovators are impractical, unconventional,
undisciplined, nonconforming, risk seeking, flexible, and
focused on “doing things differently.” We hypothesized that
Innovators would be more likely to be early adopters of new
technology. Participants completed the scale as part of an
experiment examining use of machine translation (MT) for
translation and comprehension tasks. Analyses will focus
on whether individuals’ preferred problem-solving style is
associated with their reported use of MT and with their general
interest in adopting new technology.
Email: Petra Bradley, pbradley@casl.umd.edu
FUNDING FROM US DEPARTMENT OF
EDUCATION
(1242)
Funding Opportunities for Cognitive Psychologists Through
the Institute of Education Sciences. ERIN HIGGINS, Institute
of Education Sciences — The Institute of Education Sciences
provides funding support for researchers to apply theories
and recent findings from psychological science to education
practice through the National Center for Education Research
and the National Center for Special Education Research. For
example, through the Cognition and Student Learning topic
within the Education Research Grants program, the Institute
supports research that capitalizes on our understanding of how
the mind works to inform and improve education practice in
reading, writing, mathematics, science, and study skills. Erin
Higgins, the program officer for the Cognition and Student
Learning topic, will be available to answer questions and talk
to attendees about their proposed work at the Friday night and
Saturday at noon poster sessions.
Email: Erin Higgins, Erin.Higgins@ed.gov
(1240)
Pathways to Promoting Spontaneous Analogical Transfer:
The Role of Category Status. SEAN SNODDY and KENNETH
J. KURTZ, Binghamton University — Comparison of analogs
promotes spontaneous transfer by encouraging a more abstract
representation that may be easier to retrieve in memory.
The category status hypothesis states that: if knowledge is
represented as a relational category, then it is easier to activate
the knowledge as a result of categorizing (as opposed to cuebased reminding). The processes of schema abstraction via
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Posters (1243) - (1243)
DIGITAL CONTENT EDITOR POSTER
(1243)
The Psychonomic Society and Social Media: Putting the
Public Into Science and Making Science Public. STEPHAN
LEWANDOWSKY, University of Bristol (Digital Content
Editor), and the PSYCHONOMICS DIGITAL TEAM — The
Psychonomic Society has been extending its digital presence for
the last two years, and our blog posts at www.psychonomic.org
have gathered a growing readership. Two “digital events” carried
the scientific discussion from special issues of the Psychonomic
Bulletin & Review into the public domain, and some of the
Society’s research has elicited increasing media interest. At a
time when science and scientists are increasingly subjected to
scrutiny by the public, politicians, and other stakeholders, the
Society is committed to provide the public with information
about its research and to solicit public commentary. Join the
digital team at our poster to contribute to the discussion and to
learn more about the Society’s engagement on digital and social
media.
Email: Stephan Lewandowsky, Stephan.Lewandowsky@bristol.
ac.uk
124
Posters (2001) - (2005)
Friday Noon
POSTER SESSION II
Friday Noon
Hynes Convention Center, Grand Ballroom A-C
Viewing 11:00-1:30, Author Present 12:00-1:30
ACTION
is paid to tasks. We tested three groups of participants. One
group gave estimates of attention time proportions (ATPs)
for “more intellectual” tasks (counting) and “more physical”
tasks (locomotion). Two additional groups made 2-alternativeforced-choice decisions about the relative ease and preferred
ordering of the same pairs of tasks. We found that ATPs grew
with task duration, rate, and complexity for both types of tasks,
and ATPs predicted participants’ judgments of task difficulty
and task order. The results are consistent with the hypothesis
that attention solves the apples-and-oranges problem of judging
task difficulty and task order.
Email: David A. Rosenbaum, rosenb13@gmail.com
(2001)
Are Multi-Modal Judgments of Difficulty Based on Time?
CORY A. POTTS, Pennsylvania State University, DAVID A.
ROSENBAUM, University of California, Riverside (Sponsored
by Robrecht van der Wel) — Without a common unit of
measure, it is difficult to reliably compare the relative difficulty
of different kinds of tasks, such as ones that are mainly cognitive
or mainly physical. Here, we asked whether the common unit
of measure is task-completion time. We asked participants to
choose either to perform a mainly physical task (reaching for
a bucket with different physical weight loads and carrying it
some distance) or a mainly cognitive task (counting aloud by
ones to a target number). In critical trials, the cognitive task
took less or more time than the physical task. We found that
participants usually chose the task that took less time. Still, there
are problems with a time-based account. A more promising
alternative is that the unit of task-difficulty measurement is the
time requiring attention to the task.
Email: Cory Adam Potts, cap5342@psu.edu
(2004)
“Back-Off, Get Your Own Coffee”: The Amount of Facilitation
in Object Passing Is Modulated by Object Ownership Status.
MERRYN D. CONSTABLE and TIMOTHY N. WELSH,
University of Toronto, ANDREW P. BAYLISS, University of
East Anglia, STEVEN P. TIPPER, University of York, ANA
SPANIOL, Universidade Federal do Rio Grande do Norte, JAY
PRATT, University of Toronto — Humans often sacrifice some
of their own sensorimotor comfort, control, and efficiency to
promote the comfort, control and efficiency of a co-actor. This
study demonstrates that the relationship between the ownership
status of an object being passed and the individual’s engaged in
the task plays a role in these processes. Across two experiments,
participants exhibited facilitatory behavior by orienting the
handle of a mug towards their co-actor when they passed the
mug across a table. The ownership status of the mug, however,
influenced the degree of facilitatory behavior. The handle of the
mug was oriented towards the co-actor more when the selfother distinction was large (experimenter’s mug vs. participant’s
own mug) compared to small (friend’s mug vs. participant’s
own mug). Thus, individuals promote the efficient movement of
a co-actor, but to a lesser degree when the co-actor will interact
with the individual’s own object than anyone else’s object.
Email: Merryn Constable, merryndconstable@gmail.com
(2002)
The Relation Between the Sense of Agency and the Experience
of Flow. MATTI VUORRE (Graduate Travel Award Recipient)
and JANET METCALFE, Columbia University — How are
people’s feelings of agency and their feelings of flow related?
In the dominant model describing how people are able to
assess their own agency—the comparator model of agency—
when the person’s intentions match perfectly to what happens,
the discrepancy between intention and outcome is zero, and
the person is thought to interpret this lack of discrepancy as
being in control. The lack of perceived push back from the
external world seems remarkably similar to the state that has
been described as a state of flow. However, when we used a
computer game paradigm to investigate the relation between
people’s feelings of agency and their feelings of flow, we found
a dissociation between these two states: Bayesian regression
analyses revealed that these two states are differentially
influenced by task difficulty. Although these two states may, in
some ways, seem to be similar, our data indicate that they are
governed by different principles and phenomenology.
Email: Matti Vuorre, mv2521@columbia.edu
(2005)
How Are Cognitive and Physical Demands Compared?
IMAN FEGHHI and DAVID A. ROSENBAUM, University of
California Riverside — To study how people compare cognitive
and physical task demands, we used tasks that had a physical
component (carrying an empty box through a wide or narrow
gap) and a cognitive component (memorizing 6, 7, or 8 digits).
In Experiments 1 and 3, participants had two options defined
by different combinations of digits and gaps. In Experiments 2
and 4, participants were asked to go through a specific gap and
memorize a specific digit list. We also tested if having digits in
visual form (Experiments 1 and 2) interacts more with physical
demands than having digits in auditory form (Experiments
3 and 4). Participants chose gap and digit combinations
that reflected accurate appreciation of the demands of both.
(2003)
Attention Solves the “Apples-and-Oranges” Problems
of Judging Task Difficulty and Task Order. DAVID A.
ROSENBAUM, University of California, Riverside, CORY
ADAM POTTS and MICHELE A. MUIR, Pennsylvania State
University — The ability to judge task difficulty and task order
for tasks of different kinds, such as intellectual and physical
tasks, suggests a common currency for comparing them. We
hypothesized that this common currency is the time attention
125
Friday Noon
Posters (2006) - (2010)
Participants also recalled no more poorly with visual digits than
with auditory digits. Based on these results, we suggest that
cognitive and physical task demands are compared with respect
to attention requirements.
Email: Iman Feghhi, iemanifk@gmail.com
where, one reaches is affected by nearby others. Our previous
work finds that this is true for both reaches to real items and
reaches to on-screen items. We investigated whether actions
performed with a cursor would be sensitive to social context
in the same way as those performed by a hand. Participants
played a game on a large horizontal touchscreen that involved
contacting virtual tiles in a self-selected order using their hand
or a computer mouse. As a social manipulation, a peer was
located within or outside of the participant’s peripersonal space.
Overall, the action sequences differed between hand and cursor.
However, both hand and cursor showed delayed movement
time when the peer was located within (rather than outside)
peripersonal space. Proxemic rules governing body actions in
social situations may extend to actions performed with virtual
tools.
Email: Jill Dosso, jill.dosso@psych.ubc.ca
(2006)
Role of Visual Self-Monitoring in Resolving Competition
Between Tool Actions. LOUISA L. SMITH, CORTNEY M.
HOWARD and LAUREL J. BUXBAUM, Moss Rehabilitation
Research Institute — We hypothesized that resolution of
competition between possible tool actions requires the
cooperation of two neurocognitive pathways that are
differentially specialized for feedforward versus feedback
control of action. We assessed this hypothesis by testing
whether visual self-monitoring aids in resolving competition
between potential actions and enables correct action selection
when feedforward processes are damaged, as is the case in
limb apraxia. We administered an action selection task with
low- and high-competition-inducing items with and without
visual feedback of the limb to left-hemisphere stroke patients
with limb apraxia. High competition items induced more error
overall. On these items, patients produced more attempts at
the target action with visual feedback, and correctly resolved
a higher proportion of such trials. Extending prior two route
models of praxis, these data suggest that visual self-monitoring
may play an enhanced role when action competition is strong.
Email: Laurel Buxbaum, lbuxbaum@einstein.edu
(2009)
Modelling Optic Ataxia Via Attentional Loading in Central
Vision. HARRIET E. INGLE and ROBERT D. MCINTOSH,
The University of Edinburgh (Sponsored by David Donaldson)
— This study investigates the effect of attentional load on
central vision upon pointing responses to targets at different
eccentricities. The aim was to address whether attentional load
would modulate pointing errors, and whether this would mimic
the character of optic ataxia. The prediction was that attentional
load would increase errors towards the point of fixation, and
that this effect would be greater for more eccentric targets.
The results supported this hypothesis, and demonstrated that
increased attentional load tended to amplify the underlying
pattern of errors, with the most pronounced errors being
toward fixation for the most eccentric targets. Interestingly,
at the smallest eccentricity, errors tended to be further from
fixation under high attentional load. Inspection of prior
literature suggests that similar patterns may be observed at near
eccentricities in at least some patients with optic ataxia. These
data therefore suggest a possible ‘model’ of optic ataxia in the
normal brain, and provide further support for a causal role of
attention in these visuomotor symptoms.
Email: Harriet Ingle, s1265588@sms.ed.ac.uk
(2007)
Action Selection by Temporally Distal Goal-States. MORITZ
DURST, ROLF ULRICH and MARKUS JANCZYK, University
of Tübingen — In line with ideomotor theory, numerous
response-effect compatibility (REC) studies found evidence
that action effects are anticipated prior to action initiation, as
indicated by an REC effect: a response is given faster when its
effect occurs on the same compared to the opposite side. So
far, REC studies only applied immediate effects, i.e., effects
occurring immediately after the response was given. However,
it may be argued that in everyday life many actions cause effects
which do not occur immediately. Additionally, as actions can
have more than one effect, desired effects occurring in the
future may only be arrived at by achieving fundamental effects
first. The present study investigated whether temporally more
distal effects are anticipated in order to initiate actions, and
how multiple, serially occurring effects are represented. To this
end, a spatial REC paradigm was extended in a way that a first
immediate effect (that immediately followed the response; E1)
was 500 ms later followed by another visual effect (E2). An REC
effect was only observed for the temporally more distal effect
E2, and this result suggests that also temporally more distal
effects can be anticipated during action selection.
Email: Moritz Durst, moritz.durst@psycho.uni-tuebingen.de
EMBODIED COGNITION
(2010)
Handedness Effect in Mental Rotation Task. JAN P. DE
RUITER and GABRIELE PASCHEK, Bielefeld University —
One of the most convincing demonstrations of the existence
and role of Embodied Cognition is a body specificity effect that
manifests itself in mental manipulations during a cognitive
task. Such an effect would provide strong evidence for one
interpretation of embodied cognition, namely “body-based
off-line cognition” (M. Wilson, 2001). We asked participants
to indicate whether two three-dimensional objects that are
displayed on a screen in 2 dimensions are identical. This is a
task that involves mental rotation (Shepard & Metzler 1971).
However, we manipulated the stimuli in such a way that the
participants were encouraged to rotate the shapes either with
their ipsilateral or their contralateral “mental hand”. The results
(2008)
When Is a Cursor Like a Hand? Hand and Cursor Actions
in Interpersonal Space. JILL A. DOSSO and ALAN
KINGSTONE, University of British Columbia — When, and
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(2013)
Perception of Spatial Distance Between Two People After
Reading Metaphor. ALBERT N. KATZ and JEFFREY N. REID,
University of Western Ontario — The present research examined
the effects of reading metaphor on the perception of the
physical distance between two people. Participants judged the
distance between pairs of people shown in pictures after either
reading a series of metaphorical sentences or literal sentences
and , in a second study, a third group read nothing aside from
instructions. Participants who read metaphor perceived the
models in the pictures to be farther apart on average when
compared to reading literal language or not reading anything
aside from instructions. Construal level theory posits that there
are multiple dimensions of psychological distance (e.g., spatial,
temporal, social, hypothetical) and that these dimensions are
all cognitively related. We propose that semantic distance is
another dimension of psychological distance. Metaphor is
unique in that it consists of two unlike, or semantically distant
things. We suggest that participants projected this semantic
distance associated with metaphor onto their judgments of
spatial distance.
Email: Jeffrey Nick Reid, jreid256@uwo.ca
show that participants perform the mental rotation task faster
when they are encouraged to mentally rotate the shape at the
side of their preferred hand. We interpret this as evidence that
is strongly supporting body-based off-line cognition, and by
implication, Embodied Cognition.
Email: Jan P. de Ruiter, storkchen@gmail.com
(2011)
Thinking About Acting: How Action-Related Thought
Shapes Environmental Representations in Spatial Memory.
HOLLY C. GAGNON and CHRISTOPHER C. DAVOLI,
Central Michigan University — Our spatial representations
of an environment are sensitive to the actions we perform
within it. For instance, we remember a room as being smaller
if we interact with versus just inspect objects in that room.
Nevertheless, it remains unknown whether simply thinking
about using objects, which does not entail overt demands on
the perceptual system for subsequent action, similarly leads to
compressed representations of the surrounding environment.
Based on recent results stemming from embodied cognition, we
hypothesized that participants’ memories for the environment
would be compressed when they thought about using objects but
not when they thought about identifying them. Across multiple
measures, we found evidence to support that hypothesis.
These results suggest that people do not need to physically
interact with their surroundings, nor formulate overt action
plans to do so, in order to exhibit compressed environmental
representations. Merely thinking about interacting with objects
may be enough to evoke compression effects, highlighting the
importance of action-related thinking on spatial memory.
Email: Christopher Davoli, davol1cc@cmich.edu
(2014)
Is It Possible to Update Mental Simulations? LARA N.
HOEBEN MANNAERT, KATINKA DIJKSTRA and ROLF A.
ZWAAN, Erasmus University Rotterdam — Much research has
been done that suggests we create mental simulations during
language comprehension. The current series of experiments
aims to go one step further and to see whether we can update
these mental simulations over the course of 2 sentences, where
the first sentence implies that an object has a certain shape/
color, and the second sentence implies a change in this color/
shape. Participants in Experiment 1 saw a picture either after
the first or after the second sentence, and they had to verify
whether this object was mentioned in the previous sentence or
not. This picture either matched or mismatched the shape/color
that was implied by the sentence. There was a significant match
advantage after sentence 1, but no significant match advantage
after sentence 2. Experiment 2 replicated Experiment 1 but
showed only a picture after the second sentence and found a
significant mismatch advantage. These results suggest that an
initially formed representation (in sentence 1) stays strongly
activated and perhaps merely implying a change in an object
feature (in sentence 2) is not enough to update it. An alternative
explanation is that 2 sentences are not enough to implement
this change in a representation.
Email: Lara Hoeben Mannaert, hoebenmannaert@fsw.eur.nl
(2012)
Does Smelling Pine Cones Make it Harder to Think About
Strawberries? PETER BODDY and PEDRO M. PAZ-ALONSO,
Basque Center on Cognition Brain and Language, EILING
YEE, University of Connecticut — Sensorimotor accounts of
conceptual knowledge hold that an object’s representation is
distributed over brain regions that are active during experience
with it. Accordingly, they predict that representations of objects
with which people have substantial olfactory experience (e.g.,
strawberries) involve olfactory brain areas, and thus, the
ability to think about such objects could be hindered when an
inconsistent odor (e.g., pine) is present (due to competition
for shared neural substrates in brain areas supporting both
online olfaction and access to these objects’ representations).
In a behavioral task (animal judgment), participants responded
to visual words referring to objects that varied in how much
they are experienced via olfaction (e.g. “strawberry”=more,
“mailbox”=less). The task was performed either in “strongambient-odor” or “normal” conditions. Results show more
interference when responding to “more-olfactory-objects” than
“less-olfactory-objects” as a function of the odor context. The
pattern suggests that the representations of “more-olfactoryobjects” make use of the olfactory system.
Email: Peter Boddy, p.boddy@bcbl.eu
(2015)
Observer’s Body Movements Affect Ability to Process
Gestures. ACACIA L. OVEROYE and MARGARET WILSON,
University of California - Santa Cruz — Gesture comprehension,
and further it’s encoding in memory, may rely on an individual’s
ability to simulate an observed gesture in their own mind. In
our study, participants watched a video of an actor saying short
phrases with gestures and were given a cued-recall test on what
was said in the video. While watching the video, participants
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EMOTION AND COGNITION II
were instructed to produce movements that may interfere with
the simulation of gesture (arm movements), movements that
would interfere less with simulation of gesture (leg movements),
or just watch the video (baseline). We found that participants
who were in the arm movement condition recalled less gestural
information than those in the other conditions, suggesting
that embodied simulation may be key for comprehension and
memory for gestures.
Email: Acacia Overoye, aoveroye@ucsc.edu
(2018)
Is Emotional Face-Body Context Integration Automatic?
ASLAN KARAASLAN and SONIA AMADO, Ege University
— Recent studies showed that recognition of emotional faces
is influenced by contextual information. Two experiments
were conducted to address whether this effect is controlled
or automatic. Automaticity of emotional face-body context
integration was examined using brief presentation (decreasing
awareness) of congruent and incongruent emotional body cues
before identification of emotional facial expressions. Anger,
disgust, sadness and neutral emotional stimuli were utilized
using FACES for facial expressions and BESST data sets for
body context stimuli. After a brief (33ms) presentation of the
emotional body picture, congruent or incongruent emotional
faces were presented (150ms) and subjects were requested to
label emotions (Exp1) or perform a two choice detection task
(Exp2). Results of preliminary analysis of accuracy and reaction
times show that congruent face-body context presentations
were significantly more accurately identified compared to
incongruent pairs. This finding suggests that body contexts and
facial expressions are integrated without awareness, relatively
automatically.
Email: Sonia Amado, sonia.amado@ege.edu.tr
(2016)
Hand Proximity Influences Pitch Discrimination. KENDRA
C. SMITH and RICHARD A. ABRAMS, Washington University
in St. Louis — The effect of hand proximity on visual processing
is well documented (e.g. Abrams et al, 2008). We sought
to determine if audition is also affected by hand proximity.
Participants completed several tasks in which we manipulated
the proximity of their hands to an audio speaker through
which experimental stimuli were presented: In some trials they
responded by pressing response buttons mounted on the sides
of a box in which the speaker was housed; in other trials they
responded by pressing response buttons held on their lap far
from the speaker. In one experiment, participants compared a
reference tone to a subsequent comparison tone at the same or
a slightly higher or lower pitch. Participants were significantly
poorer at frequency discrimination when their hands were near
the stimulus compared to when their hands were far away. In
a second experiment, we examined loudness perception using
a similar procedure and found no effect of hand proximity.
The results may stem from tradeoffs in processing as observed
for visual stimuli, reflecting the contributions of multi-modal
mechanisms in the near hand space.
Email: Kendra Smith, kendrasmith@wustl.edu
(2019)
Flowers and Spiders in the SRC and Simon Tasks: Response
Selection or Mapping Selection? JING CHEN, New Mexico
State University, MOTONORI YAMAGUCHI, Edge Hill
University — Responses are faster to stimuli that are spatially
compatible than to stimuli that are incompatible with the
responses. This stimulus-response compatibility (SRC) effect
occurs even when the stimulus location is irrelevant to the task
(i.e., the Simon effect). A recent study reported that the SRC
effect is reversed for stimuli with negative valence. The present
study investigated whether stimulus valence affects response
selection or mapping selection. In Experiment 1, participants
responded to stimuli (flowers vs. spiders) compatibly or
incompatibly based on stimulus valence; the SRC effect was
reversed for spiders, and responses were slower when spiders
required compatible mappings than when flowers required
compatible mappings. In Experiment 2, participants made left
or right responses based on stimulus valence; stimulus valence
did not affect the Simon effect. The results imply that stimulus
valence affected mapping selection, not response selection.
Email: Jing Chen, jingchen@nmsu.edu
(2017)
Somatically Perceived Slope, Range, and Rate of Static and
Dynamic Floor Under Observers. ATSUKI HIGASHIYAMA,
Ritsumeikan University — This study focused on somatic
perception of the floor on which the observer is placed. In
Experiment 1, the floor was inclined at 10° or less and 21
standing observers estimated the slope of the floor in degrees
with or without visual exposure to the floor. The mean
estimates were about 30-50% larger than the objective slopes.
In Experiment 2, the floor rotated the range up to 20° at 2 rpm
or less around the horizontal axis, and blindfolded observers
estimated the range and rate of the moving floor while standing
(N=12), sitting (N=12), or lying down (N=12) on the floor. As
objective range increased, the mean judged range increased
nearly as rapidly as the objective range: The mean exponent of
the power function fitted to the estimates was 1.01. As objective
rate increased, the mean judged rate increased but not as
rapidly as the objective rate (the mean exponent of 0.48). The
mean judged range enlarged when the objective rate was low;
the mean judged rate enhanced when the objective range was
large. Other 12 standing observers who were visually exposed
to the floor judged the rate the moving floor to be larger than
the standing observers with blindfolded.
Email: Frank H. Durgin, fdurgin1@swarthmore.edu
(2020)
Self-Bias, Shapes, and the Perception of Time. CLAUDIO
MULATTI, University of Padova, REMO JOB, University of
Trento — Some events, often those enjoyable and engaging, lead
to the feeling of “time flying by”, whereas others, perhaps those
more distressing, lead to the experience of “time standing still”
or “dragging”. That is, emotions alter the subjective experience of
time (see, Droit-Volet & Meck, 2007, TiCS). Self-salient events
might be seen as emotionally tagged, and thus the perception
of their duration might be altered (see, Craig, 2009, Nature
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Posters (2021) - (2025)
Friday Noon
Reviews). In two experiments, we show that the processing of
arbitrary geometrical shapes associated to the self (vs. stranger)
is prioritized (see, Sui, He, & Hymphreys, 2012, JEP:HPP), and
that the perception of the time associated to events involving
self-related shapes (compared to stranger-related shapes) is
altered.
Email: Claudio Mulatti, claudio.mulatti@unipd.it
revealed that the proportion of false alarms to lures items was
higher for emotion than for emotion-laden lists, irrespective of
valence.
Email: Kristen Diliberto-Macaluso, kdiliberto@berry.edu
(2023)
Exploring the Dynamic Relationship Between Mood and
Referential Communication. JANET F. MCLEAN, DAVID
J. MOULDS, HANNAH BALSILLIE and VERA KEMPE,
Abertay University — Previous research has demonstrated a
link between mood and language production in individual
speakers. However, in dyadic exchanges, the duration of
communicative exchanges and the process of communication
may also alter mood. To explore this reciprocal link, we
induced particular moods in dyads of participants prior to a
referential communication task. In study 1, dyads were induced
into “happy”, “neutral”, or “sad” moods. Happy participants
produced more ambiguous initial descriptions than neutral
participants. Surprisingly, sad participants were almost
identical to the happy ones, but, they also exhibited mood
improvement and more turn-taking during the task, potentially
to elicit further interaction. Studies 2 and 3 sought to investigate
this mood improvement effect by varying interactivity and
dyadic mood match. Our results suggest that shared negative
affect may promote cooperation by rewarding communicative
interaction with mood improvement. Implications for the role
of emotion in the evolution of communicative cooperation will
be discussed.
Email: Janet McLean, j.mclean@abertay.ac.uk
(2021)
Emotion Reading Through Outward Emotional Expression
Across Independent and Interdependent Cultures. EUNHEE
JI, Yonsei University, LISA K. SON, Barnard College, MINSHIK KIM, Yonsei University — The current study investigated
whether cultural difference would influence on reading others’
minds. Participants played a prisoner’s dilemma game with a
computer pre-determined as a defector, believing it another
participant. They exchanged facial expressions (joyful, neutral,
or regretful) at the end of every round. The computer showed
facial expressions matched with their action (e.g. a joyful face
after winning more points and a regretful face after winning
less point) or not with them. Experiment 1 was conducted
respectively for Koreans and Americans. We found that
Americans in the match condition were less cooperative to
the counterpart compared to those in the mismatch condition,
and this difference was smaller for Koreans. In Experiment
2, Korean participants were induced to believe that the
opponent was either a Korean or a foreigner. The result was
that participants were susceptible to the consistency between
emotional expression and behavior only when they believed to
playing the game with a foreigner. These findings suggest that
other’s cultural backgrounds and their own culture are both
important factors when people reason other’s mental states
through other’s emotional expression.
Email: Min-Shik Kim, kimm@yonsei.ac.kr
(2024)
Comparing Emotional Information Changes Neural and
Behavioral Emotional Responses. ALANA M. CAMPBELL,
University of North Carolina at Chapel Hill, DEANA DAVALOS,
Colorado State University — Interactions between emotional
and cognitive processes are known to yield differential impacts;
enhancing a system in some conditions while disrupting
it in others. This current study investigated interactions
between emotional valence and working memory, using
electroencephalography (EEG) to index neural communication
across a variety of emotional conditions. Participants completed
a modified delayed match to sample task using stimuli spanning
the emotional range of the International Affective Picture
System (IAPS). Participants compared the emotionality of
the sample and target images. The late positive potential
(LPP) indexed emotional responses elicited from the images.
Consistent with previous research, negative emotional stimuli
appeared to elicit more robust and more easily influenced LPPs
than positive stimuli. Both the participant ratings of, and LPPs
in response to, negative and positive target images varied based
on the valence of the sample image. Additionally, spectral
analyses will be discussed.
Email: Alana Campbell, Alana_Campbell@med.unc.edu
(2022)
Emotion and Emotion-Laden Words Differ on Both Hits and
False Alarms: Insights From the DRM Paradigm. KRISTEN
A. DILIBERTO-MACALUSO, Berry College, STEPHANIE A.
KAZANAS, Tennessee Technological University, JEANETTE
ALTARRIBA and EMILY O’BRIEN, University at Albany, State
University of New York, EDWIN RIVERA and JOELLE SMITH,
Berry College — Previous research on the influence of emotion
on the production of DRM false memories has yielded mixed
results. This may, in part, be explained by a failure across studies
to distinguish between emotion and emotion-laden word types
and an inconsistency in equating DRM lists on key variables
known to influence lure production. The current study aims
to examine false recall for neutral, emotion, and emotionladen word lists presented either visually or auditorily while
controlling for backward associative strength (BAS), forward
associative strength (FAS), word frequency, word length,
number of syllabus, concreteness, imageability, valence, and
arousal. Overall, we found that the proportion of false alarms to
lure items was higher for neutral than for emotion and emotionladen list types. A separate analysis examining list valence
(2025)
The Co-Occurrence of Cognition and Affect in Biofunctional
Mutual Exclusion: A Cross-Disciplinary Meta-Analysis.
CATANYA G. STAGER, The University of Alabama —
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Decades of biofunctional embodiment research suggest that
biofunctional mutual exclusion (BME) is an experiencepeaking categorization process that engages together distributed
constellations of neural activity across diverse nervous and
bodily systems (Iran-Nejad, 1987, 1986, 1987). A corresponding
prediction of this suggestion is that the BME simultaneously
engages both cognition as well as emotion. This presentation
reports a meta-analytic investigation of studies across the
separate fields of cognition and affect where cognition and
emotion experiences co-occur contemporaneously in support
of the above prediction. This study investigates disambiguation
studies in search of cognition and affect embedded together in
coherent experiential categories. We conduct a meta-analysis
of disambiguation studies to classify examples of embedded
biofunctional mutual exclusion events and propose that
categorization is first, a biofunctional mutual exclusion process
and then secondarily a psychological mutual exclusion process.
This meta-analysis advances a more cohesive investigation of
the co-occurrence of cognition and emotion in experiential
embodiment.
Email: Catanya Stager, cgstager@crimson.ua.edu
of college students in the Northeast. Current SAD treatment
includes bright light therapy, which is effective for nearly 80%
of patients. The premise of this research is to determine if the
use of a virtual reality (VR) environment in conjunction with
light therapy could provide a more effective treatment for SAD.
Development of the virtual environment was done in Unity and
focuses on summer beach exposure. The research is currently
on-going; results will examine the level of effectiveness for the
virtual reality enhanced treatment as compared to traditional
bright light therapy. The goal of this work is to identify if VR
exposure increases the efficacy of traditional bright light
therapy for SAD patients.
Email: Nicholas Giudice, nicholas.giudice@maine.edu
(2028)
Virtual Reality Exposure Therapy for Veterans With PTSD.
SCOTT M. RICHARDS, CHRISTOPHER R. BENNETT
and NICHOLAS A. GIUDICE, University of Maine — As a
veteran, I have seen firsthand the effects Post Traumatic Stress
Disorder (PTSD) can have on an individual. One of the most
efficient ways for treating PTSD involves the use of prolongedexposure therapy. The emergence of virtual reality technology
in the mainstream affords the ability to quickly build virtual
worlds, which many organizations have begun using to treat
veterans with PTSD. What this research has accomplished is the
creation of a broadly applicable package of pre-constructed and
immersive virtual models and assets. This package includes a
plethora of sounds, objects, and effects, all of which can be used
by anyone to build a realistic, immersive virtual environment
catered to the unique experience of an individual with PTSD.
On-going usability research aims to identify how therapists are
able to interact with the software suite. Results from this work
enhance the ability professionals have to personalize PTSD
exposure therapies.
Email: Nicholas Giudice, nicholas.giudice@maine.edu
(2026)
Alexithymia in Men: An Electrophysiological Investigation
of Emotional Processing. ELLIOTT JARDIN, Cleveland State
University, PHILIP A. ALLEN and RONALD F. LEVANT, The
University of Akron, MEI-CHING LIEN, Oregon State University,
ERIK MCCURDY, ANTHONY VILLALBA and JAMES R.
HOUSTON, The University of Akron — The Normative Male
Alexithymia Hypothesis proposes that men have more difficulty
in displaying vulnerable emotion (e.g., fear and angry; Levant,
1992). We examined whether Alexithymics exhibit emotional
recognition deficits using electrophysiological measures. We
tested 15 males who scored above the 90th percentile rank on
the Toronto Alexithymia Scale (the Alexithymia group), and
15 males with average scores (the control group), on a facial
emotion recognition task (happy, angry or neutral). We assessed
early repression (unconscious avoidance) and later suppression
(conscious avoidance) loci using P1 and P3, respectively. Results
showed that the Alexithymia group produced significantly
lower P1 and P3 on all emotional faces than the control group.
Also, the control group showed relatively higher amplitudes for
negatively valenced stimuli than for neutral stimuli, whereas the
“Alexithymic” group showed the reverse trend. This suggests
that Alexithymic symptomology may stem from both early
(perceptual) and later (cognitive) inhibition of vulnerable
emotions.
Email: Elliott Jardin, e.jardin@vikes.csuohio.edu
ASSOCIATIVE LEARNING II
(2029)
The Effect of Modality on SL Deficit Among Adults With
Developmental Dyslexia (DD): Evidence From an AGL
Task Study. SHANI KAHTA and RACHEL SCHIFF, Bar-Ilan
University — It has been recently suggested that individuals
with DD are deficient in SL, and that this deficit play an
important role in their difficulties acquiring fluent reading and
writing. However, the taucity of research leaves the nature of
this deficit, particularly whether the deficit will show in both
visual and auditory modalities. Therefore, the aim of the current
study was to explore the effect of modality on the performance
of adults with DD on SL tasks. Sixty three adults participated
in two experiments, 31 in the DD group, and 32 in the control
group. The stimuli for the visual task were letter sequences,
and the stimuli for the auditory task were tone strings. Results
showed that all participants exceeded chance level in both
modalities, however, a significant difference was found between
DD and controls in both visual and auditory tasks. A significant
interaction revealed that difference in performance was
significantly higher in the auditory experiment. These results
(2027)
Virtual Reality Simulation as Supplemental Treatment in
Cases of Seasonal Affective and Anxiety Disorders. TONI
M. KAPLAN, AMY FORTIER-BROWN, CHRISTOPHER R.
BENNETT and NICHOLAS A. GIUDICE, University of Maine
— Seasonal Affective Disorder (SAD) is a depressive mood
disorder that results from seasonal changes during the winter
months. This condition is more prevalent in northern climates;
according to Bates College Health Center, affecting 5-13%
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Friday Noon
(2032)
Outcome Predictability Biases Human Associative Learning.
OREN GRIFFITHS, MAY ERLINGER, TOM BEESLEY and
MIKE LE PELLEY, University of New South Wales — Associative
learning research (human and animal) has historically
considered ‘uncertainty’ to be a property of cues. Much work
has shown that learning about the predictiveness of cues (cue
uncertainty) changes how those cues are treated subsequently.
Yet logically ‘uncertainty’ could also be considered a property
of outcomes. The present article presents the first experiments
examining whether the predictability of outcomes (outcome
uncertainty) changes the way outcomes are subsequently
treated in a human associative learning task. An outcome’s
associative history was shown to bias subsequent learning in a
manner comparable to that of a cue’s associative history. This
holds significant implications for how uncertainty is conceived
and represented in both associative learning theories, and in
cognitive theories in other domains.
Email: Oren Griffiths, oren.griffiths@unsw.edu.au
support the SL learning deficit hypothesis for individuals with
DD, and expand it by showing that this deficit is constrained by
the modality in which it is presented. Theoretical and clinical
implications are discussed.
Email: Shani Kahta, shani360kahta@gmail.com
(2030)
Maximizing Accuracy Instead of Reward in Perceptual
Category Learning. KAILEIGH A. BYRNE, Texas A&M
University, TYLER DAVIS, Texas Tech University, DARRELL
A. WORTHY, Texas A&M University — This study used a
perceptual category-learning paradigm where people received
monetary payoffs for correct classifications to examine whether
people prefer to classify easier, but less rewarding stimuli over
more difficult, but more rewarding stimuli. In the learning
phase, participants learned to categorize perceptual stimuli that
differed along two perceptual dimensions via trial and error.
In the gains condition, participants received larger rewards
for correctly categorizing more difficult items. In the losses
condition, correct classification of difficult items led to fewer
points lost, while incorrect classification led to the largest
possible loss. During the test phase, participants chose one
of two items to classify that varied in difficulty. Across both
conditions, individuals had a strong bias toward choosing
easier stimuli to categorize in the test phase even though
those stimuli offered smaller possible payoffs and had lower
normative expected values. These results were corroborated in a
second study, and suggest that people are inclined to maximize
accuracy rather than monetary reward. Thus, these results
suggest that preference for certainty extends to learning tasks
with deterministic rules.
Email: Kaileigh Byrne, kbyrne21@tamu.edu
(2033)
Beyond Graph Topology: Walk Structure Influences ClusterLevel Surprisal Effects in a Continuous Learning Task.
ELISABETH A. KARUZA, ARI E. KAHN, SHARON L.
THOMPSON-SCHILL and DANIELLE S. BASSETT, University
of Pennsylvania — Human learners exploit not only transitional
probabilities but also the graph topology of sequentially
experienced events as they develop representations of their
environment. Here, we illustrate that learning is influenced,
not only by the topological properties of a network, but also by
the order (“walk”) in which its edges are traversed. Participants
responded via button press to a sequence of images generated
by distinct walks on the same graph. When transitioning out of
a dense cluster of nodes, learners exposed to a random walk on
the graph showed the strongest surprisal effects: a sharp increase
in reaction time upon entering a new cluster. However, this
effect was reduced/reversed by introducing highly structured
walks (i.e., those that sampled exhaustively from all nodes and
edges in successive cycles). Thus, we show that learners are
sensitive to multiple sources of information: the organization of
a network and how its elements unfold in time.
Email: Elisabeth A. Karuza, ekaruza@sas.upenn.edu
(2031)
The Effects of Self-Generated Examples on Paired-Associates
Learning of Name and Definition of Psychological Terms.
KEIGO OSHIO, Hosei University (Sponsored by Tetsuya Fujita)
— There are few research determining how effective selfgenerated examples is. Current research question is, will student’s
paired-associates learning of new name of psychological terms
and definitions be promoted by self-generated examples, or by
reading examples, when the name of term is changed original to
irrelevant name, and when the test is Name-Definition matching
test. Subjects were 36 undergraduate students. A 2 × 2 mixed
factorial design was employed, with one between-subjects
variable, order type (read-generate vs. generate-read) and one
within-subjects variable, example type (read name, definition
and generate example vs. read name, definition and example).
After each study condition for 10 terms, participants were asked
to answer the matching test for 5 minutes. The results from A
mixed-multifactorial analysis of variance shows that there was
a main effect of example type, F(1, 34) = 4.36, p = .04 , η2 = .04).
Self-generating example is more effective than reading example.
Email: Keigo Oshio, o4o_k5@yahoo.co.jp
(2034)
Remembering and Applying Psychology Course Content
Mnemonically, Revisited. RUSSELL N. CARNEY, Missouri
State University, JOEL R. LEVIN, University of Arizona, MY
Q. VU, Washington University in St. Louis, REBECCA E.
KNOPH, KATHERINE E. WHISENHUNT, CAITLIN M.
DRUMMOND, SARAH C. ASHE and MEGAN E. KERN,
Missouri State University — Extensive research has shown
the keyword method to be an effective mnemonic technique.
However, mnemonic strategies are often criticized as facilitating
only rote memory. To date, only a handful of mnemonic
studies have featured outcome measures requiring higherorder thinking. To further examine this issue, we randomly
assigned undergraduates to one of three groups: own best
method (control), or one of two mnemonic conditions (one
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with a single provided keyword, and the other with two). After
an introduction to their strategy, students used their respective
techniques to study 22 psychologists and the theories or
concepts with which they are associated (e.g., Sperling/Iconic
Memory). On both immediate and 2-day-delayed psychologistconcept matching tests, students in both mnemonic conditions
statistically outperformed control participants. Further, and
importantly, students in both mnemonic conditions also
statistically outperformed control participants on a 12-item
multiple-choice test that required higher-order thinking
(with no statistical differences between the two mnemonic
conditions).
Email: Russell N. Carney, RussellCarney@missouristate.edu
may either help or hurt memory for details of episodic events.
Memory for various episodic attributes was measured using a
source memory paradigm across experiments and as well as
a remember-know paradigm. Source memory differs across
ambiguity manipulations; encoding and binding mechanisms
will be discussed.
Email: Gabriel Cook, Gabriel.Cook@ClaremontMcKenna.edu
(2037)
The Role of Experimental Proportions in the Novelty
Mnemonic Effect: Prior Knowledge Perspective. NIV
REGGEV, REUT SHARONI and ANAT MARIL, The Hebrew
University of Jerusalem (Sponsored by Yonatan GoshenGottstein) — Conceptual congruency effects show how familiar
stimuli (congruent with previous knowledge) facilitate improved
memory performance compared to novel stimuli. However,
the contribution of novelty to superior memory performance
is a widely accepted convention. Here we examine the role
of experimental proportions of novel and familiar stimuli as a
potential explanation for these apparently conflicting findings.
Across two experiments we demonstrate that semantic novelty
is sensitive to experimental proportions but does not lead to
a mnemonic advantage over familiarity even when extremely
infrequent. Memory for semantically familiar items was similar
across all experimental proportions, suggesting that encoding
of familiar items is insensitive to list effects. Result suggest that
the effects of different aspects of novelty and familiarity should
be explored orthogonally.
Email: Anat Maril, anat.maril@mail.huji.ac.il
(2035)
Statistical Learning Enhances Memory for Objects from
Triplets and Impairs Memory for Objects Inserted Into
Triplets. SACHIO OTSUKA, Doshisha University, JUN SAIKI,
Kyoto University — We examined whether visual statistical
learning (VSL) influences memory for objects from triplets
and for inserted objects that break the regularity. In the
familiarization phase, participants observed a stream of objects
that consisted of structured triplets where three objects were
always presented in the same order, and random triplets. In
the last part of the familiarization phase, similar objects were
inserted into the structured triplets, and between the structured
and random triplets. In the subsequent memory test, participants
were required to decide whether the presented objects were old
or new. The results showed that objects from structured triplets
were more likely to be remembered than those from random
triplets, and objects inserted into the structured triplets were
less likely to be remembered than non-inserted objects. These
results suggest that VSL enhances memory for triplet elements
and impairs memory for objects that break the regularity.
Email: Sachio Otsuka, sotsuka@mail.doshisha.ac.jp
HUMAN LEARNING AND INSTRUCTION II
(2038)
Metacognitive Awareness and Judgments of Learning in
Statistics Courses. ERIN M. BUCHANAN, KATHERINE
D. MILLER, EMILY R. KLUG, REBECCA E. KNOPH,
ELIZABETH KUSEL, CALEB Z. MARSHALL, NICHOLAS
MAXWELL and RACHEL L. SWADLEY, Missouri State
University — A judgment of learning (JOL) is defined as a
judgment that occurs after we have learned new information,
and they are predictions about future test performance on
these newly learned items (Sundqvist, Todorov, Kubik, &
Jönsson, 2012). JOLs were evaluated in terms of metacognitive
awareness and types of knowledge estimated; predicting that
metacognition, in addition to GPA, would be a significant
covariate in the relationship between participant JOLs and
actual test performance for both declarative (facts) and
procedural (skills) knowledge. We asked university students
from three statistics courses to provide their judgments of
learning before each exam. As expected, JOLs significantly
predicted performance with better predictions for procedural
based knowledge than declarative knowledge, while GPA
was a significant covariate only for declarative knowledge.
Metacogntive skills including concentration, self-efficacy,
and monitoring were predictors of JOLs where perceived
concentration and self-efficacy increased JOLs, while perceived
monitoring skills decreased overconfident JOLs.
Email: Erin M. Buchanan, erinbuchanan@missouristate.edu
(2036)
Sensical and Nonsensical Information May Help or Hurt
Source Memory for Ambiguous Images. GABRIEL I.
COOK, Claremont McKenna College, ARLO CLARK-FOOS,
University of Michigan-Dearborn, J. THADDEUS MEEKS,
University of Southern Illinois-Edwardsville, RICHARD L.
MARSH, University of Georgia, CHRISTOPHER URBANIK,
University of Michigan-Dearborn — Making sense of ambiguous
information is important for understanding how we should
interact with objects, the environment, and other people
we encounter throughout our lives. Semantics also plays a
role in how memories are formed, retained, and retrieved.
However, research on source memory has not really focused
on understanding the role of ambiguity in the context of
episodic experiences. We set out to investigate how cognitive
processing may differ for information that is either sensical
or nonsensical in order to determine how that processing
influences a later recollective experience for ambiguous
information. We manipulated whether participants could
make sense of ambiguous images by pairing them with sensical
verbal captions, nonsensical verbal captions, or no captions
(control) in order to determine how secondary information
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(2039)
A New Framework for Understanding How Feedback
Promotes Learning. ANDREW C. BUTLER and NATHANIEL
D. RALEY, University of Texas at Austin — Over the past 50
years, the effects of task-level feedback on learning have been
investigated within three relatively isolated research traditions:
experimental laboratory research, applied research in the
classroom, and research on using computers for individual
instruction. Within each of these disciplines, the accumulation
of empirical findings has far outpaced the development of
theory. In addition, numerous discrepancies have emerged
among these research traditions, which is problematic for
existing theory and making recommendations for educational
practice. We will propose a new theoretical framework that
aims to unite a fragmented feedback literature that is rife with
(seemingly) contradictory findings by introducing theory
from other areas of human learning. We will discuss three
well-replicated findings that are critical to understanding
how people learn from feedback: the superiority of correct
answer feedback relative to right/wrong and no feedback; the
relationship between response confidence and error-correction;
and the benefits of delaying feedback.
Email: Andrew C. Butler, andrewbutler@austin.utexas.edu
in which they reported on the study behaviors they used to
prepare for that test and predicted their performance. These
data were linked to their course grades and analyzed using
linear regression. While cognitively effective study behaviors
were used less often overall, they were positively associated
with some academic achievement measures. Interestingly, those
behaviors were also negatively associated with metacognitive
measures. Theoretical implications and the practical application
of these behaviors to student study habits will be discussed.
Email: Michael Friedman, michael.charles.friedman@gmail.
com
(2042)
Accompanying Corrections With Explanations: The Benefits
of Additional Processing and Feedback Belief. PATRICK
R. RICH and JOHN DUNLOSKY, Kent State University,
MARIËTTE H. VAN LOON, University of Bern, MARIA S.
ZARAGOZA, Kent State University (Sponsored by David Riccio)
— Recent research has found evidence that when correcting
misconceptions, an explanation of the correct answer helps
increase knowledge revision (Kendeou et al., 2014). However,
the exact mechanism for how explanations benefit knowledge
revision remains unknown. In two experiments we investigated
the contributions of two factors: (a) increased processing of the
correct information, and (b) increased belief in the feedback.
To address these factors, after reading corrective feedback
participants either read an explanation for the correct answer or
generated their own explanation. Both provided explanations
and self-generated explanations increased accuracy on a
delayed final test, indicating a role of increased processing.
However, belief in the feedback mediated the effect of provided
explanation on later accuracy, indicating a role of belief in the
feedback. These results, replicated in the second experiment,
indicate that explanations may benefit later accuracy through
both increased processing and increased belief in the feedback.
Email: Patrick Rich, prich1@kent.edu
(2040)
Peer Assessment of Student Generated Questions. SOOJUNG
BAE, JOOYONG PARK and CHEONGTAG KIM, Seoul
National University — Students do not spontaneously raise many
questions and the quality of questions are often superficial. One
way to promote spontaneous questioning would be exposing
students to various questions raised by their peers and having
them assess these questions. As a preliminary step to that goal,
the present study examined how to make sure that consistent
and valid assessment takes place when students assess questions
raised by their peers. We used two different rubrics: holistic and
analytic. The analytic rubric had three dimensions: generation
process, expression, and impact on learning. The results showed
that ratings from the analytic rubric were more reliable than
those from the holistic one. Furthermore, assessments made
with analytic rubric had higher correlation with those by
experts. These results suggest that students will be more likely
to make reliable and valid assessments of questions raised by
their peers when appropriate rubrics are provided.
Email: Soojung Bae, aaaaa124@snu.ac.kr
(2043)
Encountering the Unexpected: Coherence Break Detection
in Scientific Explanations. BRENT STEFFENS, M. ANNE
BRITT and KEITH K. MILLIS, Northern Illinois University
— Readers do not appear to notice coherence breaks while
reading scientific texts (Noordman et al., 1992) or become
explicitly aware of the problems afterwards (Glenberg et al.,
1982; Otero & Kintsch, 1992). To examine whether reading
skill or task instructions that emphasize the situation model
would mediate the spontaneous detection of causal coherence
breaks, participants read short scientific explanations of
different phenomena (e.g., how honey is formed) that did or
did not include an inconsistency. We found that regardless of
reading skill or task instructions, participants took longer to
read the target sentences in the inconsistent than the consistent
passages but generally did not report the inconsistency. These
results suggest that readers monitor for local inconsistencies,
but are not detecting the breaks in causal coherence at the
(2041)
Study Behaviors as a Predictor of Academic Achievement
and Metacognitive Accuracy in College Courses. MICHAEL
FRIEDMAN and SAMUEL MOULTON, Harvard University
— Prior research into student study strategies has supported
the claim that cognitively effective behaviors (e.g., retrieval
practice) are associated with better achievement outcomes
(GPA; Hartwig & Dunlosky, 2012). We expanded on this work
by investigating the relationship between study strategies and
measures of academic performance (test score, course grade,
GPA), as well as metacognitive measures (predicted exam
score, predicted course grade). We surveyed students in two
psychology courses immediately following their final exam,
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(2046)
Anchor Papers: An Effective Guide for Peer Review.
HYUNJEONG LEE and JOOYONG PARK, Seoul National
University — Anchor papers refer to sample essays graded by
expert raters, used to provide a common standard for raters.
The use of anchor papers has been recommended for a long
time. Its effect, however, has so far been discussed only within
the context of teachers or professional graders. In this study, we
tested whether anchor papers improve the accuracy of rating in
peer-review setting, where students make evaluations of other
students’ essays. The experimental group was given a rating
guideline and two anchor papers to refer to, while the control
group was simply given the rating guideline. Then, both group
rated the same 20 essays. The validity of the rating scores of the
experimental group was significantly higher than that of the
control group. That is, the rating scores of the former group
was more similar to the essay scores given by expert raters.
The result suggests that using anchor papers can lead to more
accurate rating in peer-review situations.
Email: Joo Yong Park, jooypark@snu.ac.kr
situation model level. Readers therefore may not be attempting
to represent the causal relationships between events, which are
critical for comprehension of explanations.
Email: Brent Steffens, bsteffens@niu.edu
(2044)
The Impact of Learning Approaches on Mental Models
and Knowledge Transfer Within Arithmetic. REBECCA A.
BONCODDO, Central Connecticut State University, CLINT
A. JENSEN, APRIL D. MURPHY, TIMOTHY T. ROGERS,
MARTHA W. ALIBALI, and CHARLES W. KALISH, University
of Wisconsin — We report a series of studies in which both
adult and child learners practice arithmetic problems either in
a format that promotes item-specific representations of element
combinations through standard symbol equation presentation
(nominal), or in a format that promotes richer memory
representations grounded in a system of magnitude relations
presented as a number line (continuous). When learners are
presented with standard mathematics equations there is little
to support a deeper understanding of the relationship between
the seemingly abstract symbols that make up the equation. We
hypothesized that learners in the continuous conditions will
show better transfer to related mathematics problems because
their practice problems allow them to construct an integrated
magnitude representation rather than simply learning a series of
isolated facts. Additionally, we outline parameters to determine
the mental models learners were constructing during training
by analyzing participant’s accuracy on transfer problems
involving both novel quantities and problem presentations.
Email: Rebecca Boncoddo, boncoddo@ccsu.edu
(2047)
Open-Note Testing and Lecture Pacing: Effects on Note
Taking and Test Performance. BENJAMIN D. ENGLAND
and ASHLEY SYLVARA, Missouri Western State University,
FRANCESCA R. ORTEGREN, University of Southern Indiana
— Note taking is important for encoding and recalling
information, however, multiple factors—such as whether
students paraphrase the presented information or write verbatim
notes—may influence the quality of notes and subsequent
test performance. We examined how lecture pace and opennote testing influenced students’ note-taking approach and,
as a result, performance on multiple question types. In the
present experiments, participants listened to a lecture and were
allowed to pause the lecture (or not) then answered questions
over the material with or without their notes. Although both
factors influenced students’ note-taking approach, the effect on
memory was somewhat mixed. We showed that unlike previous
work (e.g., Mueller & Oppenheimer, 2014) verbatim note
taking could improve conceptual test performance (but see Bui,
Myerson, & Hale, 2013) under certain conditions. The present
results highlight the importance of learners’ expectation of an
upcoming test prior to and control during learning on note
quality.
Email: Benjamin D. England, bengland2@missouriwestern.edu
(2045)
Test-Bank Quizzes Versus Quizzes Requiring Main Point
Identification: Influence on Exam Performance Across
Structure Building Abilities. RESHMA GOURAVAJHALA
and MARK A. MCDANIEL, Washington University in St Louis,
DAVID B. DANIEL, James Madison University — Knowing
how to identify and integrate important parts of a narrative,
while also suppressing irrelevant details, is a foundational skill
for building a cohesive mental model of complex materials.
Recently, this “structure-building” ability has been shown to
predict success in introductory biology and psychology college
courses (Arnold et al., in press). To help low structure builders
(identified using Gernsbacher’s Multimedia Comprehension
Battery), we implemented a classroom intervention in an
undergraduate psychology course. The intervention section
was given pre-lecture online short-answer quizzes that asked
students to identify the most important points in a chapter,
and required metacognitive ratings of their understanding.
The control section was given pre-lecture online multiple
choice quizzes comprised of questions from a quiz bank. Postintervention exam results showed no significant difference
between the control and intervention sections, or between low
and high structure builders within the intervention section.
Possible explanations and educational implications will be
discussed.
Email: Reshma Gouravajhala, rgouravajhala@wustl.edu
(2048)
Surprise, Your Final Exam Is Today: An Examination of
Frequent Testing in a College Class. JOSEPH W. PIROZZOLO
and DONALD J. FOSS, University of Houston — Frequent
testing has been shown to facilitate learning. We investigated
the effects of frequent “high-stakes” testing and practice quizzes
(low-stakes testing) in two semesters of a college psychological
methods course. Motivated by Keys (1934), we measured the
outcome of these variables on both a “surprise cumulative exam”
on the penultimate lecture day and on the regularly scheduled
final exam. All exam items were either multiple choice or short
answer. Some items on the final exam appeared on a previous
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exam, some on both a previous exam and the surprise exam
(repeated twice), and some were novel. Results indicate that
students who took frequent exams and practice quizzes perform
better on the surprise exam and the final exam. Frequent testing
led to disproportionately better performance on short answer
and novel items. Interestingly, the most powerful predictor of
performance on the final exam was whether a student took the
surprise exam.
Email: Joseph Pirozzolo, jwpirozzolo@uh.edu
FDR <0.05. We conclude that higher frequency of cognitive
asymmetry is observed in middle aged adults at-risk of AD and
is negatively related to memory and cortical thickness.
Email: M. Natasha Rajah, maria.rajah@mcgill.ca
(2051)
Stretching Achievement. SARA A. PETERS and RENÉE
C. STUBBS, Newberry College — Stretch math courses have
been introduced into college curriculums as an alternative to
enrolling remedial students in non-credit bearing math courses.
There are several stretch models available, but most include
students meeting more than the traditional 2-3 times per week
for the course, and include greater resources for struggling
students. The current study followed students (n=14) involved
in a stretch College Algebra course for a semester, to determine
whether the supplemented learning environment provided
created demonstrated gains in self efficacy toward mathematics,
as well as in cognitive, memory, and attention-oriented tasks
(flanker, n-back, number span) from semester beginning (time
1) to end (time 2). The additional resources for students within
the stretch course included mandatory tutoring, the use of
graphical organizers, and a supplemental instructor.
Email: Sara A. Peters, sara.ann.peters@gmail.com
(2049)
Different Sequences of Study for Different Types of Tests: The
Sequence of Study Changes How Concepts Are Represented.
PAULO F. CARVALHO and ROBERT L. GOLDSTONE,
Indiana University — Previous research has demonstrated that
the sequence of study changes what is encoded and remembered
from study. During blocked study learners encode the
similarities among items of the same categories whereas during
interleaved study learners encode the differences between
items of different categories. The aim of the present work was
to investigate whether these differences in encoding lead to
different representations of the studied materials. Participants
studied natural categories either interleaved or blocked and
were then given different probes about their knowledge of
the categories. Participants perform better following blocked
study in tests requiring isolated representations of the concepts
(i.e., writing a definition), whereas for tests that require
discrimination there is no difference between the two sequences
of study. These results are consistent with the proposal that the
sequence of study changes what is encoded and extend previous
evidence by connecting differences in encoding to differences
in how information is represented in long-term memory.
Email: Paulo Carvalho, pcarvalh@indiana.edu
(2052)
Does Testing Promote the Learning of Higher-Order
Statistical Concepts? ANDREW LOGIUDICE, McMaster
University, FARIA SANA, Athabasca University, JOSEPH A.
KIM, McMaster University — To what extent does the testing
effect, a robust finding in the memory literature, apply to
complex learning materials? We examined whether testing
enhances learning of higher-order statistical concepts. In the
study phase, all participants studied various classes of statistical
tests (e.g., Kruskal-Wallis) via example word problems, each of
which were paired with brief explanations of their structural
features (e.g., three or more independent variables, quantitative
dependent variable). In the practice phase, those in the restudy
condition studied each problem with its corresponding
structural features again, whereas those in the test condition
saw each problem, recalled the appropriate class and structural
details, and then received the correct response. On the final
test, all participants identified the class and structural features
of previously studied (old) and never-before-seen (new)
problems. If testing enhances the processing of structural
features and superordinate classes embedded within these
statistics materials, performance on the final test should be
better in the test condition than in the restudy condition for
both old problems (recall) and new problems (transfer).
Email: Andrew LoGiudice, logiudab@mcmaster.ca
(2050)
Cognitive Asymmetry and Alzheimer’s Disease Risk at
Midlife. LYSSA MANNING and M. NATASHA RAJAH,
McGill University — This study examines the relationship
between cognitive asymmetry (unbalanced visuospatial vs
verbal capabilities) and AD risk factors (family history (FH),
APoE 4 allelotype), and investigate their correlation with
memory performance and cortical thickness. 93 healthy middle
aged (40-59yrs) adults had their cognitive asymmetry was
assessed, and were classified as +FH(N=37) or -FH(N=56). Of
the 93, 75 were genotyped and classified as +e4 (N=27) or -e4
(N=48). A subset (N=57) underwent structural MRI scanning
for cortical thickness analysis. Asymmetry was calculated as
a difference score of visuospatial vs. verbal ability assessed by
subtests of the Montreal Cognitive Assessment and category
switching subtest of the Delis-Kaplan Executive Function
System. We found a significant difference in asymmetry scores
between +FH/-FH (p=.011) and +e4/-e4 (p=.015). Also, +e4 had
significantly lower verbally ability as reflected by the direction
of asymmetry scores. Chi-square tests revealed a significantly
higher frequency of asymmetry among +e4 than -e4 (p<.05).
Additionally, linear regression revealed that magnitude of
asymmetry was negatively related to both memory performance
(p=.058) and left and right hemisphere cortical thickness at
(2053)
The Stability of the Interleaving Effect Across Time and
Within-Participants. DEREK T. STOECKENIUS, University
of California, Los Angeles, VERONICA X. YAN, University
of Southern California, FARIA SANA, Athabasca University,
ROBERT A. BJORK and ELIZABETH LIGON BJORK,
University of California, Los Angeles (Sponsored by Geoff
Norman) — Interleaving exemplars of to-be-learned categories,
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rather than blocking exemplars by category, enhances category
induction across multiple types of categories (e.g., artists’ styles,
butterfly species, math concepts, motor skills) and across
different participant populations (children, younger and older
adults). We examined the robustness of the interleaving benefit
across time (Exp. 1), and across categories within a given
participant (Exp. 2). In Exp 1, participants studied paintings
from different artists that were either interleaved (uniform or
expanding) or blocked by artist, and then—either immediately
or 24 hours later—had to identify the studied artist responsible
for each of a series of new paintings. Interleaving produced
better classification performance than did blocking at both
retention intervals. In Exp. 2, in three separate study-test
cycles, participants had to learn—from blocked or interleaved
exemplars—a given artist’ painting style, a given cartoon-fish
species, and a given butterfly species. Out of 178 participants,
not a single participant benefited from blocked learning across
all three categories. These results demonstrate the robustness of
the interleaving effect across time and within participants.
Email: Veronica X. Yan, veronicy@usc.edu
Structural equation modeling was used to examine how
flashbulb-related characteristics of one’s initial experience (i.e.,
surprise, arousal, and personal consequentiality) contribute
to the enhancement of positive and negative details, and
how one’s age alters these relations. The models revealed
distinct age-invariant effects of emotional importance and
personal involvement on emotional response, with emotional
importance enhancing focus on negative aspects and personal
involvement enhancing focus on positive. In addition, age
was associated with increased focus on positive aspects of the
event. These findings suggest particular mechanisms that may
naturally allow individuals to think about the positive elements
of an otherwise negative experience
Email: Jaclyn Ford, JaclynHFord@gmail.com
(2056)
Linguistic Content of Autobiographical Memories Cued by
Popular Music and Words. KRYSTEN D. ZATOR and ALBERT
N. KATZ, University of Western Ontario — Young adults were
presented with either verbal or musical stimuli and asked to
provide a typed description of a specific event autobiographical
memory that came to mind. Two groups of participants were
verbally cued by events that took place when they were 5, 10 or
16 years of age or by a general verbal lifetime cue directing them
to that period in their life. A third group received 30 second
long musical clips of songs popular during the same time
periods. The memory descriptions produced were subjected to
analysis by the Linguistic Inquiry and Word Count program.
Differences in the reports produced suggests that listening to
music is embodied in motor-perceptual systems, and this is
reflected in the memories that come to mind, in contrast to
memories produced to specific real-life events. Finally, relative
to music cues, lifetime specific cues produced memories with
reliably more uses of personal pronouns, past tense terms, and
negative emotions, suggesting the access to larger discoursestructures is also reflected in the use of the language employed
to describe a specific event-level autobiographical memory.
Email: Krysten Zator, kzator2@uwo.ca
AUTOBIOGRAPHICAL MEMORY I
(2054)
The Effect of Mood and Elicitation Technique on
Autobiographical Memory Ratings.
CARISSA
L.
BROADBRIDGE, Saint Xavier University — Fitzgerald (1988)
argues that the reminiscence bump is due to the self-narrative
being created during the time period of the bump. The stories
included in this self-narrative are thought to remain stable over
time because the interpretations of the events can change as one’s
view of the self changes (Fitzgerald, 1988). In the present study,
participants were randomly assigned to a positive or negative
mood condition. Once mood was induced using the Velten
technique (Velten, 1968), four autobiographical memories
were elicited through the cue-word method or by recalling
four memories that belong in a book about their life. Each
memory was then rated using the Autobiographical Memory
Questionnaire. Results showed that cue type significantly
moderated the effect of mood on memory valence, F(1,94) =
3.95, p = .05. There was no effect of mood manipulation on
memory valence in cue-word memories, t (49) = 0.42, p =
.67. For life book memories, negative mood induction (M =
1.14, SD = 1.27) led to significantly less positive memories the
positive mood induction (M = 0.17, SD = 1.22), t(41) = 2.55, p
= .015. These results suggest that the self-narrative is somewhat
malleable, as Fitzgerald (1988) predicted.
Email: Carissa Broadbridge, broadbridge@sxu.edu
(2057)
The Ontogeny of Relational Memory and Pattern Separation:
A Radical Change in Performance Between Ages 4 and 6. CHI
T. NGO, NORA S. NEWCOMBE and INGRID R. OLSON,
Temple University — Episodic memory relies on memory for the
relations among multiple elements of an event and the ability
to discriminate among similar elements of episodes. The latter
phenomenon, termed pattern separation, has been studied
mainly in young and older adults with relatively little research
on children. To study the contributions of relational memory
and pattern discrimination to episodic memory development,
we created a relational memory task assessing what-where
relations and modified the Mnemonic Similarity Test (Lacy et
al., 2011; Stark et al., 2013, 2015; Toner et al., 2011) for use with
preschool children. Results showed that 4 year-olds performed
significantly worse than 6 year-olds and adults on both tasks,
whereas 6 year-olds and adults performed comparably, even
though there were no ceiling effects. However, performance
(2055)
Age-Related Effects on the Tendency to Focus on the Positive
and Negative Aspects of a Highly Negative Public Event.
JACLYN H. FORD and ELIZABETH A. KENSINGER, Boston
College — The current study examined the effects of age and
flashbulb-related variables on both the negative and the positive
aspects of a highly negative event. 267 participants (ages 1985) completed a survey focusing on their memories for and
emotional reactions to the 2013 Boston Marathon bombings.
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on the two tasks did not correlate, suggesting that two distinct
mnemonic processes with similar developmental trajectories
may contribute to changes in episodic memory.
Email: Chi Ngo, chi.ngo@temple.edu
the mental construction of a possible future event). Previous
functional imaging studies have shown that simulationrelated hippocampal activity is also associated with successful
episodic encoding (i.e., the subsequent recall of simulated
event components). The current study was conducted to assess
whether hippocampal encoding effects during simulation
vary as a function of time (i.e., whether activity is transient
or sustained), and also whether they vary as a function of the
amount of information simulated (i.e., an event with fewer or
more components). During scanning, participants simulated
future events comprising 3, 4, or 5 event components. A
post-scan cued recall test was used to classify events as either
successfully or unsuccessfully encoded. Preliminary analyses
revealed a subsequent memory effect (i.e., successful >
unsuccessful encoding) in the anterior hippocampus. Critically,
the subsequent memory effect was transient and did not vary
as a function of the number of components simulated. The
hippocampal effect may reflect an initial transient binding
process necessary for subsequent memory for simulated future
events.
Email: Preston P. Thakral, prestonthakral@fas.harvard.edu
(2058)
Semantic Structure of Collective Representations. AYSU
MUTLUTÜRK, AYSECAN BODUROGLU and ALI İ.
TEKCAN, Bogazici University — Collective memory has been
attracting increasing attention from memory psychologists.
We specifically investigated the semantic structure of collective
memory representations to identify how people cluster public
events. We asked participants to judge the overall similarity of
different pairs of 15 public events from Turkey’s recent history.
These events had been identified by an earlier nationally
representative sample. We also asked all participants to rate
each public event on a number of variables such as vividness,
centrality-to-self, recollection etc. Using multidimensional
scaling we found that people in Turkey represented and
clustered public events based on three critical dimensions:
humanitarian plights, ethnicity-related conflicts, and the
secularity debate. Voting behavior reflecting political identity
influenced how people clustered public events. These findings
provide an insight about the evaluative criteria that individuals
employ when thinking about public events constituting their
collective memories.
Email: Aysu Mutlutürk, aysu.mutluturk@boun.edu.tr
(2061)
Investigating Age-Related Changes to Open-Ended Problem
Solving. SARAH L. PETERS, CARINA L. FAN and SIGNY
SHELDON, McGill University (Sponsored by Daniel Levitin) —
Episodic memory processes contribute to many tasks beyond
remembering, including open-ended social problem solving.
Here, we extend upon prior reports linking age-related changes
in episodic memory with impairment in open-ended problem
solving by testing how healthy aging impacts different phases
of problem solving in distinct open-ended scenarios. Two
problem-solving phases were of interest: option generation, in
which potential solutions are produced, and the elaboration
phase, where a chosen solution is supplemented with detail.
Younger and older adults were given eight social problems, half
were framed as retroactive (a friend is angry with you) and half
were prospective (plan a vacation) scenarios. For each problem,
participants generated multiple solutions (generation phase)
and then described one solution in detail (elaboration phase). No
age differences were found in the generation phase. Consistent
with previous studies, aging impaired the elaboration phase in
that older adults described solutions with fewer relevant steps
and episodic detail than younger adults. This effect was most
prominent for the retroactive problems. These findings are
discussed in terms of episodic memory process contributions
to problems solving.
Email: Sarah L. Peters, sarah.peters@mail.mcgill.ca
(2059)
The Reliability of Visual Perspective During Mental Time
Travel. JEFFREY J. BERG, KATHLEEN B. MCDERMOTT
and ADRIAN W. GILMORE, Washington University in St. Louis
— When remembering or imagining, people can experience
an event from two vantage points: first-person perspective,
in which the event is viewed from one’s own eyes; and thirdperson perspective, as if one was watching oneself participate
in the event. The visual perspective from which a person
tends to remember or imagine has been related to numerous
individual difference characteristics (e.g., trait anxiety).
Such studies assume that people consistently adopt the same
visual perspective across instances of mental time travel.
Nonetheless, little evidence exists regarding the reliability of
visual perspective, especially across multiple time-points. In
two studies, we examined the degree to which people took
the same visual perspective across two-day (Study 1) and twoweek (Study 2) intervals. In both studies, the visual perspective
ratings demonstrated good-to-excellent reliability. These results
suggest that people consistently adopted similar perspectives
across occurrences of mental time travel.
Email: Jeffrey Berg, bergj@nyu.edu
(2062)
Investigating the Phenomenology of Fictional and
Personal Memories. BRENDA W. YANG and ELIZABETH
J. MARSH, Duke University (Sponsored by Tobias Egner) —
Autobiographical memory extends beyond remembering one’s
personal past: it includes projections into one’s future and
memories that happened to other people (vicarious memories;
Pillemer et al., 2015). Little work, however, has addressed
whether fictional memories are part of this autobiographical
(2060)
Characterizing the Role of the Hippocampus During Episodic
Simulation and Episodic Encoding. PRESTON P. THAKRAL,
Harvard University, ROLAND G. BENOIT, Max Planck
Institute for Human Cognitive and Brain Sciences, DANIEL
L. SCHACTER, Harvard University — The hippocampus has
been consistently associated with episodic simulation (i.e.,
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record. Fictional memories are defined here as memories of
events that occurred in novels, films, television shows, etc. We
examined whether fictional memories serve similar functions
and/or have similar phenomenological characteristics as
personal memories. We used a modified autobiographical
memory paradigm to elicit both types of memories, which
subjects rated on a number of dimensions. Memories of fictional
events were perceptually rich, but did not elicit the same feeling
of reliving as personal memories. Memories of fictional events
served a number of purposes, albeit at lower levels than was true
of personal memories. Overall, this work suggests that fictional
memories are similar to vicarious memories and potentially
part of the autobiographical record.
Email: Brenda Yang, brenda.yang@duke.edu
participants briefly describe their experience and estimate their
age at occurrence. For both experienced and unexperienced
events, participants assess the importance, valence, prevalence,
hypothetic age and transitional impact. The discrepancy
between experienced and unexperienced events indicates that
people’s beliefs about life transitions are influenced by their
personal experience.
Email: Liangzi Shi, liangzi@ualberta.ca
(2065)
Social Shaping of Emotional Autobiographical Memories.
RAEYA MASWOOD, Stony Brook University, ANNE S.
RASMUSSEN, Aarhus University, SUPARNA RAJARAM, Stony
Brook University — People frequently engage in conversation
about shared autobiographical events, particularly those with
emotional significance. Although such discussions can influence
the memory and emotions associated with the event, these
potential consequences of collaborative remembering have not
been studied systematically. We examined these consequences
for a shared, real-life autobiographical event by asking students
to recall their memory of taking a recent exam. Using the
collaborative memory paradigm, we asked students to provide
a group and/or personal narrative of the event. Students first
recalled the event either collaboratively (C) or individually (I),
followed by a final individual (I) recall by all. Valence ratings as
well as the recalled details and emotional tone of the narratives
converged to show that prior collaborative remembering
regulated emotional valence, enhanced positive emotional tone,
and increased recall of external details in memories. We discuss
the role of collaborative remembering in shaping memory and
emotion for autobiographical events.
Email: Suparna Rajaram, suparna.rajaram@stonybrook.edu
(2063)
The Role of Semantic Knowledge in Simulating Coherent
and Detailed Future Events: Insights From an Experimental
Recombination Procedure. SUSHMITA SHRIKANTH and
KARL SZPUNAR, University of Illinois at Chicago — Recent
work on episodic simulation—the ability to imagine a specific
future scenario—has begun to focus on the supporting role of
semantic knowledge. In the present studies, we made use of an
adapted experimental recombination procedure that allowed
us to vary the degree to which simulation cues were supported
by background semantic knowledge. In Experiment 1, we
showed that greater semantic support, as indexed by ratings
of plausibility and explicit reasoning about cue elements, was
associated with the construction of more coherent and detailed
simulations of the future. In Experiment 2, we verified that
reasoning about the future in relation to these recombination
cues was predominantly supported by semantic as opposed to
episodic knowledge. Together, our findings lend support to the
semantic scaffolding hypothesis, which asserts that episodic
simulations of the future can be aided by relevant semantic
knowledge structures. We conclude by discussing circumstances
that may invite scaffolding from episodic knowledge and also
the relevance of our data for understanding the cognitive
architecture that supports clinical anxiety.
Email: Sushmita Shrikanth, sshrik2@uic.edu
WORKING MEMORY II
(2066)
Part-Set Cuing and Strategy Congruence. SAMUEL D.
CURRY and MATTHEW R. KELLEY, Lake Forest College
— Leading explanations of part-set cuing inhibition and
facilitation appeal to the idea that, when participants encode
a set of information, they form individual retrieval plans for
the upcoming test that may or may not be congruent with the
part-set cues provided at test. When the cues are congruent
with the encoded strategy, facilitation occurs; when they
are incongruent, inhibition occurs. Past research has lacked
precision when measuring and manipulating the congruence
between these encoded retrieval plans and part-set cues. The
present study sought to enhance this precision by requiring
participants to encode a set of 25 words (5 rows of 5 items)
using a serial chaining strategy for items within each row. We
manipulated test congruence by varying the structure of the
reconstruction test, as well as the presence or absence of cues
at test. Generally, the results were consistent with the above
predictions.
Email: Matthew Kelley, kelley@lakeforest.edu
(2064)
You Had to Be There: How Experience Affects People’s
Beliefs About Life-Script and Script-Divergent Transitions.
LIANGZI SHI and NORMAN R. BROWN, University of Alberta
— Life-script events refer to normative life transitions (e.g.,
begin grade school, get married, or begin retirement), whereas
script-divergent events are unexpected transitions that cannot
be mapped onto a normative life script (e.g., move to a distant
city, change careers, or get divorced). In this study, we investigate
people’s beliefs about these two types of transitional events,
and the ways that experience and age affect these evaluations.
We predict that life-script and script-divergent events differ
in prevalence, temporal predictability, and emotional valence,
but are equivalent in terms of the transitional impact on life.
The younger adults and older adults are presented with thirty
potential transitional events one at a time, and asked if they
have experienced each personally. For the experienced events,
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(2067)
Distinctive Responding Protects Against Forgetting
Associations: Role of Working Memory. VIVIAN I.
SCHNEIDER, ALICE F. HEALY and CAROLYN J. BUCKGENGLER, University of Colorado Boulder, JAMES A. KOLE,
University of Northern Colorado, IMMANUEL BARSHI, NASA
Ames Research Center — In a continuous memory-updating
paradigm, subjects studied name-location associations and
were tested later for the location most recently associated with
a given name. The default location responses were made on
a map at one side of the display, but on designated trials the
responses were made on a map at the other side of the display.
Memory for the location associated with a given name was
assessed after short and long retention intervals when both
default and distinctive responses were required. Participants
completed the task under conditions where working memory
was or was not occupied with a secondary counting backwards
task. Memory for the location associated with a given name was
better overall with short than with long retention intervals and
was better when distinctive (rather than default) responses were
to be made, especially at the long retention interval, even when
counting backwards was required. Thus, distinctive responding
protects against forgetting associations, and this protection is
not simply due to holding the information from the distinctive
trials in working memory.
Email: Vivian I. Schneider, vicki.schneider@colorado.edu
(2069)
N-Back Versus Complex Span Working Memory Training.
KARA J. BLACKER, SERBAN NEGOITA, JOSHUA B.
EWEN and SUSAN M. COURTNEY, Johns Hopkins University
— Working memory (WM) is the ability to maintain and
manipulate task-relevant information in the absence of sensory
input. While its improvement through training is of great
interest, the degree to which WM training transfers to untrained
WM tasks (near transfer) and other untrained cognitive skills
(far transfer) remains debated. Here participants completed
10hrs of adaptive training on one of three tasks: dual n-back
(n=24), symmetry span (n=25), or permuted rule operations
(n=20; active control group). We found evidence of near
transfer in all three groups; however, far transfer did not emerge.
Both training performance (i.e., maximum level reached)
and baseline task performance were significant predictors of
near transfer gains, whereby higher training performance and
lower baseline task performance were associated with greater
near transfer gains. Counter to the “rich get richer” notion in
cognitive training, our results suggest that individuals with low
baseline WM can improve via training.
Email: Kara J. Blacker, kara.blacker@jhu.edu
(2070)
Individual Differences in Working Memory Training:
A Data Mining Approach. SHAFEE MOHAMMED,
University of California Irvine, BENJAMIN KATZ, University
of Michigan, MARTIN BUSCHKUEHL, MIND Research
Institute, SUSANNE M. JAEGGI, University of California
Irvine — One’s ability to perform, learn and improve at working
memory (WM) intensive tasks is critically important for the
success in school and complex cognitive activities across the
lifespan. WM training has shown to lead to improvements in
important cognitive tasks. One’s performance on an adaptive
and challenging longitudinal WM intervention may serve as an
assay of cognitive plasticity. With over 400 participants having
completed a minimum of15 sessions of WM training, we have
a rich dataset that allows investigating individual differences
and other factors that might determine training outcome.
Preliminary results suggest that factors such as age, type of
n-back, and baseline abilities significantly impact one’s ability to
improve in training. Other factors such as gender and whether
or not training was supervised did not have a significant impact.
Finally, our model allows prediction of training gain with 75%
accuracy. (MB is employed at MIND Research Institute and
SMJ has an indirect financial interest in the Institute.)
Email: Shafee Mohammed, shafeem@uci.edu
(2068)
Evidence of Near Transfer Effects in Low Working Memory
Capacity Individuals, Using Both Working Memory-Based
and Non-Working Memory-Based Cognitive Training Tasks.
JASON F. REIMER, California State University, San Bernardino,
AARON R. SEITZ, University of California, Riverside, EUGENE
H. WONG, VANESSA CARLOS, MEAGHAN R. ROMO,
MINA S. SELIM, KEVIN ROSALES, CANDICE TAGGART,
KRISTY RENDLER and GIA MACIAS, California State
University, San Bernardino — Recent studies have examined
the effectiveness of working memory (WM) training in
young adults. Regarding far transfer effects, results have been
inconsistent, with some studies finding evidence for far transfer
effects (Au et al, 2015) and others finding no evidence (MelbyLervåge et al., in press). In terms of near transfer, findings
appear to be more consistent in providing evidence of positive
training effects (e.g., Harrison et al., 2013; Melby-Lervåg et al.,
in press). The purpose of the present study was to extend these
findings by examining whether near-transfer training effects
can be found in individuals with low working memory capacity
(WMC) using “gamified” versions of n-back and contrast
sensitivity (adaptive control) training tasks. Participants were
pre- and post-tested (and compared to a no-contact control
group) on measures of WMC, cognitive control, and visual
acuity. The results indicated that there was positive near transfer
of training to measures of WMC with the n-back training group
and the adaptive control group. These results provide evidence
that both WM-based and non WM-based training tasks may be
beneficial for individuals who possess deficits in WMC.
Email: Jason Reimer, jreimer@csusb.edu
(2071)
Process-Specific Effects of Working Memory Updating
Training. CARLA DE SIMONI, University of Zurich,
CLAUDIA C. VON BASTIAN, Bournemouth University —
Previous research yielded inconsistent findings regarding the
effectiveness of working memory (WM) updating training,
possibly caused by the variability in processes targeted by the
training regimes. In this study, we therefore evaluated processspecific effects of updating training on maintenance, updating,
and removal of WM contents, and whether such would generalize
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to inhibitory control, task switching and mixing, and reasoning.
Young adults were randomly assigned to the experimental or
an active control group practicing visual search. Before and
after five weeks of training, performance was assessed across 28
tasks measuring the cognitive processes and abilities of interest.
Results showed that updating training had selective benefits for
the maintenance of WM contents and the efficiency to rapidly
update bindings, but not for the removal of no longer relevant
information. Positive effects on other cognitive abilities were
inconsistent at best, rendering the potential of this intervention
to induce generalized improvements negligible.
Email: Carla De Simoni, carla.de.simoni@psychologie.uzh.ch
with an explicit confidence query that allowed participants to
report a confidence range. The failed predictions suggest the
need for ensemble encoding in the memory encoding process.
Email: Garrett Swan, gsp.swan@gmail.com
(2074)
Domain-Specific and Domain-General Storage in Working
Memory. KIM LYNN UITTENHOVE, University of Geneva,
LINA CHAABI and VALÉRIE CAMOS, University of Fribourg,
PIERRE NOEL BARROUILLET, University of Geneva —
Several models of working memory (WM) assume that an
attention-based domain-general mechanism stores both verbal
and visuospatial information. Yet, a recent study by Fougnie,
Zughni, Godwin, and Marois (2015) found no interaction
between simultaneous auditory and visual WM loads, suggesting
an intrinsically domain-specific storage in WM and questioning
the existence of a domain-general system. However, these
latter experiments relied on recognition tasks that could allow
responses based on familiarity instead of genuine recollection
as it could be expected if items were retrieved from WM. We
therefore replicated Fougnie et al. experiments with a recall
procedure requiring active maintenance of information. In line
with the hypothesis of a domain-general storage system, we
found systematic bidirectional interference between auditory
and visual WM loads. Our findings suggest that how WM
performance is assessed (i.e., recall vs. recognition) can bias the
way we understand WM functioning and structure.
Email: Kim Uittenhove, kim.uittenhove@unige.ch
(2072)
Cognition Under Stress: The Impact of Social-Evaluative
Stress During Cognitive Task Performance. DAVID
B. SMITH, RACHAEL HUFF, GABRIELA PERALTA,
KIMBERLY HERRON, SHAWN W. ELL and SHANNON K.
MCCOY, University of Maine — The impact of acute stress
on cognition has typically been investigated by examining
how a stressor affects performance on a subsequent, unrelated
task. In many real-world settings, however, it is common for a
stressor to co-occur with, and be related to, task performance.
The present experiment addresses this issue by developing a
social-evaluative stressor that can be administered during task
performance. Specifically, participants were either evaluated
by others (i.e., nonverbal behavior and task performance),
or not, while performing tasks dependent upon working
memory (i.e., memory scanning) and rule-based learning
(i.e., Wisconsin Card Sorting Task). For participants in the
social-evaluation condition, a pattern of cardiovascular stress
reactivity characteristic of thriving under stress was predictive
of improved rule-based learning, but was unrelated to working
memory. These results provide preliminary support for the
use of a concurrent stressor and highlight the importance of
considering variability in stress reactivity when investigating
the stress-cognition relationship.
Email: David Smith, dsmit1728@gmail.com
(2075)
False Recognition in Short-Term Memory May Be Due
to Encoding Errors. FREDERIK AUST and CHRISTOPH
STAHL, University of Cologne — False recognition of items and
events is a robust phenomenon often accompanied by strong
feelings of confidence (Brainerd & Reyna, 2005; Gallo, 2006).
False memories can also be elicited in short-term memory, as
shown recently with DRM lists (Coane, McBride, Raulerson III
& Scott, 2007; Flegal & Reuter-Lorenz, 2014) and pictures of faces
(Iidaka, Harada, & Sadato, 2014; van Vugt, Sekuler, Wilson, &
Kahana, 2013). In Experiment 1, we extended previous research
by demonstrating false recognition effects in short-term
memory using categorical word lists and object photographs,
and by showing that these effects can be accounted for by global
matching models (specifically the generalized context model;
Nosofsky, 1989), which model recognition performance based
on inter-item similarities. In Experiment 2, we observed false
recognition for photographs and words immediately following
masked presentation of a single category exemplar. Taken
together, our findings show that false recognition in short-term
memory is a general phenomenon that can be explained, at least
in part, by imperfect encoding of items into memory.
Email: Frederik Aust, frederik.aust@uni-koeln.de
(2073)
Testing Predictions of the Binding Pool Model. GARRETT S.
SWAN and BRAD WYBLE, Pennsylvania State University — An
important role of computational models is the development of
testable predictions. Here, we tested predictions of the Binding
Pool, a neurocomputational model of visual working memory.
Prediction 1. Three repetitions of a color will be reported less
precisely than a single color. However, we found subjects’
responses had similar precision between three repetitions and
a single color. Prediction 2. Two similar stimuli should bias
the report of a third feature more than two dissimilar stimuli.
To test this prediction, participants encoded three luminance
values and we manipulated the similarity of two of them while
asking for report of the third. However, we found similar
responses regardless of the difference in luminance of the other
two unreported items. Prediction 3. Swap errors in delayed
estimation tasks should be high confidence responses. This
prediction was supported using standard color-array reports
(2076)
Working Memory Efficiency Modulates Proactive Interference
After Sleep Deprivation. CORRADO CAVALLERO and
LAURA RIONTINO, University of Trieste — Previous research
show that sleep deprivation has no significant adverse effects
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on some dissociated executive functions: working memory
(WM) and resistance to proactive interference. The purpose of
this study was to investigate how individual differences in WM
efficiency may modulate resistance to proactive interference
after sleep deprivation. 35 participants underwent two sleep
conditions: Baseline and 24h Total Sleep Deprivation. The tasks
included a modified Sternberg task to measure resistance to
proactive interference and Jonides’ “2-back” task to evaluate
WM. Consistent with previous literature, we found no overall
impact of sleep deprivation on these executive functions.
However, when we divided the participants into two groups
according to WM efficiency after sleep deprivation, participants
with greater WM efficiency were more susceptible to proactive
interference in the Sternberg task, while those with lower WM
efficiency showed a level of resistance to proactive interference
similar to Baseline. The present results indicate that better WM
after sleep deprivation allows for greater proactive interference,
highlighting the importance of individual differences in sleep
deprivation studies.
Email: Corrado Cavallero, cavaller@units.it
stimulus exemplars recurred intermittently, interspersed
amongst non-recurring stimuli. Accuracy with recurring
stimuli improved steadily and at equivalent rates for spatial
and temporal stimuli. Logistic regression examined ensemble
representations that subjects may have employed. Reliance on
particular representations changed with the duration of spatial
stimuli. Importantly, for both spatial and temporal stimuli, taskirrelevant information extracted from individual successive
stimuli cumulates over at least several minutes.
Email: Robert Sekuler, sekuler@brandeis.edu
(2079)
Inhibitory Effect of Orbit Frontal Cortex During Emotional
Complex Span Task of Working Memory: An FMRI
Study. MARIKO OSAKA, Osaka University, KEN YAOI,
Kyoto University, TAKEHIRO MANAMOTO and MIYUKI
AZUMA, Osaka University, NAOYUKI OSAKA, Kyoto
University — Using fMRI, we measured the brain activation in
two conditions: reading sentences and reading sentences while
memorizing target words (complex span task). The sentences
included three kinds of emotional valence: positively biased,
negatively biased, and neutral (see Osaka et al., 2013, Scientific
Reports). According to the fMRI results, during the single
task conditions, increased activation of the right orbit frontal
areas were found in both positive and negative sentences
compared with neutral ones. During RST condition, however,
no significant activation increase was found in both conditions.
When we subtracted activation during the dual task from those
of the single task of both positive and negative conditions, we
found activation differences in the medial orbitofrontal cortex
in both hemispheres.These findings suggest that activation
in orbitofrontal areas was suppressed during complex span
task performance, which leads executive control to modulate
and inhibit the emotional content for working memory
performance.
Email: Mariko Osaka, mosaka@hus.osaka-u.ac.jp
(2077)
Examining the Effects of Studying With Music: Turn Off
the Verbal Music, Unless You’re Studying a Concept Map.
KENNETH J. BARIDEAUX JR and PHILIP I. PAVLIK JR,
The University of Memphis (Sponsored by Roger Kreuz) —
The irrelevant sound effect (Salamé & Baddeley, 1982), refers
to the disruption of serial recall in the presence of auditory
sounds. One theoretical explanation for this finding asserts
that auditory sounds gain obligatory access to the phonological
store and the visually presented verbal items also enter through
subvocal rehearsal, ultimately creating interference. Of question
is whether concept maps help attenuate this interference. In
this experiment, participants studied a concept map or text
summary in the presence verbal or non-verbal music. Results
indicated that participants who studied the concept map with
verbal music performed significantly better on a free recall task
compared to those who studied a text summary. This finding
was particularly salient for those with low to moderate prior
knowledge. These results suggest that studying a graphical
representation (e.g., a concept map) in the presence of verbal
music may reduce the amount of disruption of recall, which is
likely due to the reduced interference in the phonological store.
Email: Kenneth Barideaux Jr, kjbrdaux@memphis.edu
RECOGNITION I
(2080)
Attention and Recognition: The Effects of Perceptual
Blurring and Attentional Boosting. TAMARA ROSNER and
MITCH LAPOINTE, McMaster University, JAVIER ORTIZ,
Universidad de Granada, BRUCE MILLIKEN, McMaster
University — Perceptual interference produced by pattern
masking during encoding can enhance subsequent memory
performance (Nairne, 1988). In a recent study that may tap
similar mechanisms, words that were blurred at encoding
were recognized more accurately than words that were intact
at encoding (Rosner, Davis & Milliken, 2015). Both effects
suggest that an up-regulation of attention in response to
perceptual interference may enhance memory encoding. The
attentional boost effect (Swallow & Jiang, 2010) also implicates
transient up-regulations of attention in memory encoding. In
the present study, we examined whether perceptual blurring
and attentional boost effects in recognition reflect the same
underlying mechanism. If so, then the attentional boost
effect ought to be larger for clear than for blurry words. We
(2078)
Memory, Learning, and Strategies for Visual Signals in Time
and Space. SUJALA MAHARJAN, Brandeis University, JASON
M. GOLD, Indiana University, ROBERT SEKULER, Brandeis
University — We compared short-term visual memory for
information presented spatially and for similar information
presented temporally. On each trial, a set of random luminances
was presented either sequentially at 8 Hz or simultaneously as
a horizontal array. Subjects judged whether items in each halfstimulus matched corresponding luminances in the other half.
Accuracy was higher with spatial than temporal stimuli, even
when spatial arrays were presented for just tens of milliseconds.
In a second experiment, without warning to subjects, particular
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(2083)
The Fidelity of Visual and Auditory Memory. MICHELE
E. GLOEDE, University of Wisconsin-Milwaukee, MELISSA
GREGG, University of Wisconsin-Parkside — Recent studies
show that recognition memory for various types of sounds is
inferior to memory for pictures. The purpose of this experiment
was to determine whether the difference in auditory and visual
memory is a product of different absolute capacities or the
nature of the memory representations. Participants received
a study phase with pictures/sounds, followed by a recognition
memory test. During the memory test, participants were
presented with pictures/sounds that were old (presented during
study), new (not presented during study), or new within-category
(variants of objects presented during study). Participants were
instructed to classify each picture/sound as “old” or “new”
by pressing a corresponding key. The memory task revealed
fundamental differences in visual and auditory memory:
auditory representations are coarse and gist-based, while visual
representations are more fine-tuned and detailed. The results
make an important contribution to our understanding of how
the world is represented in auditory and visual memory.
Email: Michele Gloede, megloede@uwm.edu
observed both attentional boost and perceptual blurring effects
on recognition, but no evidence for the above interaction,
suggesting that distinct attentional mechanisms underlie these
two effects.
Email: Mitch LaPointe, lapoimrp@mcmaster.ca
(2081)
Retrieval-Induced Forgetting of Non-Verbal Visual Objects.
MASANORI KOBAYASHI, Kwansei Gakuin University, JUN
KAWAGUCHI, Nagoya University — Remembering a memory
can cause forgetting of related memories. This phenomenon is
known as retrieval-induced forgetting. Previous studies have
shown that retrieval-induced forgetting occurs for a variety
of materials such as words, personal traits, and categorical
visual objects. However, it remains unclear whether retrievalinduced forgetting of non-verbal objects is observed. Thus,
the present study investigated this issue by three experiments.
Participants engaged in a retrieval practice task for similar nonverbal shapes in experiments 1 and 2. As a result, we observed
retrieval-induced forgetting of non-verbal shapes in experiment
1 and successfully replicated this results in experiment 2.
Furthermore, experiment 3 showed the lack of retrievalinduced forgetting when retrieval practice was replaced as
restudying. These results supported the retrieval specificity of
retrieval-induced forgetting. Given present results, we suggest
the generality of the memory control mechanism.
Email: Masanori Kobayashi, kobayashi@cogn.jp
(2084)
Investigating Nonverbal Visual Recognition Memory:
Evidence for a Within Hemisphere Advantage. ALESSANDRA
K. MCDOWELL, University of California, Riverside (Sponsored
by Christine Chiarello) — Several approaches to understanding
lateralization of memory encoding and retrieval have been
presented (Bergert, 2013; Kelley et al., 1998; Tulving et al.,
1994), but are unable to provide a cohesive interpretation of
left and right hemisphere specialization for various aspects
of memory processing. The aim of the present study was to
investigate hemispheric mechanisms for encoding and retrieval
during visual recognition memory, while minimizing the
influence of a leftward language processing asymmetry. Fortyeight right-handed subjects participated in a divided visual
field recognition memory task, which implemented modified
Chinese characters as non-verbalizable stimuli. Participants
viewed a series of characters, randomly presented to either the
left or right visual field during a study phase. They were asked
in a subsequent test phase to determine if each item (presented
to the same or opposite visual field) was old or new. The results
indicated a within hemisphere advantage (e.g., encoding and
retrieval initiated by the same hemisphere) for both accuracy
and response time. These findings imply when there is no
strong asymmetry for language, each hemisphere may be able
to perform a recognition task equally well.
Email: Alessandra McDowell, amcdo007@ucr.edu
(2082)
The Effect of Varying Presentation Time on Long-Term
Recognition Memory for Scenes. FAHAD N. AHMAD, Wilfrid
Laurier University, MORRIS MOSCOVITCH, University of
Toronto, WILLIAM E. HOCKLEY, Wilfrid Laurier University
— Studies have shown participants have an exceptional longterm memory (LTM) for photographs of scenes (Konkle et al.,
2010). We examined to what extent this memory is determined
by presentation time during encoding. At retrieval, the nature
of the lures in a forced-choice recognition task was varied, so
that they resembled the target in gist or category information,
but were distinct in verbatim information (exemplar test) or
were unrelated (novel test). In Experiment 1, we found lower
performance for shorter study presentation time (1 vs 4 s) in the
exemplar test condition and similar performance for both study
presentation times in the novel test condition. In Experiment 2,
participants showed similar results in an exemplar test for which
the lure was from a different category but one that was used at
study. Experiment 3 was identical to 1, but presentation time
was lowered to 500 ms. Here recognition accuracy was reduced
in both novel and exemplar test conditions. When presentation
time is reduced sufficiently, a less detailed LTM representation
of the studied scene is retrieved which contained more gist than
verbatim information. We conclude that our findings support
fuzzy-trace theory.
Email: Fahad N. Ahmad, ahma2720@mylaurier.ca
(2085)
Serial-Position Effects for Basic Tastes. THOMAS A.
DANIEL, Westfield State University, JEFFREY S. KATZ,
Auburn University — Primacy and recency effects have been
found in vision, hearing, touch, and olfaction, but they have
yet to be systematically studied in taste. Using a serial-probe
recognition task, participants reported whether a probe liquid
was or was not present in a list of three liquids. Liquids were
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(2088)
A Hierarchical Bayesian Signal Detection Model for
Confidence Ratings. HENRIK SINGMANN, University of
Zurich — The unequal variance signal detection (UVSD)
model is arguably the most prominent measurement model
for separating memory and response processes in recognition
memory. I present a hierarchical Bayesian version of the UVSD
for confidence rating experiments employing the standard
parametrization which fixes the lure distribution and freely
estimates response criteria and old item distribution. I apply
the model simultaneously to over 450 individual data sets from
12 experiments using 6-point confidence ratings (Klauer &
Kellen, 2015, JMP) estimating one set of hyperparameters plus
participant and experiment effects. In addition, I estimate the
full correlation matrix of the parameters (using Klauer’s, 2010,
latent trait approach). The model provides a good account of
the data and reveals that mu, sigma (both for old items), and the
criteria locations are all positively correlated with each other.
Email: Henrik Singmann, singmann@psychologie.uzh.ch
clear and odorless concentrations of salty, sweet, bitter, and sour
solutions. Recognition for these liquids was above chance across
varying probe delays (15, 30, 45, and 60 seconds). Recency
effects were strongest at short delays, and primacy effects were
strongest at longer delays. These findings show that memory
for taste is, like vision and hearing, susceptible to interference.
These data also show that multiple basic tastes can be held in
working memory simultaneously, adding to our understanding
of working memory for nonverbal information.
Email: Thomas A. Daniel, tdaniel16@gmail.com
(2086)
Modeling Memory Dynamics in Visual Expertise. JEFFREY
ANNIS and THOMAS J. PALMERI, Vanderbilt University —
Visual expertise is accompanied by increases in visual object
recognition performance within the expert domain. In the
present work, we use a computational modeling approach
that relates visual expertise and visual recognition memory
performance via formally described mnemonic processes.
Participants with a range of birding expertise completed a
recognition memory task and a standard task designed to provide
a measure of visual expertise. Using expertise as a covariate,
the Linear Ballistic Accumulator model (Brown & Heathcote,
2008) was fit to recognition performance and revealed visual
expertise was positively correlated with drift rates. We then
modeled the underlying processes giving rise to drift rates with
the Exemplar Based Random Walk model (Nosofsky & Palmeri,
1997; Nosofsky et al. 2014) and found expertise to be associated
with overall increases in memory strength and increases in the
distinctiveness of stored exemplars.
Email: Jeffrey Annis, jeff.annis@vanderbilt.edu
(2089)
Implied Versus Actual Base Rates for Manipulating Response
Biases in Recognition Memory. SIMONE MALEJKA
and ARNDT BRÖDER, University of Mannheim — The
experimental manipulation of response biases in recognitionmemory tests—such as varying the actual base rate of old
items—is an important means for comparing rival measurement
models. Because extreme base rates always entail extreme ratios
of old and new items, even minor changes in the response
behavior can heavily affect the estimated model parameters. To
avoid extreme ratios, some authors presented participants with
50% old items, but asked them to respond “old” in a different
percentage of cases (e.g., 15%). We argue that these implied
base rates lead to an inner conflict: Participants who recognize
a moderate number of old items are compelled to respond
“new” to items recognized as old. Our claim is supported by
two empirical studies comparing implied to actual base rates
followed by a post-experimental interview. The interview data
clearly show that the majority of participants solve the conflict
by ignoring their memory. The behavioral data show that
recognition-memory performance was severely underestimated
in the implied base-rate condition. We therefore strictly advice
researchers against implying base rates, but to compensate for
extreme old–new ratios by repeating study/test cycles with the
same actual base rate.
Email: Simone Malejka, malejka@uni-mannheim.de
(2087)
Recognition Memory, Similarity, and the 6-Second Response
Deadline. MOLLY B. MORELAND and STEVEN E. CLARK,
University of California, Riverside — Tulving (1981) showed
that similar target-distractor recognition memory test pairs,
A-A’, increase accuracy but decrease confidence relative to
dissimilar target-distractor test pairs, A-B’, in which dissimilar
B’ distractors are similar to a studied-but-untested item, B.
Tulving’s participants were required to make their response
within six seconds. In the present Experiments, participants
were tested on A-A’ and A-B’ pairs of scenic photographs.
Experiment 1, which required participants to respond within
six seconds, replicated Tulving’s A-A’ accuracy advantage.
Experiment 2 gave participants unlimited time to respond,
which resulted in a small A-A’ advantage that was only present
for responses made within six seconds. An A-B’ advantage
emerged for responses made after six seconds. The results
suggest that the well-established A-A’ advantage may occur
relatively early in processing, and may be enhanced by timepressure. Further, the strategy and the type of information used
to make memory-based decisions may change as response time
increases.
Email: Molly B. Moreland, mmore010@ucr.edu
(2090)
Feelings of Familiarity: The Role of Visceral Feedback in
Recognition Memory Judgments and Experiences. CHRIS
M. FIACCONI, University of Western Ontario, ERIKA L.
PETER, Queen’s University, SAWAYRA OWAIS and STEFAN
KÖHLER, University of Western Ontario — The present study
examined whether bodily signals contribute to feeling states
that pertain to recognition memory. Specifically, we asked
whether visceral feedback arising from individual heartbeats
informs such feelings. To investigate this issue, we employed
a methodological approach that leverages phasic variation in
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afferent visceral feedback occurring across the cardiac cycle
(interval between heartbeats). Following exposure to novel faces
during an encoding phase, we synchronized the presentation
of test items in a recognition-memory task to distinct phases
of the cardiac cycle to probe whether the difference in afferent
signaling across these phases influences recognition memory
decisions. As predicted, faces presented during cardiac systole
(when visceral feedback is maximal) were more likely to be
endorsed as ‘old’ relative to those presented during cardiac
diastole (when afferent feedback is minimal). This pattern was
present for targets and lures and held for both fearful and neutral
faces. Using a Remember/Know procedure, we also found that
this effect was specifically tied to feelings of familiarity. The
current findings suggest that visceral information can inform
feeling states that relate to memory experience.
Email: Chris M. Fiacconi, cfiacco@uwo.ca
little impact of jumbling in any condition. Results are addressed
in terms of narrative processing generally and event boundary
processing for naturalistic, temporally coherent events.
Email: Donald Homa, donhoma@asu.edu
(2093)
Differential Forgetting in Item Versus Source Memory Over a
1-Hour Delay: Perfect Maintenance of Source Memory, Even
in Older Adults. BEATRICE G. KUHLMANN, University of
Mannheim — The distinction between item and source memory
(e.g., memory for a word vs. its screen position during study) is
widely accepted and supported by dissociations such as greater
age-related differences in source than item memory. However,
few studies have compared item versus source forgetting over
a delay or examined whether older adults’ source-memory
deficit extends to faster source forgetting. In the present study,
64 younger (18-30 years) and 64 healthy older adults (6085 years) studied words on the screen’s top or bottom. Either
immediately or 1 hour after study, participants completed a
source-monitoring test requiring recognition of studied words
among distractors and screen-position attributions for all
words claimed to have been studied. Multinomial model-based
analyses revealed a significant decline in item recognition but
stable source memory over the 1-hour delay. Despite the older
participants’ typical deficits in immediate item and source
memory, forgetting/maintenance rates did not differ between
age groups.
Email: Beatrice G. Kuhlmann, kuhlmann@psychologie.unimannheim.de
(2091)
Examining Neighborhood Effects in Game-Based Passwords.
CONOR T. MCLENNAN, SAMANTHA E. TUFT, SARA
INCERA and PHILIP MANNING, Cleveland State University
— Words with many similar sounding words (neighbors) are
more difficult to recognize than words with fewer neighbors.
We examined neighborhood effects in younger and older adults’
recognition of game-based passwords. Participants viewed an
assigned password (a Monopoly or chess board with four pieces)
either in a block with neighbors (one piece changed) or nonneighbors (all four pieces changed). On each trial, participants
used a computer mouse to indicate, as quickly and accurately as
possible, whether or not the stimulus was their password. All
participants were given two blocks, one with neighbors and one
with non-neighbors, and all participants had both chess and
Monopoly passwords. Our mouse-tracking data revealed that
younger and older adults recognized Monopoly passwords less
efficiently when presented in a block of neighbors than in a block
of non-neighbors. These results further our understanding of
neighborhood effects, and have important implications for
graphical password systems.
Email: Conor T. McLennan, c.mclennan@csuohio.edu
(2094)
Music as a Memory Enhancer for General Content
Information. KATHERINE A. MOONEY, ANDREW R.
SANTANA and REBECCA G. DEASON, Texas State University
— Popular belief holds that setting information, such as the
U.S. states, to a musical melody can improve memory for that
information. Empirical studies examining this music-enhancing
effect have been mixed, but Simmons-Stern et al. (2012)
suggested that music might more effectively enhance memory
for general content rather than more specific information. The
current study extends these findings by examining whether
musical encoding enhances recognition memory for pictures
related to the general content of novel lyrics. First, participants
listened to 100 novel lyrics (half spoken, half sung). In the
subsequent test phase, participants made old/new judgments
about 200 pictures (old: 100 pictures related to the lyrics heard
previously, new: 100 unrelated pictures). Memory performance
was significantly enhanced for pictures related to the sung lyrics
compared to the pictures related to the spoken lyrics. These
findings provide further evidence that music can be used to
enhance memory for general content information.
Email: Rebecca G. Deason, rdeason@txstate.edu
(2092)
Recognition Memory of Visual, Audio, and Written Dialogue
in Film. DEREK ELLIS and DONALD HOMA, Arizona State
University — We recently demonstrated that recognition
memory for individual, visual frames extracted from a cinema
clip was accurate even when foils were taken from the same
movie. Surprisingly, recognition accuracy was unaffected if
the film was viewed in a jumbled, rather than coherent, order
(Ferguson & Homa, 2016). In the present study, we explored
recognition accuracy for spoken dialogue and written narrative
as well, following presentation of a cinema clip in a coherent
or jumbled order. Half the participants listened only to the
audio of the same film. Following presentation, participants
made recognition judgments to audio segments only, narrative
segments only and, in the full condition, visual frames. The
results showed enhanced recognition of audio and written
narrative in full condition relative to audio-only, but again with
(2095)
Recollection and Familiarity for Music in Patients With
Alzheimer’s Disease. JESSICA V. STRONG, VA Boston
Healthcare System, MICHELLE J. TAT and SEAN FLANNERY,
Boston University School of Medicine, REBECCA G. DEASON,
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Texas State University at San Marcos, ANDREW E. BUDSON,
VA Boston Healthcare System — Patients with Alzheimer’s
disease (AD) dementia have better memory for music compared
to other materials, such as verbal information. However,
this phenomenon is not well understood. The current study
examined patients’ memory for music using the dual process
memory framework. A recognition memory paradigm was
used in patients with mild AD dementia and in healthy older
controls (OCs), across three conditions: instrumental, song
(instruments and lyrics), and spoken lyrics. Confidence ratings
were used to generate receiver operating characteristics (ROC),
and estimates of familiarity and recollection. Both groups
had higher memory discrimination in the spoken condition
compared to all other conditions. OCs used more recollection
in the spoken compared to the other conditions. Patients used
less recollection and relied more on familiarity. Results suggest
that memory for music in patients is complex, and improved
memory for music may only be for specific types of melodies.
Email: Michelle Tat, mjtat@bu.edu
size for experiments was η2 = 0.07, 95% CI [0.069, 0.073]. Post
hoc Statistical power was estimated for each study, which was
.57. We also found evidence of publication bias across studies.
These results suggest the need to reevaluate the robustness of
the survival processing advantage. Even though these effects
have been repeatedly replicated, many of these studies may be
underpowered.
Email: John Scofield, John1551@live.missouristate.edu
(2098)
Induced Forgetting Is Not Affected By Phasic Alertness.
MARIA JESUS MARAVER and CARMEN AGUIRRE,
University of Granada, CARLOS J. GOMEZ-ARIZA, University
of Jaen, MARIA TERESA BAJO, University of Granada —
Inhibitory mechanisms relying on executive control seem to
mediate Retrieval-Induced Forgetting (RIF). Thus, the RIF
effect appear to diminish when participants engage in secondary
tasks that overload executive control (Román et al., 2009).
Attentional research has shown subtle interactions between
alerting and executive control (Callejas et al., 2004) that may
also be important for memory retrieval. In two experiments,
we explored the relationship between alertness and inhibitory
control during memory retrieval. In both experiments phasic
alertness was manipulated within participants (young adults in
Experiment 1 and older adults in Experiment 2) by presenting
a tone before half of the category cues during retrieval practice.
Results revealed significant RIF effects for both alertness and
control conditions in the two experiments. In addition, we
observed retrieval facilitation as a function of practice that was
also independent of the alert signals. Our results suggest that
memory retrieval and interference control are not modulated
by phasic alert.
Email: Maria Jesus Maraver, mjmaraver@ugr.es
RECALL I
(2096)
Does Survival Processing at Encoding Help Older Adults
Remember? MAEVE AXTELL, DANIELLA KIM, LINDSAY
MCHUGH, MICHELLE OSNIS and LINA TRUONG,
Willamette University, JUSTIN M. OLDS, University of
Lausanne, JEREMY K. MILLER, Willamette University — The
survival processing effect is the finding that information that
is processed for its survival value is better remembered than
information that has been processed through other encoding
manipulations (Nairne, Thompson, & Pandeirada, 2007).
Although the survival processing effect has been shown to be
replicable and reliable in adult populations, there has been some
debate regarding whether this effect is observed in older adult
populations. We report the results of an experiment comparing
older and younger adults on a survival processing task.
Contrary to previous work (Stillman et al., 2013), our results
demonstrate that the survival processing effect can be found
in mentally active older populations. Further, we examined
the self projection (Buckner & Carroll, 2007) abilities of our
participants to determine whether self projection predicts the
size of the survival processing effect. Overall, the results suggest
that while aging does influence episodic memory, the survival
processing effect is robust across age groups.
Email: Jeremy K. Miller, millerj@willamette.edu
(2099)
Impact of Emotion on Recall Dynamics in the Presence
of Interference. EDA MIZRAK and ILKE OZTEKIN, Koc
University — Presence of interference in the retrieval context is
a major cause of forgetting. Recently, we showed that emotion
modulates forgetting due to interference over short periods of
time (Mizrak & Oztekin, 2016). We extended this research by
studying longer periods of time in a free recall setting. More
specifically, we manipulated the presence of interference in a
free recall paradigm by introducing two study lists consisting
of both neutral and emotional (highly arousing) words. In the
test phase, participants were asked to recall words from only
one of the lists. We then modeled the full time course of recall
using cumulative recall functions which allowed us to examine
the impact of emotion on retrieval over longer periods of time.
Our findings indicate that arousal is used as a shared feature
among emotional items, which led to worse recall performance
and more intrusions when both target and distractor lists are
from emotion category compared to its neutral counterparts.
Additionally, arousal spillover to encoding of neutral lists
fastened retrieval speed parameters, while arousal spillover to
retrieval of neutral lists slowed them down.
Email: Eda Mizrak, edamizrak@gmail.com
(2097)
A Meta-Analysis of the Survival Processing Advantage.
JOHN E. SCOFIELD, BOGDAN KOSTIC and ERIN
BUCHANAN, Missouri State University (Sponsored by Russell
Carney) — Studies have shown that processing words for
survival value improved later performance on a memory test,
which has significant adaptive value (Nairne, Thompson, &
Pandeirada, 2007). The purpose of this project was to conduct
a meta-analysis to review literature regarding the survival
processing advantage, and to perform a synthesis of data to
more clearly understand this phenomenon. The average effect
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(2100)
Multinomial Estimates of Memory Processes in Healthy
Aging and Alzheimer Dementia. PETER R. MILLAR and
DAVID A. BALOTA, Washington University in St. Louis,
ANTHONY J. BISHARA, College of Charleston, LARRY
L. JACOBY, Washington University in St. Louis — Process
dissociation estimates reveal deficits of recollection in healthy
aging and in Alzheimer dementia (AD). In some tasks, these
estimates may be contaminated by a capture process, a relatively
early susceptibility to an interfering response before initiating
recollection. Capture can be estimated using multinomial
process tree (MPT) modeling. In the current study, participants
incidentally encoded word pairs (“KNEE-BONE”). They then
completed an explicit, cued fragment completion memory
task (“KNEE-B_N_”) with primes that were congruent
(“BONE”), incongruent (“BEND”), or neutral (“&&&”) with
the correct response (“BONE”). MPT models indicated that
both aging and AD were associated with increased likelihood
of capture, decreased likelihood of recollection, and no change
in accessibility bias. AD, but not aging, was associated with
decreased word generation. These results suggest that although
changes in capture and recollection may contribute to memory
deficits in healthy aging and AD, change in word generation
may be unique to AD.
Email: Peter R Millar, pmillar@wustl.edu
strategy for young adults with hearing loss (Piquado et al.,
2012). The present study examines this effect of self-pacing
in both young and older adult listeners when passages are
presented at easy- or hard-to-hear levels. Each listener heard
four passages: two presented at +10 dB from the listener’s
speech reception threshold and two at +25 dB. Passages played
either continuously from beginning to end, or with pauses after
each sentence allowing listeners self-paced through the passage.
After each passage, listeners recalled the passage with as much
detail as possible. Listeners’ recall was analyzed for degree of
detail recalled, using propositional analysis and semantic
models including latent semantic analysis.
Email: Eriko Atagi, eatagi@brandeis.edu
(2103)
Testing Effects on Proactive and Retroactive Interference
in the A-B/A-C Paradigm. STEPHANIE C. CROCCO and
JAMES H. NEELY, University at Albany, State University of New
York — We assess how testing A-B and/or A-C Swahili-English
pairs affects both proactive interference (PI) and retroactive
interference (RI) in an A-B/A-C paired-associate paradigm
when both B and C responses are to be recalled to the A cues
in a final test. We included a restudy control condition and
D-B, E-C control pairs to establish that testing effects (TEs)
and interference effects occurred. No TEs occurred for A-C
testing. Relative to restudying A-B pairs, testing them produced
a negative TE for A-B recall and a positive TE for A-C recall.
However, when control-pair TEs were taken into account, A-B
testing did not affect PI and actually increased RI relative to
the retroactive facilitation observed for restudied A-B pairs.
Our results provide insights regarding how testing affects
encoding and retrieval in the A-B/A-C interference paradigm
and highlights the need for proper control conditions when
evaluating how testing affects interference.
Email: Stephanie C. Crocco, scrocco@albany.edu
(2101)
Evidence for a Synesthetic Von Restorff Effect. KYLE A.
PETTIJOHN and G. A. RADVANSKY, University of Notre
Dame — Grapheme-color synesthesia is a condition in which
one experiences certain colors with particular letters. Previous
work has found that synesthetes have better overall memory for
word lists, but they are less likely to show a von Restorff effect.
The aim of the current experiment was to explore the possibility
of a synesthetic von Restorff effect. Twenty synesthetes were
presented lists of nouns based on their synesthetic experiences.
Lists were constructed such that each word began with letters
associated with similar colors, while the singleton began with
a contrasting color (e.g., words that began with shades of blue
and a singleton that began with red). Each synesthete’s list was
presented to 12 control subjects. Overall, synesthetes recalled
more words than the controls, and both groups recalled
singletons at a higher rate than other words. A significant Group
(synesthete/control) x Word Type (singleton/other) interaction
showed that the effect was larger for the synesthetes, η2p = 0.44,
than the controls, η2p = 0.06. This suggests that synesthetic
experience can aid later recall.
Email: Kyle Pettijohn, kpettijo@nd.edu
(2104)
Memory as Discrimination: Increasing Encoding Retrieval
Match Can Lead to Reduced Accuracy. MARIE POIRIER,
City University London — Many would agree that retrieval
from memory requires that the retrieval information elicit the
recall target and allow the rememberer to reject other potential
candidates (e.g. Neath & Capaldi, 1995). In other words,
a cue’s efficiency is a function of its discrimination power
— It must allow one to separate the wheat from the chaff of
memory. Nairne (2002, 2005) championed this view insisting
that one of its implications is that encoding-retrieval match
(ERM) cannot be considered to be in any way causally related
to retrieval. However, ERM is widely called upon to interpret
a variety of findings (see Poirier et al, 2015). The strongest
prediction put forward by Nairne’s portrayal of memory-asdiscrimination is that an increase in ERM can lead to a drop
in recall performance. Poirier et al (2015) did report evidence
to this effect, but they relied on response times instead of
more typical accuracy measures. Supporting the prediction
when accuracy is called upon has proven to be an elusive goal
(e.g. Goh & Lu, 2012). The study reported here revisited this
issue through a new task. It involved learning word-pairs on a
(2102)
Effects of Self-Pacing and Effortful Listening on Passage
Recall for Older and Younger Adults. ERIKO ATAGI,
EMILY COHEN, MAXIM A. BUSHMAKIN and ARTHUR
WINGFIELD, Brandeis University — Increased perceptual
effort due to hearing loss negatively affects listeners’
comprehension and recall of speech—even when the words
are audible (e.g., McCoy et al., 2005). Allowing listeners to selfpace through passages, however, can serve as a compensatory
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FACE PROCESSING
background image that had to be processed as part of the task.
Testing involved the first word of each pair as a cue, either alone
or with the background presented at study. The findings provide
a clear demonstration that increasing ERM can lead to a drop
in performance when the increase involves a cue that has been
associated with multiple targets.
Email: Marie Poirier, m.poirier@city.ac.uk
(2107)
Aging and Associative Recognition for Faces and Other
Things. SHEILA R. MELDRUM and MITCHELL A.
MELTZER, The University of Texas at Dallas, JOSHUA A.
ARDUENGO, Collin County Community College, JAMES
C. BARTLETT, The University of Texas at Dallas — Face
recognition studies have found that young adults exceed
older adults in distinguishing old from new faces, but not in
distinguishing old faces from conjunctions—recombinations of
parts of old faces. A possible explanation is that, due to holistic
processing, conjunction faces are perceived as less familiar
than old faces, and therefore old/conjunction discrimination is
based on an age-invariant familiarity process. We addressed the
contributions of familiarity and recollection in old/conjunction
discrimination with faces as well as visual patterns and pseudocompound words. With patterns and pseudo-words, old/
conjunction discrimination was higher when the recognition
instructions were to reject conjunctions than when they were to
accept conjunctions along with old items. With faces, however,
the instruction effect was absent, supporting familiarity-based
recognition. Older participants performed more poorly with
all three stimuli, suggesting age-related deficits in associative
recognition can extend to faces under some conditions, even
when familiarity is the basis for performance.
Email: Sheila Meldrum, sheila.meldrum@utdallas.edu
(2105)
How Sleep Affects Relearning and Long-Term Retention:
Age Matters. EMILIE GERBIER, Universite Nice Sophia
Antipolis, STEPHANIE MAZZA, Universite Lyon 2, THOMAS
C. TOPPINO, Villanova University — In young adults, sleeping
after learning has been shown to facilitate relearning and
long-term retention, compared to staying awake (Mazza et
al., in revision). Children (aged 8) and elderly people (aged
71) learned Swahili-French word pairs to criterion during a
learning session taking place in the morning or evening (Wake
and Sleep group, respectively). Participants spent 12 hours
filled with wakefulness or a night of sleep, then performed a
relearning session to criterion either in the evening (Wake) or
the following morning (Sleep). One week later, retention was
tested. Sleep appeared to affect memory differently according to
age. The groups of children did not differ during the relearning
session whereas the Sleep outperformed the Wake group after
one week. In elderly participants, no effect of sleep was observed.
Thus, the enhancing effect of sleep is most pronounced in
adults, moderate in children, and weak in elderly people.
Email: Emilie Gerbier, emilie.gerbier@unice.fr
(2108)
Survival Processing of Face Memory. MEHMET GUNAL
(Graduate Travel Award Recipient), HERVE ABDI and JAMES
C. BARTLETT, University of Texas at Dallas — The mnemonic
benefit of survival processing for words and objects is well
established (Nairne, Thompson, & Pandeirada, 2007). However,
a recent study suggests that the effect does not extend to faces
(Savine, Scrullin, & Roediger, 2011). Here, we examined in
two experiments whether survival processing improves face
recognition when the recognition task requires recollection of
contextual information about previously studied faces. In these
experiments, participants viewed a set of faces that they rated for
friendliness followed by a second set of faces that they rated for
helpfulness in a survival related scenario or a control scenario.
In the subsequent tests, we asked our participants to recognize
faces from the helpfulness and friendliness rating tasks and
reject new faces they had not seen before. We also asked our
participants to recollect whether they have seen the face during
the friendliness or helpfulness rating task, or neither. The results
indicated that a survival processing advantage can be obtained
with faces if the recognition task requires recollection of which
rating task they have seen the face.
Email: Mehmet Gunal, mehmet.gunal@utdallas.edu
(2106)
Adaptive Memory: The Mnemonic Value of Contamination.
NATÁLIA L. FERNANDES and JOSEFA N. S. PANDEIRADA,
University of Aveiro, JAMES S. NAIRNE, Purdue University,
SANDRA C. SOARES, University of Aveiro — Memory is “tuned”
to remember information processed in fitness-relevant contexts
(e.g., survival and reproduction). Accordingly, disgusting
and disease-relevant stimuli are better retained than neutrallooking stimuli. This study investigates memory for objects
touched by sick people. Objects were presented with the faces
of people who touched and interacted with them; some of the
faces were manipulated to contain cues indicative of contagious
diseases; others contained no such cues. In Experiment 1, the
altered faces were described as sick people and in Experiment
2 they were described as actresses who were playing patients in
a TV-show. The encoding task was followed by a surprise free
recall task for the objects. In Experiment 1 objects “touched” by
“sick” people were remembered better than those touched by
healthy people. In Experiment 2, no difference was found. These
results reveal adaptive memory functioning as it promotes the
retention of potential contaminants.
Email: Josefa N. S. Pandeirada, josefa@ua.pt
(2109)
Effects of Head Nodding and Shaking Motions on Perceptions
of Likeability and Approachability. TAKAYUKI OSUGI,
University of Tokyo, JUN I. KAWAHARA, Hokkaido University —
Previous studies demonstrated that a tilting motion of portraits,
simulating bowing, enhanced perceived physical attractiveness
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(e.g., Osugi & Kawahara, 2015). Assuming that head nodding
(and shaking) motions by a model would prime social signals of
approval (and rejection), such motions may moderate perceived
impressions (i.e., attractiveness, likability, and approachability)
of model faces. The present study examined the effects of
models’ head nodding and shaking motions on perceived
impressions by using movie clips of computer-generated threedimensional female figures. The results indicated a robust
positive effect of nodding. Specifically, the mean perceived
likability and approachability of the nodding model were
significantly higher relative to those of the head shaking and
control (immobile) models. Additional experiments revealed
that the nodding motion mainly increased likability attributable
to personality traits rather than to physical appearance. These
results suggest that nodding enhances perceived likeability by
activating approach-related motivations.
Email: Takayuki Osugi, tosugi2010@gmail.com
images depicting a neutral expression as well as for images
displaying a threatening expression. This pattern held across
participant gender and ethnicity. Overall results suggest that
stereotypical faces are interpreted as threatening relative to
non-stereotypical faces.
Email: Heather Kleider, hoffutt@gsu.edu
(2112)
The Persistence of the Low-Prevalence Effect in Unfamiliar
Face-Matching. MEGAN H. PAPESH, LAURA L. HEISICK
and KARYN WARNER, Louisiana State University — In visual
search, rare targets are often undetected, a phenomenon called
the “low-prevalence effect” (LPE; Wolfe et al., 2005). Target
prevalence similarly affects unfamiliar face matching, such that
observers fail to detect infrequent identity mismatches; this is
reflected by conservative criterion shifts (Papesh & Goldinger,
2014). Across three experiments, observers made identity
match/mismatch decisions to pairs of faces in four 50-trial
blocks, maintaining mismatch prevalence at 10%. Between
blocks 2 and 3, observers completed a mini-block of trials with
mismatch frequency at 75% or higher, and in some conditions,
those mismatches were also relatively salient (obvious). In
each experiment, the LPE developed by the second block, and
manifested as conservative criterion shifts in the absence of
changes in sensitivity. Mini-blocks of high-prevalence training
did not change performance; observers’ criteria grew more
conservative with repeated experience. Overall, these results
suggest the LPE in face matching is robust and difficult to
overcome.
Email: Megan Papesh, mpapesh@lsu.edu
(2110)
Active Affective Priming Produced by Both Words and Faces.
DEAN G. PURCELL, Oakland University, ALAN L. STEWART,
Stevens Institute of Technology — We found that Active Affective
Priming produces interference effects under conditions that rely
on working memory. An observer is presented two successive
visual stimuli, the onset of the second stimulus (an emotional
face) follows the offset of the first stimulus (an emotional face
or word). The observer is required to judge if the two stimuli
represent the same emotion. With typical priming tasks, and
with stimuli that do not represent emotions, responses are
shorter when the first and second stimuli are related. With our
task response times are longer, and errors are more frequent,
when an angry first stimulus is followed by an angry second
stimulus. We have found this anger inferiority effect with
stimulus intervals ranging from 300 out to 1,200 ms. Here we
report that anger inferiority does not dissipate even when the
second stimulus follows the offset of the first stimulus by 5,000
ms.
Email: Dean G. Purcell, purcell@oakland.edu
(2113)
Like Father, Like Son: Stereotypical Facial Features in
Children and the Loss of Innocence. ALESHA D. BOND and
HEATHER KLEIDER-OFFUTT, Georgia State University —
Research suggests that stereotypically Black facial features (e.g.
broad nose, full lips) in adults are associated with criminality
more so than atypical Black features. The goal of this present
research is to investigate whether these heuristic biases
associated with Black stereotypical face-types extends to Black
child faces. Participants viewed groups of pre-rated child faces
(i.e., stereotypically or atypically Black) paired with positive or
negative class roles (i.e., peer mentor, troublemaker) and after
distraction, were asked to recall the role each face was originally
paired with. Participants also made punishment judgments (i.e.,
suspension, expulsion) for pre-rated school disturbances (i.e.,
cheating, pushing another student, etc.) as well as completing
a dehumanization implicit association test. Preliminary results
suggest, after controlling for attractiveness and age, stereotypical
child faces are significantly more stereotypical than atypical
faces and stereotypical child faces are more likely to be miscategorized into negative roles compared to atypical faces.
Email: Alesha Bond, abond4@student.gsu.edu
(2111)
Modeling Face-Type and Threat: Biased Decision Making in
Expression Interpretation. SARAH WILLIAMS, University
of Central Florida, ALESHA BOND, Georgia State University,
COREY BOHIL, University of Central Florida, HEATHER
KLEIDER-OFFUTT, Georgia State University — Prior research
indicates stereotypical Black faces (e.g., wide nose, full lips) are
often associated with crime and violence (Kleider, Cavrak, &
Knuycky, 2012). In the current study, we investigated whether
a stereotypical face may bias the interpretation of facial
expression. Specifically, would stereotypical faces be judged as
threatening? Faces were pre-rated in a separate study for level
of stereotypicality and expression, and then divided into four
categories: stereotypicality (high, low) and expression (neutral,
threatening). We applied decision-bound theoretic analysis to
explore perceptual and decisional interactions between the two
dimensions. We found evidence for integration of perceptual
dimensions. Stereotypical faces tended to be seen as more
threatening than non-stereotypical faces. This was true for
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ATTENTION: CAPTURE II
been task-relevant, in that orienting to the stimulus results in
omission of the reward that would otherwise have been received.
This finding suggests that attentional selection is automatically
influenced by the signalling relationship between the features
of a stimulus and reward magnitude. Recently, we have shown
that this VMAC effect is immune to volitional cognitive control,
in that it persists even if participants are explicitly informed
of the omission contingency embedded in the task. However,
we will present new evidence that training on the task allows
participants to dampen the VMAC effect, without reversing
it completely. This suggests an opposing influence of reward
learning on attentional capture and suppression processes.
Email: Daniel Pearson, d.pearson@unsw.edu.au
(2114)
Capture and Control: Counterproductive Nonspatial
Attentional Capture by Task-Irrelevant, Reward-Related
Stimuli. MIKE E. LE PELLEY, DANIEL PEARSON and
STEVEN B. MOST, University of New South Wales — Visual
search tasks show that neutral stimuli that have previously been
paired with large monetary reward are more likely to capture
our attention than those that have been paired with small
reward. This value-modulated attentional capture (VMAC)
effect demonstrates that reward learning can influence spatial
selection of stimuli. We will describe recent studies using
a Rapid Serial Visual Presentation procedure which shows
that reward also influences nonspatial capture of attention,
even when this is directly counterproductive to our goals and
intentions. These studies build on showing nonspatial VMAC
by stimuli that are only ever presented as distractors, and hence
are always task-irrelevant. Subsequent evidence suggests that
the size of the nonspatial VMAC effect is influenced by both
automatic (capture) and goal-directed (control) processes:
given sufficient motivation and information, participants are
able to use cognitive control processes to overcome the effect of
reward on capture.
Email: Mike Le Pelley, m.lepelley@unsw.edu.au
(2117)
Can Associative Learning Undermine Top-Down Induced
Task Preparation in Selective Visual Attention? ANNA
SCHUBÖ and HANNA KADEL, Philipps University Marburg,
TOBIAS FELDMANN-WÜSTEFELD, University of Chicago
— Selective attention assigns priorities to stimuli in the visual
world. Recent work has shown that learning has a substantial
impact on selection in addition to bottom-up and top-down
control. We examined how associative learning and top-down
control work together in deciding where to attend and whether
associative learning effects are modulated by top-down control.
We induced associative learning by a categorization learning task
which was combined with an additional singleton search task in
the same experiment. Top-down control was enabled either by
a task cue or by complete predictability of a continuous task
sequence. Event-related potentials and behavioral performance
measures served as indicators of attention deployment. RTs
and ERPs for distractors congruent to observers’ learning
experience indicated a learning-induced attention bias in the
search task which was modulated by preparatory top-down
control, but never entirely overruled. These results show that
learning experience considerably shapes attention deployment
and can undermine preparatory top-down efforts.
Email: Anna Schubö, schuboe@uni-marburg.de
(2115)
Computational Modeling of Auditory Spatial Attention.
EDWARD J. GOLOB, JAELLE SCHEUERMAN, MAXWELL
T. ANDERSON, JEFFREY R. MOCK and KRISTEN B.
VENABLE, Tulane University — The focus of auditory attention
is the product of top-down and bottom-up influences. We are
developing a computational model to examine these dynamics.
The three main modules include a top-down goal map (GM),
a bottom-up saliency map (SM). Both are inputs to a prioritymap that generates attentional bias in the frontal horizontal
hemispace (180°, 2° increments). Subjects (n=42) heard
most sounds from a standard location (-90°, 0°, or +90°), but
sounds occasionally shifted to another location. Reaction time
increased for small shifts from the standard but decreased for
larger shifts. A simple attention gradient (GM only) did not
account for the behavioral data, and there was a left-to-right
asymmetry in the extra SM contribution. The model also
captured a subtle contraction of the extent of GM and SM in the
0° vs. ±90° standards, which may reflect scaling of the GM and
SM to the range of available stimulus locations.
Email: Edward Golob, Edward.Golob@utsa.edu
(2118)
Effects of Perceptual Load on a Simon Task. HIDEYA
KOSHINO, DAVID BUITRON and HYE JI KIM, California
State University, San Bernardino — Perceptual load (PL)
hypothesis claims that PL determines the locus of attentional
selection. We investigated whether the PL effect can be
generalized to other interference tasks, such as a Simon task.
Participants performed a discrimination task with three levels
of PL (No, Low, and High PL). Four stimuli were arranged
in a horizontal fashion, and a target appeared at a near or
far location from the fixation. In our previous study with a
letter discrimination task, we found Simon effects for the
No PL and Low PL, but not for High PL condition. Here, we
used a color discrimination task, and basically replicated our
previous results, that there were Simon effect for No and low PL
regardless of stimulus distance from the fixation. However, there
(2116)
Learning to Attend and Ignore: Opposing Influences of Reward
Learning on Attentional Capture and Suppression. DANIEL
PEARSON, University of New South Wales, GEOFFREY HALL,
University of York, MIKE E. LE PELLEY, University of New
South Wales — Recent studies have demonstrated that pairing a
stimulus with high-value reward increases the extent to which
it will involuntarily capture attention. We have shown that
this value-modulated attentional capture (VMAC) effect holds
when attending to the reward-associated stimulus has never
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was a Simon effect for high PL for the far condition. The results
suggest that stimulus discriminability affects the magnitude of
the Simon effect.
Email: Hideya Koshino, hkoshino@csusb.edu
found that the amplitude of the PD, reflecting active suppression,
increases with distractor load and with the ability to group
distractors according to Gestalt principles. This suggests that
the PD can be used as an indicator of how efficiently items can
be suppressed from entering WM. Furthermore, while lateral
memory-targets elicited a ‘traditional’ CDA (starting ~300
ms), lateral memory-distractors elicited a sustained positivity
contralateral to memory-distractors (CDAp, starting ~400 ms),
but only if memory-target load was sufficiently low. In sum
the results suggest that inhibition of irrelevant information
is an important factor for efficient WM and is reflected in
spontaneous (PD) and sustained suppression (CDAp).
Email: Tobias Feldmann-Wüstefeld, tobiasfw@uchicago.edu
(2119)
Task Load Determines Awareness of Touch. SANDRA
MURPHY and POLLY DALTON, Royal Holloway, University
of London — The inattention literature investigates the links
between attention and awareness, demonstrating that salient
information can go unnoticed when attention is focused
elsewhere. These findings have been reported in both the
visual and the auditory modalities. Here, we present the first
robust demonstration of an equivalent phenomenon in touch
– inattentional numbness. We manipulated task load in tactile
target discrimination tasks and investigated awareness report of
an additional tactile stimulus as a function of load. This stimulus
was either completely unexpected and awareness was measured
straight after it occurred (Experiment 1) or it was presented
with high frequency and its presence or absence was probed on
every trial (Experiment 2). We consistently found a reduction
in awareness report of the tactile stimulus with increased task
load in the main tactile task. These findings suggest that the
occurrence of inattentional numbness depends on the load of
the relevant task.
Email: Sandra Murphy, sandra.murphy@rhul.ac.uk
COGNITIVE CONTROL II
(2122)
Response Speed and Response Force in the Simon Effect.
AKIO NISHIMURA, Yasuda Women’s University, KAZUHIKO
YOKOSAWA, University of Tokyo — Reaction times (RTs)
are faster when a stimulus and a response are on the same
side (compatible trial) than when they are on the opposite
side (incompatible trial), even when the stimulus position
is irrelevant to the task (Simon effect). The present study
investigated response force (RF) as well as RT in the Simon
effect. Participants made left or right speeded response based
on the shape of the target appearing at left or right side of the
screen. The Simon effect in RTs showed decreasing function
across RT bins, whereas no RF difference was obtained between
compatible and incompatible trials across RT bins. Sequential
analysis revealed partial repetition cost in RTs. On the other
hand, RF was enhanced by each feature repetition independent
of the other feature repetition. The findings indicate that
response speed and response force are measures that reflect
different aspects of cognitive control.
Email: Akio Nishimura, nishimura-ak@yasuda-u.ac.jp
(2120)
Do Dilated Pupils Orient Attention? GEOFF G. COLE
and ANTONIA D’SOUZA, University of Essex, PAUL A.
SKARRATT, University of Hull — It is now well established that
an observer’s attentional processes can influence pupil size, and
pupil dilation is often used as an index of attention. For instance,
a stimulus of interest typically induces dilation. However,
whether (and how) the observation of other people’s pupils
influences an observer’s attention has not yet been examined.
The present paper presents a summary of nine experiments
using standard attentional/orienting paradigms (e.g., gaze
cuing, flanker task) together with manipulations of pupil size.
Overall, we find that when dilated pupils do shift attention, this
effect is no greater than control conditions in which large as
opposed to small round discs shift attention. These findings
suggest that although dilated pupils can modulate attention,
there is nothing particularly special about pupil dilation per se.
Email: Geoff Cole, ggcole@essex.ac.uk
(2123)
Is Conflict Induced Filtering Responsible for LocationSpecific Cognitive Control? BLAIRE J. WEIDLER and JULIE
M. BUGG, Washington University in St. Louis — Proportion
congruency (PC) can be manipulated in a list-wide or locationspecific manner: flanker interference is reduced in the list or
location of space associated with more conflict. By interspersing
visual search trials amongst flanker trials in a list-wide PC
paradigm, recent research demonstrated that conflict induced
filtering (CIF) is a mechanism underlying list-wide PC effects.
Our goal was to examine if this mechanism also supports
location-specific PC effects. First we replicated the CIF effect–
relatively slower RTs for search targets appearing in the region
of the flankers (versus the central region) in the MI list–in a
list-wide PC paradigm in which flanker stimuli appeared
unpredictably in two locations. Experiment 2 was similar
but location-specific PC was manipulated. The evidence for
a CIF effect was limited to the second half of the task and to
participants who demonstrated a location-specific PC effect in
that half. Theoretical implications will be discussed.
Email: Julie Bugg, jbugg@wustl.edu
(2121)
Neural Markers of Suppression of Irrelevant Information
From Working Memory. TOBIAS FELDMANN-WÜSTEFELD
and EDWARD K. VOGEL, University of Chicago — In order
to efficiently process incoming visual information, selective
attention acts as a filter that enhances relevant and suppresses
irrelevant information. In this study we used an event-related
potential (ERP) approach with systematic lateralization (Hickey
et al., 2009) to investigate enhancement and suppression during
encoding of information into visual Working memory (WM)
separately. We used a change detection task in which observers
had to memorize some items while ignoring other items. We
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(2124)
Flanker Congruency Effects Can Be Completely Determined
By Observer’s Expectations. ROTEM AVITAL-COHEN
and YEHOSHUA TSAL, Tel Aviv University — In a modified
flanker task S and 4 were mapped onto one response and F and
5 onto another. Ambiguous characters that could be perceived
as either the letter S or the digit 5 were presented as distractors,
embedded in different conditions among either unambiguous
letter or digit distractors. When expecting letter distractors,
the ambiguous character was perceived as S: It behaved as a
congruent distractor (short RTs) when the target was S or 4,
and as an incongruent distractor (long RTs) when the target
was F or 5. When expecting digits, the ambiguous character
was perceived as 5, producing the opposite pattern. Thus, the
exact same displays produced either congruent or incongruent
responses, depending on expectation. These results strengthen
our previous conclusions (Avital-Cohen and Tsal, 2016)
that participants apply top-down processing to distractors
independently of that applied to targets, suggesting that
distractors are processed very similarly to the target.
Email: Rotem Avital-Cohen, rotemav1@post.tau.ac.il
sustained attention ability were more likely to be influenced by
stimulus similarity, suggesting enhanced perceptual processing
is associated with greater sustained attention ability. Ultimately,
stimulus similarity provides a new means to explore perceptual
processing during sustained attention.
Email: David Rothlein, david.rothlein@gmail.com
(2127)
The Effect of Impulsivity on Attention Networks and Implicit
Learning. JULIA WOLSKA and ADRIAN VON MUHLENEN,
University of Warwick — Impulsivity is a multi-faceted
construct, which can broadly be summarised with the three
factors: attentional, motor and non-planning. The aim of the first
study was to investigate how impulsivity influences the three
functions of attention: alerting, orienting, and executive control
using the attention network test. Eighty participants filled in the
Barratt Impulsivity Scale before running the attention network
task. Results showed that more impulsive participant shows less
executive control than less impulsive participants. In a second
study eighty new participants filled in the Barratt Impulsivity
Scale before running a contextual cueing task. More impulsive
participants took longer to learn the repeated displays that less
impulsive participants. Thus, more impulsive could make better
use of the learned context to improve their search than less
impulsive participants. These results suggest that impulsivity
might affect the focus of attention, which has been linked to
executive control as well as contextual cueing.
Email: Adrian von Muhlenen, a.vonmuhlenen@warwick.ac.uk
(2125)
Keep Flexible - Keep Switching. KERSTIN FRÖBER and
GESINE DREISBACH, University of Regensburg — In voluntary
task switching (VTS) participants typically show a bias towards
repetitions, especially so when they are absolutely free to choose
between both tasks. Here, we present a VTS experiment (122
participants in a between subjects design) with such unrestricted
task instructions. The critical manipulation was the proportion
of forced task choices (repetitions and switches) and free
choices: Participants were free to choose a given task on 75 %,
50 %, or 25 % of all trials. Results show that the voluntary switch
rate increases with increasing forced choices. This suggests that
a context of frequent (forced) switches changes global metacontrol parameters towards more flexible behavior.
Email: Kerstin Fröber, Kerstin.Froeber@psychologie.uniregensburg.de
(2128)
Diffusion Modelling of Drivers and Passengers Reveals
Cognitive Load Effects on Caution and Non-Decision
Processing. GABRIEL TILLMAN and AMI EIDELS,
University of Newcastle, DAVID STRAYER and FRANCESCO
BIONDI, University of Utah, ANDREW HEATHCOTE,
University of Tasmania (Sponsored by Don van Ravenzwaaij) —
Workload capacity refers to the ability to cope with increasing
amounts of information. Cumulative evidence suggests that
human capacity is limited, yet important situations of modern
life – such as driving a car – require simultaneous processing of
multiple signals. We explore how different capacity loads affect
processing of peripheral signals whilst driving. Drivers were
instructed to drive a car in a virtual driving simulator and at the
same time detect a light in their peripheral vision (secondary
task). Passengers were instructed to converse casually with the
driver while next to the driver or over the phone from a separate
room. Both driver and passenger were fitted with a Detection
Response Time (DRT) device, which recorded response times
from the secondary task. A single bound diffusion model was
fit to the data from the secondary task to reveal how different
cognitive loads affect caution, rate of processing, and nondecision processes.
Email: Gabriel Tillman, gabriel.tillman@newcastle.edu.au
(2126)
Sensitivity to Perceptual Similarity Is Associated With
Greater Sustained Attention Ability. DAVID ROTHLEIN,
VA Boston Healthcare System, JOSEPH DEGUTIS, Harvard
Medical School, MICHAEL ESTERMAN, Boston University
School of Medicine — We explored the relationship between
perceptual processing and sustained attention ability by having
a large web-based sample (N>20,000, testmybrain.org) perform
the gradual onset continuous performance task (gradCPT).
Participants were instructed to respond to frequently presented
non-target cities (90%, 10 exemplars) and withhold to rare
target mountains (10%, 10 exemplars). The images gradually
transitioned from one to the next every 800ms. We assessed
which city exemplars were most “mountain-like” and which
mountain exemplars were most “city-like”. We predicted that
RTs for city images that were more “mountain-like” would be
slower and “city-like” mountain images would be more prone
to erroneous button presses. The results were consistent with
our predictions. Notably, individuals who displayed greater
(2129)
Ebb and Flow in the Battle for Attention. DAVID A.
WASHBURN and J. ANTONIO SALAMANCA, Georgia State
University — The moment-by-moment control of attention is
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a competition between stimulus cues, associative constraints,
and executive inputs. Tasks like Stroop and ANT highlight
this competition by pitting prepotent cues in conflict with
goals, and reveal individual differences in the capacity to bias
the competition in favor of executive attention. However, this
battle for control of selection and processing is not a static
affair, but rather moves dynamically across time and trials, such
that the efficiency of attention control varies systematically
as a function of the sequence of stimuli and responses. In the
present poster, undergraduate volunteers and rhesus monkeys
alternated between trials designed to train “meanings” for
novel symbols on the one hand, and Stroop-like trials in
which those associated meanings competed against less potent
response goals on the other. Modeling changes in accuracy and
response time over trials reveals the ways that environmental,
experiential and executive control of attention emerge, as well
as stable individual and species differences in the degree of
control form each form of constraint.
Email: David A. Washburn, dwashburn@gsu.edu
errors in incongruent trials than in neutral or congruent trials.
In a follow-up experiment with non-overlapping responses we
investigated if these incongruence costs were partly associated
with a conflict at the stimulus level.
Email: Sophie Nolden, nolden@psych.rwth-aachen.de
(2132)
Disentangling Visual, Tactile, and Auditory Dominance
Relations. MAGALI KREUTZFELDT, DENISE N.
STEPHAN, KLAUS WILLMES and IRING KOCH, RWTH
Aachen University — Flexibility of cognitive control is a
driving factor in the adaptation of behavior. Presumably,
modality appropriateness (visual-spatial and auditorytemporal dispositions) affects cognitive control robustly. We
investigated the flexibility of switching between modalities in
different processing requirements using the cued task switching
paradigm. Participants switched between simultaneously
presented tactile and visual (Ex. 1), or tactile and auditory
(Ex. 2) stimuli in a spatial and a temporal task. The spatial task
asked for a location judgment, the temporal task for a duration
judgment of congruent or incongruent tactile vibrations, visual
objects, or sounds. Results indicated asymmetric modality
congruency effects depending on task requirements: In the
spatial task, congruency effects were larger for the tactile
than the visual modality and comparable for the tactile and
auditory modality. Yet, in the temporal task, they were larger
for the visual modality compared to the tactile and larger for the
auditory compared to the tactile modality.
Email: Magali Kreutzfeldt, kreutzfeldt@psych.rwth-aachen.de
(2130)
The Effects of Cognitive Load on Distractor Interference.
MICHAEL J. KING and BROOKE N. MACNAMARA, Case
Western Reserve University — When does distraction capture
attention, interfering with goal-directed behavior, and when
are distractors successfully ignored? Distractor interference
may depend on the type and amount of cognitive load being
employed. Participants engaged in a task where they responded
to a target letter that appeared simultaneously with a congruent
or incongruent distractor letter. Slower RTs in incongruent
conditions indicate distraction. Participants also viewed a
memory set of one (low load) or four (high load) colored
squares for later recognition. In addition to load amount, we
examined the effects of three types of cognitive load: perceptual
load—distractors were presented during memory encoding
(while the square(s) were presented); short-term memory
load—distractors were presented during memory maintenance
(after encoding, before recognition); working memory load—
distractors were presented during maintenance and participants
were tasked with mentally rotating the square(s) 90º. This
research provides the basis for further investigations on how
cognitive load influences distraction.
Email: Michael J. King, mjk217@case.edu
(2133)
Examining the Influence of Cues on Shifts of Auditory
Selective Attention. JULIA C. SEIBOLD, SOPHIE NOLDEN,
JOSEFA OBEREM, JOCHEN MÜSSELER, JANINA FELS
and IRING KOCH, RWTH Aachen University — The goal of
the study was to investigate preparation of auditory attention
shifts. Two spoken digits from 1 to 9 (without 5) were presented
simultaneously via headphones. One digit was spoken by a
female voice and one by a male voice, and they were presented
to one ear each. Participants had to decide if the target digit was
smaller or larger than five. A visual cue presented before the
spoken digits indicated which voice participants had to attend
to. In one half of the experiment, participants had to attend to
the male or to the female voice, whereas in the other half of the
experiment, participants had to attend to the left or the right
ear. By using a 2:1 cue-to-target mapping, cue repetitions were
excluded, so that ‘pure’ attention shift costs were obtained. In
two further experiments the influence of cue-modality was
examined as well. Those ‘pure’ attention shift costs did not
interact with preparation (i.e., cue-target interval) and therefore
may be mainly due to passive attentional inertia. Moreover,
ear-based preparation of auditory attention shifts was more
effective than voice-pitch based preparation, which documents
the importance of location information for auditory attention
allocation.
Email: Julia C Seibold, julia.seibold@psych.rwth-aachen.de
(2131)
Switch Costs and Congruency Effects in Auditory Attention
to Tone Dimensions. SOPHIE NOLDEN, KATHARINA
BOLZIUS, SARAH SCHEEN and IRING KOCH, RWTH
Aachen University — We investigated auditory task-switching
and interference between tone dimensions. A visual cue that
varied randomly from trial to trial indicated if participants had
to classify pitch (low or high) or loudness (quiet or loud) of a
tone. The irrelevant feature could be congruent, i.e., associated
with the same response as the relevant feature, or incongruent,
i.e., associated with a different response than the relevant
feature, or be neutral, i.e., medium-high or medium-loud.
The data revealed switch costs in reaction times and errors. In
addition, participants responded more slowly and with more
152
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(2134)
High Body Mass Index Is Associated With Impaired Cognitive
Control. ROBERTA SELLARO, BERNHARD HOMMEL and
LORENZA S. COLZATO, Leiden University — The prevalence
of weight problems is increasing worldwide. There is growing
evidence that high body mass index (BMI) is associated with
frontal lobe dysfunction and cognitive deficits concerning
episodic memory and inhibitory control efficiency. The present
study aims at replicating and extending these observations. We
compared cognitive control performance of normal weight
(BMI < 25) and overweight (BMI ≥ 25) university students
on a task tapping either inhibitory control (Experiment 1) or
response conflict management (Experiment 2). Experiment 1
replicated previous findings that found less efficient inhibitory
control in overweight individuals. Experiment 2 complemented
these findings by showing that cognitive control impairments
associated with high BMI also extend to the ability to resolve
stimulus-induced response conflict and to engage in conflictdriven control adaptation. The present results are consistent
with and extend previous literature showing that high BMI
in young, otherwise healthy individuals can compromise key
cognitive control functions.
Email: Roberta Sellaro, r.sellaro@fsw.leidenuniv.nl
experimental condition, and the likelihood functions are
derived in closed forms. It is shown that the new model predicts
various well-known experimental effects and qualitative
patterns of the data. In addition, some preliminary results are
reported. The results suggest that task-switching ability can be
reliably measured by using the new model, which demonstrates
its practical utility in the applied and measurement-theoretic
settings.
Email: Joonsuk Park, park.1952@osu.edu
(2137)
The Value of Knowing When to Switch: Investigating the
Interaction of Value and Control. DAVID A. BRAUN and
CATHERINE M. ARRINGTON, Lehigh University — Realworld decisions often involve the strategic allocation of effort
for executing and switching between two or more decision
options. When multitasking, switch costs arise from switching
between, and the resulting interference from, sequentially
activated task sets. The present research examines how choice
processes are influenced by assigning differential values to tasks
in a voluntary task switching environment (Arrington & Logan,
2004) and how these values might be represented in the task
set. Subjects performed task switching where task values were
probabilistically diminished for the recently performed task
and increased for the non-performed task. Results suggest an
increased sensitivity to the value of the non-performed task
associated with a task switch, rather than the recently performed
task (Experiment 1) and that the influence of value on task
selection is minimally impacted by task difficulty (Experiment
2). These results suggest that task value may be represented
separately from task set.
Email: David Braun, dab414@lehigh.edu
(2135)
Deconstructing Task Switching: A Detailed Theoretical
Analysis of Lifespan Developmental Change. MELODY
WISEHEART and ANNALISE DSOUZA, York University
— The current study investigates lifespan changes in task
switching, the ability to shift between cognitive tasks. Several
control mechanisms have been identified to reconfigure mental
resources for switching frequently among task sets, but changes
in these control mechanisms across the lifespan have not yet
been explored. The study used a large Internet-based sample
(n=14,732) to model fine-grained age-related change in task
switching performance. Segmented regression was used to
identify the transition periods at which shifts in performance
occur. Further, the authors separated task switching into each
of the control mechanisms involved, to identify the varying
trajectories for each mechanism from pre-adolescence to late
middle age. Differential lifespan trajectories were observed
for each mechanism, which support the role of both domaingeneral mechanisms (e.g., processing speed) and domainspecific mechanisms (e.g., cue processing and task alternation)
in task switching.
Email: Melody Wiseheart, melodywiseheart@gmail.com
(2138)
Conflicts and Disfluency as Aversive Signals: Context Specific
Processing Adjustments are Modulated by Affective Location
Associations. GESINE DREISBACH and ANNA-LENA
REINDL, University of Regensburg, RICO FISCHER, University
of Greifswald — Context-specific processing adjustments are
one signature feature of flexible human action control. Here we
argue that aversive signals produced by conflict- or disfluencyexperience originally motivate such control adjustments. In
two experiments, high vs. low proportions of aversive signals
(Experiment 1: conflict trials; Experiment 2: disfluent trials)
were presented above or below screen center. Given the broad
evidence that verticality is associated with affective valence (up
– positive, down – negative) we expected that aversive signals
would lose their trigger function for control adaptation when
presented in the negative context below. As predicted, location
specific proportion effects were only present when the high
proportion of aversive signals occurred above screen center but
were reduced (Experiment 1) or even eliminated (Experiment
2) when the high proportion of aversive signals occurred below
screen center. This interaction of processing adjustments with
affective background contexts is taken as further hint for an
affective origin of control adaptations.
Email: Gesine Dreisbach, gesine.dreisbach@psychologie.uniregensburg.de
(2136)
A Horserace Model of Task Switching. JOONSUK PARK, JAY
INJAE MYUNG and MARK A. PITT, Ohio State University
— A new mathematical model of task-switching is proposed.
Currently, to the best of the authors’ knowledge, there does
not exist an easy-to-interpret model of task-switching which
is simple enough to be used as a cognitive psychometric
measurement tool. Specifically, the new model, dubbed
‘HORTAS,’ assumes that task-switching can be described as
horserace process among different types of cognitive processes.
Based on this assumption, the model is specified in each
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(2139)
Threat of Electric Shock Eliminates Control Over Affective
Stimuli. HEEJUNG JEONG and YANG SEOK CHO,
Korea University — The congruency sequence effect (CSE)
was examined under a threatening context to investigate
the influence of anxiety on cognitive control. Participants
performed a facial Stroop task with emotional conflict between
the target word and the distractor face. A pair of happy and
sad faces/words and the other pair of surprise and angry faces/
words were presented in an alternative order so that the impacts
of stimulus-response repetition and contingency learning were
removed. Half of participants were assigned to a threat context in
which electric shocks were delivered randomly while the other
half performed the task under no threat. The results showed
that CSE obtained in the safe context disappeared in the threat
context. Specifically, participants in the safe context exerted
more control to deal with conflict experienced by surprise/
angry distractors than by happy/sad ones while participants in
the threat context could not exert control in both tasks due to
anxiety caused by shock. The results imply that anxiety impairs
cognitive control involving processing of affective stimuli.
Email: Heejung Jeong, heefromkorea@gmail.com
participants made lexical decisions on words (e.g. FROG) that
were briefly primed by a semantic associate (e.g. TOAD) or a
homophone of the associate (e.g. TOWED). Overall, consistent
with prior literature (Lukatela & Turvey, 1994), only the
semantic associate primed the target word. However, individual
differences results indicate spelling ability differentially
influenced priming. Low spelling ability, regardless of reading
ability, led to priming from both prime types. High spelling
ability, regardless of reading ability, only led to priming from the
semantic associate. Thus, spelling ability not only contributes to
differences in orthographic processing, but also to differences
in phonologically mediated semantic activation during reading.
Email: Michael Eskenazi, maeskenazi@gmail.com
(2142)
Time Courses of Lexicality and Beauty Identification of
Chinese Characters. MAKAYLA SZU-YU CHEN, TZUYUN WANG, SHANE SHIH-HSUAN LIN and DENISE
HSIEN WU, National Central University — Humans’ ability
to appreciate beauty might have evolutionary value. Previous
research has indeed showed that facial beauty is perceived
unconsciously even before face identity is recognized. However,
whether similar findings would be observed in other types
of stimuli, such as cultural artifacts, has not been explored
before. To address this issue, Chinese readers were asked to
make lexicality or beauty judgment on calligraphic Chinese
characters, which appeared between a forward and a backward
mask. The results indicated that participants could identify the
lexicality of calligraphic characters, which were mixed with
Korean characters, when they were presented for 40 ms or
longer. On the other hand, identification of beauty of exactly
the same set of stimuli required 53 ms or longer. Such findings
are in contrast with the rapid perception of beauty expressed in
faces, and imply at least partly separate mechanisms underlying
beauty appreciation in different domains.
Email: Makayla S. Chen, szuyu08131988@cycu.org.tw
(2140)
Strategies for Selective Stopping in the Elderly. YU-CHI
LIN and SHULAN HSIEH, National Cheng Kung University
— The aims of this study were to distinguish if different age
groups exhibited different strategies in performing a stopsignal task, and whether there remained age-related differences
in the stopping performance even when they used the same
performing strategy. 24 younger adults and 24 older adults
participated in this study. Participants’ strategies were classified
using the Bayes factor to support or reject the null hypotheses at
the individual level on the paired comparisons among mean nosignal RT, signal-respond RT, and ignore RT. This study observed
that older adults utilized more various kinds of strategies than
younger adults. Yet, the stopping performance differed more
significantly between the subgroups of strategies in the younger
group; hence, whether there is age-related inhibition deficit
could be dependent on which type of the strategy being used.
The implication of this study is that one should not overlook the
factor of performing strategy in a stop-signal task.
Email: Shulan Hsieh, psyhsl@mail.ncku.edu.tw
(2143)
Serial Position Functions for Letters and Digits in Arabic
Readers. YOUSRI MARZOUKI, Qatar University and AixMarseille University, TAREK BELLAJ, Qatar University,
LAURIE BETH FELDMAN, The University at Albany, State
University of New York, JONATHAN GRAINGER, AixMarseille University & CNRS — We examined letters and digits
identification in a stimulus-in-string identification paradigm to
detect morphological and script direction influences on the form
of the serial position function. Participants identified letters
(digits) at a post-cued location in briefly (60 msec) presented
5-unit strings (e.g., )مكغحش. We compared performance to
outer-, first-, and central-letter positions in Arabic (right-toleft) with those in Roman scripts in Marzouki and Grainger
2014. The outer-central difference was smaller with Arabic
letter strings but the first- and central letter advantages were
comparable; importantly, central-letter accuracy hinged on the
morphological status of those letters. With digits, the results
revealed a clear-cut W-shaped curve with a final digit advantage
higher than the initial, an effect that might be driven by right
to left reading habits in Arabic. Overall, these findings further
LETTER AND WORD PROCESSING II
(2141)
Individual Differences in Spelling Ability Contribute to
Phonological Processing. MICHAEL A. ESKENZAI, Stetson
University, ANGELA C. JONES, John Carroll University,
ASHLEY N. ABRAHAM and JOCELYN R. FOLK, Kent State
University — Individual differences in spelling ability may
lead to differential orthographic processing during reading
(Andrews & Low, 2013), and may contribute to null effects when
individual differences are not considered (Andrews & Hersch,
2010). The purpose of the current study was to investigate
whether such differences in spelling ability may contribute to
phonological processing. Using a masked priming procedure,
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Posters (2144) - (2148)
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(2146)
Visual Word Processing Efficiency for Chinese Characters
and English Words. CHENG-TA YANG and JAY CHEN,
National Cheng Kung University, JOSEPH W. HOUPT, Wright
State University, AMI EIDELS, University of Newcastle,
DANIEL R. LITTLE, The University of Melbourne — Due to the
differences in the writing system, it is reasonable to speculate
that Chinese characters may involve a higher degree of holistic
processing than English words. We examined visual word
processing efficiency, a reaction-time measure of the degree
of holistic processing, while matching Chinese characters and
English words, respectively. The word type (word, pseudoword, and non-word) were manipulated. Both AND-capacity
and OR-capacity were calculated. Results showed that ANDcapacity for English word and pseudo-word was larger than that
for the English non-word, replicating previous findings of word
and pseudo-word superiority effect. In contrast, OR-capacity
for the English words showed opposite effect: Non-words result
in larger capacity than words and pseudo-words. Interestingly,
the AND-capacity and OR-capacity for the Chinese characters
revealed a different effect. Our results suggest that Chinese
characters and English words may involve different processing
strategies and this visual word processing strategy may be
modulated by the amount of information required for decisionmaking.
Email: Cheng-Ta Yang, yangct@mail.ncku.edu.tw
support and extend to Arabic the existence of a specialized but
tuneable parallel processing mechanism within strings of letters
or digits.
Email: Yousri Marzouki, yousri.marzouki@univ-amu.fr
(2144)
The Influence of Bigram Frequency on the Processing of
Visually Presented Words. LOUISA M. SLOWIACZEK,
Bowdoin College, TODD A. KAHAN and NED SCOTT, Bates
College — Whether word processing is holistic or whether
individual letters may be attended/ignored was addressed using
a visual composite task adapted for words by Wong et al. (2011).
The neighborhood density and overall frequency of four letter
words (e.g., HINT) were controlled, while the frequency of the
initial bigram (i.e., HI), middle bigram (i.e., IN) or final bigram
(i.e., NT) were manipulated to be high or low. Participants saw
a study word, a cue to attend to the right or left half of the word,
and a test word. They indicated if the cued half of the words
(e.g., left) were the same (e.g., HINT-HILL) or different (e.g.,
HINT-LAND). Response times indicated that words with high
frequency bigrams in the initial, middle and final positions (i.e.,
HHH) are bound more tightly, resulting in interference of one
half of the word on the other half. The accuracy data revealed
that for words with low frequency bigrams (i.e., LLL) pieces of
words are processed more independently. Higher accuracy was
obtained for LLL words for which the response to both sides of
the word were the same (congruent trials), but lower accuracy
was obtained for LLL words for which responses to the two
sides of the word were different (incongruent trials).
Email: Louisa M. Slowiaczek, lslowiac@bowdoin.edu
(2147)
Lexical Access and Cross-Language Activation in Deaf
Readers: Evidence From the Visual World Paradigm.
MARCEL R. GIEZEN, SAÚL VILLAMERIEL, PATRICIA
DIAS and MANUEL CARREIRAS, Basque Center on Cognition,
Brain and Language — The visual world paradigm is widely
used to study the time course of spoken word recognition. In
the current study, we presented printed target words instead of
auditory target words together with an experimental display of
objects to investigate the time course of visual word recognition
in deaf readers. In an initial study with hearing readers (n=40),
we validated this printed word adaptation by directly comparing
the time course of lexical frequency effects and phonological
and semantic competition effects for auditory versus printed
word presentation. In a second study we used the printed word
adaptation to investigate lexical access and cross-language
activation in bilingual deaf readers (n=25). Preliminary results
suggest that the visual world paradigm can be successfully used
to study the dynamics of lexical competition during visual word
recognition and provides a valuable tool to study lexical access
in deaf readers.
Email: Marcel Giezen, m.giezen@bcbl.eu
(2145)
Is There Lexical Competition in the Recognition of L2
Words for Different-Script Bilinguals? A Masked Priming
Investigation With Japanese-English Bilinguals. MARIKO
NAKAYAMA, Rikkyo University, STEPHEN J. LUPKER,
University of Western Ontario, HINO YASUSHI, Waseda
University — Japanese-English bilinguals made lexical decisions
to (L2) English targets that were primed by either word or
nonword neighbor primes or unrelated primes (67 ms prime
duration). As with L1 stimuli, a significant facilitation effect
was observed with nonword neighbor primes. Unlike with
L1 stimuli, an equivalent size facilitation effect was observed
with word neighbor primes, with the data pattern being
essentially unaffected by L2 proficiency. The possibility that
prime processing for our bilinguals was sufficiently weak that
the primes did not allow lexical access was ruled out by the
fact that these subjects did show significant L2-L1 translation
priming. Only when the prime was clearly visible (a 175 ms
prime duration) was there any evidence of lexical competition
(i.e., inhibition from word neighbor primes). These results
support the idea that, although lexical competition processes
exist, their role is, in general, a minor one for all but the most
skilled readers.
Email: Mariko Nakayama, mariko_nakayama@rikkyo.ac.jp
(2148)
The Phonological Unit of Japanese Kanji Words. MASAHIRO
YOSHIHARA, Waseda University, MARIKO NAKAYAMA,
Rikkyo University, RINUS G. VERDONSCHOT and YASUSHI
HINO, Waseda University — It has been proposed that the
phonological unit for speech production is different across
languages (e.g., O’Seaghdha, Chen, & Chen, 2010). That is,
while phonemic segments are assumed to play a functional role
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Posters (2149) - (2152)
in English, morae are assumed to be critical in Japanese (e.g.,
Roelofs, 2015; Verdonschot et al., 2011). Nonetheless, because
there is no previous research using only Japanese Kanji words,
we attempted to re-examine whether the phonological unit of
Japanese Kanji words is a mora using masked priming naming
tasks. When an initial mora was shared by the prime and the
target, a significant priming effect was observed only when
the initial mora also corresponds to the initial character of the
prime and the target. This result indicates that the phonological
unit of Japanese Kanji words is the entire phonology possessed
by each Kanji character, rather than a single mora. The nature of
the phonological unit is discussed.
Email: Masahiro Yoshihara, m.yoshihara@kurenai.waseda.jp
ability. The results demonstrate that differences between good
and poor comprehenders correlate highly with WM span
scores. Consistent with previous data, the findings of this
study indicate that comprehension ability in Arabic depends
on WM capacity. We can conclude, then, that deficiencies in
WM functioning affect also reading comprehension in Arabic
language. Therefore, WM capacity measures can be a good
predictor of reading comprehension ability in Arabic.
Email: Mohanned Elmir, elmirmohammed21@gmail.com
(2149)
Zooming in on Interaction Between Planning and
Articulation Through the Lens of Disruption. RHONDA
MCCLAIN, EMILY CIBELLI and ERIN GUSTAFSON,
Northwestern University, CORNELIA MOERS, Max
Planck Institute for Psycholinguistics, MATT GOLDRICK,
Northwestern University — Disruption of lexical access has
provided inconsistent evidence regarding whether cascade
extends from lexical access to articulation. It is possible that
high degrees of disruption to lexical access are required to
prevent discrete selection of a target representation; only under
these circumstances will distortions arising in lexical access
influence articulation. We tested this hypothesis by varying
the degree of disruption induced by a paradigm that results in
semantic substitution errors in picture naming. In Experiment
1, we examined young adult monolinguals. In Experiment 2,
young adults completed the paradigm under time-pressure. In
Experiment 3, we examined a group of older adults, for whom
normal cognitive aging increases the demands of lexical access.
Our hypothesis predicts there will be increased disruptions to
articulation in Experiments 2 and 3 relative to the baseline of
Experiment 1. We will discuss the implications of the results
for dynamic accounts of interaction during speech production.
Email: Rhonda McClain, rhondam1@gmail.com
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(2151)
Additive Effects of Predictability and Parafoveal
Information: Evidence from Eye Movements. JANE
ASHBY and PETER SHLANTA, Central Michigan University,
ASCENSION PAGAN, Oxford University, STEPHEN J.
AGAUAS and HOLLY GAGNON, Central Michigan University
— Does predictability affect how readers process parafoveal
information? Eye movements were monitored during sentence
reading using a 2 (predictability) x 4 (preview) design. Each
participant read targets (float) in predictable contexts (The raft
was able to float with four people on it) or in unpredictable
contexts (The door was able to float with four people on it). We
manipulated orthographic information (all correct letters or
not) and phonological information (correct number of syllables
or not) to yield four preview conditions: flaot (vowel-TL); flota
(TL); flote (PH); and flotu (SL). Analyses returned main effects
of predictability and preview type, with no interaction (Fs<1).
The fastest gaze durations occurred in the vowel-TL condition,
followed by the PH condition, and the TL and SL conditions
were comparable. Therefore, a mismatch in syllable number
between the preview and target minimized TL facilitation,
replicating a pattern reported at last year’s meeting.
Email: Jane Ashby, jane.ashby@cmich.edu
(2152)
The Effects of Semantic Priming on Lexical Activation/
inhibition. ALEX TAIKH, University of Western Ontario,
STEPHEN J. LUPKER, The University of Western Ontario —
Word recognition is influenced by pre-activated semantic and
orthographic information. For example, in a lexical decision
task, orthographically similar masked word primes inhibit
responding while orthographically similar nonword primes
facilitate responding (e.g., Davis & Lupker, 2006). Both effects
presumably arise at the lexical level. Similarly, semantically
related primes facilitate responding. However, there is
controversy as to the locus of this effect (i.e., do related primes
activate the target’s lexical representation or are they used
strategically after the target’s lexical representation has been
activated?). The present experiments examined the potential
interaction between semantic and orthographic information in
a multiple prime situation. Specifically, orthographically similar
or dissimilar masked primes were preceded by visible primes
that were semantically related or unrelated to the target in order
to determine whether the two prime types would produce an
interaction, a result that would suggest an influence of semantic
primes arising at the lexical level.
Email: Alex Taikh, ataikh@uwo.ca
(2150)
Working Memory and Reading Comprehension in Arabic
Language. MOHAMMED ELMIR, University sidi Mohammed
ben Abdellah, Fes Morocco. — The present study examined
the relationships between Working memory (WM) and
reading comprehension in native Arabic 3rd graders. WM is
responsible for storing and processing incoming information.
The comprehender gradually constructs a mental model of the
text. Thus, WM contributes to reading comprehension; because
it helps to store medial products during the processing of the
printed information. Previous studies have found correlations
between WM and reading comprehension in other languages
like English; however we have no reliable data about the effect
of WM on reading comprehension in Arabic language. In this
research, WM capacity is expected to explain performance in
reading comprehension in Arabic, consequently high WM span
readers perform better than low WM span readers in reading
comprehension tasks. Participants were tested in different tasks
aimed at evaluating WM span and reading comprehension
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Posters (2153) - (2157)
Friday Noon
(2153)
Effects of Semantic Activation for Orthographic and
Phonological Neighbors in the Reading of Japanese Kanji
Words. YUU KUSUNOSE, YASUSHI HINO and KEISUKE
IDA, Waseda University, STEPHEN J. LUPKER, The University
of Western Ontario — In a relatedness judgment task (are the
two words in a word pair semantically related?), a semantic
relationship between the initial member of the pair and a
neighbor of the second member of the pair leads to delayed
responding (e.g., missile-pocket). The question addressed here
was, are the activated neighbors that are responsible for the
effect orthographic or phonological (or both) in nature? Because
most Japanese kanji characters possess multiple pronunciations,
it is possible to independently manipulate orthographic and
phonological similarity for kanji word pairs. For high frequency
second members, an effect was only observed for orthographic
neighbors, paralleling the results found when the second
member is written in katakana (Hino, Lupker & Taylor, 2012).
For low frequency second members, however, an effect was
observed for both orthographic and phonological neighbors of
that word. These results shed light on the nature of semantic
coding for Japanese kanji words.
Email: Yasushi Hino, hino@waseda.jp
ambiguities with subject and object relatives on the ambiguous
NP, early/late closure sentences with long and short post-verbal
NPs, and sentences with and without embedded passivized
relative clauses were measured in 81 participants. The effects
of sentence type on RT and accuracy and of sentence type and
region on eye fixations largely replicated previous studies. There
were very few significant relations between sentence reading
time or of any of the eye fixation measures and accuracy. The
implications of the null result of the relation of measures of
processing duration and accuracy will be discussed.
were measured in 81 participants
Email: David Caplan, dcaplan@partners.org
(2156)
Keep Listening: Grammatical Context Reduces But Does
Not Eliminate Activation For Unexpected Words. JULIA
F. STRAND, VIOLET BROWN and HUNTER BROWN,
Carleton College — While perceiving speech, listeners combine
expectations derived from semantic and grammatical context
with the bottom-up, auditory input. Studies on semantic
context have generally supported continuous-integration
models, in which listeners maintain sensitivity to the bottomup signal irrespective of semantic fit (Dahan & Tanenhaus,
2004). In contrast, studies on grammatical context typically
support restrictive-access models, in which context completely
eliminates activation of grammatically inconsistent neighbors
(similar-sounding words) (Dahan et al. 2000). In the current
eye-tracking study, participants were presented with target
words in grammatically constraining (“They thought
about the…”) or unconstraining (The word is…”) contexts.
Grammatical context reduced but did not eliminate activation
of contextually inappropriate neighbors when the target
contained co-articulatory information from the neighbor. The
data are consistent with continuous-integration accounts and
suggest that although grammatical context constrains lexical
activation, listeners remain sensitive to the bottom-up input,
just as they do with semantic context.
Email: Julia Strand, jstrand@carleton.edu
(2154)
Hemispheric Lateralization of Early ERP Components in
Deaf and Hearing Readers With Low and High Vocabulary
Size. ZED SEVCIKOVA SEHYR, KAREN EMMOREY,
KATHERINE MIDGLEY and PHILLIP HOLCOMB, San Diego
State University — Deaf readers have distinct developmental
experience with word acquisition than hearing readers. We
examined whether N170 and P1 lateralization for words differs
for deaf and hearing readers and whether lateralization is
modulated by English vocabulary size. Twenty hearing and 20
deaf participants made same-different judgments to word pairs
where the first word was presented centrally (750ms) and the
second laterally. EEG was recorded to the central stimuli. The
N170 was left-lateralized for both groups, but only the deaf
readers showed a vocabulary effect: those with low vocabulary
(median split) showed a left-lateralized N170 while those with
high vocabulary displayed a bilateral N170. P1 amplitude was
bilaterally distributed for hearing readers, however, deaf readers
again exhibited a vocabulary effect: P1 was bilateral for the low
vocabulary group but right-lateralized for the high vocabulary
group. These unique asymmetries suggest that vocabulary size
modulates early visual orthographic processing in deaf readers.
Email: Zed Sevcikova Sehyr, zsevcikova@mail.sdsu.edu
(2157)
Cognitive Control Engagement From a Nonlinguistic Source
Can Ease Processing Along the Garden Path. NINA S. HSU,
STEFANIE E. KUCHINSKY, ASHLEY THOMAS and JARED
M. NOVICK, University of Maryland - College Park — How do
listeners revise misinterpretations of language input? Recently,
we showed that Stroop-conflict detection, which mobilizes
cognitive control, subsequently facilitated listeners’ real-time
recovery from misinterpretation of temporarily ambiguous
instructions. Cognitive control engagement is therefore
causally linked to revision procedures. We test if non-verbal,
visual conflict also triggers control processes that consequently
facilitate revision, testing for domain-general effects of
cognitive control on comprehension. Subjects completed
spoken sentence-comprehension trials interleaved with Flanker
trials. When ambiguous sentences followed conflict (<<><<)
vs. non-conflict (<<<<<) items, listeners’ eye-movements to
objects in a scene reflected more transient consideration of the
false interpretation and earlier recovery of the correct one. We
PSYCHOLINGUISTICS I
(2155)
Relation of Reading and Eye Fixation Duration to Sentence
Comprehension Accuracy. DAVID CAPLAN, Massachusetts
General Hospital, ADRIAN STAUB, University of Massachusetts,
MARIA VARKANITSA, JENNIFER MICHAUD and SAMER
EDDINE, Massachusetts General Hospital — Sentence reading
time, first fixation duration, go-past time, regressions out and
regressions in for segments in sentences with NP/complement
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replicated this pattern using visually-degraded vs. intact nonconflict Flankers, suggesting that even perceptual ambiguity
deploys control functions that impact comprehension. A
third study rendered basic attention mechanisms unlikely in
explaining these results. Our findings suggest a cause-and-effect
interplay between domain-general cognitive control and online
language processing.
Email: Nina Hsu, ninahsu@umd.edu
and how it supports other literacy skills across L1s. They also
have practical implications for task design and interpretation of
results in cross-linguistic studies.
Email: Katherine I. Martin, martinki@siu.edu
(2160)
Second Language Learning in Child and Adult Classrooms:
Neurocognitive Correlates of Syntactic Processing.
FATEMEH ABDOLLAHI, The Pennsylvania State University,
NATASHA TOKOWICZ, University of Pittsburgh, JANET
VAN HELL, The Pennsylvania State University (Sponsored by
James McQueen) — Second languages (L2) are taught in many
classrooms worldwide, but we know relatively little about the
neural correlates of syntactic processing in child and adult L2
learners. In this study, adult and child (~10yr) intermediatelevel L2 learners read (un)grammatical L1 (English) and L2
(Spanish) sentences of varying syntactic categories, while ERPs
were recorded. In L1, adults, but not children, showed sensitivity
for all grammatical structures (P600). For L2, traditional grouplevel ERP analyses showed adult learners’ sensitivity to syntactic
violations corresponded to similarity with L1 structures, though
grammaticality judgment accuracy was at chance. Group-level
ERP-analyses showed that children were not sensitive to L2
syntactic violations. To examine individual variation in L2
processing, Response Dominance Indexes were calculated,
dividing adult learners into N400- or P600-dominance. Clear
individual differences, averaged out in traditional analyses,
emerged. This variability may be critical in developing models
of adult and child classroom learner L2 syntactic processing.
Email: Fatemeh Abdollahi, fxa143@psu.edu
(2158)
Empirical Examination of a Phonetically-Based Measure
of Between-Language Similarity. ALISON TSENG, ERICA
B. MICHAEL, JARED A. LINCK, SARAH PERRET and
CHRISTOPHER GREEN, University of Maryland Center for
Advanced Study of Language (Presented by Jared Linck) —
Research has shown that between-language similarity affects
multilingual language processing (e.g., cognate facilitation).
However, there are no standard measures of similarity that
can be applied to various language pairs, especially languages
that differ in script. We describe a measure that compares the
phonetic properties of word pairs, and can thus be used with
any language pair. We examine our measure’s ability to capture
cognate effects in an empirical study of language processing.
Naïve native English speakers first guessed the meaning of
aurally-presented Dutch words, then rated the similarity of
aurally-presented Dutch/English word pairs. Analyses will
examine how well our measure correlates with guessability and
similarity ratings, as well as whether specific phonetic properties
predict which word pairs are identified as cognates (based on
guessability). We discuss our measure and the implications
of the results for understanding the mechanisms underlying
similarity effects.
Email: Jared A. Linck, jlinck@umd.edu
(2161)
Imagining Counterfactual Worlds in Autism Spectrum
Disorder. JO S. BLACK, HEATHER FERGUSON and DAVID
WILLIAMS, University of Kent — Specific impairments in
counterfactual processing, as well as difficulty with imaginative
thinking, are common in people with Autism Spectrum
Disorders (ASD), however only a handful of published studies
have empirically tested counterfactual thinking in this group.
We present two eye-tracking experiments that explore how
imaginability influences counterfactual reasoning in individuals
with ASD and typically developing (TD) participants in an
anomaly detection reading task. Experiment 1 depicted everyday
counterfactual events that incur a minimal change from reality.
Experiment 2 described alternative versions of known historical
events that require readers to suspend their knowledge of reality
and imagine a novel version of the world. Results revealed
both ASD and TD participants detected anomalous words
within the same time course. However, the disruption caused
by the anomaly was greater within factual than counterfactual
contexts in Experiment 1, and participants with ASD showed
increased difficulty integrating reality-altering counterfactuals
in Experiment 2.
Email: Jo Black, j.s.black@kent.ac.uk
(2159)
The Predictive Value of Varying Phonological Units in
Productive and Receptive Tests of Phonological Awareness
Across Four L1s. KATHERINE I. MARTIN, Southern Illinois
University Carbondale — Phonological awareness (PhonA) is
crucial for literacy but little work examines the impact of item
characteristics on performance. Research suggests that the size
and location of the target unit matter for task performance
(McBride-Chang 1995) but it is unclear whether they also
impact the predictive power of PhonA for other literacy skills
or whether this varies by L1. This study thus examined the
relationship between lexical skills and PhonA performance,
specifically the predictive power of multiple phonological units
in four L1s (French, Hebrew, Mandarin, English). Data were
collected from 46 speakers in each L1. Participants completed
a receptive (oddity) and a productive (deletion) PhonA task,
lexical decision, naming, and decoding. Correlations varied
among tasks, phonological units, and L1s. Phoneme awareness
had no predictive value for L1 Chinese or Hebrew speakers;
instead, larger units were better predictors. The reverse was
true for L1 French and English speakers. The findings add to
our understanding of the fine-grained development of PhonA
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Theory of Mind Reasoning Is at Play During Language
Comprehension. OLESSIA JOURAVLEV and DIMA
AYYASH, Massachusetts Institute of Technology, RACHAEL
SCHWARTZ, Wellesley College, ZACHARY MINEROFF
and EVELINA FEDORENKO, Massachusetts Institute of
Technology, Harvard Medical School, Massachusetts General
Hospital — Do we model others’ minds during language
comprehension? Participants read semantically implausible
sentences (e.g., His boat has wheels now), preceded by a context
that made them plausible (e.g., Mike turned his boat into a car)
while their ERPs were recorded. Critically, the target sentences
were implausible to a confederate, who did not receive the
context. Participants performed a plausibility judgment task
or read sentences passively. The presence of a confederate was
also manipulated. Replicating prior work (Rueschemeyer et al.,
2014), during the plausibility judgment task, we observed an
N400 in response to critical sentences when a confederate was
present (social N400), but not when the participant was alone.
However, importantly, we generalized these results to a more
naturalistic passive reading condition, suggesting that language
comprehenders automatically engage in modeling the states of
minds of those around us.
Email: Olessia Jouravlev, olessiaj@mit.edu
were created with either 0, 1, 2, or 3 emojis, generating 32
text messages. Each participant rated only one message for
affective content. Results show that the addition of emoji to
both positive and negative messages led to more positive affect
ratings. Specifically, emojis lead to the perception of more joy
in all messages. However, this boost in positivity was primarily
between the presence and absence of emoji; the presence of two
or three emojis did not always lead to additional increases in
positive affect beyond one emoji alone.
Email: Monica Riordan, mriordan@chatham.edu
(2165)
Conceptual Representations of Misspoken Words Linger
in Working Memory. HOSSEIN KARIMI and FERNANDA
FERREIRA, University of California, Davis — An important
theoretical question in spoken language comprehension
research concerns the extent to which the syntactic and semantic
properties of misspoken, repaired words (reparanda) linger in
memory. To investigate this question, we conducted a spoken
sentence continuation task to examine whether a reparandum
affects form of reference to potential antecedents, including
the repair word(s). Sentences were either fluent or disfluent; in
the latter condition, the reparandum and repair were gendermarked nouns of the same gender. Thus, if the reparandum
lingers, it should produce semantic interference and reduce
pronominal references to the repair (Arnold & Griffin, 2007).
The results revealed less pronoun use overall in the Disfluent
condition but no semantic interference effect, indicating that
the reparandum lingers in memory but does not retain its
gender label. These results suggest that an abstract conceptual
representation of the reparandum (and not its specific gender
information) stays in memory and influences processing.
Email: karimi@ucdavis.edu, karimi@ucdavis.edu
(2163)
Lexical Differentiation and the Discourse History. SI
ON YOON and SARAH BROWN-SCHMIDT, University
of Illinois, Urbana-Champaign — When designing definite
referring expressions, speakers consider both the local context
and the discourse history. In three experiments, we examine
the phenomenon of Lexical Differentiation, wherein speakers
differentiate two sequentially presented objects from the
same category. Little is known about why speakers choose to
differentiate. In a referential communication task, on critical
trials a target referent (e.g., striped shirt) was from the same
category as an earlier exemplar (e.g., dotted shirt) that had
(differentiation condition) or had not (non-differentiation
condition) previously been described. A robust differentiation
effect was evidenced by increased use of modifiers at test in the
differentiation vs. non-differentiation condition. We also find
that speakers differentiate more often when they perceive the
past as relevant to the current topic of discussion. This work
emphasizes the importance of the perceived structure of the
communicative interaction. The small magnitude of the context
effect, however, indicates that further work is needed to fully
understand how and when the discourse history matters.
Email: Si On Yoon, syoon10@illinois.edu
(2166)
Information Integration in Online Modulation of Pragmatic
Inferences During Language Comprehension. RACHEL
A. RYSKIN, University of Illinois at Urbana-Champaign,
CHIGUSA KURUMADA, University of Rochester, SARAH
BROWN-SCHMIDT, Vanderbilt University — Recent studies
show that listeners learn to suppress contrastive inferences
based on size adjectives when the speaker is introduced to
be incapable of informative language use (Grodner & Sedivy,
2011). In 5 eye-tracking experiments, we explore the nature of
evidence necessary for such learning, focusing on 1) roles of
bottom-up and top-down information about the speaker and
2) speaker-specificity of the process. Listeners were exposed to
speakers who either use size adjectives felicitously (e.g., “the big
dog” when a small and big dog present) or infelicitously (e.g.,
“the big dog” when only one dog present). Overall we found
1) bottom-up evidence is sufficient to trigger suppression of
contrastive inferences while top-down instructions facilitate the
learning; and 2) the learning is not speaker specific. We discuss
how observed evidence may be evaluated against listeners’ prior
assumptions about pragmatic language use, determining the
speed and degree of suppression of contrastive inferences.
Email: Rachel Ryskin, rryskin@gmail.com
(2164)
Appear Happier: Text With Emojis. MONICA A. RIORDAN,
Chatham University — The use of pictographs called emojis
have expanded in text messaging in recent years, particularly
in younger generations. Qualitative studies suggest that emoji
effectively soften negative messages or increase the positivity of
messages. The current study applies a quantitative methodology
to measuring the effect of emojis on the affective content of a
text message. Four positive and four negative text messages
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(2167)
I Deny my Expectations. Even So, I Predict: Differential
Electrophysiological Effects of Concession and Result
Connectives in Discourse Comprehension. EDWARD J.
ALEXANDER, Tufts University, EINAT SHETREET, Tel Aviv
University, CONNIE CHOI, Tufts University, MING XIANG,
University of Chicago, GINA R. KUPERBERG, Tufts University
— We used event-related potentials (ERPs) to compare
comprehenders’ use of two types of discourse connectives to
predict upcoming events: “Therefore”, which tells comprehenders
to expect a specific causal relationship (Result), and “Even so”,
which tells comprehenders to deny expectations about any type
of real-world relationship (Concession). Participants read twosentence contexts followed by a third sentence, presented word
by word, beginning with “Therefore” or “Even so”. ERPs were
measured on critical words that rendered scenarios coherent or
incoherent (“She took the test and aced/failed it… Therefore/
Even so, she CELEBRATED…”). The N400 was reduced on
coherent (versus incoherent) critical words following “Even
so”, but not following “Therefore”. A posteriorly distributed late
positivity was enhanced on incoherent (versus coherent) critical
words, regardless of the preceding connective. These findings
suggest that, while both connectives influenced online neural
processing, “Even so” led comprehenders to generate stronger
predictions about upcoming events than “Therefore”.
Email: Edward Alexander, edward.alexander@tufts.edu
research has shown that TOTs are particularly prevalent for
proper names and that encountering another word with the
same initial syllable helps to resolve TOTs. To examine the
breadth of priming from the initial syllable, this experiment
investigated whether primes containing a TOT’s initial
syllable in a different position would increase TOT resolution.
Participants saw questions corresponding to target names (e.g.,
Barney Rubble) and indicated whether they were having a TOT.
They then saw a list of words, which sometimes contained a
prime with the initial syllable of the target’s first name (‘bar’)
as the middle syllable (embargo) or final syllable (crowbar).
Percentage of target retrieval was compared for TOTs followed
by primed vs. unrelated lists, and the results will be interpreted
in terms of the Transmission Deficit model of TOTs.
Email: Jessica T. Campbell, jesscamp616@ufl.edu
BILINGUALISM II
(2170)
Cognitive Ability Profiles, Brain Training Gains, and
Foreign Language Learning. JARED A. LINCK, University of
Maryland, DAVID HARPER, Rosetta Stone, CONNY H. LIN,
University of British Columbia, LAUREN AMER and ANITA R.
BOWLES, Rosetta Stone — Research suggests that individual
differences in language aptitude (including executive function)
may predict success in foreign language (L2) learning (e.g.,
Linck & Weiss, 2015). Further, brain training exercises can lead
to enhanced performance in some aspects of executive control
(e.g., Klingberg, 2010). However, the relationships among
brain training performance, language aptitude, and L2 learning
have not yet been examined in conjunction. The current study
provides a preliminary analysis of a large (N>30,000) corpus
of online data generated by users engaged in both brain fitness
training and L2 learning. Analyses will examine whether pretraining cognitive performance profiles predict brain training
gains or L2 learning progress, and whether brain training gains
predict subsequent L2 learning progress. This study will provide
much needed large-scale evidence for the potential links
between language aptitude, brain training, and L2 learning.
(Several of the authors are employed by Rosetta Stone or Fit
Brains, a Rosetta Stone company).
Email: Anita R. Bowles, abowles@rosettastone.com
(2168)
Speech Errors and Repair by Chinese Language Learners:
Metalinguistic Knowledge in Chinese Learning. LIANG
TAO, Ohio University — This study deals with speech error
analyses of native English speakers in their production of
Mandarin Chinese. Different from previous studies on this
topic, the present study focuses on how speakers catch and
correct their errors in the self-initiated self-repairs. Data came
from spontaneous questions and answers by beginning Chinese
language learners. The importance of metalinguistic knowledge
in foreign language learning is exemplified. It demonstrates
how such knowledge helps learners to enhance accurate L2
production. Repair constitutes an important part of the social
organization of conversation for interactional needs of human
communication. Self-repair by native speakers illustrates
their metalinguistic awareness of communicative needs at the
subconscious level; whereas self-repair by beginning Chinese
language learners reflects their conscious effort and selfmonitoring of their utterances for accurate Chinese production.
This study suggests that developing metalinguistic knowledge
should help learners to suppress L1 influence. However, such
knowledge eventually should be suppressed for automatic
language production.
Email: Liang Tao, Tao@ohio.edu
(2171)
How Code-Switching Affects VOT Within Sentences: An
Acoustic Study. DELANEY WILSON, MARIANNA NADEU
and JANET G. VAN HELL, Pennsylvania State University
— Studies examining voice onset time (VOT) in languageswitching have found that Spanish-English bilinguals have
longer VOTs when naming isolated pictures (Goldrick et al.,
2014; Olson, 2013) indicating that switching impacts phonetic
output. These studies all tested habitual code-switchers. To
understand how this manifests in non-habitual code-switchers,
we employed a sentence creation task focusing on word-initial
/p/ and /t/ phonemes. Bilinguals produces sentences that
switched from Spanish to English, from English to Spanish,
or unilingual Spanish/English sentences. Critical target words
appeared before or after the switch. English VOTs were longer
(2169)
Barney Rubble Has a Crowbar: Priming Initial Syllables
Out of Sequence During Tip-of-the-Tongue States. JESSICA
T. CAMPBELL and LISE ABRAMS, University of Florida —
A tip-of-the-tongue state (TOT) occurs when an individual
cannot retrieve a known word or name from memory. Previous
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than Spanish VOTs, in unilingual and code-switched sentences.
VOTs in code-switched sentences and unilingual sentences
were not statistically different, indicating that bilinguals
maintain phonetic distinctions in code-switched sentences.
This differs from the Goldrick et al. and Olson studies, and from
spontaneous speech analyses (Arvaniti et al., 2015; Fricke et al.,
2015), suggesting that mechanisms of phonological convergence
manifest differently in non-habitual code-switchers.
Email: Janet G. van Hell, jgv3@psu.edu
there was no evidence of a bilingual advantage, participants
with larger English vocabularies (assessed by the PPVT) were
more accurate and faster on the translation production test.
Email: Natasha Tokowicz, tokowicz@pitt.edu
(2174)
The Role of the L1 in the Formation of Collocational Links
in the L2 Lexicon: Exploring Facilitation and Interference
Through ERPs. MANUEL PULIDO-AZPIROZ, The
Pennsylvannia State University, PAOLA E. DUSSIAS, The
Pennsylvania State University — Studies exploring the role
of the first language (L1) during the processing of second
language (L2) collocations (e.g., set the table), show faster
RTs in collocational over unrelated word pairs, and more
efficient processing of L1-L2 congruent collocations (wordby-word equivalents) relative to incongruent ones (Wolter
& Gyllstad 2011). No studies to date have investigated L1
interference in the processing of collocations. Using ERPs, our
goal is to explore this question by capitalizing on increased L1
activation induced by the presence of a cognate noun in 50%
of collocations. Cognates are predicted to enhance the effects
of L1 on L2, resulting in increased facilitation via congruency,
and in increased interference due to conflict in incongruent
collocations. Facilitation/Interference should elicit modulated
N400s. We recorded ERPs while participants performed a
lexical decision task containing 656 Verb+Noun sequences (82
congruent, 82 incongruent collocations). Preliminary results
(N=11) reveal modulated N400s based on congruency.
Email: MANUEL PULIDO-AZPÍROZ, Pennsylvania State
University., MPAZPIROZ@gmail.com
(2172)
Even in Different Scripts: Bilingual Cross-Language
Semantic Influences During Visual Word Recognition.
TAMAR DEGANI and ANAT PRIOR, University of Haifa,
Israel, WALAA’ HAJAJRA, University of Haifa — The current
study examined automatic activation and semantic influences
from the non-target language of different-script bilinguals
during visual word processing. Thirty-four Arabic-Hebrew
bilinguals and 34 native Hebrew controls performed a semantic
relatedness task on visually presented Hebrew word pairs. In
one type of critical trials, cognate primes between Arabic and
Hebrew preceded related Hebrew target words. In a second
type, false-cognate primes preceded Hebrew targets related
to the Arabic meaning (but not the Hebrew meaning) of the
false-cognate. Although Hebrew orthography is a fully reliable
cue of language membership, facilitation on cognate trials and
interference on false-cognate trials were observed for ArabicHebrew bilinguals. The activation of the non-target language
was sufficient to influence participants’ semantic decisions in
the target language, demonstrating simultaneous activation of
both languages even for different-script bilinguals in a single
language context. To discuss the findings we adapt existing
models of bilingual processing to accommodate different-script
bilinguals.
Email: Tamar Degani, tdegani@research.haifa.ac.il
(2175)
Bilingual’s Plausibility Judgments for Collocations With
Literal or Non-Literal Meaning: An Effect of Language
Brokering Experience. BELEM G. LÓPEZ, University of Texas
at Austin, SÜMEYRA TOSUN, Süleyman Şah University,
JYOTSNA VAID, Texas A&M University — The present
investigation examined repercussions of differences in bilinguals’
informal translation experience (language brokering) on a
phrase plausibility task. Based on prior research suggesting a
heightened activation of translation equivalents among brokers,
it was hypothesized that semantic plausibility judgments,
regardless of language or meaning type, would be facilitated
by language brokering experience. Stimuli were constructed
from 54 triads in which an adjective was presented with one of
three nouns to form collocations that had a literal, figurative,
or absurd meaning. Proficient Spanish-English bilingual adults
differing in their extent of prior brokering experience judged
phrase plausibility. Whereas collocations with a literal meaning
were judged faster than those with a figurative meaning, this
effect was reduced among brokers, who also showed equivalent
responses across languages. Finally, brokers were faster and
more accurate than non-brokers in judging phrase plausibility.
The findings extend the scope of previous studies documenting
an effect of interpretation expertise.
Email: Jyotsna Vaid, jvaid@tamu.edu
(2173)
Translation Ambiguity and Individual Differences Affect
L2 Vocabulary Learning in Bilinguals and Monolinguals.
GRIFFIN E. KOCH, NATASHA TOKOWICZ and TESSA
WARREN, University of Pittsburgh — This study investigated
whether bilinguals have an advantage in learning translationunambiguous and translation-ambiguous vocabulary in an
unfamiliar language. Participants learned German vocabulary
words with 1, 2, or 3 English translations. Because words with
more translations were trained more often, we included a
translation-unambiguous control condition presented as often as
3-translation words. Two groups participated: a bilingual group
(N=20), who identified English as a native language in addition
to another native language taught at home since childhood, and
a monolingual group (N=25), who identified as being native
speakers of only English. Translation production and semantic
judgment tests assessed vocabulary learning. Learning was
best for the frequently presented unambiguous condition. For
3-translation words, the first translation produced was slowest,
implying competition between multiple translations. Although
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Conceptual Representations in Mandarin-English Bilinguals:
An ERP Study. XUAN PAN and DEBRA JARED, The University
of Western Ontario — Dong et al. (2005) proposed that when an
individual learns a word in L2, they link the features from the
translation in L1 to that word, and as they become proficient
in L2, bilinguals drop L1-specific features and add L2-specific
features to their L2 conceptual representations. The present
study tested this theory with Chinese-English bilinguals using
an English semantic priming task with ERP. Primes were animal
names (OWL), and targets were either related in L2 (WISE), in
L1 (MISFORTUNE), or were unrelated. A priming effect was
observed in the N400 for pairs related in L1, indicating that L2
words were associated with L1 features. No N400 priming effect
was found for pairs related in L2, suggesting that the bilinguals
did not yet have connections between L2 words and L2-specific
features. However, there was a priming effect from 200-300
ms for pairs related in L2. This early priming effect may reflect
associative relationships among L2 lexical items.
Email: Xuan Pan, xpan55@uwo.ca
Working memory load did not affect the priming effect. These
results suggest that conceptual access during translation is
not affected by working memory load. Rather, consistent with
previous research monolinguals, production priming was not
affected by cognitive load.
Email: Jennifer Brown, jmbrown2@miners.utep.edu
(2179)
Is There or Isn’t There a Cost of Bilingual Sequence
Learning? DENISE N. STEPHAN and IRING KOCH, RWTH
Aachen University, JONATHAN GRAINGER and MATHIEU
DECLERCK, Aix-Marseille Université and Centre National
de la Recherche Scientifique — Bilingualism describes the
ability to effectively communicate in more than one language.
However, this can come at a cost, since using two languages is
known to decrease overall performance. In the current study
we were interested in whether using two languages also impairs
learning, which is an important question for education. Based
on the classic serial reaction time task, which reveals enhanced
performance with fixed compared to random sequences, we
developed a bilingual version in which number words of two
languages (French and English) were presented. In addition,
bilingual performance was compared to performance with
monolingual stimulus presentation. No additional bilingual
cost was observed for sequence learning. Moreover, the effect
of sequence learning was numerically almost twice as large
with bilingual stimuli. We assume that the crucial mechanism
behind the similar performance with bilingual and monolingual
sequence learning lies in the fixed language switches that serve
as chunking points.
Email: Denise N. Stephan, stephan@psych.rwth-aachen.de
(2177)
The Influence of Bilingualism on Ambiguity Resolution
in Cross-Situational Learning. TIM POEPSEL and
DANIEL WEISS, The Pennsylvania State University — Recent
findings from the cross-situational statistical word learning
(CSSL) literature indicate that bilinguals may more readily
accommodate multiple mappings (Poepsel & Weiss, 2016).
Here, we extend this work by comparing English monolinguals
with English-Spanish bilinguals in a CSSL study presenting
one-to-one mappings and two-to-one mappings that varied
in mapping strength (i.e., seven of one mapping versus one of
the other, six of one versus two of the other, etc.) within one
familiarization phase. Overall mapping performance for both
groups was equivalent across all mapping types and positively
correlated with mapping strength for 2:1 mappings, suggesting
all learners are sensitive to fine-grained statistical information
within our task. Notably, reaction times for bilinguals were
significantly slower across all two-to-one mapping strengths.
We interpret this as evidence that bilingualism may result
in greater implicit knowledge of weak or noisy evidence for
multiple mappings, which may facilitate resolution of mapping
ambiguity given additional exposure.
Email: Tim Poepsel, tjp19@psu.edu
(2180)
Learning a Second Language for Arabic Speakers: Can Word
Pair Directionality Make a Difference? BUSHRA ALDOSARI,
Kent State University — Text structure (e.g., left-to-right
orientation) can bias later task performance by supporting
scanning strategies on unrelated tasks (e.g., scanning leftto-right when learning word-pairs). How might the reading
habits of native Arabic speakers affect the acquisition of English
vocabulary in word lists? Arabic-speaking ESL students were
asked to learn two word lists. The experimental materials are
two lists of low-frequency English words with their Arabic
translations. In the first session, 20 pairs of English-Arabic
words were presented to the participants and presentation order
and position of the words in the list was counter-balanced across
students (e.g., Arabic-English). The participants were asked to
complete the English-Arabic directional translation test. In the
second session, the sample and the procedure were identical,
with another list of 20 pairs of English-Arabic words presented
to the same participants. The preliminary result shows that the
presentation position of the words had no effect on acquisition
of English vocabulary.
Email: Bushra Aldosari, baldosar@kent.edu
(2178)
Effects of Working Memory Load on Bilingual Translation
Route. JENNIFER M. BROWN, ANA I. SCHWARTZ and
WENDY S. FRANCIS, University of Texas at El Paso — We
examined whether working memory load causes bilinguals
to translate words in a lexically-mediated route rather than a
direct, conceptually-mediated route. To examine this highlyproficient Spanish-English bilinguals (N = 101) first translated
words in the L1- L2 direction and L2-L1 direction either under
a working memory load or under no load. At test participants
named pictures in L1 and L2 that were either repeated or nonrepeated. Repeated items were named faster at test than nonrepeated, and this priming effect was stronger in L2 than L1.
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Comparing Monolingual and Bilingual Learners’
Performance on a Multi-Level Statistical Learning Task.
FEDERICA BULGARELLI, The Pennsylvania State University,
LAURA BOSCH, Universitat de Barcelona, DANIEL J.
WEISS, The Pennsylvania State University — Statistical
learning research comparing monolinguals and bilinguals
has yielded inconsistent findings, perhaps due to the types
of statistics used in the experimental tasks. Consequently we
tested English monolingual and Spanish-Catalan bilingual
adults on a nonlinguistic visual task involving two types of
statistical learning: extraction of co-occurring objects (spatial
segmentation) and integration (finding correlated features that
define object categories). While the groups were equivalent in
both the extraction and integration components when the task
only required tracking one regularity within each component,
bilinguals significantly outperformed monolinguals in
identifying the correlated features when there were multiple
correlated features to track. These results suggest that bilingual
differences in statistical learning may be specific to tasks
involving integration, specifically when the learner needs to
track multiple regularities.
Email: Federica Bulgarelli, fub113@psu.edu
speech comprehension. Korean-English bilinguals and English
monolinguals heard English word pairs and judged their
semantic relatedness. The critical comparison was between word
pairs that were unrelated in English but related across languages
(e.g., “moon – lock”, where “moon” sounds like Korean “door”)
and word pairs that were unrelated in either language (e.g.,
“moon – lobe”). ERP results revealed that greater exposure to
the native language in daily life increased the degree of language
co-activation in bilinguals, as indexed by a reduced N400 effect.
Further, word pairs related across languages elicited a smaller
late positive component than unrelated word pairs, suggesting
that cross-linguistic competition prevents elaborate semantic
processing in bilinguals. Together, these findings indicate that
language co-activation in bilinguals is sensitive to individual
differences in language experience, and that resolving crosslinguistic competition requires additional cognitive resources.
Email: Peiyao Chen, peiyaochen@u.northwestern.edu
(2184)
Rapid Changes in Cortical Activity Associated With Semantic
Processing in a Newly Learned Language. ANA ZAPPA and
JEAN MARIE PERGANDI, Aix-Marseille Université, DANIEL
MESTRE and CHERYL FRENCK-MESTRE, Aix-Marseille
Université and Centre National de Recherche Scientifique — How
quickly can L2 learners begin to understand auditory sentences
in a new language? The majority of ERP studies showing
that L2 learners process semantic violations in sentential
context similarly to natives have been performed on advanced
learners. In the current study we used computer games to teach
completely novice French learners a new lexicon in Brazilian
Portuguese during a longitudinal 6-day study. We then tested
learners’ abilities to process sentences in the first days of L2
acquisition. Both pre- and post-training, participants listened
to (to be) learned, semantically acceptable and semantically
anomalous sentences while ERPs were recorded from the
scalp. Pre-training results showed similar N400 amplitudes
for all conditions. Post-training results showed greater N400
amplitudes for sentences containing semantic violations
compared to learned and semantically acceptable sentences.
Behavioral data corroborated this pattern. Our results belie
earlier work by showing that semantic processing in an L2 can
occur within days.
Email: Cheryl Frenck-Mestre, cheryl.frenck-mestre@univ-amu.
fr
(2182)
The Positive Influence of Elementary School EnglishLanguage Activities on Attentional Abilities and
Automatization of English Stroop and Reverse-Stroop
Effects: A Three-Year Cross-Sequential Study. YASUYUKI
SAKUMA, Fukushima University — The goal of this research
was to investigate the influence of an English activity, intended
to familiarize children with easy spoken English, on attentional
abilities and selective attentional abilities (automatization)
in working memory over a three-year project by using five
easy color-related words and comparing performance on
first language (Japanese) and foreign language (English)
versions of the Stroop (ST) and Reverse-Stroop (R-ST) tests.
The participants were composed of two groups, Group 1 (the
fifth-grade of the first-year project) and Group 2 (the seventhgrade of the first-year project), both of whom participated in
elementary school foreign language (English) activities. The
principal findings were as follows. First, attentional abilities for
both languages increased proportionately with both groups.
Second, regarding automatization (selective attentional abilities
such as ST and R-ST effects), we found different influences
depending on school grade and test (ST and R-ST).
Email: Yasuyuki Sakuma, ysakuma@educ.fukushima-u.ac.jp
(2185)
Second Language Proficiency Affects Subcortical
Recruitment During Executive Control Processing. ANGELA
M. GRANT and PING LI, Pennsylvania State University —
Bilingualism has been linked to improved executive control, but
the mechanism of this link remains unclear. To investigate the
relationship between second language acquisition and executive
control, native English learners of Spanish (19 low proficiency
or LP, 16 high proficiency or HP) completed a Go-Nogo task
and Stop Signal task while functional magnetic resonance
images were collected. Preliminary results show significant
differences in executive control processing between the groups.
HP learners, as compared with LP, recruited subcortical regions
(2183)
Resolving Language Co-Activation in Bilingual Speech
Comprehension: ERP Evidence From Korean-English
Bilinguals. PEIYAO CHEN, Northwestern University,
SUSAN C. BOBB, Gordon College, NORIKO HOSHINO,
Kobe City University of Foreign Studies, VIORICA MARIAN,
Northwestern University — Previous studies suggest that
a bilingual’s languages are co-activated and compete for
selection even in a monolingual context. We examined neural
signatures of language co-activation and control during
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including the cingulate and thalamus during Nogo trials and
used linguistic areas (e.g., fusiform gyrus) more during Stop
trials. In contrast, LP learners showed greater recruitment of
the caudate, insula, and parahippocampal gyrus during Nogo
trials and recruitment of the caudate and cingulate gyrus
during Stop trials. The differential recruitment of subcortical
regions between the high and low proficiency learners during
these tasks is compatible with recent literature suggesting that
bilingualism affects non-linguistic processing (e.g. Garbin et al.,
2010). Results will be discussed in the context of current models
of bilingual language control (e.g., Green & Abutalebi, 2013).
Email: Angela Grant, amc497@psu.edu
an interaction between repetition and perceived truth. PRC
activity increased with greater truth ratings for repeated, but
not new, statements. These data strengthen the fluency account
of illusory truth and generalize the role of the PRC in fluency
effects.
Email: Nadia Brashier, nadia.brashier@duke.edu
(2188)
Did You Hear the Melody of That Voice? Probing the Effects
of Emotion and Attention on Voice Processing With EEG.
ANA P. PINHEIRO, University of Lisbon, SONJA A. KOTZ,
University of Maastricht — Human social communication is a
complex process that relies on the dynamic interaction between
verbal and non-verbal cues. Even though, in the last decades,
the study of social communication was revolutionized by
neuroscience methods, the brain mechanisms underlying social
communication are not yet well understood. In particular, the
question of how vocal emotion influences attentional processes
remains to clarify. We combined event-related potential (ERP)
and time-frequency EEG to probe how emotional salience
is detected at both preattentive and attentive levels of voice
processing. A modulatory role of stimulus valence was found
on both MMN and P300 amplitude, but depended on attention.
Furthermore, stimulus valence had an impact on pre-stimulus
induced oscillatory activity in the beta and alpha frequency
bands. Importantly, pre-stimulus oscillatory power predicted
the modulation of the MMN and P300 amplitude. Our findings
confirmed that the brain is tuned to detect vocal changes and
that deviance detection is modulated by stimulus salience and
relevance when change occurs, even when attention is focused
elsewhere. They additionally suggest that vocal stimuli may be
differentially processed depending on the spotlight of attention.
Email: Ana Pinheiro, ana.pinheiro@psi.uminho.pt
NEURAL MECHANISMS OF COGNITION I
(2186)
Common and Unique Neural Mechanisms Supporting
Temporal and Social Discounting. PAUL F. HILL, AMBER
M. KOCH and RACHEL A. DIANA, Virginia Tech — Studies
using temporal and social discounting as behavioral indices of
self-control and altruism, respectively, have revealed functional
similarities between farsighted and other-regarding decisions.
However, no studies have directly compared the neural
mechanisms supporting temporal and social discounting.
In this study, 26 young adults chose between receiving a
small, immediate monetary reward vs. a larger, time-delayed
reward (temporal trials) or allocating a larger reward to a
close friend or relative (social trials) during fMRI scanning.
A conjunction analysis of fMRI data from the temporal and
social discounting tasks revealed common patterns of neural
activity in functional networks thought to support reward
valuation, cognitive control, and prospective thinking. We
also observed preferential engagement of self-appraisal and
mentalizing subsystems associated with social discounting and
left lateralized subcortical activity during temporal discounting.
These results provide novel insights into the common and
unique mechanisms driving behavioral preferences across
temporal and social domains.
Email: Paul F. Hill, pfhill@vt.edu
(2189)
Animal Representations in Superior Temporal Sulcus Reflect
Their Interactive Roles. NADEEM DABBAKEH, Texas Tech
University, MICAH B. GOLDWATER, University of Sydney,
NICHOLAS GAYLORD, CrowdFlower, TYLER DAVIS, Texas
Tech University — Superior temporal sulcus (STS) represents
aspects of biological categories and is involved in biological
motion processing and social perception. One recent study
found the STS may also represent the dangerousness of animals.
However, social neuroscience suggests that the representation
of danger may be part of a broader capacity to process the
interactive roles that animals can play with humans and other
animals. In the current study, we scanned participants while they
viewed animals and rated their size, swimming ability, potential
as a pet, and predacity. Consistent with STS’s social role, it
activated more for interactive roles (pet and predacity) than
non-interactive features (size and swimming). Furthermore,
the similarity relations between activation patterns elicited for
different animals were more strongly associated with pet ratings
than ratings for size or swimming. Our results suggest that the
STS may represent not only animals’ dangerousness, but also
their interactive roles more broadly.
Email: Tyler Davis, thdavis5@gmail.com
(2187)
Interpreting Ease as Truth: Fluency and the Neural
Mechanisms of Illusory Truth. NADIA M. BRASHIER,
WEI-CHUN WANG, ERIK A. WING, ELIZABETH J.
MARSH and ROBERTO E. CABEZA, Duke University
(Sponsored by David Rubin) — People frequently encounter
misinformation in advertisements, political campaigns, and
rumors. Repeating such claims may introduce and reinforce
common misconceptions, like the belief that vitamin C
prevents the common cold: Repeated statements seem truer
than new statements, the illusory truth effect. Behavioral data
suggest that repeating a statement makes it easier to process, or
fluent, an experience that is interpreted as evidence of truth. The
present functional magnetic resonance imaging (fMRI) study
offers converging neuroimaging evidence of this mechanism.
Participants rated the truth of repeated and new statements in
the scanner. The perirhinal cortex (PRC), an area previously
linked to fluency, was the only brain region that exhibited
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(2190)
Gesture Observation Does Not Engage High-Level
Language Processing Brain Regions. OLESSIA JOURAVLEV,
Massachusetts Institute of Technology, DAVID ZHENG and
ZUZANNA BALEWSKI, University of Pennsylvania, SUSAN
GOLDIN-MEADOW, University of Chicago, EVELINA
FEDORENKO, Massachusetts Institute of Technology,, Harvard
Medical School, Massachusetts General Hospital — Observation
of co-speech gestures has been argued to engage brain regions
that support language comprehension (e.g., Dick et al., 2014).
However, those studies used traditional fMRI group analyses
that can underestimate functional selectivity (Nieto-Castañon
& Fedorenko, 2012). In the current fMRI study, we identified
language regions in each participant individually using a
language comprehension task (Fedorenko et al., 2010). We then
examined their responses to auditory language comprehension
accompanied by co-speech gestures or non-gesture movements,
the same materials with no audio, and the audio alone. Whenever
the linguistic signal was present, language regions were active.
In contrast, they did not respond during the processing of silent
videos. Other brain regions differentiated between gestures and
non-gestures, suggesting that the manipulation was effective. In
summary, contra prior claims, language regions do not respond
to co-speech gestures, suggesting that gesture processing takes
place outside of the fronto-temporal language network.
Email: Olessia Jouravlev, olessiaj@mit.edu
— Classic feeling-of-knowing (FOK) judgments involve
prospective memory monitoring after retrieval failures in order
to estimate the likelihood of correctly recognizing missed items
later. Little is known about the neural mechanisms underlying
FOKs. Prior research implicates anterior prefrontal cortex
(aPFC), with lesion evidence for left-hemisphere specialization.
We administered theta-burst stimulation (TBS) to12 individuals
in either left or right aPFC or a sham location on three separate
days. Next we administered a visual associative-memory task
incorporating global-level performance judgments and FOK
judgments for misses at retrieval. Memory performance was
significantly improved after right TBS compared to sham,
despite significantly increased global underconfidence for
right TBS compared to both left and sham. Population gamma
z-scores suggest a reliable increase in FOK-based monitoring
accuracy for right TBS compared to left, and a reliable decrease
for left TBS compared to right and sham. Preliminary results
from a follow-up experiment with healthy older-adults will be
presented.
Email: Anthony Ryals, Anthony.ryals@northwestern.edu
(2193)
True Memories and False Memories for Visual Information:
A Meta-Analysis of Retrieval-Related Activity in Early and
Late Visual Processing Regions. JESSICA M. KARANIAN and
SCOTT D. SLOTNICK, Boston College (Sponsored by Linda
Henkel) — Prior research has given rise to the predominant
view that true memories, but not false memories, activate early
sensory cortex. In the present meta-analysis, we conducted a
literature review to determine whether true memory and false
memory for visual information produced activity in early visual
regions (BA17, BA18) and late visual regions (BA19, BA37).
Counter to the predominant view, we found that false memories
produced activity in early visual regions under particular
stimulus and task conditions (e.g., false memory for detailed
spatial location information). Additionally, true memory
activity was only sometimes greater than false memory activity
in early visual regions, which may have resulted from similar
magnitudes of activity associated with true memory and false
memory. The present findings suggest that false memories can
activate early sensory cortex, which calls for a revision of the
predominant view. More broadly, these results challenge the
potential use of fMRI in the courtroom.
Email: Jessica Karanian, jessica.karanian@bc.edu
(2191)
Delta (2-3 Hz) and Theta (4-5 Hz) Oscillations During
Sentence Reading in Russian. ANASTASIA STOOPS,
Columbia University, SUSAN GARNSEY and TANIA IONIN,
University of Illinois — Fast oscillations in beta (13-30Hz) and
gamma (>30Hz) neural activity are thought to be related to
the integration of syntactic and lexico-semantic information
(e.g. Baastiansen & Hagoort, 2015; Baastiansen, Magyari, &
Hagoort, 2010; Lewis, Wang, & Bastiaansen, 2015, among
others). However, the role of slow oscillatory dynamics in
the delta/theta range (<7Hz) is not well understood. In the
auditory domain, delta is believed to track the sentence’s
acoustic envelope (e.g. Giraud & Poeppel, 2012; Ghitza,
2011), but the role of delta/theta during reading is unknown.
Electrophysiological responses were recorded during reading
in a language with free word order and a rich inflectional
paradigm (Russian), crossing grammaticality and canonicity
(SVO[canonical baseline]/SVS/OVS/OVO) while controlling
for sentence and word length. Analysis of intertrial coherence
(ITC) phase-locked to target word onset revealed interaction
between grammaticality and canonicity in delta(2-3HZ)/
theta(4-5HZ), with increased delta(p<.001) and theta(p<.01)
levels in response to ungrammaticality in canonical order only
(SVS).
Email: Anastasia Stoops, astoops@nki.rfmh.org
(2194)
Semantic-Episodic Interactions During Memory Retrieval.
VENCISLAV POPOV and LYNNE M. REDER, Carnegie
Mellon University — Semantic and episodic memory retrieval
are supported by two largely overlapping neural networks.
However, most studies have compared them separately to
non-mnemonic tasks, which prevents us from inferring
how parts of these networks contribute differentially to the
retrieval of semantic vs episodic information. In an fMRI
experiment participants made either semantic or episodic
judgments on the same stimuli. In the first phase, participants
responded whether facts about famous people were true or
false. Subsequently, participants responded whether intact or
(2192)
Visual Memory and Metamemory Improved Following
Prefrontal Theta-Burst Stimulation. ANTHONY J. RYALS,
JONATHAN T. O’NEIL, ROBERT T. PALUMBO and JOEL
L. VOSS, Northwestern University Feinberg School of Medicine
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(2197)
Fast Cognitive Reflection? Examining the Time Course
Assumption of Dual Process Theeory. BENCE BAGO, Paris
Descartes University, WIM DE NEYS, CNRS — Influential dual
process models of human thinking posit that reasoners typically
produce a fast, intuitive heuristic (i.e., Type-1) response which
might subsequently be overridden and corrected by slower,
deliberative processing (i.e., Type-2). In four experiments, we
directly tested this time course assumption with the infamous
bat-and-ball problem. We used a two response paradigm in
which participants have to give an immediate answer and
afterwards are allowed extra time before giving a final response.
To knock-out Type 2 processing and make sure that the initial
response was intuitive in nature, we used concurrent load and
a strict response deadline on the first response. Our key finding
is that we frequently observe correct responses as the first,
immediate response. Response confidence and latency analyses
indicate that these initial correct responses are given fast,
with high confidence, and in the face of conflicting heuristic
responses. Follow-up studies that tested people’s response
justifications further confirm that the initial correct responding
is intuitive in nature. We sketch a revised dual process model
in which the relative strength of different types of intuitions
determines reasoning performance.
Email: Bence Bago, bencebagok@gmail.com
recombined facts from the first phase were tested or not in the
first phase. The behavioral results suggested that semantic and
episodic information interact during both retrieval conditions.
Univariate analyses revealed greater activation of the angular
and middle temporal gyri in the semantic task, and greater
parahippocampal and hippocampal activation in the episodic
task. Results are discussed with respect to the interaction
between semantic and episodic information during memory
retrieval.
Email: Vencislav Popov, vpopov@cmu.edu
REASONING AND PROBLEM SOLVING
(2195)
Balance Between Self and Setting: Interactions Between
Individual Differences and Incubation Influence Insight
Problem Solving. LYUBOMIR N. KOLEV II, MITCHELL
J. TIRRELL, RACHEL HATCH, and TRINA C. KERSHAW,
University of Massachusetts Dartmouth — Periods of rest
(incubation) during cognitive strain, individual differences in
working memory capacity (WMC), and the ability to focus
attention can all influence insight problem solving in varying
ways. To test opposing findings, the present study utilized an
active incubation manipulation and individual trait measures
to investigate which factors influence insight problem solving.
Two incubation groups attempted three problems for 30
seconds each and were then randomly assigned to a 10 minute
audio condition asking them to focus (mindfulness) or disperse
(mind-wandering) attention. They then attempted the problems
again for 3 minutes each. A control group worked on each
problem for 3.5 minutes without any rest. Incubation effects
emerged for time to solution but not solution rate across groups.
WMC benefitted participants only during the pre-incubation
period. Interactions arose within the mind-wandering group;
solution rates increased for those with daydreaming tendencies
who were asked to actively daydream during incubation.
Email: Trina Kershaw, tkershaw@umassd.edu
(2198)
Implicit and Explicit Awareness of Conflict During a
Base-Rate Task Is Moderated by Strategy Choice. IAN R.
NEWMAN, University of Saskatchewan, SIMON HANDLEY,
University of Macquarrie, VALERIE THOMPSON, University of
Saskatchewan — Reasoning often involves evaluating multiple
pieces of information that may be inconsistent. Detection of
this inconsistency has been claimed to be flawless and implicit,
indicated by implicit measures of conflict detection, such
as decreased confidence and increased response time. We
tested this claim, using both implicit and explicit measures of
awareness of evidence inconsistency in a base-rate task, where
personality descriptions and base-rate ratios could suggest
similar or opposite responses. Our explicit measures indicate
that reasoners seem to be aware of the response conflict and
self-identified response strategies map sensibly onto implicit
measures of conflict detection: probability estimates, confidence
measures, and response times. The degree of sensitivity to
inconsistency was related to the strategy employed by reasoners
to solve the problems. These data suggest that implicit measures
of conflict detection are moderated by individual differences in
strategy choice, and may be less diagnostic of conflict detection
than previously thought.
Email: Ian Newman, ian.newman@usask.ca
(2196)
Why Good Thought Block Better Ones - The Mechanism
of the Einstellung (Mental Set) Effect. MERIM BILALIC,
Klagenfurt University — The Einstellung (mental set) effect
occurs when the first idea that comes to mind, triggered by
familiar features of a problem, prevents a better solution being
found. It has been shown to affect both people facing novel
problems and experts within their field of expertise.I show
that it works by influencing mechanisms that determine what
information is attended to. Having found one solution, expert
chess players reported that they were looking for a better one.
But their eye movements showed that they continued to look
at features of the problem related to the solution they had
already thought of. The mechanism which allows the first
schema activated by familiar aspects of a problem to control
the subsequent direction of attention may contribute to a wide
range of biases both in everyday and expert thought – from
confirmation bias in hypothesis testing to the tendency of
scientists to ignore results that do not fit their favoured theories.
Email: Merim Bilalic, merim.bilalic@aau.at
(2199)
Is the Belief Bias Effect a Response Bias Effect? RACHEL G.
STEPHENS, University of New South Wales, JOHN C. DUNN,
University of Adelaide, BRETT K. HAYES, University of New
South Wales — When asked to assess the deductive validity of
an argument, people are influenced by the believability of the
conclusion. Two competing explanations for this belief bias
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(2202)
Scientific Explanation Is Influenced by an Inherence
Heuristic. ZACHARY HORNE, University of Illinois and
ANDREI CIMPIAN, New York University— Although scientific
reasoning is usually deliberate, it may also be influenced by the
intuitive processes involved in everyday reasoning. Here, we
investigated whether the inherence heuristic in explanation
(that is, the tendency to oversample easily-accessible inherent
facts about the entities involved; Cimpian & Salomon, 2014)
influences scientific explanation. Across six studies, children
and adults (N = 1258) explained outcomes of unfamiliar
experiments in physics, biology, and chemistry predominantly in
terms of inherent features. These inherence-biased explanations
exhibited multiple signatures of heuristic reasoning (e.g., they
decreased with age). Strikingly, we also found traces of this bias
toward inherence in initial explanations of phenomena from
the history of science (e.g., phlogiston explains combustion);
these historical explanations were obtained via a comprehensive
survey of historians of science and were coded by hypothesisblind researchers. These findings suggest that scientific
explanation may be influenced by the same inherence heuristic
that biases everyday explanation.
Email: Zachary Horne, horne2@illinois.edu
effect have been recently proposed, based on signal detection
theory. Under a response bias explanation, people set more
lenient decision criteria for believable than for unbelievable
conclusions. Alternatively, believable and unbelievable
arguments may differ in subjective argument strength.
Existing results can be attributed to either account, depending
on whether it is assumed that people can vary their decision
criteria on a trial-by-trial basis. Two new experiments tested the
accounts by asking participants to assess valid and invalid causal
conditional arguments or syllogisms. Conclusion-believability
was manipulated either within- or between-groups. The results
showed that the belief bias effect is not simply response bias.
This highlights the importance of carefully considering the
assumptions underlying an application of signal detection
theory.
Email: Rachel Stephens, rachel.stephens.au@gmail.com
(2200)
Mechanisms Affect Preference for Simple Explanations.
JEFFREY C. ZEMLA and STEVEN SLOMAN, Brown
University — We sometimes explain an event by identifying its
most likely causes. For example, a doctor may explain that a
patient’s rash is a result of a skin allergy. However explanations
that merely identify causes can be unsatisfying. Good
explanations also describe the mechanisms by which a cause
leads to an effect. Mechanisms provide a fuller description
of the causal system, potentially allowing more accurate
inferences. While some studies have revealed a preference for
simple explanations that invoke the fewest number of causes,
others have shown a preference for complex, multi-cause
explanations. We hypothesize that including mechanisms in
an explanation modulates this preference, causing people to
focus on how the effect arises, and reducing attention to the
likelihood of the causes. In three experiments, we found that
the inclusion of mechanisms increases preference for complex
explanations relative to simple ones, in one case leading to a
preference reversal.
Email: Jeffrey Zemla, jzemla@brown.edu
(2203)
The Effects of Paranormal and Superstitious Beliefs on
Problem Solving Strategies. GABRIELLE LEVIN, GREG
FRIEDMAN and GARY KOSE, Long Island University, Brooklyn
Campus — The present study examines the effects of paranormal
and superstitious beliefs on problem solving strategies. Ninety
eight participants filled out the Revised Paranormal Belief Scale
(1988), containing a subscale measuring superstitious beliefs.
Participants then worked on either solvable or unsolvable word
puzzles, followed by a list of ten anagram problems. Anagram
sets consisted of either “nonsense” prompts (i.e., jumbled letters
from which a word must be formed) or “word” prompts (i.e.,
a word that must be unscrambled to form a different word);
nonsense anagrams have been linked to insight-based strategy
and word anagrams to incremental, deliberate strategies.
Participants who worked on the unsolvable problem completed
significantly fewer anagrams than participants given the solvable
problem. Superstitious participants given the unsolvable
problem completed significantly more anagrams than nonsuperstitious participants in the same condition. There was an
interesting interaction between anagram type and belief level
in the unsolvable condition. Believers and nonbelievers may
favor different anagram-solving strategies and exposure to the
unsolvable problem may alter their use of these strategies.
Email: Gabrielle Levin, gabrielle.levin@my.liu.edu
(2201)
Beyond Markov: Accounting for Independence Violations
in Causal Reasoning. BOB REHDER, New York University
— Although many theories of causal cognition are based on
causal graphical models, a key property of such models—the
independence relations stipulated by the Markov condition—is
routinely violated by human reasoners. Three accounts of why
people violate independence are formalized and subjected to
experimental test. Subjects’ inferences were more consistent
with a beta-Q model in which people favor network states in
which variables are all present or all absent than a leaky gate
model in which information is transmitted through network
nodes when it should normatively be blocked. The article
concludes with a call for theories of causal cognition that rest
on foundations that are faithful to the kinds of causal inferences
people actually draw.
Email: Bob Rehder, bob.rehder@nyu.edu
(2204)
Altering Features of Interspersed Items Influences Learning
Strategy and Knowledge Representation. ERIN N. GRAHAM
and JERI L. LITTLE, Hillsdale College — Research suggests
that learners can approach a single category learning task with
various distinct strategies (e.g., utilizing memorization versus
abstracting an underlying rule); and these differences in strategy
lead to differences in what they learn. In addition to individual
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predispositions, strategy selection and resulting knowledge
representation can be influenced by small modifications
to the training task. In the present study, we influenced
strategy selection and resulting knowledge representation
by interspersing six items during training that were created
to focus attention on specific stimulus features; these items
were designed either to focus attention on superficial details
or to focus attention on information necessary for rule-based
classification. Self-reported strategies, classification of novel
transfer items, and memory for details all revealed that the
former interspersed items facilitated memorization; the latter
facilitated rule-abstraction. This study may have implications
for how interspersing examples during learning can induce
particular strategies and representations in other learning
contexts.
Email: Erin Graham, egraha17@kent.edu
feature-based stimuli, respectively. After training, all subjects
were given a posttest on the full task. Posttest performance
showed subjects in the classify-first condition performed
better in Experiment 1, but the opposite pattern was observed
in Experiment 2. These findings suggest that representational
primacy is critical for relational concepts, but may not be as
important for feature-based learning.
Email: Daniel Corral, daniel.corral@colorado.edu
(2207)
Are Incubation Periods Always Helpful for Problem Solving?
ANNIE S. DITTA and BENJAMIN C. STORM, University of
California, Santa Cruz — An incubation effect is observed when
a person attempting to solve a problem is more likely to solve
it when they have two attempts separated by a break than the
same total amount of time working continuously. According
to the forgetting-fixation hypothesis, an incubation period
allows participants to forget fixating information that would
otherwise hinder their ability to solve a problem (Smith &
Blankenship, 1991). We tested a counterintuitive prediction of
this hypothesis—namely, that an incubation period might not
elicit a problem-solving benefit if, during a long initial problemsolving attempt, participants are able to somehow inhibit or
set aside fixating information. Indeed, if an incubation period
allows fixating information to return, then the incubation effect
might even be reversed.
Email: Annie S. Ditta, aditta@ucsc.edu
(2205)
Effects of Commonality Search on Activated Knowledge
for Idea Generation. MAYU YAMAKAWA and SACHIKO
KIYOKAWA, Nagoya University (Sponsored by Kuninori
Nakamura) — Activated knowledge determines idea
generation. If one activates mundane and salient features of
an object, the ideas he/she generates on object use cannot be
original. We hypothesized that commonality search between
apparently unrelated objects can help to activate some of their
non-salient features. Forty-six undergraduates were assigned
to one of two conditions: commonality search and word
association. While participants in the commonality search
condition listed the commonalities between the apparently
unrelated objects (e.g., a strawberry and a television), those
in the word association condition listed as many words as
they could remember from each object. The results revealed
that features listed by participants in the commonality search
condition were less salient than those in the word association
condition. We concluded that a commonality search between
apparently unrelated objects can facilitate the activation of nonsalient knowledge as a basis for original ideas.
Email: Yamakawa Mayu, yamakawa.mayu@g.mbox.nagoya-u.
ac.jp
(2208)
What is the Nature of Creativity? Understanding the Role of
Executive and Associative Processes in Creative Thinking.
KENNY L. HICKS, RANDALL W. ENGLE and FRANCIS T.
DURSO, Georgia Institute of Technology — Though creativity
has been studied for some time, underlying mechanisms
responsible for creative responses and their psychometric
properties remain poorly understood. Creative thinking
involves at least two facets, the ability to generate the maximum
number of solutions in a given problem space (divergent
thinking (DT)) as well as the ability to identify and select the
best decision from the divergent process (convergent thinking
(CT)). The current study investigated the relationship between
these facets of creativity as well as the component processes that
govern them, constructs reflecting executive control (working
memory capacity) as well as associative abilities (fluency). We
also assessed how well DT and CT predicted fluid intelligence.
A final aim of this work was to test the relationship between
the quality versus the quantity of ideas the subject generated in
a divergent thinking task using a novel scoring procedure and
three trained raters.
Email: Kenny Hicks, khicks6@gatech.edu
(2206)
Representational Primacy: The Effects of Early Classification
Training on Rule-Contingent Learning. DANIEL CORRAL
and MATT JONES, University of Colorado Boulder — Many
everyday tasks are rule-contingent, in that different categories
of problems require different solution strategies (e.g.,
mathematical problem solving). In such tasks, knowing the
right categories can be important for acquiring the various rules
without interference. Moreover, an incorrect initial category
representation may be difficult to restructure later in learning.
This leads to the prediction that learning can be improved if
subjects are trained to classify problems before attempting to
solve them. We report two experiments in which one group of
subjects was trained to classify different types of scenarios first
and then trained on the full rule-contingent task, whereas the
other group was trained on the full task first and then learned to
classify the scenarios. Experiments 1 and 2 used relational and
(2209)
Conflict Detection in Working Memory During Insight.
SERGEI Y. KOROVKIN, ANNA D. SAVINOVA and OLGA
V. LEBED, Yaroslavl State University — Insight process can be
investigated by monitoring of actual working memory load. We
use probe-task technique (selection task) to monitor working
memory process as a secondary task during main problem
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solving. Our results show that there are differences of working
memory load in insight and noninsight problems during
probe-task performance at the final stages of problem solving.
We propose that various types of problems require different
executive functions. Our hypothesis is that processes of error
and conflict detection play specific role in insight problem
solving. We verified our hypothesis comparing the dynamics of
working memory load in insight problem solving via conflict
probe-task. There are significant dynamics of working memory
load during conflict probe-task in insight problem solving,
whereas there are no significant dynamics during non-conflict
probe-task. These findings indicate that conflict detection can
be considered as a specific executive function at some stages
of insight problem solving in contrast to sequential execution.
This project is supported by RSF 16-18-10030.
Email: Sergei Korovkin, korovkin_su@list.ru
impact, and feasibility of 318 ideas for 5 real-world social
innovation problems (e.g., improving accessibility in elections).
We find that all three constructs are related but statistically
separable. Further, we show that distinguishing impact and
feasibility yields deeper insights into two sets of findings from
prior analyses of the data using a compound (binary) creativity
measure: 1) ideas that build on inspirations from other problem
domains are likely to be less useful (not necessarily impossible),
while 2) conceptually distant combinations are likely to be less
feasible (not necessarily less useful). These results demonstrate
both the feasibility and theoretical importance of separating
quality into impact and feasibility when studying real-world
creative ideation.
Email: Joel Chan, joelchuc@cs.cmu.edu
(2212)
A Meta-Creative Approach to the Study of Individual
Differences in Creative Cognition. HOLLY WHITE and
EILEEN HICKS, Eckerd College — The study of creativity
is fascinating, and, at times, maddening. Indeed, a creative
approach is essential to the study of creativity (Barron, 1995).
Meta-creativity challenges researchers to question assumptions
and shift perspectives (Runco, 2015). The present research
adopted a meta-creative approach to evaluate individual
differences in divergent thinking. Undergraduate students
completed two semantic fluency tasks, which were chosen
specifically for their potential to induce priming and crossover
effects. A mixture of conventional methods (e.g., human
ratings) and innovative techniques (e.g., latent semantic
analysis) were used to evaluate aspects of divergent thinking
ranging from ‘classic’ dimensions (e.g., fluency) to conceptual
expansion. Results suggested that fluency and originality, while
correlated, contribute unique variance to divergent thinking
measures, and originality and flexibility are predictive of
conceptual expansion. We also found that different measures of
flexibility may tap different conceptual dimensions of divergent
thinking. Findings are discussed in terms of implications for the
measurement and interpretation of creative cognitive processes.
Email: Holly White, whiteha@eckerd.edu
(2210)
The Skillful Dynamics of Discovery: Learning to Solve a
Soma Cube. ADAM SHEYA and ASHLEY DHAIM, University
of Connecticut — Everyday we demonstrate a profound ability
to organize our activity over time and to task: we find our way
to locations, we carry on conversations and we compose papers.
All these tasks have clear goals but not necessarily clear plans
of action. Rather it is in participating in these activities that the
path to the goal is discovered. This open online coordination
appears to be a characteristic of goal-directed behavior at all
levels from individual motor acts to navigating to problem
solving to communication, and thus, the dynamics of discovery
is a fundamental aspect of cognition. In the current research,
we use a model task to explore the dynamics of discovery. The
task involves solving a spatial puzzle, the Soma Cube. What is
important is that there are many solutions to the puzzle but
none of the solutions are obvious and every solution requires
multiple steps to complete. Eye, hand and head movements
were tracked as participants made multiple attempts to solve
the puzzle. The time series of movements showed increased
structure, as measured by Recurrent Quantification Analysis,
only for participants who discovered multiple solutions. This
result supports the hypothesis that the participant’s activity
might be itself driving re-organization of the perceiving-action
system in such a way to make the discovery more likely.
Email: Adam Sheya, adam.sheya@uconn.edu
DECISION MAKING II
(2213)
Understanding Automatic and Controlled Intertemporal
Choice With a Two-Stage Sequential Sampling Model.
JOYCE WENJIA ZHAO and SUDEEP BHATIA, University
of Pennsylvania, ADELE DIEDERICH, Jacobs University —
We study the interplay of automatic and controlled processes
underlying intertemporal choices by analyzing choice
probabilities and response times (RTs). On the aggregate
level, decision makers are quicker to choose immediate
rewards compared to delayed rewards. On the individual
level, the direction and magnitude of this tendency varies, but
is correlated with standard measures of deliberative control,
such as performance on the cognitive reflection task. We also
fit choice probabilities and RTs using a two-stage sequential
sampling model, and find that this type of model is able to
describe both aggregate data and subgroup data based on
(2211)
Old Hat, Useless, or Impossible? The Importance of Separating
Quality Into Impact and Feasibility When Studying RealWorld Creative Ideation. JOEL CHAN, Carnegie Mellon
University, CHRISTIAN D. SCHUNN, University of Pittsburgh
— In many real-world domains, such as engineering design,
creators find it important and useful to distinguish subdimensions of idea creativity, such as novelty, impact (how
useful the idea is for solving the problem), and feasibility (how
easy it is to realize the idea). However, psychological studies
of creative cognition often conflate impact and feasibility
into a single “quality” dimension. We argue that this misses
opportunities for deeper insights into creative cognition. In this
study, we recruited sets of 6 domain experts to rate the novelty,
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individual differences in deliberative control. The best fitting
model has a short automatic stage that appears to be insensitive
to time delays, and a long controlled stage that takes into
account both monetary payoffs and time delays. The biases in
the automatic process vary across subgroups: the automatic
response of the low deliberative control group is to choose
the immediate rewards, whereas that of the high deliberative
control group is to choose the delayed rewards.
Email: Joyce Wenjia Zhao, zhaowenj@sas.upenn.edu
advantages of using cognitive/process models in risky and intertemporal choice, and points towards a common framework for
understanding how people trade-off time and probability.
Email: Emmanouil Konstantinidis, em.konstantinidis@gmail.
com
(2216)
Why Does Social Influence Increase With Group
Size? A Sequential-Sampling Model Analysis of Rapid
Perceptual Decisions. STEFAN M. HERZOG, Max Planck
Institute for Human Development, RAFAEL HUBER,
PricewaterhouseCoopers Switzerland, SEBASTIAN S. HORN,
Max Planck Institute for Human Development, VASILY
KLUCHAREV, National Research University Higher School
of Economics, JÖRG RIESKAMP, University of Basel —
Informational social influence on perceptual decisions increases
with group size. However, the mechanisms underlying these
effects remain poorly understood. Do group-size effects reflect
a change in decision criteria towards the choice favored by the
group (i.e., increased response tendency), enhanced facilitation
of information uptake consistent with the group’s opinion (i.e.,
increased facilitation of stimulus evaluation), or both? Using
a sequential sampling model, we decomposed participants’
performance in a rapid decision task, where prior to stimulus
presentation, either no social information or the opinion of a
small or large group was provided. Modeling results showed
that social influence shifted stimulus evaluation towards the
group opinion and that this effect was larger when the social
information came from a large rather than a small group. In
contrast, we neither found evidence for a response tendency to
comply with the group’s choice nor for a group-size effect on
this tendency.
Email: Stefan Herzog, herzog@mpib-berlin.mpg.de
(2214)
Linking Theoretical Decision-Making Mechanisms in the
Simon Task With Electrophysiological Data. MATHIEU
SERVANT, Vanderbilt University, COREY WHITE, Syracuse
University, ANNA MONTAGNINI and BORIS BURLE,
Aix-Marseille Université — A current challenge for decisionmaking research is in extending models of simple decisions
to more ecological choice situations. Conflict tasks have been
the focus of much interest, because they provide a decisionmaking context representative of everyday life experiences.
Modeling efforts have led to an elaborated drift diffusion model
for conflict tasks (DMC), which implements a superimposition
of automatic and controlled decision activations. This study
combined DMC predictions with electroencephalographic and
electromyographic measurements to test linking propositions
that specify the relationship between brain activity and
theoretical decision-making mechanisms involved in the
Simon task. Our results are consistent with the DMC’s assumed
representation of the decision variable in the primary motor
cortices and response agonist muscles. These findings provide
new insight into the neurophysiology of human decisionmaking under conflict, and show how neurophysiological
data can be used to augment behavioral data for testing and
constraining models of cognition.
Email: Mathieu Servant, mathieu.servant@vanderbilt.edu
(2217)
How Many Pounds Does a Big Mac Cost in Tokyo? The
Interplay Between Characteristic Compatibility and
Numerical Proximity in Anchoring and Adjustment.
KIMIHIKO YAMAGISHI and KOUHEI OHNISHI, Tokyo
Institute of Technology — Since Tversky and Kahneman’s (1974),
numerical anchoring has established itself as a research agenda.
Mussweiler and Strack (1997) showed that, for a precursor
number to work effectively, compatibility between the anchor
and later judgment must hold. Participants receiving the
“height” information of the Brandenburg Gate later showed
anchor influence when they estimated the height, yet not in
the estimation of width. Wong and Kwong (2000) showed that
numerical proximity between the anchor value and intended
estimation value played a role in anchoring effectiveness.
The current study incorporates these two factors, namely
the characteristic compatibility and numerical proximity, in
numerical estimation. Japanese participants first assessed if a
Big Mac costs more or less than 2.7 Pounds (anchor) and then
assessed how much Yen it costs. The experimental variations
were familiarity with the currency, numerical proximity. Results
showed that the anchor appearing in the familiar characteristic
(currency) to the participants most effectively influenced
(2215)
Examining Choices of the Risky Future: A Cognitive
Modeling Approach. EMMANOUIL KONSTANTINIDIS,
University of New South Wales, DON VAN RAVENZWAAIJ,
University of Groningen, SULE GÜNEY, University of Southern
California, BENJAMIN R. NEWELL, University of New South
Wales — Research on risky and inter-temporal decision-making
often focusses on descriptive models of choice. This class of
models sometimes lack a psychological process account of how
different cognitive processes give rise to choice behavior. Here,
we attempt to decompose these processes using sequential
accumulator modeling (i.e., the Linear Ballistic Accumulator
model; LBA). By combining choice data and reaction times
from experiments involving risky, delayed, and risky-delayed
options, our work utilizes variants of the ‘preference’ LBA
to explore different assumptions about how preferences are
formed. Specifically, we examine the extent to which subjective
evaluations of now/certain choice options change as a function
of delayed/risky choice options. The work highlights the
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the judgment, followed by numerical proximity. We shall
effectiveness desiderata for anchor information to effectively
guide subsequent judgments.
Email: Kimihiko Yamagishi, yamagishi.k.aa@m.titech.ac.jp
making, the role of perceived difficulty becomes particularly
important on explaining the mechanisms of overconfidence.
We reason and tested that perceived difficulty depends not
only on the task but also on the context and individual. We
find perceived difficulty partially mediates the influence of task
difficulty on overconfidence, and even when task difficulty does
not change, perceived difficulty influences overconfidence. This
research contributes to delineate the theoretical mechanisms of
overconfidence and to expand the nomological network around
overconfidence.
Email: Stephen Zhang, stephen.x.zhang@gmail.com
(2218)
Nonconscious Goal Conflict Attenuates the Confirmatory
Bias. AKITOSHI TOMITA, University of Tsukuba, SOYOGU
MATSUSHITA, AKIRA YOSHIMITSU and SEIKI AKAI,
Osaka University — We examined whether priming of goalconflicting words improved performance on Wason’s 2-46 task. In the priming phase, participants were exposed to
words and pseudowords, and performed a lexical decision
task wherein they judged whether the presented word had a
meaning. The word list in the conflicting condition contained
words related to an academic goal (e.g., university, grade)
and a social goal (e.g., party, going out), whereas that in the
control condition contained words with neutral meanings.
In the test phase, participants performed Wason’s 2-4-6 task.
The results indicated that more participants in the conflicting
condition achieved the correct answer than did those in the
control condition. Additionally, participants in the conflicting
condition used disconfirming evidence (eliminative induction)
more frequently than did those in the control condition. Our
findings demonstrated that nonconscious goal conflicts can
attenuate enumerative induction in Wason’s 2-4-6 task.
Email: Akitoshi Tomita, tomita.akitoshi.ge@u.tsukuba.ac.jp
(2221)
Cognitive Correlates of Cognitive Reflectivity. BLAIR R. K.
SHEVLIN, Towson University (Sponsored by Kerri Goodwin)
— The Cognitive Reflection Test (CRT; Frederick, 2005) was
devised to evaluate cognitive reflectivity, the extent to which
an individual can inhibit intuitive, Type-1 processing in favor
of analytical, Type-2 thinking. Bockenholt’s (2012) Cognitive
Miser Response (CMR) model posits that correct responses
are generated by first inhibitory processing must suppress an
intuitive-incorrect response, and then performing the proper
calculations. Failure at the inhibitory level generates intuitive
errors, whereas improper calculations result in novel errors.
The current study evaluated whether cognitive abilities differ
along the lines of the CMR model. Analyses of each CRT
problem showed a significant main effect, verifying that
cognitive abilities varied among correct, intuitive, and novel
responses. The results showed that crystalized intelligence,
fluid intelligence, and numeracy most strongly differentiated
the correct answer group. Reaction times and working memory
capacity mostly discriminated the intuitive-response group
from the novel-response group, but did not follow predicted
pathways.
Email: Blair Shevlin, BlairShevlin@gmail.com
(2219)
Sequentially Increasing or Decreasing Data and Relative
Judgments: Assessing the Knowledge and Interests of the
Judgmental Target. MASAYO NODA, Kinjo Gakuin University
— The present study examined the influence of sequentially
increasing (or decreasing) data on relative judgments, and
inquired about participants’ knowledge and interests of the
judgmental target. In the study (N = 247), one of two tables
was presented to participants. One table showed a monthly
sequence of grain prices increasing, while another showed
prices decreasing, with both tables meeting at the same value
in the final month. The participants were asked to evaluate this
value for either the increasing or decreasing table. The results
showed a significant difference (t(247) = 15.05, p < .001), the
price was evaluated as more expensive under the increasing
condition compared to the decreasing condition. This indicated
that in the increasing condition, people felt a loss because the
reference point was lower than the target price. However, people
felt a gain in the decreasing condition because the reference
point was above the target price.
Email: Masayo Noda, masanoda@kinjo-u.ac.jp
(2222)
Discounting of Delayed Gains, Delayed Losses, and
Probabilistic Losses: Evidence for Subgroups With
Qualitatively Different Choice Patterns. YU-HUA YEH,
LEONARD GREEN and JOEL MYERSON, Washington
University in St. Louis — 407 participants, recruited and tested
online, completed Kirby’s questionnaire, which involves choices
between immediate and delayed monetary gains, an analogous
questionnaire we developed concerning delayed losses, as well
as a new questionnaire that we recently developed concerning
probabilistic losses. Consistent amount effects were observed
for delayed gains, but not for delayed or for probabilistic losses,
replicating previous findings and providing validation of both
of our questionnaires. Results also replicated our finding of
qualitative differences among three subgroups of participants in
regard to delayed losses, and for the first time provided evidence
of three analogous subgroups that differed qualitatively in their
discounting of probabilistic losses. These findings are consistent
with the hypothesis that the discounting of losses is different
from the discounting of gains with respect to both the processes
and the traits involved.
Email: Yu-Hua Yeh, yeh.yu-hua@wustl.edu
(2220)
The Causal Mechanisms of Overconfidence - The Role
of Perceived Difficulty. STEPHEN X. ZHANG, TOMAS
REYES and VICTOR PEREZ-COTAPOS, Catholic University
of Chile — Overconfidence varies by task difficulty. However
individuals do not have direct access to task difficulty when
performing the task; instead they perceive the difficulty of
the task. Because individuals’ perceptions influence decision-
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(2223)
The Influence of Priors During Criminal Investigation on
Posterior Likelihood of Guilt and Verdict. RICHARD S. JOHN,
University of Southern California, NICHOLAS SCURICH,
University of California - Irvine, KENNETH NGUYEN,
University of Southern California — The American formulation
of the presumption of innocence explicitly admonishes jurors
to ignore official suspicion or indictment as evidence of guilt.
A 4 x 2 mixed design experiment tested whether mock jurors
(N = 355) follow this prescription by assessing their likelihood
of an individual’s guilt at different stages of investigation prior
to trial and again after all evidence was presented. Compared
to when an individual had been merely named, jurors thought
the individual was more likely to be guilty after a detective
referred the case to the district attorney, or when the individual
was formally charged and thus a criminal defendant. A judicial
instruction to presume innocence reduced jurors’ beliefs about
the defendant’s guilt. However, at the conclusion of trial there
were no differences in belief about the defendant’s guilt among
the four groups of jurors, suggesting that judicial instruction on
the presumption of innocence merely removes the anticipation
of evidence from jurors’ beliefs until such evidence is presented.
An ideographic analysis indicates that jurors with stronger prior
beliefs about guilt had stronger posterior beliefs about guilt and
were more likely to vote to convict at the conclusion of trial.
Email: Richard S. John, richardj@usc.edu
(2225)
Integrating Time and Risk in Decision Making. DANIEL
WALL, PERNILLE HEMMER and GRETECHE CHAPMAN,
Rutgers University — Time and risk are intertwined. Recent work
suggests that both risk and time fit into a psychological distance
function. Further, this distance function is subadditive – e.g. the
distance of risk and time evaluated together is less than the sum
of the risk distance and time distance evaluated independently.
This model, however, only accounts for outcome risk – e.g. a
50% chance of receiving $10. We seek to extend this model to
situations with amount risk – e.g. a random amount between
$5 and $10 – and the combination of amount and outcome
risk. Initial evidence shows that the combination of risks has a
subadditive effect on temporal discounting. These results point
to a new cognitive model which integrates the types of risk as
well as time. Understanding the nuanced ways in which time
and risk are intertwined is important for understanding real
world scenarios, such as investing.
Email: Daniel Wall, dgw42@rutgers.scarletmail.edu
ANIMAL LEARNING AND COGNITION
(2226)
From Reflexive to Volitional Processes. WILLIAM SABAN
(Graduate Travel Award Recipient) and SHAI GABAY,
University of Haifa, RAYMOND KLEIN, Dalhousie University
— The literature has long emphasized cerebral cortex’ role in
endogenous attentional orienting. In this work we apply two
different strategies to determine whether subcortical regions
also have a functional role in endogenous orienting. With this
purpose a central spatially informative cue and its ensuing
target were either presented: (i) To the same eye or (ii) each to a
different eye. Results demonstrated that the onset of endogenous
orienting was apparent earlier at the same eye condition,
indicating that subcortical regions in humans have a functional
role in endogenous orienting. We also examine the endogenous
orienting ability of an evolutionary older species (Archer Fish),
which lacks a fully developed cortex. Unexpectedly, the fish
demonstrated a human-like endogenous pattern. The fish also
presented an inhibition of return, which commonly emerges
in reflexive orienting tasks. These results provide a converging
evidence for the evolutionary development of an endogenous
attentional orienting. More broadly, these results suggest a
parsimonious explanation with respect to “volitional abilities”:
The origin of volitional mechanisms relies on the scaffolding
as well as on the reuse of older and more primitive neural
structures.
Email: William Saban, williamsaban@gmail.com
(2224)
I Want to Media Multitask Now: Individual Differences
in Media Multitasking Predict Delay of Gratification and
System 1 Thinking. KAREN M. ARNELL, DAN SCHUTTEN,
GABRIELA SALGADO and KIRK A. STOKES, Brock
University — Media multitasking, the concurrent use of multiple
media forms, is related to greater self-reported impulsivity and
reduced self-control. These measures are hallmarks of the need
for immediate gratification which has been associated with fast,
intuitive ‘system 1’ decision making. We used the Cognitive
Reflection Task (CRT) to examine whether heavy media
multitaskers (HMMs) differ from light media multitaskers
(LMMs) in their degree of system 1 versus system 2 thinking.
We also used a delay discounting measure in a hypothetical
monetary choice task to examine whether HMMs and LMMs
differ in delay of gratification, and looked for differences in
self-reported procrastination. We found that HMMs were more
likely than LMMs to endorse intuitive, but wrong decisions on
the CRT, indicating a greater reliance on ‘system 1’ thinking,
and were willing to settle for less money now relative to LMMs
who were more willing to wait for the larger delayed reward.
HMMs also reported a greater tendency to procrastinate,
greater impulsivity, and reduced self-control. These results
suggest that HMMs have a reactive decision making style that
promotes current desires (money, ease of processing) at the
expense of accuracy and future rewards.
Email: Karen Arnell, karnell@brocku.ca
(2227)
Rational Fools: Capuchins but Not Rhesus Monkeys
Violate Transitivity to Maximize Their Gains in Stochastic
Environments. JULIA WATZEK and SARAH F. BROSNAN,
Georgia State University (Sponsored by Barbara Church) —
Human and animal decision-making is known to violate rational
expectations in a variety of contexts. Statistical structures of realworld environments may account for such seemingly irrational
behavior. In a computer experiment, 16 capuchins and 7 rhesus
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monkeys chose between up to three food options that delivered
different amounts of pellets. We varied how frequently the
options disappeared and became available again across two
conditions. All subjects chose transitively (A>B, B>C and A>C)
in the control condition, where doing so maximized overall gain.
However, all rhesus monkeys and most capuchins also adhered
to transitivity in the test condition, where it was suboptimal.
Only a third of the capuchins were able to maximize long-term
gain by violating transitivity. Notably, choosing transitively
in the test condition led to negligible losses compared to the
optimal strategy. Thus, successful decision rules readily emerge
in stochastic environments. Acting in line with rational choice
principles may facilitate the formation of near-optimal decision
rules when short-term and long-term goals align. The species
difference suggests that transitivity may have evolved as a
cognitive shortcut to preserve mental resources.
Email: Julia Watzek, j.watzek@gmail.com
to be selfish more often in the altruism condition and less often
in the sharing condition. Both groups matched the sharing
choices of their partners, but tamarins tracked selfish behavior
more and humans tracked sharing more.
Email: Julie Neiworth, jneiwort@carleton.edu
(2230)
Gambling Monkeys: The Influence of Reward Cues on
Risky Decision-Making. TRAVIS R. SMITH and MICHAEL
J. BERAN, Georgia State University — The present research
involves a nonhuman primate model of gambling that
captures the effects of reward cues in promoting risky-choice.
Seven rhesus macaques chose between two clip-art icons,
one delivering 2 pellets with 1.0 probability (safe option), the
alternative delivering 8 pellets with x probability (risky option,
x varying between 0.125, 0.2, 0.25, & 0.5 across phases) –
with a 12 s delay between the choice and the outcome. Two
conditions varied the presence or absence of reward cues. In the
signaled condition, after making a risky choice, if the upcoming
consequence was a win (8 pellets) then the background (cue)
would flash red during the 12 s delay; if a loss (0 pellets), then
a yellow cue would flash. For the unsignaled condition, the
background flashed black regardless of the outcome. Overall,
monkeys favored the risky option more when a reward cue
accompanied the choice than when it did not.
Email: Travis R. Smith, smith.travis.r@gmail.com
(2228)
More Than Man’s Best Friend: Effects of Dog Presence on
Cognition. MACKENZIE P. SMITH and CONNIE SHEARS,
Chapman University (Sponsored by Natalie A. Kocinik) —
Research demonstrates that dog presence is associated with
reduced stress levels in humans (Friedman et al, 2013; Polheber
et al, 2014). Further, stress prevents humans from reaching
full cognitive potential (Meijer, 2001; Northern, 2011. We
investigate whether this “good feeling” from being with dogs
will empirically translate to better cognition. We hypothesize
that if stress reduces cognition, then cognitive scores will be
lower when stress is induced. We next hypothesize that if dog
presence reduces stress, then cognitive scores will be higher
when a dog is present. Results show main effect on heart rate
from the stress or neutral condition. Heart rate increased
after stress and decreased after the neutral condition. A trend
presented in pre-post cognitive scores for the dog/no dog
condition. That is, cognitive scores increased more when a dog
was present than when a dog was absent. Further supporting
our predictions, dog presence reduced heart rate. After the
stress condition, participants’ heart rate decreased more when
the dog was present than when dog was absent. Clearly reduced
heart rate and a trend toward higher cognitive scores suggest
the benefits of dog-human relations.
Email: Mackenzie Smith, smith549@mail.chapman.edu
(2231)
The Effects of Affective State on Capuchin Monkey (Cebus
Apella) Behavior and Cognition. MACKENZIE F. SMITH
and SARAH F. BROSNAN, Georgia State University (Sponsored
by Michael Beran) — Animal models can provide important
insights into the evolution of emotional processing in humans.
The current study used a novel affect induction methodology
to generate positive and negative affective states in 12 capuchin
monkeys. Affect induction, or a control condition, was followed
by a delayed matching-to-sample (DMTS) task to assess
working memory. Although there was no overall significant
effect of condition, contrasts revealed that DMTS scores after
negative affect induction were significantly lower than the
control, F(1,11)=6.35, p=0.03, r=0.60. There was also an overall
main effect of delay F(3,33)=9.94, p<0.001, with contrasts
revealing that delays of 5 seconds significantly reduced DMTS
accuracy as compared to shorter periods. Finally, fewer trials
were performed after positive affect induction compared to
either negative affect, F(1,11)=4.83, p=0.05, r=0.55 or the
control, F(1,11)=6.97, p=0.023, r=0.62. Overall, preliminary
results indicate that affective state may be impacting capuchin
monkey working memory and behavior.
Email: Mackenzie Smith, mfsmith018@gmail.com
(2229)
Evidence of Similar Reciprocity and Prosocial Behavior
in Cotton Top Tamarins and Adult Humans. JULIE J.
NEIWORTH and LYDIA HENDERSON, Carleton College —
Tamarins and adult human subjects were tested in two different
forced choice conditions within which they could choose to
be selfish and obtain rewards only for themselves, or to share
or act in an altruistic fashion and give rewards to a familiar
partner at either a cost to themselves (altruism) or at no cost
to themselves (sharing). This task was compounded in one
phase by whether the two subjects (tamarin or human pairs)
were taking alternating turns and thus had the opportunity to
reciprocate immediately prosocial acts if they tracked them.
Humans and tamarins behaved similarly in the tasks, choosing
(2232)
Statistical Regularities and Quantity to Humans and Rhesus
Macaques. WILL WHITHAM, MICHAEL J. BERAN,
CHRISTOPHER M. CONWAY and BRIELLE T. JAMES,
Georgia State University, AUDREY E. PARRISH, The Citadel,
DAVID A. WASHBURN, Georgia State University — A
recent study showed that human participants systematically
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Posters (2233) - (2237)
underestimated the number of dots in arrays when the dots
consistently co-occurred with one another (Zhao & Yu, 2016).
This effect is hypothesized to have occurred because the
consistently co-occurring pairs of dots were learned, chunked
together, and perceived as single units. In the present study,
we first aimed to replicate the findings of Zhao and Yu (2016)
in a relative, rather than absolute, quantity discrimination
task. Twenty-two human participants were asked to make 300
speeded judgments of the larger of two dot arrays. On each
trial, one of the two dot arrays contained statistically regular
pairs, while the other did not. Participants were found to have
underestimated the numerosity of arrays with regularities in the
final 100 trials. We are currently exploring whether statistical
learning similarly affects numerosity judgments in rhesus
macaques (Macaca mulatta).
Email: Will Whitham, will.t.whitham@gmail.com
the social information depended on its validity; i.e., did rats
only follow other rats when their choices provided information
about the location or value of hidden food. The results indicate
that social influences on spatial choices are a matter of social
information but there are limits on the resolution of that
information.
Email: Michael Brown, michael.brown@villanova.edu
(2233)
Traveling in Virtual Space: Comparing the Navigational
Decision-Making Strategies of Chimpanzees, Bonobos, and
Humans. FRANCINE L. DOLINS, University of MichiganDearborn, CHRISTOPHER KLIMOWICZ, University of
Michigan-Ann Arbor, CHARLES R. MENZEL, Georgia State
University — Foraging primates localize resources across
ecologically complex landscapes and exploit feeding sites to
balance navigational efficiency with nutrient intake, seasonal
availability, competition and group size. Efficient routes between
resource sites are essential in reducing energy costs. Using virtual
reality (VR), the present study tested three primate species’
navigational strategies comparing responses by environment,
species, age, attention to landmarks and travel efficiency.
We compared 4 chimpanzees, 1 bonobo, with 20 humans
(varying ages) in parallel virtual environments varied in scale
and complexity. We predicted no differences in navigational
strategies between species, but with age, differences would be
exhibited in spatial strategy, travel efficiency and attention to
landmarks. Results indicate that participants of all age groups
and species applied topological strategies. The younger children
and two chimpanzees in particular exhibited decreased
performance with increased environment complexity. No
participants demonstrated shifts in spatial strategy in relation
to scale, complexity or landmark distribution.
Email: Francine Dolins, fdolins@umich.edu
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(2235)
Statistical Learning of Nonadjacent Associations: A
Comparative Study With Baboons and Humans. RAPHAËLLE
MALASSIS, ARNAUD REY and JOËL FAGOT, Laboratoire
de Psychologie Cognitive - CNRS & Aix-Marseille University
— When presented with complex sequences involving both
adjacent and non-adjacent associations, animals and humans
rely preferentially on adjacent associations (e.g., Wilson et al.,
2015). In the present study, we tested nonadjacent association
learning (i.e., the ability to learn the association between A and
B elements over a variable intervening element X), when the
predictive relationships between nonadjacent elements were
stronger than those between adjacent elements. Humans and
baboons were tested in a serial response time task. They were
presented with sequences of 3 spatial locations. Location 1
predicted Location 3 while Location 2 varied. Results showed
that the leaning patterns of the two species were similar: they
extracted the nonadjacent associations after the same (small)
amount of exposure. In an additional experiment, baboons
generalized their performance over novel intervening locations.
These results suggest that baboons, like humans, were able to
extract nonadjacent associations when adjacent associations
were unreliable.
Email: Raphaëlle Malassis, raphaelle.malassis@gmail.com
(2236)
Flexible Use of Social Information and Learning in Zebrafish.
NOAM MILLER and RAMY AYOUB, Wilfrid Laurier
University — Animals that live in groups, including humans,
spend much of their time in close proximity to conspecifics.
There are many reasons for this, including enhanced safety
from predation and the possibility of taking advantage of social
information. These two differing motivations for grouping have
not previously been experimentally distinguished. We trained
individual zebrafish (Danio rerio) to either approach or avoid a
group of conspecifics for a food reward and show that fish learn
either task equally quickly. A control group learned to locate
food based on environmental cues more quickly, and was better
at test, than either social group. These results demonstrate that
grouping behavior can be modified by learning and that some of
the drivers of grouping can be placed in conflict with each other
and thus differentiated. There are many reasons to congregate
and they are likely subserved by several different mechanisms.
Email: Noam Miller, nmiller@wlu.ca
(2234)
Social Influence on Rat Spatial Choice: Information vs.
Affiliation. MICHAEL F. BROWN, KELSEY A. HESLIN
and MARIE E. SAXON, Villanova University — Previous
experiments show that both the outcome of a rat’s own spatial
choices (“personal information”) and the choices made by an
informed model rat (“social information”) control choices in
a spatial search task. In the present experiments, the location
of food was cued by personal information but baited locations
differed in the hedonic value of the hidden food. Information
about the hedonic value of the food hidden in each baited
location was available only socially. Because some model rats
provided the information about hedonic value and others did
not, we were able to investigate whether control of choices by
(2237)
Metacognitive Illusions in Monkeys: The Effects of Perceptual
Fluency on Confidence Judgments. STEPHEN FERRIGNO,
University of Rochester, NATE KORNELL, Williams College,
JESSICA F. CANTLON, University of Rochester — Humans have
174
Posters (2238) - (2241)
Friday Noon
the remarkable ability to judge the accuracy of their own thoughts
in that they can report how likely they are to successfully solve
a problem. Humans often use cues like perceptual fluency (how
easy something is to see) when makings these metacognitive
decisions. Like humans, monkeys can make accurate
confidence judgments about their own performance using
computerized memory tasks. Some have suggested that animals
use associative learning during those tasks, while others have
suggested animals have direct access to their memory and use
internal estimates of their own uncertainty. Here we introduce
a third, non-exclusive, possibility: perceptual fluency. We tested
monkeys with a perceptual manipulation (image contrast) in a
match-to-sample gambling task to test whether like humans,
monkeys use perceptual fluency to make confidence decisions.
We show that monkeys’ gambling performance is affected by
perceptual fluency and cannot be accounted for by associative
learning models or direct access accounts.
Email: Stephen Ferrigno, sferrigno@rcbi.rochester.edu
birds were primarily relying on static feature processing in both
display conditions. The implications for biological models of
action recognition and discrimination will be discussed.
Email: Ashlynn Keller, Ashlynn.Keller@tufts.edu
(2240)
Establishing a Link Between Personality Traits and
Social Rank in a Group of Bottlenose Dolphins (Tursiops
Truncatus). ERIN E. FRICK, University of Southern Mississippi,
HOLLI C. ESKELINEN, Dolphins Plus, STAN A. KUCZAJ,
University of Southern Mississippi — The present study
investigated the relationship between personality and social
rank within a group of captive bottlenose dolphins (Tursiops
truncatus) housed at the Roatan Institute for Marine Science
(RIMS). Social rank was established utilizing questionnaires
distributed to experienced RIMS personnel. Personality
traits were derived from ethological behavioral coding using
context-specific correlational matrices (i.e., interaction with
other dolphins (DID), environment (DIO), human (DIH)).
Traits were correlated to each dolphin’s social rank position
using Spearman rank order correlation coefficient. Traits that
emerged revealed sex-related differences. Sexual (DID), contact
seeking (DIO), and camaraderie (DID) significantly impacted
social rank for males, while playful (DIO) and evasive (DIH)
traits significantly related to social rank for females. Results
suggest that a relationship between personality and social status
is complex. Factors such as age, sex, maternal style, strength of
associations, and interactions between hierarchies influence
how rank related traits are expressed in different behavioral
contexts.
Email: Erin Frick, erin.frick@usm.edu
(2238)
Tool Use and Metacognition in Chimpanzees. BONNIE M.
PERDUE, Agnes Scott College, THEODORE A. EVANS and
MICHAEL J. BERAN, Georgia State University — Metacognition
refers to thinking about one’s thinking and research suggests
that this ability may be shared with nonhuman animals. Here
we tested chimpanzees using a combination of an informationseeking task and a tool use task. We found that when effort
was required, subjects typically used the tool to gain relevant
information (that could be used at a later time to obtain the
food) only when they did not have access to that information.
We also found that one chimpanzee could make inferences
about the location of food – even when it was never shown –
and make appropriate responses with the tool. All chimpanzees
responded appropriately when more than one food type was
hidden and they had to use different information to obtain
the best food type. This indicated that their behavior was not
the result of a simplistic, rule-based decisional approach, but
required the integration of knowledge in a variety of parameters.
Email: Bonnie Perdue, bonnie.m.perdue@gmail.com
(2241)
The Nonhuman Rights Project: Lack of Public Support?
MITCHELL METZGER and DENDARA OAKLEAF, Ashland
University — The Nonhuman Rights Project (NHRP) is an
organization seeking legal rights for nonhuman species such
as chimps, great apes, elephants, and certain marine species,
with the goal of freeing these creatures from captivity. While
a New York court recently ruled against the NHRP, a court
in Argentina has ruled in favor of a zoo-held orangutan. The
NHRP has vowed to continue domestic litigation until they
achieve their goal of freeing these species from captivity, which
could significantly change the interaction between humans
and animals. Therefore, the public’s perception of this issue
will become increasingly valuable, especially if these lawsuits
are eventually successful. This study surveyed 200 participants
from across the country to determine public attitudes toward
the NHRP mission. One-sample t-tests indicated that this
sample did not agree with the NHRP, and is more concerned
with protecting human rights as opposed to legal rights for
some animal species.
Email: Mitchell Metzger, mmetzger@ashland.edu
(2239)
Discrimination of Conspecific Behaviors by Pigeons
(Columba Livia). ASHLYNN M. KELLER, MUHAMMAD
A.J. QADRI, JOANNA L. KORNSTEIN and ROBERT G.
COOK, Tufts University — As a highly social species, pigeons
need to differentiate and categorize a variety of conspecific
behaviors to facilitate an appropriate response. Using videorecorded stimuli, three pigeons were trained to discriminate
between videos and static frames of two behaviors (courtship
versus walking) in a go/no-go paradigm. Reinforcement was
contingent on both behavior and display condition (dynamic
videos versus randomly-selected static frames). During
acquisition a dynamic superiority effect was found similar to
previous studies using digitally rendered actors. After extensive
training, however, five feature manipulations suggested the
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Posters (2242) - (2243)
FUNDING FROM US DEPARTMENT OF
EDUCATION
(2242)
Funding Opportunities for Cognitive Psychologists Through
the Institute of Education Sciences. ERIN HIGGINS, Institute
of Education Sciences — The Institute of Education Sciences
provides funding support for researchers to apply theories
and recent findings from psychological science to education
practice through the National Center for Education Research
and the National Center for Special Education Research. For
example, through the Cognition and Student Learning topic
within the Education Research Grants program, the Institute
supports research that capitalizes on our understanding of how
the mind works to inform and improve education practice in
reading, writing, mathematics, science, and study skills. Erin
Higgins, the program officer for the Cognition and Student
Learning topic, will be available to answer questions and talk
to attendees about their proposed work at the Friday night and
Saturday at noon poster sessions.
Email: Erin Higgins, Erin.Higgins@ed.gov
DIGITAL CONTENT EDITOR POSTER
(2243)
The Psychonomic Society and Social Media: Putting the
Public Into Science and Making Science Public. STEPHAN
LEWANDOWSKY, University of Bristol (Digital Content
Editor), and the PSYCHONOMICS DIGITAL TEAM — The
Psychonomic Society has been extending its digital presence for
the last two years, and our blog posts at www.psychonomic.org
have gathered a growing readership. Two “digital events” carried
the scientific discussion from special issues of the Psychonomic
Bulletin & Review into the public domain, and some of the
Society’s research has elicited increasing media interest. At a
time when science and scientists are increasingly subjected to
scrutiny by the public, politicians, and other stakeholders, the
Society is committed to provide the public with information
about its research and to solicit public commentary. Join the
digital team at our poster to contribute to the discussion and to
learn more about the Society’s engagement on digital and social
media.
Email: Stephan Lewandowsky, Stephan.Lewandowsky@bristol.
ac.uk
176
Posters (3001) - (3005)
Friday Evening
POSTER SESSION III
Friday Evening
Hynes Convention Center, Grand Ballroom A-C
Viewing 4:00-7:30, Author Present 6:00-7:30
VISION
plus numerous objects and phenomena that do not resemble
anything we experience here on Earth. It is thought that the
only way to glimpse this larger reality is through telescopes.
However, by paying close attention to things on the surface of
Earth as anchor points, and by linking them up with a cognitive
map of the universe, a door opens. This door reveals the
presence of the universe here on Earth. It also gives observers a
new awareness that they are being regarded. Things are complex
visual/physical entities. Visual space researchers should use
them to expand their research to include more than just threedimensions.
Email: Laurel Thompson, laurelcleugh@icloud.com
(3001)
Characteristics of Variance Perception in Multi-Dimensional
Stimuli. SACHIYO UEDA, Ochanomizu University,
REIKO YAKUSHIJIN, Aoyamagakuin University, AKIRA
ISHIGUCHI, Ochanomizu University — Human observers
extract the statistical information of environment to interpret
them effectively. In particular, the variances are very important
information because they reflect the diversity (or variety) of
objects or people in the environment, which can be used to
decide the observer’s succeeded behavior. In recent years, it
has been explored the ability to perceive variances in a single
stimulus property. In real life, however, many objects consist of
several properties. It is needed to examine the characteristics of
variance perception of multidimensional stimuli. In this study,
we conducted an experiment using stimuli defined in two
properties (e.g. gabor patch which changes both orientation and
size) to examine whether the variance of ignored property could
effect on perceiving the variance of the other (target) property.
PSE and precision of variance discrimination task showed the
interaction between two properties in variance perception of
multi-dimensional stimuli.
Email: Sachiyo Ueda, ueda.sachiyo@ocha.ac.jp
(3004)
Emotional Face Processing in Hearing and Deaf Bilinguals.
MATTHEW W. DYE, Rochester Institute of Technology/National
Technical Institute for the Deaf, JUNPENG LAO, University of
Fribourg, CHLOÉ STOLL and OLIVIER PASCALIS, Université
de Grenoble Alpes, ROBERTO CALDARA, University of
Fribourg — Emotional face processing was compared in 30
hearing bilingual adults and 36 deaf bilingual adults with early
access to natural language – spoken or signed. In separate
blocks, observers categorized (a) emotional faces drawn
from morphed continua, and (b) faces with varying degrees
of uniform white noise added. Psychometric functions were
derived from identification accuracies and used to compute
75% intensity thresholds and signal thresholds respectively.
A multivariate ANOVA revealed a significant main effect of
emotional category and two-way interaction between emotional
category and deafness. Mean inspection suggested a trend for
deaf observers to have higher intensity and signal thresholds for
both anger and disgust faces, with the opposite trend for other
emotional face types. However, independent t-tests revealed no
significant effects of deafness on intensity or signal thresholds
obtained using emotional expressions of anger or disgust.
Email: Matthew Dye, mwddls@rit.edu
(3002)
Losing Focus: Binocular Gaze Divergence Reveals Mind
Wandering. TAD T. BRUNYE and AMANDA HOLMES,
Tufts University — Darwin (1872) proposed that being “lost
in thought” involved divergence of the eyes, as if one were
fixated on a point beyond the binocular horopter. The present
study used eye tracking to test whether binocular divergence
beyond the computer monitor’s horopter would correlate
with subjective reports of mind wandering to task-unrelated
thoughts. Experiment 1 used a visual vigilance task involving
the odd/even categorization of digit targets; three task versions
contained 12%, 50%, or 88% target density. At task completion,
we probed for retrospective mind wandering. Experiment 2
used the same task, but asked participants to spontaneously
report mind wandering during the task. In both experiments, an
eye tracker was used to monitor lateral divergence of binocular
gaze. Results demonstrated more frequent mind wandering with
lower target density, the eye tracker’s sensitivity to binocular
divergence, and potential value of this measure for objectively
revealing perceptual decoupling and mind wandering.
Email: Tad Brunye, tbruny01@tufts.edu
(3005)
Males Perceive Females as More Attractive When in a Group
Rather Than Alone. YURI HATTORI, AKIKO MATSUO and
ATSUNOBU SUZUKI, Nagoya University — The cheerleader
effect refers to the phenomena that a person (face) in a group
seems more attractive than the one in isolation. The present
study aimed to distinguish the cheerleader effect from other
well-known context effects on attractiveness judgment, i.e.,
assimilation and contrast effects. Participants rated physical
attractiveness of female faces. On each trial, a target face was
presented alone (isolation condition) or with two other faces
(group condition). The two conditions were manipulated as a
within-subject factor (Experiment 1) or as a between-subject
factor (Experiment 2). Critically, the faces in each triplet in group
condition were made as similar as possible in terms of physical
attractiveness (based on ratings from a pilot study) to minimize
(3003)
A Visual Path to the Universe. LAUREL THOMPSON,
Metropolitan State University of Denver — Visual space research
is limited to three-dimensional space because that is what
humans normally perceive. But physical space research reveals
that we live in the universe which contains all of time and space,
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Posters (3006) - (3010)
assimilation and contrast effects. In both Experiments 1 and 2,
the cheerleader effect was significant only in male participants.
The results suggest gender differences in the cheerleader effect.
Email: Atsunobu Suzuki, atsuzuki@nagoya-u.jp
the stimulus. Given that affective stimuli influence duration
judgements, one might expect a similar affective modulation
of the temporal resolution of visual perception. In this
experiment, we conditioned participants to respond aversively
to shape stimuli. Next, we used a two-alternative forced choice
(2AFC) paradigm which presented aversively conditioned and
unconditioned shape stimuli that were either flashed once
(variable duration 90-130ms) or twice (variable 10-50ms “off ”
state between 40ms “on” states). After each trial, participants
judged whether there was one or two flashes displayed.
Psychometric curves were fit to participant response data
for two-flash trials separately for aversive and neutral shape
stimuli. The magnitude of the effect of aversive stimuli on the
temporal resolution of visual perception is discussed in terms
of the influence on psychometric curve parameters.
Email: Kevin H. Roberts, kevin.roberts@psych.ubc.ca
(3006)
Accuracy of Ensemble Summary of Facial Expressions.
YOSHIYUKI UEDA, Kyoto University — People can extract
some kind of statistical summary from multiple faces. Face
recognition is instantly achieved although facial features are
complicated. Previous studies suggest that high-level ensemble
representations (e.g., facial expression) are independent from
low-level ensemble representations (e.g., color), that this effect
is achieved based on presented stimulus distribution. This study
investigates how precisely people can perceive average facial
expressions. Participants were presented 12 faces expressing
happy/angry and neutral simultaneously, and asked to judge
which expression was in the majority. The more emotional
faces were presented, the more often participants judged that
more of them had appeared than had neutral faces. However,
participants did not accurately judge that emotional faces were
in the majority as soon as the number of them became more
than half, suggesting that precise average expressions were
not perceived. Additional experiments suggest that perceived
average expression was based on subsampling rather than on
whole presented faces.
Email: Yoshiyuki Ueda, ueda.yoshiyuki.3e@kyoto-u.ac.jp
(3009)
Using Reaction Time Modeling of Forced-Choice and SameDifferent Perceptual Decisions to Test a Race Model of
Priming. KEVIN W. POTTER, University of Massachusetts
Amherst, *CHRIS DONKIN, University of New South Wales,
DAVID E. HUBER, University of Massachusetts Amherst —
With immediate repetition priming of forced choice perceptual
identification, short prime durations produce higher accuracy
when the target is primed, but lower accuracy when the foil
is primed. Long prime durations reverse this pattern. The
nROUSE model of Huber and O’Reilly (2003) captures the time
course of this transition from positive to negative priming via
neural habituation. In the model, choices are made based on a
race process and specific predictions are made regarding how
rapidly the target and foil choices are identified. To examine the
model’s assumptions regarding the race process, we collected
both forced-choice and same-different responses in the same
priming paradigm. We fit a diffusion-race model, and the drift
rate parameters implied by the single-item same-different task
provided an adequate account of the relative comparison data
from the forced-choice task. Furthermore, these drift rates
were inversely proportional to the identification latencies of
the nROUSE model even though the nROUSE and diffusionrace models were applied independently to the data. The
consistency across tasks and across models lends support for
the core assumptions made by the nROUSE model of perceptual
priming.
Email: Kevin Potter, kevin.w.potter@gmail.com
(3007)
Scaling in 2D Distance Assessment. STEPHEN DOPKINS
and DARIN HOYER, The George Washington University —
We report three instances of scaling in the assessment of 2D
distances: 1) Discrimination is better when participants judge
distance along the vertical than the horizontal meridian. The
threshold is lower for vertical than for horizontal judgments
when the judgments are made separately but not when they
are made together. 2) Discrimination is better for judgments
along the vertical or horizontal meridian when 13 as opposed
to 5 levels of distance are tested. 3) Judgements of vertical
or horizontal distance to pairs of locations that vary on the
vertical and horizontal dimension reflect both the vertical and
horizontal distance between the locations, with the effects of
relevant distance being greater under some circumstances (e.g.
more processing time, greater dispersion of test locations on
the irrelevant dimension) than the effects of irrelevant distance.
We suggest that the distance between two locations reflects
the number of attentional receptive fields (Tsal & Shalev, 1996)
between their representations and that our results reflect the
configuration of these receptive fields. We offer some specific
models of the distance assessment process.
Email: Stephen Dopkins, dopkins@gwu.edu
(3010)
Analyzing Preattentive Visual Mechanisms via the
Superthreshold Contrast Paradigm. KIER GROULX and
CHARLES CHUBB, University of California, Irvine — Many
studies have sought to probe preattentive mechanisms in human
vision by measuring texture differences that support threshold
discrimination. However, threshold equisalience contours offer
little insight into mechanisms because they are determined
primarily by the distribution of the noise limiting performance.
We sidestep this problem by measuring superthreshold
equisalience contours. Textures were grayscale scrambles
whose histograms differed in mean and variance. On each
(3008)
The Temporal Resolution of Visual Perception for Aversive
Stimuli. KEVIN H. ROBERTS, ALAN KINGSTONE
and REBECCA M. TODD, University of British Columbia
(Sponsored by Jim Enns) — The perceived duration of a visual
stimulus is known to be modulated by the affective salience of
178
Posters (3011) - (3015)
Friday Evening
(3013)
Measuring Temporal Integration in Visual Detection Using
a Single-Photon Source. REBECCA HOLMES, MICHELLE
VICTORA, FRANCES WANG and PAUL G. KWIAT,
University of Illinois at Urbana-Champaign — We measured
the duration of temporal integration near the visual detection
threshold, using a novel light source developed in the field of
quantum optics for generating small numbers of photons with
precise timing characteristics, including the ability to produce
no more than one photon at a time. Dark-adapted participants
judged whether a light was presented to the left or right of
their fixation in each trial. The stimuli contained a stream of
single photons delivered at a constant rate while the duration
was systematically varied. Accuracy should increase with
duration as long as the later photons can be integrated with the
proceeding ones into a single signal. The temporal integration
window was estimated as the point after which performance
no longer improved. The efficiency of the integration was also
explored.
Email: Rebecca Holmes, rholmes4@illinois.edu
trial the participant judged (without feedback) which of two
texture patches differed with greater salience from uniformly
distributed grayscale scramble. The resulting equisalience
contours implicate three mechanisms: a light-only mechanism
activated only by positive Weber contrasts, an analogous darkonly mechanism, and a gray-tuned mechanism selective for
elements of low absolute Weber contrast. These findings are
supported by previous research and suggest this paradigm can
may be useful for uncovering other visual mechanisms.
Email: Kier Groulx, kgroulx@uci.edu
(3011)
Confidence Influences Perceived Distance to Goal-Related
Stimuli. BENJAMIN R. KUNZ, LUCAS A. KEEFER, SIERRA
F. CORBIN and EMILY WRIGHT, University of Dayton
— Individuals commonly describe goal-oriented behaviors
metaphorically as forward movement. Research demonstrates
that these metaphors influence spatial cognition and action
(e.g. success-themed words facilitate forward motion). We
tested the possibility that thinking of abstract goals with spatial
metaphors influences visual perception. Participants were asked
to rank goals and to consider their most important goal using
a spatial metaphor or not. They then rated their confidence in
ability to achieve that goal and estimated the distances to goalrelevant and goal-irrelevant target words. Although there was
no effect of the spatial metaphor on judged distance to goalrelevant words, participants who felt more confident that they
could achieve their top goal saw related target words as closer,
but this effect did not extend to words related to other candidate
goals. Confidence is associated with seeing goal-specific stimuli
as closer, adding to a growing literature on the non-visual
factors shaping spatial perception and cognition.
Email: Benjamin R. Kunz, bkunz1@udayton.edu
(3014)
The Ups and Downs of Holistic Body Processing: Differences
in Orientation Specificity for Short- and Long-Term Memory
Tasks. JOHN E. MCGOLDRICK, University of Denver,
CATHERINE L. REED, Claremont McKenna College, CINDY
M. BUKACH, University of Richmond — The perception of body
posture requires the interaction of perceptual inputs with the
long-term spatial body image. Here we investigated how holistic
processing of body postures may differ for tasks with differential
working memory and long-term memory requirements. In
Experiment 1, we emphasized perceptual inputs by examining
upright and inverted posture recognition using a sequential
body-posture matching task with whole vs. scrambled body
masks. Scrambled body masks disrupted upright but not
inverted body recognition, suggesting that holistic processing
of bodies during perception is orientation-specific and may
involve orientation-specific posture simulation. In Experiment
2, we emphasized long-term posture representations in a partwhole task for upright and inverted body postures. Regardless
of orientation, body parts were recognized better within the
context of a whole body than in isolation, suggesting long-term
holistic body representations are less orientation dependent.
Together these experiments suggest differential roles for the
body image in STM and LTM.
Email: Cindy Bukach, cbukach@richmond.edu
(3012)
Perceived Rate of Visual Pulsation Is Strongly Affected by
Concurrent Task-Irrelevant Vibrotactile Pulsation. MAXIM
A. BUSHMAKIN and ROBERT SEKULER, Volen Center for
Complex Systems, Brandeis University — Selectively attending
to input from one modality while ignoring input from another
modality is crucial in many everyday situations. To examine
this ability, we asked subjects to categorize the rate of visual
pulsation while ignoring accompanying, non-informative taskirrelevant vibrotactlie pulses. A hand-held tablet presented
a simple visual stimulus whose size fluctuated at either 4 or 6
Hz. Visual stimuli were paired with vibrations generated within
the tablet, also at either 4 or 6 Hz. Categorizing visual rate as
“fast” or “slow” was more accurate with matched rates of visual
and vibrotactile stimuli than with mismatched rates. Accuracy
and reaction times were modeled using Linear Ballistic
Accumulator for differential rates and boundaries during
accumulation of perceptual information. Finally, the tablet’s
built-in accelerometer allowed us to evaluate pre-response
uncertainty in subjects’ judgments.
Email: Maxim Bushmakin, mbushmak@brandeis.edu
(3015)
The Cockeyed Thatcher Effect: The Relationship of Global
and Local Feature Orientations Affects Face Processing.
ANTHONY S. BARNHART, Carthage College, STEPHEN D.
GOLDINGER, Arizona State University, ALEKSANDRA M.
STEINERT, Carthage College — We present a novel variation
on Thompson’s (1980) Margaret Thatcher Effect, inspired by a
finding from word perception. When handwritten words are
rotated 90° in the same direction as their natural tilt, they are
far more difficult to read, relative to when they are rotated 90°
in the opposite direction, suggesting that the orientation of
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internal features influences holistic processing. In the Cockeyed
Thatcher Effect, instead of rotating individual facial features
180°, we tilted them at oblique angles (27°). When these images
are rotated in a direction consistent with their featural tilt, it
becomes more difficult to appreciate that the images have been
manipulated, relative to rotation in the opposite direction. We
verified this phenomenological impression in a perceptual
categorization experiment. Taken together with findings from
word perception, our results suggest that the Thatcher Effect
reflects a domain-general strategy for processing complex
stimuli with canonical orientations, not a face-specific tendency.
Email: Anthony Barnhart, abarnhart@carthage.edu
shape was task-relevant. Our results indicate that alignment
effects are not due to automatic motor activation of the left or
right limb.
Email: Sander. A. Roest, roest@fsw.eur.nl
(3018)
Caloric Vestibular Stimulation Facilitates Spatial, but not
Visual, Perspective-Taking. GALINA DONEVSKA and
VICTORIA BRUNSDON, University of Kent, ANDREW
SURTEES, University of Birmingham, HEATHER J.
FERGUSON, University of Kent — Several vestibular areas
overlap with those involved in perspective-taking (Deroualle &
Lopez, 2014). This study investigated whether caloric vestibular
stimulation (CVS) would enhance perspective-taking,
specifically level-2 perspective-taking due to the hypothesised
involvement of mental rotation in these processes (Surtees et
al., 2013). Thirty participants completed a two-part study. In
both sessions, participants wore a thermoneuromodulation
device. In one session, the device delivered active CVS. In the
other session (counterbalanced), the device delivered sham
CVS. During both sessions, participants completed a mental
rotation task, an inhibition task, and a perspective-taking task
with four conditions (visual/spatial X level-1/level-2). Overall,
findings replicated Surtees et al.’s results. Additionally, active
CVS facilitated mental rotation processes in spatial perspectivetaking (not visual). However, there was no effect of CVS for
the mental rotation or inhibition task. Therefore, vestibular
stimulation seems to facilitate the speed at which someone can
mentally rotate to another person’s perspective.
Email: Heather Ferguson, h.ferguson@kent.ac.uk
ACTION AND PERCEPTION II
(3016)
Chewing Gum Diminishes the Incidence of Contagious
Yawning. KALEIGH ENGERT and ANDREW C. GALLUP,
State University of New York at Oneonta — Chewing gum and
yawning are often considered inappropriate behaviors in social
settings, yet both seem to provide cognitive benefits to the actor.
Previous research shows that chewing gum enhances cognitive
performance on certain tasks, and yawns appear to promote
cortical arousal and state change via brain cooling. These
outcomes are likely a consequence of both actions producing
mandibular contractions that enhance cerebral blood flow.
Given these connections, we hypothesized that chewing gum
would inhibit the expression of contagious yawning. A total of 66
participants were randomly assigned to a control, mint or gum
chewing condition and then asked to view a yawning stimulus
while they were recorded. Consistent with our predictions,
chewing gum, but not sucking on mints, significantly reduced
the incidence of yawning compared to the control condition
(p < 0.001). Despite the negative public perception, growing
evidence suggests that yawning, much like gum chewing, may
improve cognitive performance.
Email: Andrew C. Gallup, a.c.gallup@gmail.com
(3019)
Visual Attention to Self-Caused Distractors: Further Tests
of the Sensory Preactivation Theory. DAVOOD GOZLI and
BERNHARD HOMMEL, Leiden University, JAY PRATT,
University of Toronto — Once an action-effect contingency is
learned, performing the action alone activates the internal
response to the learned sensory effect. Two seemingly
paradoxical predictions are derived from this assumption;
(1) a stimulus that matches the preactivated response is at a
temporal advantage, and (2) the preactivation reduces the
contribution of stimulus-driven response. In a series of visual
attention experiments, we associated distractor features to
participants’ own actions. We found that when target-distractor
competition depends primarily on the temporal advantage of
distractors over target, then distractors that match the learned
action-effect influence performance more than mismatching
distractors. By contrast, when target-distractor competition
depends on sensory salience of the stimuli, then distractors
that match the learned action-effect influence performance
less than mismatching distractors. These results support the
preactivation theory and provide a basis for more precise
predictions about the different treatment of self-caused and
externally caused events.
Email: Davood Gozli, d.ghara.gozli@fsw.leidenuniv.nl
(3017)
Alignment Effects in Beer Mugs: Automatic Action
Activation or Response Competition? SANDER A. ROEST,
DIANE PECHER, LILIAN NAEIJE and RENÉ ZEELENBERG,
Erasmus University Rotterdam — Responses to objects with a
graspable handle are faster when the response hand and handle
orientation are aligned (e.g., a key press with the right hand is
required and the object handle is oriented to the right) than
when they are not aligned. This effect could be explained by
automatic activation of specific motor programs when an
object is viewed. Alternatively, the effect could be explained
by competition at the response level. Participants performed
a reach and grasp or reach and button press action with their
left or right hand in response to the color of a beer mug. The
alignment effect did not vary as a function of the type of
action. In addition, the alignment effect disappeared in a go/
no-go version of the task. The same results were obtained when
participants made upright/inverted decisions, so that object
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(3020)
Contrast Sensitivity Function Near the Hand. JONGSOO
BAEK, Yonsei Institute of Convergence Technology, Yonsei
University, DO-JOON YI, Yonsei University — Recent studies
have reported enhanced visual representation near the hands.
These studies measured observers’ performance to stimuli with
a fixed spatial frequency. In the present study, we measured the
full contrast sensitivity function (CSF), perceptual sensitivity as
a function of spatial frequency of stimuli, either near or far from
the hand. Observers performed an orientation discrimination
task for Gabor patches using a keypad either near the monitor
(‘near-hand condition’) or far from the monitor (‘far-hand
condition’). As results, observers’ CSFs tended to be shifted
towards higher spatial frequency with narrower bandwidth in
the near-hand condition, relative to the far-hand condition.
This finding indicates that contrast sensitivity was enhanced
in higher spatial frequency near the hands and suggests that
the visual system is tuned to high spatial frequency for objects
near hands in order to extract detailed visual information from
them.
Email: Jongsoo Baek, Jongsoo.Baek@gmail.com
Individual objects were projected onto a table, and participants
either pointed to each object or touched the object with a reachextending tool. Observers then estimated the distance to each
object from either the same location or a new location across
the table. When observers remained at the same location for all
trials, using the tool led them to estimate shorter distances to
the objects. However, when observers moved to a new location
(either on all trials or on a random subset of trials), tool-based
compression did not occur. These results suggest that toolbased compression of perceived distance is location-dependent.
Email: Andrew S. Clement, aclemen3@nd.edu
(3023)
Behavioral and Electrophysiological Bases of Interpersonal
Synchrony During Joint Music Performance. ANNA ZAMM
and CAROLINE PALMER, McGill University, ANNAKATHERINA R. BAUER and MARTIN G. BLEICHNER,
University of Oldenburg, ALEXANDER P. DEMOS, University of
Illinois at Chicago, STEFAN DEBENER, University of Oldenburg
— Interpersonal synchrony, the temporal coordination of
actions between individuals, is facilitated by similarity of
partners’ individual spontaneous production rates (SPRs). We
investigated the neural correlates of interpersonal synchrony in
an electrophysiological (EEG) study of synchronization between
performing musicians. Pairs of pianists performed while EEG
was recorded wirelessly: First, pianists performed simple
melodies alone (Solo) at their SPR. Second, pianists performed
the same melodies with a partner (Duet) while one pianist set
the tempo, the partner set the tempo, or the tempo was set to the
mean of the pianists’ tempi. Duet tone onset asynchronies were
smaller in pairs with similar SPRs, confirming that similarity
of partners’ SPRs facilitates synchrony. Cortical oscillations in
Duet performance were enhanced at the frequency of the Duet
pairs’ rates; the magnitude of this enhancement was correlated
with the difference in the partners’ SPRs. These findings indicate
that similarity of spontaneous production rates facilitates
interpersonal synchrony.
Email: Anna Zamm, anna.zamm@mail.mcgill.ca
(3021)
Learning Movements From a Virtual Instructor: Effects
of Perspective, Immersion, and Expertise. JASPER
LAFORTUNE and KRISTEN L. MACUGA, Oregon State
University — To investigate the format of action representations,
we examined the effects of perspective (first person versus
third person) and immersion (immersive virtual reality versus
a nonimmersive display monitor) on motor performance
and learning. We also evaluated whether these effects were
modulated by experience. Experienced dancers and novices
practiced dances by imitating a virtual instructor and then,
following a delay, had to perform the dances from memory
without the instructor present. Accuracy for both practice and
test trials was video coded and analyzed. In line with theoretical
models of motor learning, mean accuracy increased across
successive trials in accordance with the power law of practice.
First person perspective formats led to better accuracy, but
immersive formats did not. Experienced dancers were more
accurate than novices, but the effects of perspective and
immersion were not modulated by experience. These results
suggest that during learning, individuals across experience
levels represent complex actions in first person perspective, and
that virtual movement instruction does not require immersion
to be effective.
Email: Kristen Macuga, Kristen.Macuga@oregonstate.edu
(3024)
Actions to Invisible Objects Bias Subsequent Vision. JIHYUN
SUH and RICHARD ABRAMS, Washington University in
St. Louis — Recent studies have shown that making a simple
action towards an object facilitates subsequent perception of
that object’s features. Given that the mechanism underlying this
action effect is still largely unknown, we used the continuous
flash suppression technique to examine the role of conscious
awareness in the action effect. Participants viewed a colored
circle (the prime) in one eye that was suppressed from
conscious perception by a flickering checkerboard in the other
eye. Simultaneously on some trials participants made a keypress
action. Consistent with previous findings, during a subsequent
visual search task participants were faster to find the target
when it was in the previously acted-on color despite the fact that
the color was not consciously perceived. The results show that
(3022)
Changes in Observer Location Eliminate Tool-Based
Compression of Distance. ANDREW S. CLEMENT and
JAMES R. BROCKMOLE, University of Notre Dame — Acting
upon distant objects with a reach-extending tool leads observers
to underestimate the perceived distance to those objects.
By having observers move through an environment after
interacting with an object (but before estimating the distance
to the object), we examined whether tool-based perceptual
distortions persist across changes in location and viewpoint.
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conscious awareness is not necessary for the action effect and
imply that actions may strengthen the traces of sensory signals
early in the visual system.
Email: Jihyun Suh, jihyun.suh@wustl.edu
different motor intentions did not lead to different performance,
implying that the need for local processing did not override the
bias induced by global processing.
Email: Sasen Cain, scain@ucsd.edu
(3025)
Illusory Weight Change in the Size-Weight Illusion Can
Produce Changes in Heart Rate and Possibly Mental Fatigue
and Blood Pressure. VILAYANUR S. RAMACHANDRAN
and CHAIPAT CHUNHARAS, University of California, San
Diego – When two objects with identical absolute weights
but different sizes are compared, the larger object feels much
lighter – “the size-weight illusion”. Because the observer expects
the larger object to feel heavier, he/she is surprised that it
isn’t. Astonishingly, we found that heart rate changes partially
in respond to perceived illusory weight rather than absolute
physical weight and this may be true for fatigue as well. This
is consistent with our earlier finding that illusory weight can
also increase pain perception in arthritis. In addition to its
obvious theoretical implication for mind-body interaction, this
effect can be exploited in a clinical setting and manufacturing
dumbbell and luggage.
Email: Vilayanur S. Ramachandran, vramacha@ucsd.edu
(3028)
Representational Momentum for Human Action: Walking
Versus Running. MARGARET P. MUNGER and CLAIRE
E. WEITNAUER, Davidson College — Representational
momentum (RM) is the forward displacement of a viewer’s
representation of a moving object. RM typically increases with
faster velocities, and has been observed for human action. To
see if actions that implied faster velocities led to larger RM,
participants viewed animations of a human cartoon either
walking or running. There was a main effect of action, but with
larger RM for the walk. RM was also observed following a single
posture for the walk, but not for the run. RM for human action
is sensitive to awkwardness, with less RM for more awkward
actions, but the running cartoon is not awkward. We suggest
that the decreased RM results from perceived complexity of the
running figure (or single running posture). Sensitivity to the
type of action (walk vs. run) only occurred when the figure was
upright; all inverted conditions led to equivalent RM.
Email: Margaret P. Munger, mamunger@davidson.edu
(3026)
A Response-Confidence Embedded Method for Threshold
Estimation. YUNG-FONG HSU, National Taiwan University
— We propose a response-confidence embedded method for
threshold estimation in psychophysics. The method can be
incorporated into the family of non-parametric, fixed-step-size
up-down algorithms (e.g., Derman, 1957; Durham & Flournoy,
1995; Kaernbach, 1991) for the estimate of threshold quantiles
(induced by the up-down algorithm of interest) with certain
levels of response confidence (set by the predetermined criteria).
We investigate via simulation the convergence patterns of the
method with respect to the sample size under different settings
of starting values, step sizes, and response criteria.
Email: Yung-Fong Hsu, yfhsu@ntu.edu.tw
SPATIAL COGNITION II
(3029)
Psychology or Engineering Major, Man or Woman; It Doesn’t
Matter! Spatial Representation Matters for Mental Rotation
Performance. A. REYYAN BILGE, Istanbul Sehir University —
While processing spatial information mental representations
of an environment are created. Some people rely on a more
survey-centered representation, whereas others use a more
landmark-based knowledge. Previous research reported spatial
representations influencing MR performance. Participants
having survey- and landmark-representations performed
differently, especially at greater degrees of rotation. To follow
up on the previous work, current research investigated mental
representations and MR performance of 95 students at Istanbul
Sehir University. Student population consisted of psychology
and engineering majors. Since having superior spatial ability
is correlated with a tendency towards STEM fields, would
there be a difference in MR performance for engineering
students? Student major, gender, or representation was not
the main effects leading to differential rotation performance.
However, there was an interaction between their majors and
representation style. The findings propose a link between spatial
skills, its relation to habitual spatial thinking, and vital role it
carries in STEM fields.
Email: Reyyan Bilge, reyyanbilge@sehir.edu.tr
(3027)
Uncertainty in Perceptual Decision Making: The Time
Course of False Pop-Out. SASEN S. CAIN, University of
California, San Diego (Sponsored by Matthew Cain) — We
used 3D hand-tracking to capture participants’ uncertainty
in an orientation singleton task. Participants were to reach
toward the uniquely tilted shape on a rear-projected screen.
However, trajectories were more curved than in previous color
or shape singleton tasks (Moher & Song, 2013), implying that
participants frequently changed their minds after movement
initiation. Despite receiving feedback, they could not effectively
suppress these partial errors. These observations are consistent
with the phenomenon of false pop-out (Orsten-Hooge &
Pomerantz, 2015), in which perceptual organization biases
the representation of each item. We found that the slowest
movements had much higher curvature than the quickest,
confirming that these perceptual decisions unfold during
movement, sometimes with several change-of-mind events. We
tested both pointing and grasping hand configurations, but the
(3030)
Do Biases in Quantity Judgments Reveal Optimal Cognitive
Processing? HILARY C. BARTH, Wesleyan University — The
idea that cognitive systems may combine information sources
in a Bayesian and/or optimal manner (or some approximation),
tracking source variability and using this to guide the weighting
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of the sources, is currently prominent in many areas of
cognitive science. If broadly true, this is an important principle
of cognitive (and perhaps neural) processing. Bayesian cue
combination theories feature prominently in literature on
the role of categories in cognition, where they are invoked
to explain estimation biases in numerous and diverse tasks
over development. However, some findings commonly taken
as evidence of these processes may be better explained in
different terms. Data from both children and adults suggest that
estimation biases in spatial tasks are not necessarily evidence of
the Bayesian combination of information sources: instead, they
may be explained in terms of simpler models of relative quantity
judgment.
Email: Hilary Barth, hbarth@wesleyan.edu
thalamus—brain structures predicted to be important for
path integration—are key to individual differences in human
navigation.
Email: Elizabeth Chrastil, chrastil@ucsb.edu
(3033)
Spatial Abilities and Environmental Experiences of Hunters
and Non-Hunters. BRANDI A. KLEIN and RACHEL
STANCIL-BACON, Missouri University of Science and
Technology — Hunters and non-hunters were examined in
order to determine environmental factors and experiences that
were unique to each group, which could potentially account
for differences in spatial abilities. Each group was put through
a battery of spatial ability tests, including a real-world wayfinding task, and answered a questionnaire about the details
of their hunting and gun-related experiences as well as other
spatial-ability related factors such as video game experience.
Results indicate that hunters are superior to non-hunters on
several measures of spatial ability, and that there are several
environmental factors that could lead to the hunters’ increased
spatial abilities, separate from video game experience. These
findings support other research suggesting that experiences that
individuals have as children can contribute to the development
of spatial ability. These factors and their implications are
discussed.
Email: Brandi Klein, kleinb@mst.edu
(3031)
Item Type, Confidence, and Gender Differences in Mental
Rotation Performance. RANDI DOYLE and DANIEL
VOYER, University of New Brunswick — Doyle and Voyer (2013)
found that for women, but not men, the effect of occlusion was
decreased when mentally rotating human figures compared to
block figures, reflecting gender difference in mental rotation
strategy. In the current study, 169 participants (88 males, 81
females, mean age = 19.67) completed Doyle and Voyer’s block
and human figure MRTs, and rated their confidence in accuracy
on each item. It was hypothesized that a significant gender by
occlusion by test type interaction on confidence ratings would
reflect lower confidence among women on the occluded blocks
than the occluded human figures. Cooke-Simpson and Voyer’s
(2004) findings were replicated and extended; confidence
ratings positively correlate with accuracy and response time
on both the block and human figure MRT. Men reported
higher overall confidence than women. However, there was
no significant gender by occlusion by test type interaction on
confidence ratings. Gender differences in spatial strategy and
cognitive processing are discussed.
Email: Randi Doyle, rdoyle@minerva.kgi.edu
(3034)
Exploring the Role of Effort and Sex in Non-Visual Location
Memory. DANIELE NARDI, JACOB R. JOHNSTON and
BENJAMIN A. GUENTHER, Eastern Illinois University —
The action-specific view of perception suggests that the way
we perceive the world is affected by the physical effort exerted
when interacting with it. However, the issue of whether physical
effort affects also memory is neglected in the literature. In an
object location memory task, participants had to remember a
target on a circular search space by using two non-visual cues
that provided directional information: the slope of the floor or
a stable sound source. Effort was manipulated through the use
of backpack weights, and – following previous research – it was
expected that participants’ reliance upon the two cues would be
influenced. Results did not support this hypothesis; however,
a sex difference in performance was revealed. Previous studies
have repeatedly shown a female difficulty in localizing a target
with slope information alone. The present finding suggests that
this disadvantage should be viewed not as specific to using slope,
but in the context of a more general difficulty with directional
information.
Email: Daniele Nardi, dnardi@eiu.edu
(3032)
Individual Differences in Spatial Navigation: Behavior and
Brain Structure. ELIZABETH R. CHRASTIL, KATHERINE
R. SHERRILL and CHANTAL E. STERN, Boston University
— Spatial navigation allows us to find resources and avoid
danger. Large individual differences in navigation abilities
exist, in part because navigation may not be a singular skill. In
some environments, navigation can be done using landmarks.
In landmark-free environments, fundamental self-motion and
updating processes such as path integration, the continuous
updating of position and orientation, are critical. We developed
two navigational paradigms that required updating of position
and orientation in landmark-free environments: 1) a basic
path integration paradigm examining location, translation,
and orientation tracking, and 2) a goal-directed task that
required egocentric motion while maintaining and updating
the allocentric spatial layout. For both, we examined volumetric
differences in key brain areas, and related them to behavioral
performance on the tasks. Our findings demonstrate that the
hippocampus, retrosplenial cortex, entorhinal cortex, and
(3035)
Misremembering Emotion: Inductive Category Effects for
Complex Emotional Stimuli. JONATHAN C. CORBIN,
LAURA E. CRAWFORD, DYLAN VAVRA, JUSTIN KELLER,
JAVIER HOFILENA and KYLE LEE, University of Richmond
— Memories of objects are biased toward what is typical of the
category to which they belong. This bias has been attributed
to a Bayesian combination of an imprecise memory for a
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particular object with prior information about its category
(e.g., Huttenlocher, et al., 2000, Hemmer & Steyvers, 2009;
Feldman, et al., 2009). To extend this work to emotional faces,
we morphed facial expressions on a continuum from sad to
happy. Different ranges of emotion were used in 5 experiments
in which participants viewed individual faces and, after a
variable delay, reproduced each face by adjusting the morph
to select its match. Estimates were biased toward the center of
the presented stimulus range, and the bias increased at longer
memory delays, consistent with the Bayesian prediction that as
trace memory becomes less precise, category knowledge is given
more weight in memory. Bias was greater in the second half of
trials, suggesting greater reliance on the category as familiarity
with it increased. The results show that memory for emotional
expressions is affected by presented distributions of faces.
Email: Jonathan Corbin, jcorbin@richmond.edu
non-target Silcton buildings and other Silcton objects (e.g., fire
hydrant, truck) created more accurate maps of Silcton. These
data suggest that memory for items in a VE affect assessments of
cognitive map accuracy, highlighting the interaction of spatial
and non-spatial forms of memory in spatial microgenesis.
Email: Mikayla Keller, mkeller4@uwo.ca
(3038)
Individual Differences in Spatial Ability: Testing the Role
of the Ratio of Visuospatial to Verbal Working Memory
Capacity. MEREDITH MINEAR, THERESA HOLMES,
PRESTON HUNT, MAGGIE KOUGL, KENNETH
MCCLURE, WILLIAM MILLER and AMANDA STILL,
University of Wyoming — Spatial ability refers to the ability
to visualize and manipulate spatial information. Working
memory capacity (WMC) predicts individual differences
in spatial performance. Wang & Carr (2014) proposed the
relative capacity of visuospatial to verbal WMC contributes
to differences in spatial performance. We examined the
relationship between span-based measures of verbal and
visuospatial WMC, paper and pencil measures of spatial
visualization (Surface Development, Paper Folding) and mental
rotation (Cube Comparisons) and accuracy and reaction time
performance on a 3D mental rotation task. Visuospatial WMC
predicted performance on all three paper and pencil tasks, but
verbal WMC was not a significant predictor when controlling
for visuospatial WM. Visuospatial WMC predicted RT, but
not accuracy on the 3D task while the spatial ability measures
strongly predicted accuracy but not RT. We found no evidence
to support the hypothesis that the ratio of visuospatial to verbal
WMC predicted individual differences in spatial performance.
Email: Meredith Minear, mereditheminear@gmail.com
(3036)
An Electrophysiological Study of Neural Noise for Spatial
Memory in Aging. PETER R. MALLIK and PHILIP A.
ALLEN, The University of Akron, ME-CHING LIEN, Oregon
State University — Allen, Kaufman, Smith, and Propper’s
(1998) behavioural study showed age differences in neural
noise for spatial memory. We extended this finding using
electrophysiological measures. A target-probe task was used,
where a target appeared in one of nine locations followed by
a probe. The probe was in the same location as the target for
50% of the trials and was transposed 1, 2 or 3 places to the left
or right of the target location for the other 50% of the trials.
Participants determined if the probe was in the same location
as the target. Replicating Allen et al.’s finding, we observed
transposition distance effects for response time and accuracy
for older and younger adults. However, the P3 component, an
index of stimulus discrimination difficulty, revealed greater
distance effects for older adults than younger adults (replicating
the earlier behavioural results). These findings suggest that
neural noise increased with age.
Email: Phil Allen, paallen@uakron.edu
(3039)
Symmetry Effect on Spatial Span Increases With Delay.
DEVIN M. KELLIS, ERIC HENDERSON, KENTRELL
COOPER and JESSE Q. SARGENT, Francis Marion University
— The capacity of spatial working memory (spatial span) is often
measured as how many sequentially presented locations on a
computer screen can be immediately recalled. The symmetry
effect refers to the finding that spatial span increases if the path
connecting all the locations in a sequence forms a symmetrical
pattern. Participants viewed a 5x5 grid of squares. Three to
seven of the squares changed color, sequentially, for 1 s. each and
then the sequence was recalled via mouse clicks, immediately
or after a 10 s. delay. The symmetry effect was observed both
with and without delay, but it was larger in the delay condition.
Results suggest that the symmetry effect is not solely the result
of more predictable locations facilitating sequence encoding.
We propose that configural regularity facilitates perceptualtype grouping and maintenance due to greater imageability of
symmetrical patterns as static visual stimuli.
Email: Jesse Sargent, jsargent@fmarion.edu
(3037)
Factors Influencing Performance Differences in Spatial
Microgenesis. MIKAYLA KELLER, The University of Western
Ontario, JENNIFER SUTTON, Brescia University College —
The ability to build a survey representation, or cognitive map,
of a new environment varies across individuals, yet the factors
that contribute to these differences are not well specified.
In the current study, the role of memory for target and nontarget objects in a new environment was investigated as a
potential source of varying performance on typical cognitive
map assessments. For 10 to 20 minutes, participants freely
controlled their own movement through a virtual environment
(VE), Silcton, with the goal of learning the locations of 8 target
buildings. Immediately after the learning period, participants
completed a recognition task consisting of items from Silcton
(target buildings, non-target buildings, and objects) and foils
(new buildings and objects). In addition, participants completed
direction estimation and map-building tasks based on memory
for Silcton. Participants who correctly identified target and
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RECALL II
for a dynamic real-life event. Participants visited the California
Raptor Center where they learned about and met birds of prey
while wearing cameras that automatically captured photos of
the event. The following morning, participants performed either
retrieval or a control task in response to a subset of photos from
their camera. The effect of retrieval practice on memory for
both retrieved and nonpracticed facts from the Raptor Center
visit was assessed one week later. Retrieval practice resulted in
superior long-term retention of the facts learned at the Raptor
Center. The results demonstrate that wearable technology,
combined with retrieval practice, enhances long-term memory
for real-world events.
Email: Tanya R. Jonker, tanyarjonker@gmail.com
(3040)
Memory Self-Efficacy: The Effects of Type of Task and
Method of Measurement. KERI L. KYTOLA and CELINDA
REESE-MELANCON, Oklahoma State University (Sponsored
by Kristi Multhaup) — To examine memory self-efficacy (MSE)
across tasks with varying retrieval demands and to determine
the usefulness of different types of MSE measures, participants
made single-item (Experiment 1) or multi-item (Experiment 2)
predictions about their future performance on two retrospective
memory (RM) tasks (free and cued recall) and either a focal or
nonfocal prospective memory (PM) task. In both experiments,
participants more accurately predicted their performance on
the PM task and the cued recall RM task than performance
on the free recall RM task. Further, they were more accurate
in predicting their performance on a focal PM task than on a
nonfocal PM task. Participants were generally overconfident in
their memory abilities, but this pattern was more pronounced
when multi-item predictions were employed. Overall, these
findings suggest individuals are more metacognitively aware of
the demands of some memory tasks than others, and the way
MSE is measured is an important consideration.
Email: Keri L. Kytola, keri.kytola@okstate.edu
(3043)
Encoding in (Cognitive) Context: The Role of Context
Variability. KATARZYNA ZAWADZKA, Nottingham Trent
University, MACIEJ HANCZAKOWSKI, Cardiff University,
EDWARD L. WILDING, University of Nottingham — It has
been argued that varying contexts at study can improve recall
of an item as compared to studying the item repeatedly in
the same context. In our study, we investigated the effects of
encoding variability using a cognitive context manipulation
(e.g., Diana, Yonelinas, & Ranganath, 2013): at study, for
each item participants were required to answer an orienting
question such as “Does it make a sound?” Recall performance
was then compared for items studied repeatedly with the same
versus different cognitive contexts. Across experiments, we
manipulated the number of study trials for each item, type of
recall test, and the item-to-context ratio. Overall, the results
suggest that the effects of encoding variability when cognitive
contexts are used are at best elusive.
Email: Katarzyna Zawadzka, k.n.zawadzka@gmail.com
(3041)
Scarcity Impairs Retrospective and Prospective Memory.
BRANDON M. TOMM and JIAYING ZHAO, University of
British Columbia — Operating under limited resources poses
significant demands on the cognitive system. Scarcity induces
an attentional focus on the task at hand, but importantly causes
a neglect of other information which also deserves attention.
In two experiments, we demonstrate that participants with a
smaller financial budget were less accurate at recalling their
consumption of snacks than participants with a larger financial
budget, suggesting that scarcity caused greater retrospective
memory errors. Moreover, participants under time scarcity
were more likely to forget instructions to execute future
actions, suggesting that scarcity caused greater prospective
memory errors. Ironically, participants under time scarcity
failed to remember previous instructions which, if followed,
would have saved them time. The retrospective and prospective
memory errors are particularly problematic because they may
further perpetuate scarcity. The current findings provide a new
perspective on the counter-productive behaviors of the poor,
and important implications for welfare services and programs
for low-income individuals.
Email: Brandon Tomm, brandon.tomm@psych.ubc.ca
(3044)
Isolation Effect in the Enactment Paradigm. MELISA
AKAN and LILI SAHAKYAN, University of Illinois at UrbanaChampaign — When an item differs from surrounding items on
a certain dimension shared by them, it is better remembered,
known as the isolation effect. This study examined the isolation
effect in the context of enactment paradigm. Participants
studied action phrases either through verbal encoding,
by performing them during learning, or by observing an
experimenter perform the actions. Gıven that enactment
enhances item-specific processing, and the latter reduces the
isolation effect (Hunt & Lamb, 2001), we examined whether
isolation effect would emerge in enactment, and if so, how it
would compare against the verbal encoding and observation
conditions. With an exception of two critical items, all items on
the isolate list were thematically related to the birthday party
theme while also involving similar motor movements when
performed (without repeatedly using the same verb to denote
the action). One critical isolate was unrelated to the birthday
theme but engaged the same motor movement as the rest of the
items when performed (thematic-isolate). The second isolate
involved a different body movement while being related to the
birthday theme (motor-isolate). Recall of these two isolates
was compared against the heterogeneous control list, which
(3042)
Wearable Technology and Retrieval Practice in a Real-World
Environment. TANYA R. JONKER, University of California,
Davis, MAUREEN RITCHEY, Boston College, CHARAN
RANGANATH, University of California, Davis — Retrieval
practice has a robust beneficial effect on long-term retention,
positioning it as an ideal method for memory enhancement in
the real world. We explored the efficacy of wearable technology
in combination with retrieval to enhance long-term memory
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contained action phrases that were neither related thematically
nor by similarity of movements when enacted. The results have
implications for theoretical mechanisms of enactment and
isolation effect.
Email: Lili Sahakyan, lsahaky@illinois.edu, lsahaky@illinois.
edu
write each target word, or to doodle while listening to the target
words. Following a delay, in both experiments participants
showed poorer free recall of words encoded whilst doodling,
compared to words that were drawn or written out during
encoding. These findings suggest that unlike task-relevant
drawing, doodling during study does not enhance memory
performance.
Email: Melissa E. Meade, mmeade@uwaterloo.ca
(3045)
The Effects of Animacy in Survival Processing. MICHAEL
J. CONLEY, QUENTIN KING-SHEPARD and ALTHEA
N. BAUERNSCHMIDT, St. Bonaventure University — Two
separate, but related, lines of research have shown that
animacy and survival processing improve memory for words
(VanArsdall, Nairne, Pandeirada, & Blunt, 2013; Nairne &
Pandeirada, 2016). The present study examined whether
animacy affects survival processing. Participants were shown
one of three scenarios, varying in animacy and survival
relevance, and then asked to rate how useful words were to
that scenario. Finally, they recalled those words. We found
significant differences in usefulness ratings, however; there
were no significant differences in recall between scenarios.
Email: Quentin King-Shepard, kingshqw12@bonaventure.edu
(3048)
Self-Paced Study of Repeated Words. GEOFFREY L.
MCKINLEY and AARON S. BENJAMIN, University of Illinois
Urbana-Champaign (Sponsored by Brian Ross) — Having
control over the pacing of one’s own learning generally leads
to better memory. In the current study, we examined whether
the benefits of self-pacing generalize to a paradigm in which
the to-be-learned materials were repeated and to evaluate
at what point during study having control is most valuable.
Subjects were given control over the study duration of either
the first presentation, the second presentation, both, or neither.
Quartets of subjects were yoked to minimize the effects of
total study time over the list. Under both massed and spaced
repetition conditions, more control over study led to higher
performance: control over the study time of both presentations
was superior to control over one, which was superior to no
control. There were no apparent differences in performance
between control of the first versus second study presentations.
Taken together, these results suggest that self-pacing of repeated
materials is beneficial for memory, but the results here provide
little additional guidance on possible interactions between the
point of self-control and spacing.
Email: Geoff McKinley, mckinle2@illinois.edu
(3046)
Evaluating the Fate of Within and Across List Order
Memory Following Retrieval Practice. WILLIAM R. AUE
and JEFFREY D. KARPICKE, Purdue University — Retrieval
practice is a robust phenomena, present in a variety of
materials and scenarios. While recalling studied items improves
performance on subsequent recall attempts, it is less clear
whether other aspects of memory for the items, such as withinlist order or list membership, also benefit from being recalled.
This information is important because it has the potential to
constrain explanations of the retrieval practice effect. In a series
of experiments participants studied five lists containing five
words each. Lists were separated either by a retrieval task or a
distractor task. Following the fifth list, participants completed
the criterial test. We examined a variety of tasks for the criterial
test including free recall of all lists, probed recall of individual
lists, and probed order reconstructions of lists. Across
experiment, an intricate picture of retrieval practice benefits
emerged. Implications for explanations of the retrieval practice
effect and models of memory are discussed.
Email: William Aue, william.aue@gmail.com
(3049)
Comparing the Instability of Event Memory and Knowledge.
ALLISON D. CANTOR and ELIZABETH J. MARSH, Duke
University — Memories of events are often described as more
fragile than one’s knowledge, with event memories being
more malleable and vulnerable to forgetting. In contrast,
human knowledge is often characterized as impressive, with
remarkable stability of scores on general-knowledge tests over
decades (Bahrick, Baker, & Hall, 2013). However, knowledge is
not invulnerable to misinformation or shifting access (e.g., TOT
states). To better understand the similarities and differences
between event memories and knowledge, participants either
repeatedly generated category exemplars (knowledge) or
studied exemplars and took repeated tests (event memories);
the materials were pre-tested to ensure very similar items across
conditions. We examined two variables that are well-known to
affect the stability of event memories: testing (which increases
stability) and delay (which decreases stability). Overall,
knowledge was unstable, in that some items were lost and other
items were gained, but it was relatively less affected by time and
testing than were event memories.
Email: Allison Cantor, allison.cantor@duke.edu
(3047)
What Does Doodling Do? Evidence for Free Recall
Impairments. MELISSA E. MEADE, JEFFREY D. WAMMES
and MYRA A. FERNANDES, University of Waterloo —
Previous work suggests that drawing to-be-remembered
information leads to better recall than many other reliable
encoding strategies. The purpose of the present study was
to determine whether doodling, compared to task-related
drawing, might produce a reliable enhancement to later
memory performance. Participants were presented, auditorily,
with either categorized lists of words (Experiment 1), or prerecorded blocked narratives for which they monitored for target
words (Experiment 2). Participants were asked to either draw or
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(3050)
Is Location Information Automatically Encoded in Memory?
STEVEN P. MEWALDT, LAURA R. MELVIN and MIKE A.
MICHAEL, Marshall University — In Exp. 1, 64 college students
(tested in 4 groups of 16) were seated in a square and given
fictitious background information which they used to introduce
themselves. They were to remember all introductions. In
addition, two of the groups were asked to remember where each
person sat. Subjects then moved to a new room and sat in a
different order, where they attempted to recall the introductory
information, match it to the person, and indicate the location
where each person had been seated. Recall of location
approached 80% regardless of the subject’s instructions. Recall
of the other information, while poorer, was also unaffected
by instructions. Exp. 2 followed the same procedure except
subjects could not see each other during recall. Instead they
recalled the fictitious information and the location from which
it was presented. Results suggest that location is automatically
encoded.
Email: Steven Mewaldt, mewaldt@marshall.edu
response). After this first response, the test word appeared and
participants made a second response (the “memory” response).
The 2HT model implies that recognition errors come only
from guessing, so it predicts that memory performance cannot
be lower than guessing performance in any condition. The
SDT model assumes that errors can be a result of misleading
memory evidence, so participants should sometimes make
incorrect memory responses even when they would have made
a correct response if they had to guess. Results showed that
participants made more memory errors than guessing errors on
trials with valid probability cues, providing evidence against the
2HT model.
Email: Jeffrey Starns, jstarns@psych.umass.edu
(3053)
The Response Dynamics of Recognition for Emotional
Items. GREGORY J. KOOP, Eastern Mennonite University,
AMY H. CRISS, Syracuse University — In recognition memory
experiments, hits tend to be higher for emotional items
than neutral items, leading some to conclude that emotion
enhances the quality of memory. An alternative explanation
is that this change in responding is due to a liberal response
bias for emotional items. Interpretations of existing data have
been mixed due to the flexibility of standard signal detection
measures (e.g., Dougal & Rotello, 2007; Grider & Malmberg,
2008). By focusing on the response process itself rather
than solely the outcome of that process, continuous mouse
tracking—or response dynamics—provides model independent
data that are sufficiently high resolution to inform this debate.
Specifically, the initial degree of departure provides a measure
of response bias, whereas uncertainty across the entire response
provides an indication of sensitivity (Koop & Criss, 2016).
In two experiments we manipulated emotional valence and
arousal between and within lists. Results and implications will
be discussed.
Email: Gregory J. Koop, gregory.koop@emu.edu
(3051)
The Effect of Valence on Retrieval-Related Memory
Vividness and Re-Experiencing of Affective Videos. SARAH
M. KARK and ELIZABETH A. KENSINGER, Boston College
— In the current study, we examined the effect of valence on
the phenomenological characteristics of memory for short
(20s) emotional and neutral videos clips. Seventeen participants
viewed 60 short videos (20 negative, 20 positive, 20 neutral)
with neutral words displayed above them. Participants then
completed a cued recall task in which the word labels were
presented individually. For each word, participants were asked
to elaborate on the corresponding video in as much detail as
possible. After each elaboration, participants rated visual and
internal vividness and re-experiencing. Results revealed reexperiencing and internal vividness was significantly stronger
for negative videos compared to positive and neutral videos,
which were similar in re-experiencing and internal vividness.
Recall of negative and neutral videos was associated with higher
levels of external vividness, compared to positive videos. These
results suggest valence-specific effects of re-experiencing and
memory vividness during retrieval, despite being matched on
arousal at encoding.
Email: Sarah Kark, kark@bc.edu
(3054)
Understanding Effects of Categorical Membership on
Memory Bias and Discriminability as a Function of Output
Interference. JENNIFER F. SLOANE, RYAN CURL and
COREY N. WHITE, Syracuse University — Output interference
(OI) is the finding in recognition memory that discriminability
decreases as more items are encountered at test. A standard
recognition paradigm was used where one condition consisted
of all neutral (unrelated) items and the other condition
consisted of half categorized (emotional stimuli or animal
names) and half neutral items. It was predicted that 1) there
would be a larger memory bias for the categorized words and 2)
that OI would be stronger for categorized words. As predicted,
there was a memory bias for emotional stimuli. Interestingly,
this memory bias did not manifest for animal names. Analyses
for discriminability showed opposite trends for emotional
stimuli and animal names, such that neutral words were more
influenced by OI than emotional words, but animal names were
more influenced than neutral words. These findings challenge
certain theories that suggest categorical membership is the
mechanism driving interference based on tested items. Further
RECOGNITION II
(3052)
Recognition Errors are Worse Than Guesses: A Test of
Threshold Models. QIULI MA and JEFFREY J. STARNS,
University of Massachusetts Amherst — We conducted a word
recognition experiment to distinguish the double high-threshold
model (2HT) and a continuous signal detection model (SDT)
of recognition memory. Participants studied a list of words.
During the test phase, they were first given the probability of the
upcoming test word being old (studied) or new (not studied).
Participants made their first old or new responses based on the
probability information before they saw the word (the “guess”
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(3057)
Multidimensional Source Memory: Encoding of Source
Dimensions Across Different Temporal Delays. SAMANTHA
N. SPITLER and JASON L. HICKS, Louisiana State University
— In two experiments, we explored whether stochastic
dependence between two source dimensions could be created
over a temporal lag in the presentation of each dimension. In a
Simultaneous condition, participants saw a word in one of two
locations and heard the same word in a male or female voice.
In a Separate condition, participants saw a word then heard
the same word after two intervening trials. At test, participants
were asked to make an old-new decision, a Remember-Know
decision, and then retrieve the location and gender of the word.
We found stochastic dependence only for recollected items in
the Simultaneous condition. In a second experiment we created
a new Separate condition with only one intervening trial to
shorten the lag. We again found no evidence for stochastic
dependence in the Separate condition, despite the shorter lag.
These results suggest that binding source dimensions across
intervening encoding trials is difficult.
Email: Jason L. Hicks, jhicks@lsu.edu
analysis is required to elucidate this unexpected finding and to
better understand effects on OI, categorical membership, and
discriminability.
Email: Jennifer Sloane, jfsloane@syr.edu
(3055)
Explicit Prediction Eliminates Sequential Dependencies in
Recognition Judgments. MARINA P. GROSS and IAN G.
DOBBINS, Washington University in St. Louis — In randomized
recognition tests, current judgments are sometimes influenced
by prior judgments. We examined whether this positive
sequential dependency reflects an explicit, anticipatory
strategy by collecting subjects’ predictions for each upcoming
memory probe; either with or without prediction confidence.
In both experiments, requiring predictions eliminated the
positive sequential dependency across recognition judgments.
Generally, predictions were positively dependent on the
immediately preceding recognition conclusion; a relationship
that was moderated by the confidence of those conclusions.
Unlike predictions without confidence ratings, those with
ratings induced a small positive dependency between
predictions and subsequent recognition judgments. This
suggests that subjects may seek consistency with predictions
when overtly expressing increased confidence. Because serial
dependencies among recognition judgments were generally
absent and predictions themselves were largely driven by prior
memory conclusions, these data do not support the idea that
explicit anticipatory strategies are the basis of typical serial
dependencies in recognition memory.
Email: Marina P Gross, mpgross@wustl.edu
(3058)
The Precision of Memory-Based Prediction Biases Memory
Pruning. HYOJEONG KIM, MARGARET L. SCHLICHTING,
ALISON R. PRESTON and JARROD A. LEWIS-PEACOCK,
University of Texas at Austin — When changes in the statistics
of the environment occur, memory updating can alter existing
representations to weaken, or prune, unreliable information
(Kim et al., 2014). In this work, our goal is to determine how
the precision of memory predictions (i.e., item-specific vs.
category-level) impacts pruning. We hypothesize that memories
that trigger specific predictions (e.g., “apple”) will be pruned
when the prediction is violated, while memories that trigger
generic predictions (e.g., “some fruit”) will not. We tested this
hypothesis by showing observers a sequence of objects that
included “cue” items that appeared three times. Some cues were
followed by different categories of items (e.g., bell-lemon, belltiger, bell-hammer); other cues were followed by items from the
same category (e.g., cup-apple, cup-banana, cup-orange). We
found that items in the different category condition (e.g., tiger)
for which predictions were violated (e.g., by hammer) were
forgotten more often than items in the same category condition.
Email: Jarrod LewisPeacock, jalewpea@utexas.edu
(3056)
Interactive Effects of Semantic Ambiguity, Acoustic
Challenge, and Aging on Recognition Memory for Spoken
Sentences. CHAD S. ROGERS, MARGARET KOERITZER,
KRISTIN VAN ENGEN and JONATHAN PEELLE,
Washington University in St. Louis — Prior work has shown that
memory for speech is negatively impacted by difficult listening
conditions (e.g., Van Engen, et al, 2012). Such findings have led
to an “effortfulness hypothesis” which holds that processing
of a degraded speech signal expends cognitive resources that
would otherwise be used to encode that signal into memory
(Rabbitt, 1968). In the current study, we tested the effortfulness
hypothesis by examining young and older adult listeners’
recognition memory for spoken sentences. Sentences varied
along three levels of acoustic degradation (i.e., clear speech,
and two levels of speech-in-noise), and two levels of semantic
ambiguity. Participants listened to list of spoken sentences, and
then completed a visually presented recognition test. Results
revealed that older adults’ recognition judgments and response
times were more adversely affected by semantic ambiguity and
acoustic challenge than young adults’. Individual differences
in cognitive and hearing abilities in older adults predicted
the impact of acoustic challenge and semantic ambiguity on
recognition memory.
Email: Chad S. Rogers, Chad.S.Rogers@gmail.com
(3059)
Orthographic Neighborhood Size Modulates the WordFrequency Mirror Effect in Recognition. TYLER M. ENSOR,
HANNAH V. WILLOUGHBY, AIMEE M. SURPRENANT and
IAN NEATH, Memorial University of Newfoundland — One of
the hallmarks of recognition memory is the word-frequency
mirror effect—that is, more hits and fewer false alarms to lowfrequency words compared to high-frequency words (Glanzer
& Adams,1985). Glanc and Greene (2007) documented a
similar finding with orthographic neighborhood size, such that
small-neighborhood words had a recognition advantage over
large-neighborhood words. Here, we factorially manipulated
word frequency and neighborhood size in a recognition
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experiment and observed a significant interaction between
word frequency and neighborhood size. In hits, although
the standard low-frequency advantage emerged in the large
neighborhood, this advantage was only marginally significant
in the small neighborhood. In false alarms, although there were
more false alarms to high- than low-frequency distractors in
both neighborhood sizes, the magnitude of the effect was larger
in the small neighborhood. The results suggest a potential
boundary condition on the word-frequency mirror effect.
Email: Tyler Ensor, tyler.ensor@mun.ca
showed some differences across ST and CR procedures but
the direction of these differences were not consistent across
experiments.
Email: Helen Williams, h.l.williams@keele.ac.uk
(3062)
The Development of Recognition Decision Biases. DIANA
SELMECZY and SIMONA GHETTI, University of California,
Davis — While developmental research has investigated the
negative influence of misleading suggestions on children’s
recognition memory, the adaptive influence of reliable
information has not been explored. The current study investigates
whether children ages 5, 7, 9 years and adults (Current N=81,
Projected N=96) are sensitive to reliable environmental cues
that indicate the likely status of a recognition probe. Results
reveal that children as young as 5 adaptively shift their decision
biases in response to the cues, and do not simply outsource their
judgments to this external information. Furthermore, children’s
metacognitive ability during uncued/baseline recognition
improves with age and predicts accuracy gains following the
cues. These results suggest that adaptive shifts in decision biases
are present by early childhood and children’s metacognitive
insight plays a role in the ability to incorporate these memory
cues.
Email: Diana Selmeczy, dselmecz@ucdavis.edu
(3060)
Fewer Constraints Enhances the Generation Effect
for Context Memory: Benefits for Source and Color.
MATTHEW P. MCCURDY, RYAN C. LEACH and ERIC D.
LESHIKAR, University of Illinois at Chicago — The generation
effect is known as the memory benefit for generated materials
over non-generated materials. This finding is robust for item
memory, but less consistent for context memory details such
as source memory and memory for color. However, in the
majority of prior work examining the generation effect there
are experimental constraints placed on what can be generated,
possibly limiting the memory benefits from self-generation. In
this study, word pairs presented in one of two font colors (e.g.,
red or green) were encoded in a lower-constraint generation
task, where participants responded freely to a cue word, a
higher-constraint task used in prior work (e.g., anagram), and
a read control. We compared each task on item and context
memory (as measured by source and font color recognition)
and found that words generated in the lower-constraint task
provided improved context memory benefits compared to the
higher-constraint task for both source and font color details.
These findings suggest that the level of constraint can influence
the magnitude of the memory benefits from self-generation,
and further support the idea that self-generation is a powerful
mnemonic that can improve both item and context memory.
Email: Matthew McCurdy, mmccur3@uic.edu
(3063)
Investigating the Contributions of Recollection and
Familiarity to Face and Picture Retrieval in Recognition
Memory for Familiar Faces: Evidence From Event-Related
Potentials and the Remember/Know Procedure. GRAHAM
MACKENZIE, GEORGIA ALEXANDROU, PETER J.B.
HANCOCK and DAVID I. DONALDSON, University of
Stirling — In recognition memory tests for faces if the same
picture is used at study and test then picture retrieval can
support task performance. However, if different pictures
are used at test then faces must be retrieved. We contrasted
recognition for pictures of famous faces that were either the
same as, or different to, studied pictures. We asked how faces and
pictures are retrieved. We used Event-Related Potentials (ERPs)
and the Remember/Know procedure in separate experiments
to assess the contributions of recollection and familiarity to
the tasks. Recollection supports reinstatement of episodic
context; familiarity involves assessing memory strength. We
predicted that while same pictures could be recognized through
familiarity, different pictures would be recollected. Participants
studied 200 faces and then, at test, discriminated between 100
same, 100 different and 200 new pictures. Memory was better
for same than different pictures. This memory advantage
was associated with a larger parietal old/new effect and more
Remember responses, both of which implicate differences in
recollection rather than familiarity. Together, these behavioural
and ERP findings suggest that both faces and pictures of famous
people are recollected.
Email: Graham MacKenzie, graham.mackenzie@stir.ac.uk
(3061)
Recognition Sensitivity, Confidence, and Bias in Continuous
Versus Study-Test Recognition Procedures. HELEN L.
WILLIAMS, Keele University, D. STEPHEN LINDSAY,
University of Victoria — Memory experiments typically use a
study-test format where encoding and retrieval are performed
separately. However, in everyday life we continuously process
incoming information and compare it against the contents of
memory – if it matches information in memory it is recognised,
if it is deemed new it may be encoded in case useful later.
We compared Study-Test (ST) and Continuous Recognition
(CR) paradigms for semantically matched words (Exp. 1),
low-frequency words (Exp. 2a), low-frequency words with a
Remember-Know test (Exp. 2b), and faces with a RememberKnow test (Exp. 3). Each experiment contained two ST or CR
blocks and lag between initial presentation of an item (for
encoding) and re-presentation (for recognition) was matched
across test types (as far as possible). Recognition performance,
sensitivity, confidence, bias, and Remember-Know judgments
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(3064)
The Nature of Item-Context Binding in Memory. MANOJ K.
DOSS, JAMILA K. PICART and DAVID A. GALLO, University
of Chicago — Context reinstatement is known to facilitate
object recognition memory. However, the nature of objectcontext binding processes has not been well described. In two
experiments, we explored whether these binding processes
are perceptually specific or involve more abstract conceptual
or semantic information. Participants learned object-scene
associations over two days, and their memory was tested on
recent and delayed objects either on the same or different scenes
from their original presentation. In Experiment 1, memory
was tested on the same objects, similar objects, or completely
new objects. Context reinstatement increased false alarms to
similar objects. In Experiment 2, same and similar objects were
presented in a forced choice test. Context reinstatement did
not improve accuracy, but it did increase ratings of conceptual
familiarity. A receiver operating characteristic analysis found
this effect to be thresholded only for recent items, suggesting
that context reinstatement evokes the retrieval of conceptual/
semantic object information.
Email: Manoj Doss, mkdoss@uchicago.edu
& Pandeirada, 2007). Location memory was tested in the
current study to further investigate if it is enhanced through
survival processing, as predicted by an evolutionary perspective
(Narine, VanArsdall, Pandeirada, & Blunt, 2012). Picture and
word food items were presented in various locations on the
screen and then rated for difficulty in collecting the items for
survival or a scavenger hunt. The expected picture superiority
effect in location memory was found. However, contrary to
previous studies, our results indicated no survival processing
effect in location memory and no interaction of item type and
study scenario. Thus, we failed to replicate the the survival effect
in location memory previously found for pictures.
Email: Dawn M. McBride, dmcbride@ilstu.edu
(3067)
Enhancing Memory for Positively Valenced Pictures. EMILY
A. FARRIS, University of Texas of the Permian Basin, MICHAEL
P. TOGLIA, University of North Florida — Emotional memory
enhancements are not observed as frequently for positive items
as they are for negative, as demonstrated in prior work from
others and us. Two experiments investigated how manipulating
a participant’s focus at study impacts recognition memory
performance. Participants studied negative, positive, and
neutral pictures before completing a recognition memory test
48 hours later. During study participants were instructed to
focus on positive, negative, both types of emotional items, or
to make a judgment about whether they would encounter the
item in a typical month (i.e., neutral encoding goal structure).
Negative pictures were recognized more frequently than neutral
across all encoding goal structure conditions. After controlling
for the neutral encoding goal structure, positive items were
recognized more frequently than negative. Such results suggest
that if participants seek out positive aspects of items they may
be better able to remember them, a finding that may be useful
in forensic settings.
Email: Emily Farris, farris_e@utpb.edu
(3065)
The Detrimental Effect of Recognition Memory Testing:
Estimating Contributions From Item Interference, Context
Change, and Response Bias and Boundaries. ADAM F.
OSTH, University of Melbourne, ANNA JANSSON and
SIMON DENNIS, University of Newcastle, ANDREW
HEATHCOTE, University of Tasmania — A robust finding
in recognition memory is the observation that performance
declines monotonically across test trials (Peixotto, 1947; Criss,
Malmberg, & Shiffrin, 2011). Despite the prevalence of this
result, there is a lack of consensus on the mechanism responsible
for the decline. Three hypotheses have been put forward: 1.)
interference is caused by the addition of test items into memory
(Criss et al., 2011), 2.) the test items cause a shift in the context
representation used to cue memory (Osth & Dennis, 2015) and
3.) participants change their bias and response caution through
testing (Ratcliff, 1978). To investigate these hypotheses, we
collected data from an experiment where list length and studytest delay were manipulated. The data demonstrated a decline
in performance through testing in the long list conditions. We
applied a global matching model to the data with a back-end
diffusion process to allow for the model to account for both
choice and response time simultaneously. The model allows for
separate estimation of item interference (jointly constrained
by list length and test position), match to context (jointly
constrained by study-test delay and test position), along with
response bias and boundaries.
Email: Adam Osth, adamosth@gmail.com
(3068)
Feedback Lowers Discriminability on a 2AFC Recognition
Test. BRYAN FRANKS and JASON HICKS, Louisiana
State University — According to the noisy decision theory of
signal-detection (ND-TSD; Benjamin, Diaz, & Wee, 2009),
manipulations that create criterion variability or noise will
lower recognition discriminability. In unpublished work, we
found that discriminability in single-item recognition was
typically lower in test feedback versus no-feedback conditions
which we interpreted as being consistent with ND-TSD. On
the assumption that 2AFC conditions minimize the role of
recognition criterion setting and therefore criterion noise,
we employed a within-subjects manipulation of test accuracy
feedback in a 2AFC recognition memory task. In Experiment
1, accuracy was lower on the tests with feedback. Experiments
2 & 3 employed strength manipulations at encoding. Feedback
significantly lowered accuracy only for weak items in
Experiment 2 and for both strong and weak items in Experiment
3. The results will be discussed relative to the process of decision
making and the role of criterion noise in 2AFC environments.
Email: Bryan Franks, bfranks145@gmail.com
(3066)
The Effect of Survival Processing on Location Memory.
RACHEL L. VONDERHAAR and DAWN M. MCBRIDE,
Illinois State University — In the survival processing effect,
individuals remember items better after processing them with a
survival scenario than with other scenarios (Nairne, Thompson,
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FALSE MEMORY II
California State University San Marcos — The misinformation
effect occurs when a witness views an event, is exposed to
misleading post-event information, and remembers some
misleading details as having occurred in the original event.
The present study examined the effect of different languages
on English-Spanish bilingual participants’ susceptibility to the
misinformation effect. English-Spanish bilingual participants
(N = 234; 78% claimed English was their dominant language)
watched a video, read a post-event narrative in English or in
Spanish, and then were tested on details of the video in English
or in Spanish. Regardless of the language in which participants
read the post-event narrative, participants who were tested
in English correctly recognized more true details and falsely
recognized fewer misinformation details than those tested
in Spanish. These results suggest that bilingual participants
are more susceptible to the misinformation effect in their less
proficient language, a finding that has important implications
for interviewing bilingual witnesses.
Email: Dustin Calvillo, dcalvill@csusm.edu
(3069)
The Devil’s in the Detail: High Perceptual Load Memories
Are More Susceptible to Retroactive Interference and False
Memory Intrusions. CIARA M. GREENE and CATHERINE
WELLS, University College Dublin — Retroactive interference
occurs when old memories are reactivated and contaminated
by new information. We have recently shown that increased
perceptual load impairs episodic memory. Here we investigate
whether perceptual load also enhances retroactive interference.
61 participants memorised high perceptual load images (colour
photographs of everyday objects against complex backgrounds)
or low perceptual load images (line drawings of the same
objects). On Day 1 and Day 2, participants memorised two
different sets of images. Prior to the Day 2 session, half of the
participants received a subtle reminder of the items presented
on Day 1. On Day 3, participants recalled as many of the Day 1
items as possible. Under low load, the reminder had no effect on
memory. Under high load the presence of a reminder reduced
accuracy and increased false memory intrusions by the Day 2
items. Detailed memories may therefore be more malleable and
susceptible to retroactive interference.
Email: Ciara Greene, ciara.greene@ucd.ie
(3072)
Does Working Memory Capacity Predict Susceptibility to
the Misinformation Effect? New Data and a Meta-Analysis.
WHITNEY C. HAWKINS and DUSTIN P. CALVILLO,
California State University San Marcos — A few studies
have reported that working memory capacity is negatively
correlated with susceptibility to the misinformation effect.
Two experiments attempted to determine if mind wandering
mediates this relationship. Participants completed a working
memory measure and a misinformation task. Participants’
mind wandering was assessed with thought probes during
(Experiment 1) or retrospectively after (Experiment 2) the
witnessed event. Contrary to previous findings, working
memory capacity was not related to the misinformation effect in
either experiment. A meta-analysis on the relationship between
working memory capacity and the misinformation effect was
conducted. Across all samples, there was a small but significant
negative relationship that was moderated by the average age
of the studies’ samples. There were only 13 data sets and most
of them used small, college age samples. More research with
well-powered samples across the lifespan is needed to better
understand the relationship between working memory capacity
and the misinformation effect.
Email: Dustin Calvillo, dcalvill@csusm.edu
(3070)
Processing Political Misinformation—Comprehending the
Trump Phenomenon. BRIONY SWIRE, University of Western
Australia, ADAM J. BERINSKY, Massachusetts Institute of
Technology, STEPHAN LEWANDOWSKY, University of Bristol,
ULLRICH K.H. ECKER, University of Western Australia — In
today’s highly polarized political environment, individuals
may use their trust in political figures as a heuristic to evaluate
whether information is true or false. This study investigates the
impact of political polarization on (1) the initial assessment of
information veracity when it comes from a polarizing source,
and (2) the effectiveness of retracting misinformation and
affirming factual information. To this end, we used statements
from Donald Trump’s presidential campaign. Participants rated
their belief in misinformation and factual statements, which
were either explicitly attributed to Trump or presented without
attribution. The misinformation was subsequently retracted and
facts affirmed, and participants re-rated their belief immediately
or after a delay. Results indicate bipartisan polarization: If
misinformation was attributed to Trump, Republicans believed
it more than if it was presented without attribution, whereas
the opposite occurred for Democrats. After the retractions
and affirmations, both Republicans and Democrats were less
accurate after a delay if the information was attributed to
Trump. Additionally, Trump supporters reduced their belief in
misinformation but did not change their voting preferences.
Email: Briony Swire, swire@mit.edu
(3073)
Age-Related Differences in the Effect of Mood on Emotional
False Memories. WEIWEI ZHANG, JULIEN GROSS and
HARLENE HAYNE, University of Otago (Sponsored by Jeff
Miller) — We used the Deese/Roediger-McDermott (DRM)
paradigm to investigate age-related differences in the effect
of mood on emotional false memories. To do this, children
(7-8-year-olds), adolescents (11-12-year-olds), and young
adults (18-22-year-olds) were assigned to one of three inducedmood conditions (positive, negative, or neutral) and were
presented with word lists comprised of positive, negative, or
neutral words. Overall, adults had greater true memories than
did children or adolescents, regardless of mood or word valence.
(3071)
Bilingual Witnesses Are More Susceptible to the
Misinformation Effect in Their Less Proficient Language.
DUSTIN P. CALVILLO, NICOLE V. MILLS, SARAH
TAYLOR, KATHERINE GOSSETT and ANDREA FLORES,
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(3076)
Increased Correct Recall and Decreased False Memory
Susceptibility After Mindfulness Meditation. MICHAEL
F.S. BARANSKI and CHRISTOPHER A. WAS, Kent State
University — Wilson et al. (2015) demonstrated that mindfulness
meditation (MM) increased false memories using the DeeseRoediger-McDermott (DRM) paradigm. This purportedly
resulted from MM’s non-judgmental observation of experience
contributing to failure to distinguish internally generated from
externally presented information. We sought to replicate Wilson
et al.’s results and extend them by warning half of the participants
that the DRM task would elicit false memories (Watson et al.,
2005). We hypothesized we would see a lower incidence of false
memories in the MM/warning group consistent with previous
findings regarding individual differences in working memory.
Results from our first study were inconsistent with Wilson et al.
and our hypothesis, as groups did not differ in false memories.
Instead, we found that MM groups had a higher rate of correct
recalls. A second study also found no significant differences in
false memories, and the MM group significantly decreased false
memories after mindfulness induction.
Email: Michael Baranski, mbaransk@kent.edu
For false memories, however, there were mood-dependent
age-related differences. In the positive-mood condition, there
were no age-related differences in false memories. In contrast,
in the negative-mood condition, adolescents and adults falsely
recalled more negative information than did children. In the
neutral-mood condition, adults also falsely recalled more
negative information than did children and adolescents. Our
findings provide the first direct evidence to support association
theories regarding the mechanism of age-related increases in
false memory.
Email: Weiwei Zhang, weiwei.zhang.swu@gmail.com
(3074)
Retrieval Processes in Mood-Related False Memory. SARAH
H. BOOKBINDER and CHARLES J. BRAINERD, Cornell
University (Sponsored by Valerie Reyna) — Prior moodinduction research has demonstrated mood effects on the DRM
illusion, specifically that negative moods reduce false memory
and positive moods increase it. However, that research has
usually failed to separate the valence and arousal components of
mood, and it has yet to identify the retrieval processes that are
responsible for mood effects. We used a video mood induction
that varied valence while controlling arousal, and found
that DRM false recognition was reduced by negative moods.
Furthermore, mood effects persisted over time and retrieval
processes, identified using the conjoint recognition model,
differed as a function of mood valence. Fuzzy-trace theory
explains these results as consequences of negative moods’
ability to enhance verbatim processing.
Email: Sarah Bookbinder, sb978@cornell.edu
(3077)
The Processes Behind Memory Fallacies: An Investigation
in Memory Disjunction and Conjunction Illusions.
KOYUKI NAKAMURA and CHARLES J. BRAINERD,
Cornell University — Fallacies in probability judgment, namely
disjunction and conjunction fallacies, also appear in episodic
memory. Although memory disjunction and conjunction
illusions have both been studied, they have only been studied in
separate experiments. The aim of the present research was, for
the first time, to investigate both illusions simultaneously, in a
single experiment. We used the same source memory paradigm
as in prior experiments, with a modified design that included
both disjunctive and conjunctive probes for the same lists. Both
illusions were present, as in prior experiments. Disjunction
illusions were strongly affected by proactive interference,
whereas conjunction illusions were affected by gist processing.
We introduce a new model for the two illusions.
Email: Koyuki Nakamura, kn252@cornell.edu
(3075)
Semantic Processing in Bilinguals: The Role of Implicit
and Explicit Manipulations on False Memories. EUGENIA
MARIN-GARCIA and PEDRO M. PAZ-ALONSO, Basque
Center on Cognition, Brain and Language — Consequences of
bilingualism in the memory domain remain not well understood.
Bilinguals often perform poorly in semantic tasks as category
fluency tasks. Studies using the Deese-Roediger-McDermott
paradigm revealed that encoding semantic relations between
items in word lists enhances true and false memories. Here, we
used this paradigm to investigate semantic processing based
on implicit and explicit manipulations on veridical and false
memories in monolinguals and high proficient early bilinguals.
Our implicit manipulation involved using lists that were low
and high on semantic associative strength. After studying lists
under standard and explicit relational processing instructions,
participants performed an old/new recognition test that
included studied items (targets), non-studied items that were
semantically associated to the theme of the lists (critical lures),
and non-studied non-semantically related items (unrelated
lures). Results revealed that both groups were sensitive to the
implicit manipulation, showing more false memories for lists
with high versus low associative strength. Only bilinguals
exhibited more false memories for lists studied under standard
versus relational processing encoding instructions.
Email: Eugenia Marin-Garcia, e.marin@bcbl.eu
(3078)
Does Repeated Lying Increase False Memories for Lies? ERIC
J. RINDAL and MARIA S. ZARAGOZA, Kent State University
— Liars must be consistent in order to appear credible. The
present study assessed the memorial consequences of repeatedly
lying about a witnessed event. Whereas prior research in our lab
shows that lying can lead to false memories, whether repeatedly
lying increases or decreases false memory is unclear (cf., Viera
& Lane, 2013). Participants viewed an eyewitness event and
were subsequently asked questions that they were instructed
to answer either truthfully or by lying. In the lie condition,
participants lied about some things once and lied about other
things on three occasions, with the instruction that repeated lies
should be consistent. After a 4-week retention interval memory
was assessed with both free recall and yes/no recognition.
Whether repeated lying reduced false memories or increased
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false memories was dependent on how memory was assessed.
Although the magnitude of the effect varied, lying led to reliable
false memory effects in every condition.
Email: Eric Rindal, erindal@kent.edu
produced for the critical target. This finding was attributed to
differences in the associative properties between the list words
and their target (Stadler, Roediger, & McDermott, 1999).
McEvoy, Nelson, & Komatsu (1999) further found that the
degree of inter-list-item association predicted the likelihood
of false cued recall, but not false recognition. Using a novel
paradigm to investigate false recognition (Payne & Eakin, 2015),
we directly tested the degree to which associative properties
between word pairs, rather than among list members, predicted
false recognition. Recognition was compared between studied
cue-target pairs (e.g., FROG-LEG), cue-false target pairs (e.g.,
FROG-GREEN), and new pairs. Two experiments are presented
demonstrating that the false target must be associated with both
the studied cue and target to produce false recognition of cuefalse target pairs.
Email: Alexis Payne, aej85@msstate.edu
(3079)
Does Emotional Picture Content Affect Boundary Extension?
STEVEN BEIGHLEY, GARRET R. SACCO, LAURA BAUER,
ADELE M. HAYES and HELENE INTRAUB, University of
Delaware — There is controversy as to whether the emotional
content of a picture affects boundary extension (BE). However,
prior research did not control layout/background across
valence. In our study, photographs depicting sadness, isolation,
and grief were each paired with a version in which faces were,
instead, smiling. To examine potential effects of cognitive
style on processing of emotional pictures, participants were
selected who were either high or low on rumination (a common
symptom of depression). In a 2 (picture type) x 2 (rumination)
factor design, high and low ruminators viewed 16 sad or
happy pictures for 15 s each. To assess BE, at test, the same
photographs were rated as “the same”, “closer-up”, or “fartheraway” (5-point scale). Significant levels of mood-induction
were obtained for both sad and happy pictures. Yet, neither
valence nor rumination affected BE. We discuss the benefits of
a stable anticipatory spatial representation across changes in
emotional states.
Email: Steven Beighley, smbeighley@gmail.com
(3082)
The Influence of Encoding Details on the Illusory Truth
Effect. STEPHANIE M. VICARI, CHRISTOPHER B.
PIZZICA, ANNA B. DRUMMEY and IRENE P. KAN,
Villanova University — In a typical illusory truth paradigm,
subjects evaluate the truthfulness of ambiguous statements
for which they hold no prior knowledge (e.g., “Polish coins
are triangular”). When asked to rate these same statements
at a later time, subjects tend to provide truth ratings that are
higher than those provided initially. The primary explanation
is that repetition leads to an increased sense of fluency, which
subjects may interpret as an index of a statement’s veracity.
We hypothesized that increased contextual details at encoding
would reduce the reliance on fluency for truth judgments.
During session 1, subjects rated statements under contextuallyrich (statements with corresponding photographs) and
contextually-poor (statements alone) conditions. During
session 2, subjects rated the perceived truth of novel and
repeated statements. Surprisingly, although we replicated the
classic illusory truth effect, contextual details at encoding did
not attenuate the effect. Results are discussed in light of the
dual-process model of recognition.
Email: Irene P. Kan, irene.kan@villanova.edu, irene.kan@
villanova.edu
(3080)
Understanding How Trait Mindfulness Relates to Bilingual’s
False Memory. LI-HAO YEH and YI-CHUN ANGELA LU,
Chung Yuan Christian University — Mindfulness intervention
has been shown to increase false memory; however, this result is
challenged by the findings showing that high trait mindfulness
is associated with external encoding style which is in turn
associated with low false memory. The study aimed to utilize
bilingual context to disentangle these contrasting findings. Sixty
Chinese-English bilinguals took DRM false recognition task
and Mindfulness Attention Awareness Scale. The results showed
a negative correlation between trait mindfulness and false
recognition in Chinese-Chinese condition as well as a positive
correlation between trait mindfulness and the false recognition
in Chinese-English condition. The opposite directions of
correlation suggested that when both verbatim and gist
information were available (i.e. same language condition) higher
trait mindfulness bilinguals applied verbatim information more
efficiently to reduce memory errors. Nevertheless, when only
gist information was available (i.e. different language condition)
high trait mindfulness made more memory errors due to higher
activation of gist information.
Email: Li-Hao Yeh, lhyeh@cycu.edu.tw
(3083)
Integrative Item-Context Encoding Increases Font Match
Effects for True and False Memories. JASON ARNDT,
DOROSI VALLE FLORES, TERUMI SMITH RANDLE and
INGRID XU, Middlebury College — We examined the bases
of DRM lure false memories by presenting lists in different
encoding contexts (fonts). For half of the lists, participants
completed an integrative encoding task designed to enhance
binding of words and contexts. For the other half of the lists,
they rated words for pleasantness. At test, participants judged
the old/new status of studied items, DRM lure items, and
unrelated new items. Studied items and lure items were tested in
fonts that either matched or mismatched the font used to show
their associated themes during encoding. Results indicated that
integrative encoding produced larger study-test match effects
(match > mismatch for p(old) judgments) for both studied
(3081)
Measuring the Impact of Implicit Associations on False
Recognition. ALEXIS E. PAYNE and DEBORAH K. EAKIN,
Mississippi State University — The Deese-Roediger-McDermott
(1995) paradigm has proven to reliably produce false memories,
although the lists vary in the likelihood of a false memory being
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(3086)
Effects of Feedback and Test Experience on Delayed
Metacomprehension Judgments. ELIZABETH A. GREEN and
MICHAEL J. SERRA, Texas Tech University — Low-performing
students overestimate their academic performance more
than high-performing students (the “unskilled and unaware
effect”). We previously found that low-performing students can
accurately adjust their judgments within a single session given
effective cues such as test experience and explicit feedback. In
the present experiments, we examined such effects over a twoday delay using a five-group design. Participants studied eight
texts and made metacomprehension judgments for each text on
Day 1. A control group was not tested on Day 1; the remaining
four groups completed a test over four of the texts on Day 1, and
received feedback according to a 2 (feedback Day 1: yes/no) x
2 (feedback Day 2: yes/no) design. All participants returned 48
hours later to re-judge their learning and complete a test over
the remaining texts. Test experience was both necessary and
sufficient for low-performing students to effectively adjust their
judgments, regardless of feedback schedule.
Email: Elizabeth A. Green, elizabeth.a.green@ttu.edu
items and lure items compared to pleasantness encoding.
These results suggest that while integrative encoding improves
binding of items and fonts for studied items, a positive memory
outcome, it also makes people more prone to false memories, a
negative memory outcome.
Email: Jason Arndt, jarndt@middlebury.edu
METAMEMORY/METACOGNITION II
(3084)
Memory for Important Information: Test Expectancy and
Variable Practice. CATHERINE D. MIDDLEBROOKS and
TYSON K. KERR, University of California, Los Angeles, KOU
MURAYAMA, University of Reading, ALAN D. CASTEL,
University of California, Los Angeles — When studying for an
exam, there is often more information than one could possibly
remember—efficient study requires prioritizing the most
important information, even if the less important information
is forgotten. Recent research suggests that such selectivity can
be diminished by experience with recognition testing compared
to free recall testing. The current study investigates whether
selectivity is similarly influenced by varied testing experience.
Participants studied a series of word lists, with words ranging
in value from 110 points, and received either: all recall testing;
interleaved testing (each list alternating between recall and
recognition testing); or interleaved-dyad testing (test format
alternating every two lists). Participants recalled fewer high
value words and were significantly less selective than the “all
recall” condition only in the interleaved-dyad condition that
began with recall tests. Thus, experience with recognition
testing, compared to free recall testing, may impair valuedirected remembering and selectivity in some situations.
Email: Catherine D. Middlebrooks, cmiddlebrooks@ucla.edu
(3087)
Examining the Roles of Familiarity and Fluency in ValueDirected Remembering. DONALD SKINNER, HILLARY
ERWIN, WILSON LESTER, KENNETH HAMMETT,
MATTHEW DYER and JODI PRICE, University of Alabama
in Huntsville — Younger adult participants (N=145) studied
both student loan and Medicare application forms to allow
examination of how the familiarity of information and the
font styles (regular versus combination of bold/regular) in
which the information was presented would combine to
affect participants’ perceived ease of processing (i.e., fluency)
the information and value-directed remembering. Arguably
younger adults are more familiar with student loan applications
than with Medicare applications. Of interest was whether valuedirected remembering would occur as a function of familiarity
without arbitrarily assigning point values to information.
Counterbalanced conditions revealed that participants expected
better memory performance for whichever form came first,
but they obtained better recall and recognition performance
for the less familiar, Medicare form, than for the student loan
form. Trends also suggested better memory for conditions
with regular font than for those with bold font. Results are
interpreted in light of fluency/disfluency effects and valuedirected remembering.
Email: Jodi Price, jodi.price@uah.edu
(3085)
Estimating Others’ Knowledge: Judgment Conditions
Affect the Accuracy and Bases of Estimates of Difficulty for
Others. JONATHAN G. TULLIS, University of Arizona —
Predicting others’ knowledge is vital to countless social and
educational interactions. In two experiments, I examined how
the conditions under which estimates of others’ knowledge are
made affect the accuracy of those judgments. Subjects estimated
the difficulty of trivia questions for others. Half of the subjects
were required to answer the questions before estimating others’
knowledge and half were provided with the correct answer.
The accuracy and bases of metacognitive judgments for others
depended upon the conditions under which judgments were
elicited. Providing subjects with the correct answer consistently
improved the accuracy of their judgments of others’ knowledge,
but requiring subjects to answer the questions improved the
accuracy of judgments only when subjects were either provided
with feedback or the questions were not misleading. Predictions
of others’ knowledge were dynamically generated by grounding
estimates of others’ knowledge in outcomes of metacognitive
processes directed towards oneself.
Email: Jonathan Tullis, jonathantullis@gmail.com
(3088)
Higher Judgments of Learning for Emotional Words:
Processing Fluency or Memory Beliefs? BENTON H. PIERCE
and JASON L. MCCAIN, Texas A&M University-Commerce,
MELISSA J. HAWTHORNE, Louisiana State University in
Shreveport — Previous research (e.g., Zimmerman & Kelley,
2012) has shown that emotionally-valenced words are given
higher judgments of learning (JOLs) than are neutral words.
The current study examined potential explanations for this
emotionality effect on JOLs. Experiment 1 replicated the basic
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emotionality/JOL effect. Experiment 2 utilized a lexical decision
task, resulting in lower reaction times for positive words than
for neutral words, but equivalent RTs for negative and neutral
words, suggesting that processing fluency may partially
account for higher JOLs for positive words, but not for negative
words. In Experiments 3 and 4, we used pre-study JOLs and a
memory beliefs questionnaire, finding that beliefs about future
recall were greater for both positive and negative words than
for neutral words. Our findings suggest that memory beliefs
underlie higher JOLs for negative words, but that higher JOLs
for positive words may depend on both memory beliefs and
processing fluency.
Email: Benton H. Pierce, benton.pierce@tamuc.edu
no difference was found between confidence ratings and JOLs
as predictors of performance. Thus, under some conditions,
retrospective confidence ratings may be better metacognitive
predictors than JOLs, even though JOLs explicitly ask subjects
to predict future performance.
Email: Adam Putnam, adamlputnam@gmail.com
(3091)
Differences in Associative Memory and Metamemory Across
Domains: Foreign Vocabulary and Medications. ADAM B.
BLAKE, MARY B. HARGIS and ALAN D. CASTEL, University
of California, Los Angeles — Paired-associate learning (PAL)
is a common tool for assessing cognitive and metacognitive
strategies. This study examined the generalizability of PAL
for foreign-language vocabulary to the medical domain.
Participants studied a list of Lithuanian–English translations
(e.g. tvora–fence) or a list of medication–side-effect pairs
(e.g. Scopolamine–coughing). Immediately following each
pair, participants made a judgment of learning (JOL). After
a short distractor, participants were presented with the cue
(Lithuanian, medication) and prompted to recall the target
(English, side-effect). Results showed better cued-recall
performance for translations than medications, and global
ease-of-learning (EOL) judgments followed the same pattern.
Strikingly, predicted performance (JOLs) did not differ between
translations and medications, despite differences in recall and
EOLs for these two materials. These results support a common
finding that JOLs track current performance rather than
learning, and suggest that PAL mechanisms may not always
generalize to other domains.
Email: Adam B. Blake, adamblake@g.ucla.edu
(3089)
Metacognitive Awareness Not Required for One’s
Metacognitive Accuracy to Benefit From Retrieval Practice.
TYLER MILLER, South Dakota State University — The Matthew
Effect is when an intervention designed to benefit all provides a
greater benefit for those that need it the least. For example, one
intervention designed to improve metacognitive accuracy for
all participants with repeated testing, but no feedback, yielded
the most benefit for high-aptitude participants (Kelemen,
Winningham, & Weaver, 2007). Previous research has shown
a retrieval practice intervention has a significant influence on
participants’ metacognitive judgments without feedback (Miller
& Geraci, 2014; 2016). The current experiments examined
whether all participants were affected by the retrieval practice
intervention, or if its effects interacted with metacognitive
awareness. In other words, does the intervention only benefit
those that have the most metacognitive awareness? Participants
completed the Metacognitive Awareness Inventory, studied 40
Lithuanian-English paired associates and then reported a global
performance prediction. Then, participants completed a shortrun of retrieval practice and reported an updated prediction
before the cued-recall memory test. In contrast to a Matthew
Effect, the results of both experiments indicated a non-exclusive
effect of retrieval practice on metacognitive accuracy.
Email: Tyler Miller, tyler.miller@sdstate.edu
(3092)
How Learning Strategies Affect Metamemorial Monitoring
in Sixth Grade Children. GREGORY HUGHES and AYANNA
K. THOMAS, Tufts University, JOHN B. BULEVICH, Stockton
University — Recent research has shown that adult learners
express higher judgments-of-learning (JOL) when using more
effective rather than less effective learning strategies. The
purpose of the present research was to determine whether
this finding extends to children. We conducted an experiment
examining the relationship between metamemorial judgments
and three learning strategies with varying levels of efficacy in
a sixth grade population. Of interest was the magnitude and
accuracy of judgments-of-learning when learners encoded
information through rote restudying, elaborative encoding, and
retrieval practice. We found that sixth grade learners exhibited
limited metacognitive awareness of the memory benefits of
retrieval practice over rote restudying. While retrieval practice
did result in higher JOLs than rote restudying, this increase in
JOL magnitude was small relative to the profound advantage of
retrieval practice on memory performance.
Email: Gregory Hughes, gregory.hughes@tufts.edu
(3090)
Are Retrospective Confidence Ratings Better Predictors of
Future Performance Than Judgments of Learning? ADAM
L. PUTNAM, Carleton College, KURT ANDREW DESOTO,
Association for Psychological Science, PETER DEKHES and
GRACE GILMORE, Carleton College — Judgments of learning
(JOLs) are assessments of how material will be remembered
on a future test, whereas confidence ratings are assessments of
how likely a response is correct. Recent theory hints, however,
that confidence ratings may predict performance just as
accurately as JOLs. To test this, we conducted two preregistered
experiments; MTurk workers studied word pairs (Experiment 1)
or psychology vocabulary (Experiment 2) and then completed
a practice cued-recall test. Subjects provided either a JOL or
a confidence rating after each retrieval attempt. Afterward,
all participants took a final test. In Experiment 1, confidence
ratings were better predictors of future performance than JOLs,
as measured by gamma correlations. In Experiment 2, however,
(3093)
More Than a Feeling: Does Sensitivity to Emotional Valence
Indicate That JOLs Are Based on Emotional Valence?
ETHAN FLURRY and DEBORAH K. EAKIN, Mississippi
195
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Posters (3094) - (3098)
State University — When metamemory sensitivity varies
significantly in terms of an experimental factor, the inference
is that the metamemory predictions were based on this factor.
For instance, judgments of learning (JOLs) have been shown
to vary significantly with emotional valence (Zimmerman &
Kelly, 2010). However, without an independent measure, this
inference is not empirically confirmed. This study examined
the degree to which JOLs sensitive to emotional valence were
based on that factor. Participants gave JOLs for positive and
neutral words using a 0–100 scale. After a free recall test,
participants gave emotional valence judgments (EVJs) for each
word using both a continuous 0-100 scale and dichotomous
positive/neutral rating. JOL magnitude was higher for positive
than neutral words—as was free recall—suggesting that JOLs
were sensitive to emotional valence. However, JOLs and EVJs
produced a significant, but small correlation indicating that
JOLs were also based factors other than emotional valence.
Email: Ethan Flurry, sef96@msstate.edu
tested to determine whether it improved metacomprehension
accuracy more than typical metacomprehension paradigms.
In Experiment 2, the impact of accurate metacomprehension
on both selection of learning strategies and on comprehension
accuracy was tested.
Email: Elaine W. Tan, ewt38@msstate.edu
(3096)
The Contribution of Knowledge Updating and Belief to
Producing Between-Participant Effects on Judgments of
Learning. MICHAEL L. MUELLER and JOHN DUNLOSKY,
Kent State University — Beliefs about cues available to a learner
during study can play a substantial role in how judgments of
learning are made, and the beliefs about the memorability of the
cues can be formed during a task. In the present experiments, we
evaluated whether list construction in a second study-test trial
would lead to differential effects of the cue on the magnitude
of judgments of learning. Participants studied pairs that would
impact later memory performance for which they had minimal
prior beliefs (i.e., Ja – Jade vs. A type of gem – Jade). In the
second study-test trial, pairs were either intermixed or blocked
by type, and the impact on judgments of learning was similar
regardless of list construction. This outcome suggests that if a
belief about the memorability of the manipulated cue is formed,
then participants base judgments on their beliefs about the cues
regardless of the order of presentation.
Email: Michael Mueller, mmuelle8@kent.edu
(3094)
Metacognitive Pitfalls of Using Animations to Illustrate
Scientific Processes. THOMAS D. GRIFFIN, DAVID
SARMENTO, JENNIFER WILEY, and TIMOTHY GEORGE,
University of Illinois at Chicago — Readers often experience
illusions of understanding as they attempt to learn from
scientific texts. For example, including illustrations or analogies
within a text can alter monitoring judgments. The present
research extends this work to the effects of animations on
monitoring judgments. Results of one study showed that
when science texts were accompanied by animated images,
topic interest was the only unique predictor of judgments. In
contrast, for texts accompanied by static images, judgments of
understanding were related to prior knowledge and interest, but
also to actual comprehension. In fact, comprehension was the
only unique predictor of judgments. Results are discussed in
terms of how beliefs about learning from animations may bias
readers, and reduce the likelihood of using valid cues as a basis
for their judgments of understanding.
Email: Thomas D. Griffin, tgriffin@uic.edu
(3097)
Letting Students Decide What to Study During Category
Learning Will Help Their Performance, but Only if They
Make the Right Decisions. KAYLA E. MOREHEAD and
JOHN DUNLOSKY, Kent State University — When students use
their category learning judgments to make restudy decisions,
will that help them perform better on a future test? We tested
this question in the current experiment, using the honordishonor method. Participants first practiced categorizing
members of six artificial categories (Fribbles). After practice
they selected half of the categories for restudy. Their selections
were either honored: they restudied the categories they selected,
or dishonored: they restudied the categories they did not select.
Participants whose decisions were honored performed better
on the final test than those who were dishonored. However, we
also found an imbedded interaction: participants who selected
the less-well-learned categories performed better at final test
when their selections were honored, but those who selected
the more-well-learned categories performed better when their
selections were dishonored. These findings suggest (1) that
most students do regulate their learning of categories well, and
(2) that studying less-well-learned categories is a better strategy
than studying more-well-learned ones.
Email: Kayla Morehead, kmorehea@kent.edu
(3095)
The Impact of Metacomprehension Accuracy on Control
Processes During Comprehension. ELAINE W. TAN and
DEBORAH K. EAKIN, Mississippi State University (Sponsored
by Jarrod Moss) — Most metacomprehension literature
concludes that people are typically poor at assessing the degree
to which they comprehend texts (e.g., Dunlosky & Lipko, 2007;
Glenberg & Epstein, 1985; Maki, 1998; Thiede & Anderson, 2003).
However, accurate metacomprehension, the degree to which
judgments of comprehension match actual comprehension, is
crucial to the comprehension process. If students are not able
to accurately assess their comprehension, they will not select
effective learning strategies to use during comprehension. Two
experiments were designed to investigate whether improving
metacomprehension accuracy via the monitoring process
impacted learning strategy selection via the control process
with the goal of also improving comprehension. In Experiment
1, the new Multi-Trial Metacomprehension Paradigm was
(3098)
Examining the Roles of Fluency and Memory Beliefs in
Participants’ Encoding Strategies, Judgments of Learning,
and Memory Performance. ALAN HARRISON, HILLARY
ERWIN, MICHAEL A. WALDON, DONALD SKINNER,
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Posters (3099) - (3103)
Friday Evening
BREANNA CRANE and JODI PRICE, The University of
Alabama in Huntsville — We investigated fluency and memory
beliefs’ roles in the font-size effect using a 5 x 3 x 2 (Condition
x Block x Font size) mixed design. We manipulated collection
of strategy reports and use of a pre-experiment strategy
questionnaire to investigate the role of encoding strategies
in the font-size effect. Biasing instructions suggesting small/
large fonts are more memorable were provided in two of the
conditions to examine whether altering participants’ memory
beliefs would impact their judgments of learning (JOLs).
Instructions did not alter JOLs. Participants provided higher
JOLs to large than small font words in all conditions, but font
size did not impact recall performance. Results further suggest
that using the strategy questionnaire and collecting strategy
reports may alter metacognitive awareness and that encoding
strategies may influence the role of font size in learners’ JOLs.
Overall, the results suggest that fluency plays a key role in the
font-size effect.
Email: Jodi Price, Jodi.price@uah.edu
notetakers recalled significantly more than the other groups
(Percent recall: computer M = 7.5, hand M = 5.8, listeners M =
5.1). Both notetaking groups were also significantly less accurate
and more overconfident than listeners (Percent overconfidence:
computer M = 59, hand M = 62, listeners M = 48). These results
show that studying notes increases recall, but also increases
students’ overconfidence regarding how much they can actually
recall.
Email: Eevin Akers, eevin.akers@ttu.edu
(3101)
Hard-Easy Is Not the Opposite of Easy-Hard: Asymmetric
Effects of Difficulty Order During Study. YANA WEINSTEIN
and GABRIELE M. BARD, University of Massachusetts - Lowell
— When questions on a test start out hard and get easier,
students are more pessimistic about their performance than
when the same test questions are presented in the opposite
order. Here we demonstrate that this illusion also affects the
subjective experience of studying. When learning general
knowledge facts starting from very hard to very easy, students
anchored to the difficult facts and did not shift their impression
as the material got easier. In the flipped condition, in stark
contrast students accurately shifted their impression from easy
to hard. Organizing the material from hard to easy seemed to
disrupt impression updating.
Email: Yana Weinstein, yana_weinstein@uml.edu
(3099)
Timing Alters the Effects of Font Size Manipulations
on Judgments of Learning. DEBBIE A. MAGREEHAN,
Odessa College, MICHAEL J. SERRA, Texas Tech University
— Manipulations of font size can affect learners’ judgments
of learning (JOLs) for simple memory materials. Specifically,
participants often judge larger items to be more memorable
than smaller items even though font size typically does not
affect actual recall. Examinations of this effect typically involve
concordant font size manipulations during both the study and
judgment phases. In the present experiments, we examined the
effects of separate (Experiment 1) and discordant (Experiment
2) font size manipulations during the study and judgment
phases. In both experiments, font size variations during the
study phase but not during the judgment phase affected
participants’ JOLs. Importantly, these effects only occurred
for participants who reported that they believe font size affects
memory performance. Taken together, these results support
current theories of metacognition stressing the importance of
people’s naïve theories of memory for the making of JOLs.
Email: Debbie Magreehan, debbie.magreehan@ttu.edu
PROSPECTIVE MEMORY
(3102)
Intention Superiority and Cancellation Effects for
Participant-Generated Prospective Memories. ARLO
CLARK-FOOS, CHRISTOPHER URBANIK and JONATHON
S. WHITLOCK, University of Michigan - Dearborn, GABRIEL
I. COOK, Claremont McKenna College — Intention superiority
(ISE) and intention cancellation effects (ICE) are phenomena
within prospective memory (PM) research, characterized by
differences in reaction times when comparing neutral and
intention-specific material. ISE is the finding that response
latencies are shorter for material associated to incomplete
intentions, while ICE shows retrieval times for intention-related
items are slower once an intention has been completed. Having
previously been examined utilizing only laboratory-provided
tasks, this research was a naturalistic study of PM. Focusing
on participant-generated intentions, we were able to examine
specific intentions that were of personal relevance to each
participant. Results of Lexical Decision Task trials showed an
increase in latency for cue words related to finished intentions
compared with control words, which demonstrates an ICE for
intentions completed by participants prior to returning to our
lab, F(2,690) = 13.72, p < .001, η2p=.38. This effect only occurred
in participants who do not use electronic calendars.
Email: Arlo Clark-Foos, acfoos@umich.edu
(3100)
Studying Lecture Notes Increases Overconfidence as
Measured by JOLs and Recall Scores. EEVIN AKERS, JOHN
R. SCHUMACHER and ROMAN TARABAN, Texas Tech
University — Note-taking increases recall (Akers et al., 2015).
Higher recall is associated with more accurate judgments of
learning (JOLs) (Kruger & Dunning, 1999). However, it is not
known how notetaking and studying notes affects JOL accuracy,
where JOL accuracy is calculated as the discrepancy between
a participant’s JOL and actual recall score. Ninety participants
watched a 30-minute video lecture, taking notes on a computer,
by hand, or just listening. Twenty four hours later participants
completed a JOL and initial recall test. They then studied their
notes or reflected (listeners) for 12 minutes before completing
another JOL and final recall test. No differences were found
between conditions on the initial test. On the final test computer
(3103)
Examining Differential Involvement of Executive Functions
in Event-Related Prospective Memory Based on Focality.
TATSUYA T. SHIGETA and DAWN M. MCBRIDE, Illinois
197
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Posters (3104) - (3108)
State University — Aspects of executive function (EF) have been
linked to non-focal prospective memory (PM) performance
(e.g., Schnitzpan et al., 2013). Yet it is unclear whether these
relations translate to focal PM. The multi-process framework
(McDaniel & Einstein, 2000) suggests that spontaneous
retrieval of the PM cue can occur when an ongoing task is
focal to the PM task. Therefore, a focal PM task may be less
processing intensive; thus, EF may be unrelated to PM under
such circumstances. The current study tested this prediction by
examining a sample of college-aged subjects on two event-based
PM (category/syllable judgment) and two EF (inhibition and
task-switching) tasks. Subjects were assigned to focal or nonfocal conditions for the PM tasks. PM condition differences
and some positive relationships were found between PM and
EF measures, but not all predictions were supported. These
findings necessitate further exploration of the key EF features
important for PM performance.
Email: Tatsuya Shigeta, shigeta.t@husky.neu.edu
Interference on non-target positions suggests a retrieval mode,
whereas even greater interference on possible target positions
suggests an additional process of target checking. Experiment
2 implicated a retrieval mode in all three conditions, and target
checking in only the 4T1R condition.
Email: Adam Underwood, aunderw1@nmsu.edu
(3106)
Context-Specific Prospective Memory Monitoring in Young
and Older Adults. B. HUNTER BALL and JULIE M. BUGG,
Washington University in St. Louis — The present study
investigated young and older adults’ ability to strategically
deploy prospective memory (PM) monitoring processes in
a context-specific manner. Participants performed a lexical
decision task in which words/nonwords were presented in
upper/lower locations on screen. Importantly, participants in
the specific, but not the nonspecific, condition were informed
that PM targets would occur only on word trials in the upper
location. When context varied randomly trial-by-trial, young
adults in the specific condition were only able to use location
information to reduce monitoring in unexpected (i.e., lower)
contexts, whereas older adults showed little evidence of strategic
monitoring. In contrast, when context was blocked (i.e.,
stimulus type/location changed every eight trials), young and
older adults in the specific condition similarly used the complex
contextual cue to reduce monitoring in unexpected contexts.
These findings suggest older adults are able to strategically
deploy PM monitoring processes selectively in conditions with
reduced attentional demands.
Email: Hunter Ball, HunterB1005@gmail.com
(3104)
The Effects of Prospective Memory Task Importance and
Target Salience on Retrieval Mode and Target Checking.
EDIN SABIC and MELISSA J. GUYNN, New Mexico State
University — Prospective memory (PM) is memory to perform
an intended task at an appropriate moment. Task interference
occurs when an ongoing task is hurt by embedding a PM task.
We manipulated task importance and target salience in ongoing
lexical decision and explored the resulting task interference. We
also applied our 4-quadrant paradigm to assess the effects on
retrieval mode and target checking. In this paradigm, ongoing
task stimuli appear in any quadrant, but PM targets appear
in one particular quadrant. Retrieval mode is evidenced by a
difference between nontarget quadrants when there is, versus
is not, a PM task. Target checking is evidenced by a difference
between target and nontarget quadrants when there is a PM
task. Retrieval mode was evident in the nonsalient condition.
Target checking in the nonsalient condition persisted in the
salient condition when PM task importance was emphasized,
but not when only the ongoing task was emphasized.
Email: Melissa Guynn, mguynn@nmsu.edu
(3107)
The Fate of Completed Intentions. FRANCIS T. ANDERSON,
Washington University in St. Louis, GILLES O. EINSTEIN,
Furman University — Two experiments examined whether and
how people deactivate prospective memory (PM) intentions
after they have been completed. In Experiment 1, participants
were given a PM intention embedded within an ongoing task
during Phase 1, after which participants were told either that
the PM task had been suspended until later or completed.
During Phase 2, participants were instructed to perform only
the ongoing task and were periodically prompted to report their
thoughts. Critically, the PM targets from Phase 1 reappeared
in Phase 2. All of our measures, including thoughts reported
about the PM task, supported the existence of persisting
activation. Experiment 2 varied conditions that were expected
to mitigate persisting activation. Despite our best attempts to
promote deactivation, we found evidence for the persistence
of spontaneous retrieval in all groups after intentions were
completed. The theoretical and practical implications of this
potential dark side to spontaneous retrieval will be discussed.
Email: Francis Anderson, anderson.f@wustl.edu
(3105)
Multiple Prospective Memory Targets and Responses
Differentially Affect Retrieval Mode and Target Checking.
ADAM G. UNDERWOOD and MELISSA J. GUYNN, New
Mexico State University (Sponsored by Gilles Einstein) —
Prospective memory (PM) refers to remembering to fulfill an
intention at an appropriate moment. Task interference is the
finding that an intention interferes with performance on a
concurrent task. We investigated task interference on lexical
decision when an intention (PM task) involved multiple PM
targets and/or responses. Participants had either 1 target/1
response (1T1R), 1 target/4 responses (1T4R), or 4 targets/1
response (4T1R). Experiment 1 indicated significant task
interference with 1T4R and 4T1R but not 1T1R, and a greater
cost to a verbal PM response with 1T4R than 1T1R or 4T1R. We
then used our 4-quadrant paradigm to separate task interference
into two components, retrieval mode and target checking.
(3108)
The Role of Context in the Beneficial Effects of Implementation
Intentions on Prospective Memory. JILL TALLEY SHELTON,
University of Tennessee at Chattanooga, MICHAEL K.
SCULLIN, Baylor University, TREVOR SLAYTON, TOMMY
198
Posters (3109) - (3112)
Friday Evening
VORWERK and TYRONNE JAMES, University of Tennessee at
Chattanooa — An implementation intention (II) is an encoding
strategy that is used to bolster prospective memory (PM),
although the mechanisms responsible for observed benefits are
unclear. The purpose of this research was to examine the role of
context in IIs’ beneficial role in PM. We hypothesized that II’s
would benefit performance in a task in which the context of the
PM target event could be predicted; conversely, no II benefit
was anticipated in a task that had minimal contextual certainty
associated with the PM target event. Participants completed two
PM tasks, an eye-tracking task with a high level of contextual
certainty and a behavioral task with a low level of contextual
certainty, with either standard or II encoding instructions.
Preliminary results supported the hypothesis that IIs are only
beneficial if individuals can imagine the context of their future
intention. Strategic monitoring processes were evaluated using
both behavioral and eye-tracking measures.
Email: Jill Shelton, jill-shelton@utc.edu
They also were told to remember to make a different response
when encountering special targets that had a unique feature but
otherwise looked like all other targets. We then presented these
children with focal and nonfocal PM cues in which children
were instructed to remember a specific pair of target stimuli
for the focal condition (e.g., a boat and zebra) and a general
category qualifier for the nonfocal condition (e.g., things
with wings). Older children outperformed younger children
in all tasks, although less-salient PM cues and nonfocal PM
performance yielded the greatest difficulty for all ages. These
results shed light on the development of PM in preschoolers
and offer a PM paradigm appropriate to developmental and
comparative investigations.
Email: Audrey Parrish, audrey.parrish1@gmail.com
(3111)
Acute Pain Disrupts Prospective Memory Processes.
MARGARIDA PITÃES, CHRIS BLAIS, PAUL KAROLY,
MORRIS OKUN and GENE A. BREWER, Arizona State
University — Pain often disrupts executive processes known
to be important for prospective memory (PM) performance.
However, limited research has explored PM under conditions
of acute or chronic pain. The present study investigated the
influence of experimentally-induced acute pain on PM tasks
varying on the demands of executive control required for
prospective remembering. To this end we compared the effects
of cue focality on PM performance while participants were
under acute pain compared with no pain. A set of complexspan working memory tasks was also administered. Acute
pain experiences preferentially impaired performance on
highly demanding PM tasks. Individual differences in working
memory capacity did not moderate these effects. Our findings
provide new insights into PM dysfunction in pain conditions.
If we can better understand which specific task characteristics
influence PM performance under pain conditions, we can
improve our ability to predict which individuals are most at risk
for PM disruption.
Email: Margarida Pitães, margaridapitaes27@gmail.com
(3109)
About the Encoding of Prospective Memory Intentions, II:
Implementation Intentions Increase Encoding Specificity.
COURTNEY KURINEC, Baylor University, KHUYEN
NGUYEN, Washington University in St. Louis, CHENLU
GAO and MICHAEL K. SCULLIN, Baylor University —
Remembering to execute delayed intentions (prospective
memory) constitutes a daily challenge to attentional and
memory systems. Implementation intention encoding (“When I
see cue X, then I will perform intention Y”) effectively improves
prospective memory in laboratory and naturalistic settings. A
key question that has elicited substantial research and debate
concerns the mechanism(s) by which implementation intention
encoding is effective. We conducted multiple experiments,
all pre-registered to Open Science Framework, in which
we utilized a thought probe procedure to directly assess the
cognitive processes operating during intention encoding.
Implementation intention strategies doubled the number of
specific cues generated at encoding, particularly when mental
imagery (Experiment 1b) or mental imagery plus statement
(Experiment 1c) were used (weaker, nonsignificant effects
were observed when only statement was used; Experiment 1a).
Our findings confirm that implementation intention encoding
differs qualitatively from standard encoding, and demonstrate
an encoding mechanism by which mental imagery augments
prospective memory.
Email: Michael Scullin, michael_scullin@baylor.edu
(3112)
Effects of Age on Laboratory Tests of Memory Disappear
When Using Self-Report Questionnaires and a Diary Method
of Everyday Memory Failures. ANDREW LAUGHLAND and
LIA KVAVILASHVILI, University of Hertfordshire — Research
shows that younger adults significantly outperform older adults
on numerous laboratory tests of memory and cognition. It is
assumed that this age related decrement generalises to everyday
life with older adults experiencing more memory problems
than younger adults. However, studies using everyday memory
questionnaires have often failed to show significant age effects.
To assess everyday memory failures more accurately, in the
present study, 19 young and 18 older adults kept a diary of their
failures (subsequently classed as absent-minded, retrospective,
and prospective memory failures) for 28 days. No age effects
were found on the number or type of recorded memory failures,
as well as the scores on everyday memory questionnaires.
In contrast, strong negative age effects emerged on several
(3110)
Remembering for Later: Exploring Prospective Memory
Development in Preschool Children. AUDREY E. PARRISH,
The Citadel, ANDREW J. KELLY, Georgia Gwinnett College,
BONNIE PERDUE, Agnes Scott College, MELANY LOVE,
WILL WHITHAM, PEGGY Y. LUK, VICTORIA KELLY and
MICHAEL J. BERAN, Georgia State University — Prospective
memory (PM) involves remembering to do something
later. Preschool children (3 to 5 years of age) completed a
computerized task in which they navigated varying targets
through a 2-dimensonal maze on screen via joystick controller.
199
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Posters (3113) - (3117)
(3115)
I’m Doing Better on My Own: Social Inhibition in
Vocabulary Learning in Adults. CLARA D. MARTIN, AMY
UNDERWOOD and NICOLA MOLINARO, Basque Center on
Cognition, Brain and Language — Vocabulary learning is better
achieved by children facing a teacher than when presented
to the same teacher through video, which has significant
implications for toddlers’ education. Since millions of adults
also learn new vocabulary when acquiring a second language,
it is important to explore whether adults also suffer from “video
deficit” effects. Here, Spanish-English late bilinguals were
involved in a vocabulary learning task. A teacher was showing
them objects and uttering their names, through Video or in
Live, and each condition was followed by a recall test. Unlike
what was previously shown in children, adults learned better
through Video than in Live. We argue that adults suffer from
social inhibition, meaning that they perform worse when in
the presence of another person during task performance. We
show that adults gain from video-mediated tools for proper
vocabulary learning, which has important implications for
pedagogical programs targeting adults’ second language
vocabulary learning.
Email: Clara D. Martin, c.martin@bcbl.eu
laboratory measures of memory and cognition. The findings
indicate that older adults’ everyday cognitive functioning may
be significantly better than suggested by laboratory research.
Email: Andrew Laughland, a.laughland@herts.ac.uk
(3113)
Caregiving Impacts Self-Reports of Prospective Memory
Performance. ASHLEY J. SCOLARO, Central College —
Successful prospective remembering often relies on attentional
resources. Lovell et al. (2014) found that caregivers with lower
attentional capacity, due to higher stress levels, experienced
lower performance on prospective memory. The goal of this
study was to further investigate the way caregiving might
impact prospective memory performance by examining other
individual differences that might contribute to lower prospective
remembering. Participants completed the PRMQ (Smith, et al.
2000), Perceived Levels of Stress Scale (Cohen, Kamarck, &
Mermelstein, 1983), Scott-McIntosh Rumination Inventory
(Scott, V., & McIntosh, W., 1999), and the Beck Depression
Inventory. Participants were split into groups based on the
age of their children and stress levels were found to be equal
across all groups. Analyses indicated that parents of adolescent
children had more prospective and retrospective memory
failures followed by parents of children in middle-childhood.
There were no significant differences in prospective memory
performance between parents of infant and early childhood
aged children. This difference could be due to assisting children
with their more complicated schedules of school, work, extra
curricula, etc.
Email: Ashley J Scolaro, scolaroa@central.edu
(3116)
The Influence of Divided Attention on Directed Forgetting.
TRISHA N. PATEL and LILI SAHAKYAN, University of Illinois
at Urbana Champaign — Updating long-term memory is critical
to filtering through the vast amount of information encountered
daily. The process of intentionally forgetting irrelevant
information has been studied using the directed forgetting
paradigm. However, the literature lacks a clear understanding of
attentional resources underlying these effects. Previous findings
argue that directed forgetting is eliminated when inhibitory
resources are utilized by a concurrent task during List 2 (eg.
Conway et al. 2000). The current study manipulates attention
on List 1, List 2, or both to further investigate the effects of
divided attention on list-method directed forgetting. Attention
was divided using a concurrent digit load (Experiment 1), a
spatial task (Experiment 2), and suppression of articulatory
loop (Experiment 3). Not all divided attention tasks eliminated
directing forgetting effects, indicating the nature of attentional
resources utilized for intentional forgetting. Findings have
implications for the theoretical mechanism underlying directed
forgetting.
Email: Trisha Patel, tpatel65@illinois.edu
HUMAN LEARNING AND INSTRUCTION III
(3114)
Examining the Short vs. Long Term Testing Effect by
Constraining Trials Based on Subjects’ Confidence Rating.
XIAONAN LIU, Xiamen University, LYNNE REDER, Carnegie
Mellon University — Despite the spate of research concerned
with understanding why testing is superior to study, it is still
unclear whether the benefits of testing only emerge when the
retention interval between the initial test and the final test is
long or whether tests are superior to re-study even with shortterm retention. Prior research suggested that the contradictory
results are due to biases associated with different analyses
employed when examining testing effect data. In this study, we
proposed a more neutral analysis constraining both test and restudy trials by subjects’ confidence rating on intervening trials
(tests or re-study). The results showed that for high confidence
trials, performance on a final test that follows intervening tests
is better than one that follows re-study events regardless of the
lag between the intervening trials and final test. This supports
the view that testing benefits memory regardless of retention
interval.
Email: Xiaonan Liu, xliu@xmu.edu.cn
(3117)
Enhancing Conceptual Learning by Generating Analogies.
KALIF E. VAUGHN, Northern Kentucky University, NATE
KORNELL, Williams College — We hypothesized that coming
up with an analogy, which involves simultaneously thinking
about deep structure and retrieving information from memory,
would enhance learning. In Experiment 1, participants read a
text about bats and then did one of three tasks: (A) free recall,
(B) retrieved key ideas based on prompts (e.g., echolocation), or
(C) generated analogies for key ideas (e.g., how is echolocation
like the game “Marco Polo”?). On a final test 24 hours later,
200
Posters (3118) - (3122)
Friday Evening
(3120)
Effect of Question Placement on Learning of Educational
Materials. OYKU UNER and HENRY L. ROEDIGER, III,
Washington University in St. Louis (Sponsored by Janet Duchek)
— Retrieval practice enhances learning of short passages,
but its effectiveness for authentic educational materials such
as textbook chapters is not well established. In the current
experiment, students studied a 40-page textbook chapter on
biology. Retrieval practice with correct-answer feedback was
manipulated within-subjects: Some questions appeared only
after a chapter section, others only after the whole chapter,
and yet others at both times. Two groups served as controls:
The reread group read the feedback presented in the retrieval
practice condition, and the other group simply read the chapter
once. Students took a final test two days later. Practicing
retrieval resulted in greater recall relative to the two control
groups. On the final test, the two single testing conditions
produced comparable benefits, but testing twice produced the
greatest benefit. Retrieval practice is effective in learning from
authentic text material and placement of the initial test does not
matter.
Email: Oyku Uner, uner@wustl.edu
the analogy group performed best on conceptual questions
(including transfer questions about novel analogies) and factual
questions. In Experiment 2, a new condition was added in
which participants generated an analogy (e.g., for echolocation)
but no target (e.g., “Marco Polo”) was provided. This condition
still out-performed the free-recall condition, but the analogywith-target condition was the most effective. In sum, generating
analogies is a powerful way to accomplish conceptual learning
and transfer.
Email: Kalif Vaughn, kevaughn2@gmail.com
(3118)
Not All Retrieval Is Equal: Concept Maps Lead to Greater
Test Performance Compared to Multiple Choice Quizzes in a
College Classroom Study. MAREIKE B. WIETH and ANDREA
P. FRANCIS, Albion College, KEVIN L. ZABEL, Western New
England University, THOMAS H. CARR, Michigan State
University — The Retrieval-Based Learning literature suggests
that active retrieval is a powerful tool for learning (Karpicke
& Blunt, 2011). Retrieval practice in college classrooms often
takes the form of multiple choice quizzes. Though effective at
increasing performance compared to simply restudying the
material (Butler & Roediger, 2007) quizzes do not necessarily
encourage systematic retrieval that highlights connections
between concepts. This study explores the impact of retrieval
practice through concept mapping versus quizzing on exam
performance. Creating a concept map from memory requires
students to retrieve and organize information, potentially
enhancing memory more than simply recalling information.
Results showed that on exams students got proportionally more
multiple choice items correct on a topic previously tested with a
concept map format than when they were previously tested with
multiple choice questions on a quiz, suggesting that retrieving
connections between concepts leads to greater memory than
simply recalling information.
Email: Mareike B. Wieth, mwieth@albion.edu
(3121)
Investigating the Use of Retrieval Practice to Improve
the Efficacy of a Refutation Text. CYNTHIA ALARCÓN,
University of Texas at Austin, MICHAEL BARGER, Duke
University, LISA LINNENBRINK-GARCIA, Michigan State
Univeristy, ANDREW C. BUTLER, University of Texas at
Austin (Sponsored by Paula Hertel) — Research on conceptual
change has found that refutation texts are effective at correcting
misconceptions. Our study explored whether engaging in
post-refutation retrieval practice would improve the efficacy
and/or durability of the intervention. Participants took a pretest and then read a refutation text about Newton’s theory of
motion. In Experiment 1, after studying the text participants
either engaged in retrieval practice or a distractor task, and then
took an immediate post-test. Experiment 2 was the same as
Experiment 1 except the post-test occurred after a delay of one
month and the retrieval practice was spaced over three weeks.
The refutation text improved performance on application
questions about force and motion on the immediate post-test in
Experiment 1, but these gains disappeared after one month in
Experiment 2. In both experiments, retrieval practice improved
retention of information from the refutation text, but did not
improve performance on application questions.
Email: Cynthia Alarcón, cynthiaalarcon@utexas.edu
(3119)
H.M. in the Flesh or as a Cartoon: The Influence of Video
Type on Learning and Test Performance. NICHOL CASTRO,
CYNTHIA SIEW and MARSHA J. MCCARTNEY, University
of Kansas — The use of multimedia in the classroom is
important for student engagement and learning. In this study,
we examined how two different video styles (animated cartoon
vs. live-action documentary) influenced learning of course
material. Introductory Psychology students were shown either
an animated cartoon or a live-action documentary about the
famous case study of the amnesic H.M., and tested on material
relevant to the Memory unit of the course. Students were
assessed with an in-class quiz administered immediately after
video presentation, a post-quiz administered one day later,
a unit exam administered two weeks later, and a final exam
administered 14 weeks later. Video type had a significant effect
on the post quiz and final exam scores. Implications for student
learning and instructional design are discussed.
Email: Nichol Castro, ncastro@ku.edu
(3122)
Pause, Think, and Listen: Generating Key Points During
Lecture Pauses and Then Receiving Feedback Promotes
Learning. KATIE A. CORIA and PHILIP A. HIGHAM,
University of Southampton (Sponsored by Anne Hilstrom) —
Coria and Higham (2016) showed that longhand note-taking
during lectures led to improved memory of lecture material
compared to annotating printed slide handouts (PSHs) or
passively observing. Here, we replicate those results and
investigate a potential mechanism: self-generation. Participants
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watched a 45-minute lecture in one of four encoding groups:
passive observation, PSH annotation, longhand note-taking,
and a new group, key-point note-taking. The last group only
wrote three self-generated key points of the previous lecture
segment during pauses. On both immediate and delayed
memory tests, the key-point note-taking group scored highest,
followed by longhand note-takers, annotators, and passive
observers. Furthermore, key-point note-takers had high
confidence in their answers, suggesting some metacognitive
awareness. They also demonstrated the least amount of mind
wandering and the highest enjoyment ratings compared to
the other groups. The results suggest that self-generation with
feedback is a highly effective learning strategy which can easily
be implemented in classrooms.
Email: Katie Coria, k.a.coria@southampton.ac.uk
the same question three times or three different questions. In
a repeated study control condition, participants repeatedly
studied the information in the application questions using either
the same example or three different examples. Two days later,
participants took a final test with novel application questions.
Experiment 2 included an additional phase on the final test that
was designed to better measure deeper understanding of the
concepts; the second phase involved re-answering the questions
with an explanation of the concepts present. The results indicate
that both retrieval practice and contextual variability produce
superior transfer of learning.
Email: Andrew Butler, andrewbutler@austin.utexas.edu
(3125)
Discerning Misconceptions Through Retrieval Practice.
JACLYN K. MAASS and PHILIP I. PAVLIK JR., University
of Memphis — The testing effect is the well-replicated benefit
of “quizzing oneself ” through retrieval practice, in which
participants must actively retrieve a response, rather than
passively re-reading or re-studying information (e.g., Roediger
III & Karpicke, 2006). Several studies have suggested that
the success during retrieval practice determines the benefit
to learning (e.g., Pyc & Rawson, 2009). While we do not
disagree, the current work focuses on the incorrect responses
to short answer/ free-entry questions, which revealed several
misconceptions regarding the circulatory system. Targeting
specific misconceptions may be a powerful way to lead to
conceptual learning (e.g., Sungur, Tekkaya, & Geban, 2001).
We identified several misconceptions across 2,000 incorrect
responses from 178 participants during retrieval practice.
Discovering these misconceptions is key to focusing on
information that students commonly misinterpret and can
be specifically utilized in creating multiple choice alternative
answer options or “lures.”
Email: Jackie Maass, jkmaass@memphis.edu
(3123)
Individual Differences in Retrieval-Based Studying in
Meaningful Learning: Learning Strategies and Motivation.
RYO SAITO, KAZUNORI SATO, KEIYU NIIKUNI, TATSUYA
HORITA and TOSHIAKI MURAMOTO, Tohoku University
(Sponsored by Hidetsugu Tajika) — This study explored
individual differences in retrieval-based studying in meaningful
learning by focusing on each learner’s use of learning strategies
(MSLQ: Motivated Strategies for Learning Questionnaire) and
motivation (NFC: Need for Cognition). We enrolled 48 primary
school children (11-12 years of age) to complete retrieval-based
studying of a text during the learning phase, and to take a test
(verbatim and applied questions) and a questionnaire during
the final test phase (one week after the learning phase). The
results showed positive correlations between the organization
subscale of the MSLQ and the test score (verbatim [r=.32] and
applied [r=.47]). The results also revealed a positive correlation
between the NFC and the test score (applied [r=.34]). These
results indicate that retrieval-based studying is related to
both a learner’s use of learning strategies, and motivation.
Considering these relationships, acquiring organization and
elaboration skills is important for learners. In addition, teaching
students how to organize and elaborate information should be
a necessary task for primary school teachers, because many of
their students are likely to have had little opportunity to acquire
these skills. Therefore, teachers should teach their students not
only with regard to retrieval practice but also organization and
elaboration.
Email: Ryo Saito, ryosaito@cog.is.tohoku.ac.jp
(3126)
Pretesting to Facilitate Conceptual Learning From Reading
Texts. HANNAH HAUSMAN (Graduate Travel Award
Recipient) and MATTHEW G. RHODES, Colorado State
University — Prior research suggests that taking pretests
enhances learning from reading a text. Specifically, taking
a pretest on factual information that is explicitly stated
in the text increases the likelihood that participants can
answer identical questions after reading than if they had not
answered pretest questions. Yet, a central goal of education is
to develop conceptual understanding. The present experiments
investigated whether conceptual pretest questions facilitate
learning concepts from reading texts. Participants were given
either factual or conceptual pretest questions; a control group
was not given a pretest. All participants then read passages
and took a final test consisting of both factual and conceptual
questions, some of which were repeated from the pretest and
some of which were new. Although factual pretest questions
improved learning for identical factual questions, conceptual
(3124)
Retrieval Practice and Contextual Variability Improve
Transfer of Learning. NATHANIEL RALEY and ANDREW
BUTLER, University of Texas at Austin, ALLISON CANTOR
and ELIZABETH MARSH, Duke University (Sponsored by
James Pomerantz) — Introducing variability during learning
improves transfer (i.e., generalization). We investigated the
concept of variability in an area of research where its effects have
received little attention: learning through repeated retrieval
practice. In two experiments, participants watched a lecture
about geological science and answered application questions
about various concepts. For each concept, they received either
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S. KARPICKE, Purdue University — Ever since ancient times,
the Method of Loci has reportedly been used to memorize vast
amounts of information. However, most of what is known about
this method is based on personal accounts of its effectiveness,
rather than empirical research. In particular, the method of loci
has rarely been compared to other types of effective encoding
tasks, and the criterial test is most often given immediately.
In addition, there is little research on the effectiveness of this
method with elementary school students. Thus, a series of
experiments compared the method of loci to various control
conditions on immediate and delayed recall tests, with fourth
and fifth grade students. The control conditions included
pleasantness rating, study only, and imagery processing. We also
investigated the effectiveness of incorporating retrieval practice
into the method of loci compared to the method of loci alone.
The results demonstrated superior recall when students used
the method of loci as compared to the other encoding tasks,
both immediately and at a delay. Also, incorporating retrieval
practice into the method of loci appeared to provide a memorial
benefit beyond the method of loci alone.
Email: Joshua Whiffen, jwhiffen@purdue.edu
pretest questions did not enhance conceptual learning. These
data have important implications for theories of how tests
enhance learning.
Email: Hannah Hausman, hannah.erin.hausman@gmail.com
(3127)
Explorations of the Testing Effect Under Self-Paced Versus
Fixed-Pace Learning Conditions. JARRETT T. LOVELETT,
STEVEN C. PAN and TIMOTHY C. RICKARD, University
of California, San Diego — Retrieval practice yields better
performance on a later test than does non retrieval based
restudy. That testing effect (TE) is believed to show that testing
is fundamentally more effective than restudy. Crucial to that
interpretation is equivalent time on task, which researchers
often attempt to achieve by holding constant both trial
duration and item repetition (i.e., fixed-pace practice). But
some evidence hints that learners may disengage earlier on
restudy trials than on retrieval trials in the fixed-pace design,
which could exaggerate the magnitude of the TE. One solution
is to use self-paced practice, in which subjects presumably
disengage from learning when they end each trial. We present
several experiments using a novel self-paced design in which
total practice time is controlled at the task level. We found no
evidence that early disengagement from restudy in the fixed
pace design exaggerates the TE. Instead, we show that the TE
is robust to the self-paced design, and we explore the potential
of increasing repetition rate while holding total time constant
to further improve retrieval-based learning. Finally, we discuss
potential advantages of self-paced designs, emphasizing their
flexibility and ecologically validity.
Email: Jarrett Lovelett, jlovelet@ucsd.edu
(3130)
Retrieval Practice and Conceptual Fact Learning With
Diagrams and Definitions. SARAH A. HUTTER, Princeton
University, STEVEN C. PAN and TIMOTHY C. RICKARD,
University of California, San Diego — Does taking a practice
test on one term of a concept promote learning that generalizes
(i.e., transfers) to the rest of the concept? In four experiments
we examined the utility of retrieval practice for inducing
generalizable concept learning. Participants first studied onesentence college biology concepts. In subsequent practice, they
restudied half of the concepts and were tested with feedback
on the remaining half. After a 48 hr. delay, a final test on
both previously tested and untested terms was administered.
Experiment 1 yielded a large benefit of retrieval practice (i.e.,
a testing effect) but no transfer relative to restudy for untested
terms. In an effort to increase conceptual understanding,
diagrams (Mayer and Gallini, 1990) and component term
definitions were added during initial study (Experiment 2) or
during both initial study and practice (Experiment 3). That
elaborative processing increased final test accuracy by 31% but
did not alter transfer results. Recalling two terms per concept
during practice (Experiment 4) produced comparable results.
Thus, learners and educators should use practice tests for
concepts with the understanding that they may yield potent but
piecewise learning.
Email: Steven C. Pan, stevencpan@ucsd.edu
(3128)
The Effects of Pre-Questions on Enhancing Learning From
Video Lectures. ALEXANDER R. TOFTNESS and SHANA K.
CARPENTER, Iowa State University — Previous research has
shown that asking pre-questions about a reading passage leads
to enhanced later memory for the pre-questioned information,
but can sometimes impair later memory for information from
the passage that was not pre-questioned. This may be due to
selective reading, in which the student focuses on finding the
answers to the pre-questions and not on other parts of the
passage. The current experiment explored the effects of prequestions on learning from an educational video, which is not
paced by the student and less likely than a reading passage to
lend itself to selective processing. Unlike the research based on
reading passages, it was found that learning of the information
from the video was enhanced for both the pre-questioned
material and the non-pre-questioned material when compared
to students who did not receive pre-questions. These results
suggest that pre-questions may be an effective means of
enhancing learning from class lectures.
Email: Alexander Toftness, toftness@iastate.edu
COGNITIVE CONTROL OF WORKING
MEMORY
(3131)
Reading Between the LNS: Presentation Modality and
Bilingual Performance. MARTA K. MIELICKI, REBECCA
H. KOPPEL, GABRIELA VALENCIA, JENNIFER CHUN
and JENNIFER WILEY, University of Illinois at Chicago
— The letter-number sequencing (LNS) task is a standard
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Is the Method of Loci an Effective Learning Strategy for
Elementary School Students? JOSHUA W. WHIFFEN,
JEFFREY D. KARPICKE, JANELL R. BLUNT and STEPHANIE
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cognitive assessment included in the WAIS and WISC test
batteries. It involves hearing a series of letters and digits, and
then reporting back the stimuli with the letters in alphabetical
order, and digits in ascending numerical order. Because the
standard administration of the LNS task is oral, this may
disadvantage certain vulnerable populations. Emery, Myerson,
and Hale (2007) have used a visual version of the task to assess
working memory in older participants. The current studies
tested whether the modality of task administration might
impact bilingual performance on LNS. Results suggest that
the standard oral presentation of the LNS task may lead to less
accurate measurement of ability for bilingual participants, and
that visual presentation may be preferable in order to avoid bias.
Email: Marta K. Mielicki, mmieli2@uic.edu
with respect to antisaccade performance, OSPAN largely taps
goal maintenance whereas N-back assesses other aspects of
attentional control.
Email: Janine M. Jennings, jenningj@wfu.edu
(3134)
Response Versus Task-Set Interference: Evidence From a Go/
No-Go Task-Switching Paradigm. PETER DIXON, University
of Alberta — On each trial, subjects made a go/no-go response
to one of three colors, and then pressed the space bar to initiate
the next trial. Thus, trial initiation time on the no-go trials
provide an index of the time to reject the no-go stimuli. Trials
were arranged in runs of twelve in which the same color was
the go stimulus. The first trial in each run showed a substantial
(residual) switch cost, but only when the stimulus was the
previous go stimulus. The results suggest that residual switch
cost occurs at the level of the individual stimuli and responses,
not the task set.
Email: Peter Dixon, peter.dixon@ualberta.ca
(3132)
Mind Wandering: Frequency vs. Degree of Disengagement.
JASON S. TSUKAHARA and RANDALL W. ENGLE, Georgia
Institute of Technology (Sponsored by Mark Wheeler) — Most
research on individual differences in mind wandering is
concerned with explaining how frequently we mind wander.
Research has shown that we tend to mind wander anywhere
from 30-50% of our waking life, more cognitively demanding
tasks reduces mind wandering, and important cognitive
abilities are related to how often we mind wander. However,
this is not the only dimension to mind wandering episodes. For
instance, when a mind wandering episode does occur, there
is likely variability in the degree to which one gets disengaged
from the task. In the current study, subjects were given thoughtprobes while performing attention tasks and asked to rate, on
a scale of 1-5, ‘To what extent was your attention on the task?’.
Using a structural equation modelling approach, we showed
that frequency and degree of disengagement are two separate,
yet related, dimensions of mind wandering and are related to
important cognitive abilities.
Email: Jason Tsukahara, jtsukahara3@gatech.edu
(3135)
Inducing Shifts in Cognitive Control in a Sternberg Memory
Paradigm. MAXWELL L. DRASCHER, University of Oregon,
ANDREW R. A. CONWAY, Claremont Graduate University,
TODD S. BRAVER, Washington University in St. Louis —
The strategic approach to working memory tasks is largely
dependent on the memory-set size of particular trials. When
the set size is small, participants are more likely to successfully
employ an active maintenance strategy. As the set size increases,
however, retrieval-focused strategies may be more effective.
What is not as clear, is the effect of the overall context on how
participants may approach these trials. The Dual Mechanisms
of Control framework suggests that when participants are in
a context that promotes either proactive or reactive strategies,
they may approach the same trials with a different strategy than
they would in a neutral context. In this study we attempted to
shift participants towards proactive control in a session with
smaller set-sizes and towards reactive control in a session
with more recent-negative trials. The results demonstrate that
participants behaved differently on matched trials depending
on the overall context.
Email: Andrew Conway, andrew.conway@cgu.edu
(3133)
Working Memory, Goal Maintenance and the Antisaccade
Task: Comparing N-Back and OSPAN. LAUREN A.
SUSSMAN, NATASHA M. BUTKEVITS, SARAH A.
BLUMENTHAL, DARREN O.J. GEIGER, SARAH E.
FISENNE and JANINE M. JENNINGS, Wake Forest University
— Although OSPAN and N-back are well-used measures of
working memory (WM), they do not correlate highly (Redick
& Lindsay, 2013), and appear to assess different aspects of
WM function. Based on a recent finding in our lab showing
a stronger relationship between antisaccade performance and
N-back relative to OSPAN, we further explored the differences
between these measures by focusing on goal maintenance.
To manipulate goal maintenance, participants completed an
antisaccade task in which the delay between the end of fixation
and antisaccade cue onset (gap interval) was set at 0, 150,
300 or 600 ms. The results showed: 1) significantly stronger
correlations between antisaccade accuracy and N-back versus
OSPAN, and 2) the OPSAN/antisaccade correlations became
significantly greater as gap interval increased while the N-back
correlations remained constant. These findings suggest that,
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Differentiating Stages of Mind Wandering in Relationship
to Working Memory Capacity. MEERA ZUKOSKY and
RANXIAO FRANCES WANG, University of Illinois at UrbanaChampaign — Although widely studied, the process of how
mind wandering occurs still remains unclear. Based on Voss
and Wang (2014), the present study expanded on a novel way of
combining the self-caught and probe-caught method to better
understand time of focus and mind wandering separately.
Participants performed an O-span task and subsequently a basic
FA meditation. During the meditation task, participants first
indicated when they became aware they were mind wandering
(self-caught method). Participants were then asked if they were
mind wandering when probed (probe-caught method), where
probes were based on the average duration of their self-caught
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(3139)
Adjusting Working Memory’s Focus of Attention Influences
Long-Term Memory Retention. MARK D. ZUPPICHINI,
NATHAN J. ZLOCHEVSKY and NATASHA VILANOVA,
Montclair State University, TIMOTHY RICKER, College of
Staten Island & The Graduate Center, City University of New
York, JOSHUA SANDRY, Montclair State University — When
verbal information is sequentially presented, the last serial
position is typically retrieved faster and more accurately than
earlier serial positions. This has been interpreted as evidence
for a static focus of attention (FoA) within working memory.
Contrary to past research, recent evidence suggests that the
FoA is not static but instead a flexible resource capable of
maintaining nonterminal items at a high level of accessibility
when participants are adequately motivated. The present aims
were to (1) investigate whether flexibility within the FoA
holds for semantic information and (2) test whether items
that are flexibly oriented to, thereby increasing opportunities
for attentional refreshing, will also improve memory on a
surprise long-term retention test at the end of the experimental
session. Our results corroborate the flexible nature of the FoA
and further demonstrate that increasing attentional refreshing
positively impacts accessibility to representations stored in
long-term memory.
Email: Joshua Sandry, sandryj@montclair.edu
session. Results showed that time of focus but not time of mind
wandering increased with greater working memory capacity.
This suggests that individuals with higher working memory
capacity were able to focus on the current task longer, but had
no effect on the ability of self monitoring to catch themselves
mind wandering.
Email: Meera Zukosky, zukosky1@illinois.edu
(3137)
Going Deep on the Antisaccade: Informing the Nature of
WMC-Related Attentional Control. MATT E. MEIER and
ADAM J. LYONS, Western Carolina University, BRIDGET
A. SMEEKENS, THOMAS R. KWAPIL, PAUL J. SILVIA
and MICHAEL J. KANE, University of North Carolina at
Greensboro — Working memory capacity (WMC) is considered
an attentional construct, in part because of a strong association
with antisaccade task performance (Kane, Bleckley, Conway,
& Engle, 2001; Unsworth, Schrock, &Engle, 2004). To better
understand the attentional-control characteristics required in
antisaccade tasks and their relation to WMC, we tested whether
mind wandering and attentional fluctuations (operationalized
as RT variation) moderate the WMC-antisaccade association.
In addition, we tested whether any influences of WMC, mind
wandering, and attentional fluctuations: (a) are moderated by
the interval between fixation and the flashing location cue,
and; (b) differentially predict performance on consecutive
trials where the target switches sides. In a quasi-experimental
study, we examined the data provided by 470 subjects who
participated in a study with six WMC measurement tasks, five
attentional tasks with embedded thought probes to measure
mind wandering, five tasks from which we took intraindividual
RT variation measures, and two antisaccade task variants.
Email: Matt Meier, mmeier@wcu.edu
(3140)
Conflict Monitoring Under Pressure: Load-Specific
Modulation of Conflict Adaptation With Concurrent
Working Memory Load. MYEONG-HO SOHN, The George
Washington University, KAYLEIGH A. RYHERD, University
of Connecticut, REBECCA B. WELDON, Juniata College, BIA
KIM, Pusan National University — The current study examined
the hypothesis that working memory (WM) affects cognitive
control via conflict monitoring, a process that detects conflict
signals in the task environment and triggers the regulation of
cognitive control. In Experiment 1, participants performed a
letter version of a flanker task while concurrently maintaining
a set of digits in WM load. The level of WM load was either low
or high, and randomly intermixed within a block of trials. We
found a significant conflict adaptation effect that did not differ
by load level. In Experiment 2, letters were used as WM load,
and the conflict adaptation effect disappeared at both levels of
memory load. The same patterns of results were obtained when
the memory load was blocked with number load (Experiment
3) and letter load (Experiment 4). These results suggest that
conflict monitoring is subjected to the working memory process
in a domain-specific manner.
Email: Myeong-Ho Sohn, mhsohn@gmail.com
(3138)
Influences of Working Memory Load on the Congruency
Sequence Effect. CHAEEUN LIM, YANG SEOK CHO, Korea
University — Previous studies have reported inconsistent
results regarding how working memory (WM) load affects the
congruency sequence effect (CSE). The present study examined
whether the similarity between representations of contents in
WM and stimulus dimensions of a conflict task modulates the
effect of WM load on CSE. In Experiment1, a color memory
task was performed with one of three different conflict tasks,
of which only a task-relevant stimulus dimension (color Simon
task), both task-relevant and irrelevant stimulus dimensions
(color flanker task) or none of stimulus dimensions (shape
flanker task) was overlapped with contents in WM, respectively.
The magnitude of CSE differed significantly with conflict tasks
and CSE disappeared when WM load was placed on the taskirrelevant stimulus dimension (color flanker). In Experiment2,
a spatial memory task was performed with a color Simon or
flanker task. The difference of the magnitudes of CSE between
the tasks approached significance. These results suggest that
WM and CSE mechanisms may share certain resources at a
dimension level.
Email: Lim, Chaeeun, 1992eun@gmail.com
(3141)
Exploring the Mechanisms Underlying the Working
Memory - Executive Attention Relationship. EDDIE A.
CHRISTOPHER and TOM S. REDICK, Purdue University
(Sponsored by Darryl Schneider) — Individual differences in
working memory are correlated with executive attention. For
example, in a pro/anti-saccade task paradigm subjects with
higher working memory make fewer errors than low working
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memory subjects during blocks of anti-saccade trials, but not
pro-saccade blocks. These performance benefits associated
with high working memory have been attributed to better goal
maintenance (intentionally looking away) and more effective
inhibition (inhibiting automatic response to look toward). The
current experiments used eye tracking technology to test these
explanations. Pro/anti-saccade trials were randomly intermixed
within blocks. Subjects with high working memory produced
fewer errors on both pro and anti-saccade. Working memory
differences on pro-saccade challenge an inhibition account,
since subjects shouldn’t be inhibiting any automatic response.
Moreover, when a given trial was different from the one
immediately preceding (going from pro-saccade to anti-saccade
or vice-versa), all subjects produced more errors, suggesting no
connection between working memory and goal/task switching.
Email: Eddie Christopher, chris119@purdue.edu
memory capacity and how two manipulations in our n-back
tasks (lures and the size of the stimulus pool) change the tasks’
relationships to other cognitive abilities. We had 350 subjects
complete 3 complex span tasks, 6 n-back tasks, and 3 measures
of fluid intelligence. We found that n-back tasks and complex
span tasks measure different abilities and that n-back tasks with
a smaller pool of stimuli correlate more strongly with cognitive
ability.
Email: Tyler Harrison, tharrison9@gatech.edu
(3144)
Gender Differences in Sustained Attentional Control Relate
to Gender Equality Across Countries. ELIZABETH B. RILEY
and HIDEFUSA OKABE, VA Boston Healthcare System,
LAURA GERMINE, Massachusetts General Hospital, JEREMY
WILMER, Wellesley College, MICHAEL ESTERMAN and
JOSEPH DEGUTIS, VA Boston Healthcare System — Executive
functions are critical for everyday tasks and success in school
and employment. Understanding gender differences in these
functions, and their potential sources, is an important goal of
psychology and neuroscience and of great relevance to society.
We used a large web-based sample (Exp 1: n=21, 484, Exp 2:
n=10,468, from testmybrain.org) to examine two executive
functions, sustained attentional control and working memory.
We found significant gender differences in aspects of sustained
attentional control only. With participants from 41 countries,
we examined how gender differences in each country relate
to national indices of gender equality. We found that overall
sustained attentional control performance was lower in
countries with less equality and that there were greater gender
differences in omission and commission errors in countries
with less equality. These findings suggest that sociocultural
conditions which value women and men equally can improve
executive functioning and reduce gender disparities in
cognition.
Email: Elizabeth Riley, lissariley@gmail.com
(3142)
Cognitive Control Gradients and Executive Attention in a
Response Conflict Task. CHAD MOFFITT, University of Utah,
JASON M. WATSON, University of Colorado Denver, KEITH
HUTCHISON, Montana State University — Braver, Gray and
Burgess (2007) discussed two modes of cognitive control: a
proactive, preparatory mode in which task goals are engaged
prior to response selection, and a reactive mode in which
goals are engaged in a “wait and see” fashion during response
selection. The current study investigated whether fixation delays
could be used to determine when the engagement of proactive
control occurs in a response conflict task, and whether executive
attention modifies this pattern. Participants completed the
OSPAN task, followed by a saccade task with 25% antisaccade
trials. The fixation period prior to saccade trials varied from
100 to 1000 ms, in 100 ms increments, in an attempt to capture
control gradients. Participants engaged control early on and
continued to increase control. However, high-span participants
continued to engage control to a greater extent as a function of
delay. Results are discussed in relation to individual differences
in proactive control gradients.
Email: Jason M. Watson, jason.watson@ucdenver.edu
(3145)
The Effect of Context Provided by a Person on Reading Span
Performance. SHO ISHIGURO, SATORU SAITO, Kyoto
University — Working memory is thought to be essential for
performing everyday activities, and is thus assumed to interact
with many potential factors operating in everyday life. The
present study focused on social factors, and examined whether
person information (e.g. occupational title), presented as
useful contextual information, promotes working memory
performance. In the experiment, occupational titles were used
as the subject of sentences in the processing component of a
reading span test, and were manipulated in their variability.
Forty-eight participants took part in two conditions: a variedcontext condition in which occupational titles of the sentences
differed across trails, and a constant-context condition in
which an occupational title of the sentences was repeated
across trials. The results showed that reading span scores in the
varied-context condition were higher than the constant-context
condition. This suggests that person information can provide
context to help support working memory functioning.
Email: Sho Ishiguro, ishiguro.sho.grocio@gmail.com
(3143)
What Can n-Back Tasks Tell us About Working Memory
Capacity? TYLER L. HARRISON, Georgia Institute of
Technology, RANDALL W. ENGLE, Georgia Institute of
Technology and University of Edinburgh (Sponsored by
David Hambrick) — One of the most important findings in
differential cognitive psychology, is the relationship of working
memory capacity to a host of important cognitive activities.
However, one often over-looked problem is that researchers
use different cognitive tasks to measure and study working
memory capacity: differential studies often use complex span
tasks to assess working memory capacity while neuroimaging
studies frequently use n-back tasks. The implicit assumption
is that both types of tasks measure the same construct. New
research suggests that these two working memory tasks might
not measure the same construct (e.g., Redick & Lindsey, 2013).
For the present study we were interested in whether n-back
and complex span tasks are both valid measures of working
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(3146)
Stimulus and Decision Type Influence Go/No-go
Performance. ELIZABETH A. WIEMERS and THOMAS S.
REDICK, Purdue University — Though it is typical to use only
one sustained attention to response task (SART) or go/no-go
task to measure mind-wandering or inhibition, respectively,
performance differences based on the stimulus and decision
type have been largely unexamined. Both perceptual and
semantic task versions were compared within subjects and
between subjects across three experiments with between 101
and 106 participants each. Participants were more accurate and
faster on perceptual versions compared to semantic versions,
and show a distinctly different pattern of response times
between versions. Additionally, switching the “go” and “no-go”
stimuli between subjects resulted in performance differences
largely in the error rates. Relationships with working memory
were consistent across versions. These performance differences
are important to consider when selecting which task to measure
mind-wandering and/or inhibition.
Email: Elizabeth Wiemers, ewiemers@purdue.edu
that the primary impairment in ADHD is poor inhibitory
control, specifically, a deficit in executive inhibition, such as
that required to inhibit a prepotent response or maintain the
contents of working memory. In the present study, children
with ADHD trained on the n-back task, and their performance
was compared with an active control group who trained on
general knowledge and vocabulary. The experimental group
demonstrated near transfer to working memory and far transfer
to measures of inhibitory control and parent-reported ADHD
symptoms. These effects, which persisted up to three months
after training, are correlated with the magnitude of training
gains. Our results suggest that working memory training may
be an effective, supplementary intervention for children with
ADHD.
Email: Masha R Jones, m.jones@uci.edu
(3149)
Math Anxiety and High-Pressure Math Exams: An
Exploration of Poor Performance Under Multiple Anxieties.
JASON R. SATTIZAHN, ANDREA T. HENRY and SIAN L.
BEILOCK, University of Chicago — Math anxiety is a fear of
math. When solving difficulty math problems, math anxiety
disrupts working memory (WM), a cognitive resource used to
store and manipulate information. In turn, higher math anxiety
is related to lower math performance, even when accounting
for math ability. Anxiety that disrupts cognitive performance
can also be induced from high-pressure situations. Little
research has analyzed how math anxiety interacts with anxiety
experienced from our environment to impact performance,
even though we face daily pressures that may interact with math
anxiety. We measured the cognitive performance of high and
low math anxious individuals before and after experiencing a
high-pressure math testing situation (N=85). Results showed an
interaction of math anxiety and pressure on math performance
(F(1,83)=4.5, p>.04, h2=.05). High math anxious individuals
displayed initially lower math performance but, after
experiencing pressure, all participants’ performance dropped to
a similar level. While math anxiety is a handicap for some, there
is no additive deficit in math performance when environmental
pressures are high.
Email: Jason Sattizahn, sattizahn@uchicago.edu
(3147)
The Role of Lures in n-Back Working Memory Training.
BENJAMIN D. KATZ, University of Michigan - Ann Arbor,
MASHA R. JONES, University of California - Irvine, MARTIN
BUSCHKUEHL, MIND Research Institute, JOHN JONIDES,
University of Michigan - Ann Arbor, SUSANNE M. JAEGGI,
University of California - Irvine, PRITI SHAH, University of
Michigan - Ann Arbor — The n-back task is widely used in
cognitive training, individual differences, and neuroimaging
research. Here we examine the effect of temporal lures —
items presented approximately but not precisely n-back — on
performance and practice. Use and proportion of lures is not
always systematically manipulated, but the frequency of lures
likely increase Inhibitory control demand of the n-back task.
Study 1 demonstrates that n-back performance is better, and
practice curves steeper, in the absence of lures compared to their
presence. Reasoning was more highly correlated with n-back
without lures whereas response inhibition was more highly
correlated with n-back with lures. Study 2 compares two n-back
practice adaptivity paradigms: (1) standard increase of n-level
with improvement or (2) finer-grained adaptivity varying either
lure proportion or n-level. Progress is slower but steadier in the
finer-grained adaptivity group, suggesting that this paradigm
might have advantages in cognitive training contexts.
Email: Benjamin Katz, benkatz@umich.edu
VISUAL SEARCH I
(3150)
The Low Prevalence Effect Counteracts Confirmatory Bias in
Visual Search. STEPHEN C. WALENCHOK and STEPHEN
D. GOLDINGER, Arizona State University, MICHAEL C.
HOUT, New Mexico State University — Recent research from
Rajsic, Wilson, and Pratt (2015) suggests that people are biased
to use a target-confirming strategy in visual search: Imagine
searching a fruit platter for an apple you know is present.
Your initial strategy might be to “confirm” that the apple is
red by restricting your search to red items. However, if the
majority of fruits on the platter are red (e.g., strawberries),
the more efficient strategy is actually to restrict search to the
minority (e.g., green) items; yet Rajsic, et al. found that people
involuntarily adopt the inefficient, confirmatory strategy, when
(3148)
Working Memory Training Improves Inhibitory Control in
ADHD. MASHA R. JONES, University of California - Irvine,
BENJAMIN KATZ, University of Michigan - Ann Arbor,
SUSANNE M. JAEGGI, University of California - Irvine,
MARTIN BUSCHKUEHL, MIND Research Institute - Irvine,
PRITI SHAH, University of Michigan - Ann Arbor — ADHD
is a developmental disorder characterized by inattention,
hyperactivity, and impulsive behavior. Studies of individuals
with ADHD provide insight into the underlying mechanisms
of cognitive functions. Many current models of ADHD argue
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(3153)
Effects of Feedback Interventions on Low Target Prevalence
Visual Search. MATTHEW A. PALMER and CATHERINE
BISHOP, University of Tasmania, NEIL BREWER and JASON
MCCARLEY, Flinders University — When targets are rare (i.e.,
low target prevalence), performance on visual search tasks is
notoriously poor: targets are often missed when they do appear.
This study examined the effectiveness of two previouslyproposed training interventions to improve performance in
low-prevalence visual search tasks. Participants completed
a security screening task, deciding if a target (a knife) was
present or absent in each of 1200 X-ray images of luggage
(2.5% of images actually contained a target). A no-training
control condition was compared with a true feedback training
condition (involving higher target-prevalence with accurate
feedback) and a false feedback training condition (designed to
promote a more lenient decision criterion). Task performance
was improved by training with true feedback, but impaired by
training with false feedback. Patterns of errors and response
times were analyzed to test whether differences in performance
were due to differences in sensitivity or response criterion.
Email: Matthew Palmer, matthew.palmer@utas.edu.au
searching through simple colored letters. We recently replicated
Rajsic, et al.’s findings and tested whether people adopt a more
flexible strategy if the target rarely occurs in one color versus
another: People indeed demonstrated greater flexibility in this
condition of low prevalence, suggesting that statistical learning
of prevalence information counteracts confirmatory strategies
in visual search.
Email: Stephen Walenchok, swalench@asu.edu
(3151)
Clusters of Response Time Distributions in the SameDifferent Task. VINCENT LEBLANC, Université d’Ottawa,
GUILLAUME DURAND, Maastricht University, SÉBASTIEN
LAUZON, ALEXANDRA TURGEON and DENIS
COUSINEAU, Université d’Ottawa — The same-different
task (Bamber, 1969) is still missing a complete model of
response times (RT) and accuracy (Proctor, 1981). Although
some models (e. g., Ratcliff, 1985) perform well under certain
conditions, they account for the fast-same phenomenon in
atypical conditions only. Because processing strategies affect
RT distributions and accuracies in many tasks, we looked for a
similar effect by analyzing the data of 80 participants obtained
in 4 different variations of the same-different task. In all the
experiments, the two stimuli to be compared were strings of
1 to 4 letters presented successively 400 ms apart. Participants’
RT distributions were clustered using the EP-Means method
(Henderson, Gallagher, & Eliassi-rad, 2015), based on
k-means clustering. When applied to different conditions, we
systematically find the same three types of RT distributions: 1)
a positively skewed distribution with few fast guesses (RT below
200 ms), 2) a near symmetrical distribution with numerous fast
and slow responses, and 3) a distribution with much slower RT,
no fast guesses and many responses exceeding 1 sec.
Email: Denis Cousineau, denis.cousineau@uottawa.ca
(3154)
Expertise Fine-Tunes Mental Representations of Targets
During Challenging Visual Search. MICHAEL C. HOUT,
ALEXIS LOPEZ and ARRYN ROBBINS, New Mexico State
University, MEGAN H. PAPESH, Louisiana State University
— We investigated effects of expertise on accuracy and
oculomotor behavior during difficult visual search. Participants
completed up to 23 sessions, searching simultaneously for 20
different categorically-defined targets. Zero to three targets
could appeared on each trial, with variable frequency, akin to
“prevalence effects.” Unsurprisingly, searchers got faster over
time. Despite increased efficiency, with expertise, they were more
likely to directly fixate targets, and to spend proportionately
more time examining them, relative to distractors. Prevalence
effects (better accuracy to more frequent targets) diminished
but did not disappear across sessions, and more frequent targets
were consistently located more quickly than infrequent ones.
Importantly, despite receiving equal attention (indexed by
oculomotor behaviors), low-frequency targets suffered more
recognition failures (failure to perceive targets after direct
fixation) than high-frequency targets. Our findings suggest that,
with expertise, searchers refine their mental representations for
target categories, particularly common ones, and become more
effective at restricting attention to the most relevant features.
Email: Michael C. Hout, mhout@nmsu.edu
(3152)
The Low-Prevalence Effect Transfers to Across Tasks. JUAN
D. GUEVARA PINTO (Graduate Travel Award Recipient) and
MEGAN H. PAPESH, Louisiana State University (Sponsored
by Stephen Goldinger) — In visual search, the low-prevalence
effect (LPE) occurs when observers fail to detect rare targets,
relative to targets that occur more frequently. To date, the LPE
has only been documented when observers make the same
decision (e.g., target present/absent) across many trials, leaving
open the possibility that the LPE is task-specific. In the present
study, observers completed visual search tasks in which we
manipulated the relative prevalence of targets (45% versus 5%).
Later, they completed change-detection tasks in which the highand low-prevalence targets from visual search appeared among
an array of pictures, each of which were equally likely to change
after a brief delay. Observers who exhibited a search LPE were
less likely to detect changes in low-prevalence targets, relative
to high-prevalence targets, revealing that the LPE transfers
across tasks. This effect is not limited to the specific exemplars
from visual search, but also transfers to other within-category
exemplars.
Email: Juan Guevara Pinto, jgueva3@lsu.edu
(3155)
How Do We Think Collaboration Affects Visual Search
Performance: Metacognitive Accuracy in the Collaborative
Search Process. YUKI MIYAZAKI, Fukuyama University —
Visual search is sometimes collaborative work (e.g., security
screening), although most laboratory studies have examined the
process of how individuals search on their own. The purpose of
this study was to compare performance when searching with
someone (collabo condition) to performance when searching
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alone (individual condition), and to measure participants’
metacognition of their performance (speed and accuracy in
Experiments 1 and 2, respectively) under the two conditions.
First, the participants individually predicted their performance
for search displays twice (i.e., for the individual and collabo
conditions). They rated how fast/accurate they expected to
be on a scale from 1 (fast/accurate) to 100 (slow/inaccurate).
After the metacognitive ratings, the participants performed a
visual search task under the collabo and individual conditions.
The results showed that the participants underestimated (and
overestimated) collaborative search speed (and accuracy),
suggesting metacognition is inaccurate in the collaborative
search process.
Email: Yuki Miyazaki, ymiya@fuhc.fukuyama-u.ac.jp
of visual clutter in rapid target detection, and are clinically
relevant regarding abnormality detection in dense versus fatty
breast tissue.
Email: Ann Carrigan, ann.carrigan@mq.edu.au
(3158)
Survival Processing Enhances Search Efficiency. KIT W.
CHO, University of Houston-Downtown — Rating items on
their survival relevance leads to superior long-term episodic
memory for those items than almost all other well-known
memory-enhancement techniques. This finding, known as the
survival processing effect, suggests that our brain and memory
systems evolved and are molded by natural selection pressures.
Although the survival processing effect has been demonstrated
in the memory domain, there is no research examining whether
the benefits extend to visual search processes. The present study
employed a visual search task in which participants first rated
an object-picture based on its survival relevance or pleasantness
and then located that object-picture target in a search array with
7 or 15 distractors. Rating instructions did not affect search RTs
when there were 7 distractors; however, survival-relevance
ratings reduced search RTs relative to pleasantness ratings when
there were 15 distractors. These results suggest that survival
processing enhances visual search efficiency.
Email: Kit W. Cho, ChoK@uhd.edu
(3156)
Severity of Aquatic Incidents During Free-Viewing and
Focused Attention. LYNDSEY K. LANAGAN-LEITZEL,
Eastern Connecticut State University — Lifeguard surveillance is
a highly challenging search for multiple diverse and ill-defined
targets among multiple diverse distractors. Lanagan-Leitzel
(2012) found that lifeguards were inconsistent in reporting
severe incidents during free-viewing conditions; this could
be explained either by a lack of knowledge or by the division
of attention across the scene. A new sample of lifeguards was
asked to report the severity (0 – 7) of 100 isolated incidents
from Lanagan-Leitzel (2012). Although there was a relationship
between report under free-viewing conditions and severity
rating during focused attention, it was only moderate. Some
incidents that were rated severe had been missed during free
viewing, especially those involving submersion or horseplay. It
is proposed that missed incidents during free viewing are due
to attention being diverted to other critical events as opposed to
lack of knowledge or attentional disengagement. Implications
for lifeguard practice and instruction are discussed.
Email: Lyndsey K. Lanagan-Leitzel, lanaganleitzell@easternct.
edu
(3159)
The Influence of Perceptual Load on Detection of Singleton
Distractors: A Replication of Forster and Lavie (2008).
TESSA ABAGIS and JOHN JONIDES, University of Michigan
- Ann Arbor — Perceptual load has a significant effect on
distractibility. According to the Perceptual Load theory
of attention, high perceptual load leaves few resources for
processing extraneous information and results in less distractor
interference. We conducted a replication of Forster and Lavie
(2008) using a visual search task with meaningful singleton
cartoon distractors presented infrequently above or below
the display. Perceptual load was either high (making the task
perceptually difficult) or low (making the task perceptually
easy). We replicated the distractor and load effects of Forster
and Lavie (2008). Our results show that distractor presence
significantly increased reaction time. High perceptual load also
significantly increased reaction time and error rate. Distractor
interference was significantly lower in the high- compared
to the low-load condition. Furthermore, we examined the
relationship between inattention and recall of the distractors.
We hypothesized that people with higher inattention are more
likely to be distracted by and retain irrelevant information, such
as the cartoon distractors presented in this study. Data will be
presented about this prediction.
Email: Tessa Abagis, tabagis@umich.edu
(3157)
Expertise and the Effects of Density on Detection and
Localisation in Rapid Presentation of Mammograms.
ANN J. CARRIGAN, SUSAN G. WARDLE and ANINA N.
RICH, Macquarie University (Sponsored by Kim Curby) —
Humans are capable of making decisions when shown rapid
presentations of natural scenes. The ability of an experienced
radiologist to rapidly detect an abnormality on a mammogram
may build upon this general capacity. Although abnormality
detection has been shown to be above chance at short durations,
the extent to which abnormalities can be localised at these brief
presentation times is less clear. We extended previous work by
Evans and colleagues (2013), and presented mammograms at
very short durations [250, 500, 750ms], where half contained a
mass. In Experiment 1 we showed that even at 250ms, detection
and localisation accuracy was high, most likely due to target
saliency. In Experiment 2 we manipulated target saliency by
selecting mammograms with varying mammographic breast
density (visual clutter). The results emphasise the importance
(3160)
Selection and Suppression in Priming of Popout Search.
BRYAN R. BURNHAM and KRISTEN PASKO, The University
of Scranton — Intertrial priming effects are ubiquitous, with
studies showing visual search is faster when the features of a
singleton target and of nontargets are repeated than when the
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features are switched. This priming of popout effect (PoP) is
thought to reflect both activation from the preceding target’s
features along with inhibition of the preceding nontarget
features. The present study employed a letter-probe detection
task developed by Gaspelin, Leonard and Luck (2015,
Psychological Science), to examine whether activation and
inhibition bias attention toward the previous target’s features
and away from previous nontarget features, respectively.
Typical PoP effects were observed in response times; however,
accuracy was lower for probes appearing on the singleton target
when its color was repeated. Additionally, accuracy was greater
for probes appearing on the nontargets when that color was
repeated. The results may suggest intertrial feature repetition
facilitates selection, but not feature encoding.
Email: Bryan R Burnham, bryan.burnham@scranton.edu
arising from the separate spatial dimensions. Altogether, the
present findings were interpreted within a theory of conceptual
control that distinguished between conceptual and perceptual
representations of space. Conceptual representations are
compositional, but they depend on non-compositional,
perceptual representations to bind the activations arising from
their separate spatial dimensions, much like non-spatial feature
dimensions do.
Email: Bradley S. Gibson, bgibson@nd.edu
(3163)
The Reliability of the Attentional Momentum as an
Explanation of IOR Is Not Tied to Eye-Movements.
ELISABETH KREYKENBOHM, BERTRAND SAGER,
CAITLYN MCCOLEMAN and THOMAS M. SPALEK,
Simon Fraser University — Posner and Cohen (1984) provided
evidence for a mechanism that deters us from re-examining
previously attended locations (Inhibition of Return, IOR).
The Attentional Momentum account of IOR proposes that
our history of tracking moving objects biases our attentional
deployments towards locations consistent with the principle of
momentum. The consequence being that performance should
be facilitated to the degree that a target appears in a location
consistent with the established momentum (Pratt, Spalek, &
Bradshaw, 1999). This account has been questioned on the
grounds that the facilitation at the opposite location (Opposite
Facilitation Effect; OFE) appears to be unreliable and might
merely be a consequence of eye movements. Inconsistent
with these notions, OFE was reliably obtained in all three
experiments, regardless of whether participants were merely
asked to maintain fixation, fixation was enforced by way of eyetracking, or they were asked to move their eyes (Experiments 1,
2 and 3, respectively).
Email: Elisabeth Kreykenbohm, ekreyken@sfu.ca
(3161)
How Target/Distractor Discriminability Affects Search
Guidance Strategy. JUNHA CHANG and KYLE R. CAVE,
University of Massachusetts Amherst, TAMARYN MENNEER,
University of Southampton, ELINA KAPLAN, University of
Massachusetts Amherst, NICK DONNELLY, University of
Southampton — A search template that guides attention toward
visual targets can be adjusted according to experience. The
present study manipulated the discriminability between target
and distractor colors to determine whether difficult (low)
discriminability elicits more precise representation of the target
colors than easy (high) discriminability. It also explored whether
participants shift away from color guidance when forced to make
more difficult discriminations. One group searched through
randomly mixed trials with easy- or difficult-discriminability
arrays of colored T targets among colored Ls, and another
group searched through easy-discriminability displays only.
We compared fixation data from the easy-discriminability
trials in both groups: participants with experience of difficult
discriminability had more unguided fixations to distractors
with very different colors from the target, suggesting that
participants use color information less to guide search when
color discriminability might be difficult. There was no evidence
that difficult discriminability prompted participants to encode
target colors more precisely.
Email: Kyle R. Cave, kcave@psych.umass.edu
(3164)
Target Present Guessing as a Function of Target Prevalence
and Accumulated Information. CHAD PELTIER and MARK
W. BECKER, Michigan State University — Target prevalence
influences visual search behavior. At low target prevalence, miss
rates are high and false alarms are low, while the opposite is true
at high prevalence. There have been several models of search
that aim to describe search behavior, one of which has been
specifically intended to model search at varying prevalence
levels. This model, the Multiple Decision Model (Wolfe &
Van Wert, 2010) posits that all searches that end before the
observer detects a target result in a target absent response.
However, researchers have found high false alarms in high
prevalence searches, which may indicate an observer who uses
relevant information to make an “educated guess” after search
termination. Here we manipulate target prevalence and the
amount of information that an observer can accumulate about
a search display to test if these sources of evidence are used to
inform target present guess rates. We find that observers use
both information about target prevalence rates and information
(3162)
Guiding
Attention
Using
Compositional
Spatial
Representations: Why Theories of Attention Need Space
to be Represented in Two Formats. PEDRO SZTYBEL and
BRADLEY S. GIBSON, University of Notre Dame — Reference
frames are used in attention research to explain how spatial
locations are defined, but they are also commonly interpreted as
having a compositional structure that encodes spatial locations
in terms of separate parts, much like a Cartesian coordinate
system. This latter conclusion may be unjustified though because
reference frames can be used to define a location without being
compositional in nature. A novel spatial cuing paradigm was
devised to address this issue, and three experiments were
interpreted to suggest that visual attention can be guided by
“compositional gradients” that reflect the combined activation
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about the proportion of the array inspected prior to making
a response to make an informed and statistically driven guess
about the target’s presence.
Email: Chad Peltier, peltie11@gmail.com
instructed feature level, e.g., one of several hues. An advantage
of the centroid task is that attention filters, which estimate for a
participant the influence of each stimulus type in the cloud on
the perceived centroid, can be obtained easily and efficiently.
Previous research from our lab has explored human ability to
construct and efficiently apply attention filters for single-feature
targets drawn from a variety of stimulus dimensions. Here we
document the strong, negative impact on performance that
results when the participant is instructed to attend to target dots
that consist of two or more levels of a single feature dimension,
even when those levels differ categorically from those of the
distractor dots.
Email: Vivian Lu, luvt@uci.edu
(3165)
Loss Aversion in Visual Search: Value-Driven Attentional
Capture Is Modulated by Potential Loss. CASEY M. PHIFER,
Arizona State University (Sponsored by Donald Homa) —
Recent research has shown that reward-related stimuli capture
attention in an automatic and involuntary manner (Anderson,
Laurent, & Yantis, 2011; Theeuwes & Belopolsky, 2012).
Although previous studies have typically focused on the effect
of reward on attention, prospect theory states that potential
losses are weighed more heavily than gains (Kahneman &
Tversky, 1979). In the current study, we investigated the effect
of loss aversion on attention by making losses worth more than
partnering gains. In a visual search task, response time and
accuracy were measured as participants searched for targets
among distractors. Participants were informed that singleton
distractors indicated the magnitude of an available gain or loss
during a trial. Although the optimal strategy was to respond
quickly and accurately, participants were significantly slower
and less accurate during high magnitude trials. The data suggest
that attention is automatically captured by potential loss, even
when it is counterproductive to task goals.
Email: Casey Phifer, Cmphifer@asu.edu
(3168)
Frequency of Target Appearance Modulate Object-Based
Attention. JOSEPH C. NAH and SARAH SHOMSTEIN,
George Washington University — Most evidence for objectbased attentional allocation is drawn from studies employing
the two-rectangle method where the distribution of targets
is biased to the cued object. Thus, it remains unclear to what
extent object-based effects are a byproduct of contributions
from object representations or from spatial attention that is
based on statistical imbalances. Here, we investigate the extent
to which target frequency modulates object-based attention by
systematically manipulating frequency of target appearance in a
particular spatial location. In a set of 5 experiments, participants
were presented with a variant of the two-rectangle method
paradigm in which we systematically manipulated probabilities
of targets appearing either in the cued, uncued-same, uncueddifferent, and diagonal locations. Combined results suggest
that object-based contribution to attentional guidance is a
combination of spatial-probabilities and object contribution,
but that contribution of object representations is fragile and is
easily replaced by spatial biases.
Email: Joseph C. Nah, nah@gwu.edu
ATTENTION: FEATURES AND OBJECTS
(3166)
Problems Using Size Judgements to Study Statistical Summary
Representations. LARIS M. RODRIGUEZ, CHARLES E.
WRIGHT and CHARLES CHUBB, University of California,
Irvine — Ariely (2001) initiated interest in using mean size
judgments to study statistical summary representations
(SSRs). Lately, this topic has generated considerable interest.
However, as first noted by Myczek and Simons (2008), mean
size judgments are inefficient. In the research reported here,
observers were briefly presented with a cloud of either 3 or 9
squares and, in different sessions, were asked (a) to estimate its
mean size, (b) to calculate its centroid ignoring size difference,
or (c) to calculate its centroid weighting the elements of the
cloud according to their size. Efficiency was high in both
centroid tasks, and substantially lower in the mean-size task.
These results suggest that stimulus size is registered accurately
and can be used effectively in the context of centroid judgments
but not for judgements of mean-size. Given these results, size
judgments may be a poor task to use to study SSRs.
Email: Laris Rodriguez, larisr@uci.edu
(3169)
Target-Distractor Similarity in Feature and Conjunctive
Centroid Judgements. A. NICOLE WINTER, CHARLES
CHUBB, CHARLES E. WRIGHT and GEORGE SPERLING,
University of California at Irvine — Tresiman and Gelade’s
(1980) Feature Integration Theory proposed that, in the context
of visual search, feature targets are detected more easily because
they allow for parallel search of the entire display, whereas
conjunctive targets are more difficult because they require
serial search. However, in the context of centroid judgments,
conjunctive targets are not necessarily more difficult. Our
previous research (VSS, 2016) demonstrated improved
performance for conjunctive centroids relative to the centroids
of some component features. Here, we extend these findings by
varying target-distractor similarity in feature and conjunctive
centroid judgments, using the feature dimensions of luminance
and shape. Results: centroid performance closely mirrors targetdistractor similarity. Performance on conjunctive centroid
estimations is as good or better than on component-feature
(3167)
Target-Item Heterogeneity Undermines Performance in
Estimating Centroids. VIVIAN LU, CHARLES E. WRIGHT
and CHARLES CHUBB, University of California - Irvine — In
a centroid task, the participant views a briefly presented cloud
of dots and then indicates with a mouse-click the apparent
center of the “target” dots, a subset identified by a single,
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centroids estimations. These results are consistent with Buetti’s
recent account of stage 1 processing (Buetti, Cronin, Madison,
Wang & Lleras, 2016).
Email: Nicole Winter, nicole.winter@uci.edu
a surprise memory test. However, the surprising nature of the
test question might contribute to forgetting. To test whether
attended attributes are encoded in WM, we modified Chen and
Wyble’s paradigm to include a second shaped-based singleton
search task. Critically, if an attribute being held in WM is
present in this second search task, it will capture attention.
Across two experiments, we replicated the failure to report the
attended attribute using a surprise memory test, but also found
the presence of the previously attended attribute in the second
search task captured attention. These findings suggest attended
attributes are maintained in WM, though to a weaker extent
than if the attribute is required for report.
Email: Geoffrey W. Harrison, 8gh3@queensu.ca
(3170)
The Impact of Cross-Modal Attention Entrainment on Visual
Gap Detection in Older Adults. ASHLEY S. BANGERT, The
University of Texas at El Paso, JENNIFER COANE, Colby College
— Regular auditory signals drive peaks in visual attention,
leading to improved performance on simple visual attention
tasks in younger adults (Miller, Carlson & McAuley, 2013). The
current study investigated whether older adults show similar
benefits of cross-modal attention entrainment. Fifty-eight older
adults completed a task where they identified the side (left or
right) in which a gap was located on a briefly presented and
backward masked square presented on the computer screen.
Prior to each trial participants heard seven equidistant tones.
The trial was then presented at the moment an 8th tone would be
expected (600 ms after the 7th tone) or earlier or later than that
expected moment by ±21 ms or ±76 ms. Quadratic patterns in
performance were found; higher accuracy and faster reaction
times emerged for trials presented at or close to the expected
moment. This suggests that cross-modal entrainment of
attention is preserved with age.
Email: Ashley S. Bangert, asbangert2@utep.edu
(3173)
Do Intervening Events Always Turn Repetition Benefits Into
Repetition Costs? MATTHEW D. HILCHEY, JASON RAJSIC,
GREG HUFFMAN and JAY PRATT, University of Toronto
— When successive stimuli require identification, repeating
and alternating features yield benefits and costs, respectively.
According to episodic integration theory, features are bound
together into a memory trace such that subsequent matching
and mismatching events are efficiently and inefficiently
re-enacted. Recently, it has been shown that intervening
response events between identification targets disrupt episodic
integration, which turns stimulus-response repetition benefits
into costs. These findings suggest that other episodic integration
effects, like location-response repetition benefits, may reverse
when separated by intervening response events. To test this,
we inserted intervening response events between identification
targets that randomly repeated or switched locations, while
distinguishing stimulus from response repetition by mapping
two instead of one stimulus onto each hand. Neither the
stimulus-response nor location-response repetition benefits
were reversed, suggesting that an intervening response event
is not always sufficient for repetition costs, and that memory
traces may be more robust in demanding tasks.
Email: Matthew Hilchey, matthew.hilchey@utoronto.ca
(3171)
Integrating Cue and Value Information in the ValueDriven Attention Network During Associative Learning.
BRIAN A. ANDERSON, Johns Hopkins University — Through
associative reward learning, arbitrary cues acquire the ability
to capture visual attention. Previous studies have examined
the neural correlates of value-driven attentional orienting,
revealing elevated activity within a network of brain regions
encompassing the visual corticostriatal loop and intraparietal
sulcus. Such findings raise the broader question of how visual
signals are combined with reward signals during learning to
create a representation that is sensitive to the confluence of
the two. In the present study, the entire value-driven attention
network was activated by the receipt of high reward during a cuereward associative learning task. Further examination of these
reward signals revealed information about the identity of the
preceding cue in the caudate tail and lateral occipital complex,
and information about the location of the preceding cue in
the intraparietal sulcus, while early visual cortex represented
both location and identity. The results reveal stimulus-specific
reward signals within the value-driven attention network.
Email: Brian A. Anderson, bander33@jhu.edu
(3174)
Is Tracking Capacity Limited by a Discrete or Continuous
Resource? ANNIE TRAN and JAMES E. HOFFMAN,
University of Delaware — There is a limit to the number of
objects that our visual system can track at any given moment, as
exemplified by the multiple object tracking task (MOT; Pylyshyn
& Storm, 1988). One explanation for capacity limits on tracking
performance is that tracked objects compete for a limited
attentional resource. Resource allocation can either be discrete
or continuous. In discrete allocation, each object receives a fixed
portion of the resource while continuous allocation allows for
flexible distribution of resources between objects. We examined
this question by measuring the precision with which targets are
tracked. A mixture model was used to derive separate estimates
of tracking resolution and the maximum number of targets that
could be tracked. We found marked individual differences in
(3172)
Are Non-Reported Attended Attributes Really Forgotten?
GEOFFREY W. HARRISON, MELISSA KANG and DARYL E.
WILSON, Queen’s University (Sponsored by D. J. K. Mewhort) —
Recently, Chen and Wyble (2015) demonstrated that attending
a target feature does not result in that feature being encoded
into working memory (WM). This conclusion was supported
by participants’ failure to report the attended attribute during
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results at high tracking loads, where half of the participants
tracked only a few targets with high precision while others
tracked many targets with low precision.
Email: Annie Tran, atran@psych.udel.edu
of visual stimuli during saccadic eye movements are usually not
perceived unless the displacement is large relative to saccade
amplitude. In two experiments we show that presenting a
blank interval after the saccade before presenting the displaced
stimulus improves people’s ability to detect that the stimulus
has been displaced and also their ability to judge the direction
that it has been displaced, but only for displacements in the
direction opposite to the saccade (backward displacements).
A third experiment showed that this was due to subjects
misperceiving the saccade target location as being closer to
the initial fixation point at saccade onset but remembering
its location more veridically 50 ms later. This has the effect
of improving the detection of displacements as well as their
direction of displacement, but preferentially for backwards
vs. forward displacements. The results have implications for
theories of perceptual stability across saccades.
Email: David E. Irwin, irwin@illinois.edu
(3175)
Turn That Frown Upside-Down - or Into any Shape You
Want. LIA N. KENDALL, QUENTIN RAFFAELLI, ALAN
KINGSTONE and REBECCA M. TODD, University of British
Columbia — Cartoon images can be seen as simplified and
exaggerated depictions of real world stimuli. Yet most cartoon
media also contain symbolic elements that require learning
or culture to understand. It is unclear to what degree the
communicative power of cartoon images relies on verisimilitude
versus learned associations. We hypothesized that cartoons
are unique in their use of symbolic elements even at the cost
of real-world resemblance. To test this, we employed a face
sensitive ERP component, the N170 as an index to examine
whether, in a pre-post design, a learned arbitrary symbol (e.g.,
:&) could replace a previously known one (e.g., :)) in effective
communication of facial emotion. Results showed that, while
there was a distinct ERP amplitude pattern for unknown relative
to recognized emotional expressions, this pattern shifted to
match known expressions once their meaning is learned.
This finding supports the role of symbolic communication in
cartoon imagery.
Email: Lia N. Kendall, lia.noelle.kendall@gmail.com
(3178)
Eye Movement Patterns Among Salient Regions Predict
Individual Differences. TAYLOR R. HAYES and JOHN
M. HENDERSON, University of California, Davis — An
understudied area in scene perception is the degree to which
individual differences influence scene-viewing behavior. The
present study investigated this issue by predicting individual
differences in viewer cognitive capacities from regularities
in their sequential eye movement patterns. Seventy-nine
participants completed a free-view memorization task
for 40 real-world scenes while their eye movements were
recorded. Cognitive individual difference measures including
intelligence, speed of processing, and working memory
capacity were collected across subsets of participants. Successor
Representation Scanpath Analysis (SRSA, Hayes, Petrov, &
Sederberg, 2011) was used to capture statistical regularities in
each participant’s scanpaths across the 5 most salient regions
in each scene based on overall fixation density. Leave-one-out
cross validation demonstrated SRSA could explain individual
differences in viewer intelligence (r2=0.40), speed of processing
(r2=0.36), and working memory capacity (r2=0.37). These results
suggest that underlying individual differences in observers
significantly influence how salient information is encoded
during real-world scene perception.
Email: Taylor R. Hayes, trhayes@ucdavis.edu
(3176)
Object Closure Affects the Strength of Object-Based
Attentional Filtering. GRACE NICORA and ADAM S.
GREENBERG, University of Wisconsin-Milwaukee — Shifts of
object-based attention (OBA) are affected by object closure in
the double-rectangle paradigm (Marino & Scholl, 2005). We
investigated how closure affects object selection strength, using
flanking distracters. We manipulated a set of vertical rectangles
by removing the horizontal ends of each rectangle. A centrally
presented rectangle (rectangles condition), or two parallel lines
(lines condition), were flanked by four identical objects. One
end of the central object was then exogenously cued. Target/
distracter letters were presented on the objects and subjects
performed a letter discrimination. Flankers were congruent/
incongruent with the target. Experiment 1 (homogenous
objects) showed that OBA selection is strong when objects
are closed, preventing flankers from influencing performance.
Experiments 2 (flankers always lines) and 3 (flankers always
rectangles) showed that both target & flanking objects aid
distracter filtering. Experiment 4 (cue-less) showed that closure
doesn’t affect performance without OBA. Thus, OBA selection
strength critically depends on object closure.
Email: Adam S. Greenberg, agreenb@uwm.edu
(3179)
The Relationship Between Eye Movements and Task
Performance Depends on How Quickly Observers Settle
Into a Particular Mode of Viewing. MONICA L. ROSEN
and MARK MILLS, University of Nebraska - Lincoln, EDWIN
DALMAIJER, University of Oxford, MICHAEL D. DODD,
University of Nebraska - Lincoln — During scene viewing, eye
movements shift from a global mode (long saccades, short
fixations) to a local one (short saccades, long fixations), possibly
reflecting a shift in priority for spatial information early on to
object recognition/encoding later. In support, Velichkovsky et
al. (2002, 2005) used a recognition paradigm to demonstrate
that local mode fixations are positively related to recognition.
Whether this pattern is modulated by task-related factors is
SCENE PROCESSING
(3177)
How Blanking Affects Detection of Stimulus Displacements
Across Saccadic Eye Movements. DAVID E. IRWIN and
MARIA M. ROBINSON, University of Illinois — Displacements
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unclear. While studies have shown that eye movements differ by
task, these studies did not measure task performance, making
it unclear whether task-related variation in eye movements
is reflective of a task-dependent shift from spatial-to-identity
processing. To examine this issue, subjects viewed scenes
while performing either a search, memorization, or evaluation
task. We found that local mode eye movements were related
to memory performance only when the global-to-local shift
occurred rapidly such that the local mode was dominant longer
during viewing.
This research was supported by the NIH grant R01EY022974
to M.D.D.
Email: Monica L. Rosen, rosen.monica@huskers.unl.edu
findings ought to help interface designers create easier to search
interfaces by making implicit stimulus-driven information that
guides attention visible.
Email: Jeremiah Still, jstill@odu.edu
(3182)
Default Visual Perspective-Taking for Multiple Agents and
Attentional Sets. LEWIS J. BAKER and DANIEL T. LEVIN,
Vanderbilt University — Researchers have proposed that
humans employ a rapid, default and early-developing system for
encoding another’s perspective. Some proponents of this idea
imply that the processing costs incurred when another agent
holds a different perspective reflect an exhaustive guidance of
attention to all regions accessible by every agent in a scene.
This study investigated perspective taking in scenes containing
multiple agents and attentional sets. Participants responded
whether they or another agent could see a number of objects
from one of two salient sets. Participants responses were equally
slower and more error prone when any perspective differed
from their own, and this interference was limited to attended
sets of objects. Default perspective taking is not sensitive to
multiple perspectives and is limited to attended objects.
Email: Lewis J. Baker, lewisjbaker@gmail.com
(3180)
Variance Decomposition of Two Million Eye Movements:
A Guide for Focusing Resources in Scene Perception
Research. MARK MILLS and MONICA L. ROSEN, University
of Nebraska - Lincoln, EDWIN DALMAIJER, University of
Oxford, MICHAEL DODD, University of Nebraska - Lincoln —
An effect of current task goals on eye movements during scene
viewing is well-supported, though, studies disagree on its time
course. An obvious, albeit unexciting, explanation is that some
aspect of the experimental context (and independent of the
task) differing between studies is responsible. To investigate this,
random coefficients modeling was used to examine the extent to
which different contextual variables explained variability in the
effect task over time for a sample of 2,000,000 eye movements
nested in 1,200 subjects viewing 120 scenes (sampled randomly
from the same set) for 8 seconds each while performing the
same set of viewing tasks (scene search, memorization, and
rating) under one of 26 experimental contexts. We found that
the nature of the semantic relationship between the target of
the task and the content of the scene (semantically congruent
versus orthogonal) explained a substantial portion of this
variance, suggesting target-scene associations deserve further
scrutiny.
This research was supported by the NIH grant R01EY022974
to M.D.D.
Email: Mark Mills, mark.mills2@huskers.unl.edu
(3183)
An Eye-Tracking Study to Identify Variables That Affect
the Interpretation of a Purportedly Paranormal Event.
ANDREW HUNT, TYLER HUBBARD, KEVIN ANDERSON,
CHRISTOF FEHRMAN and WILLIAM LANGSTON, Middle
Tennessee State University — We evaluated the relationships
between belief, experience, and personality with the
interpretation of a purportedly paranormal event. Participants
watched a video of ghost investigators communicating with
a spirit. We measured schizotypy, paranormal belief (pre and
post) and cognitive reflection. Data regarding participants’
visual fixations were recorded. The influence of the dependent
measures was assessed for prior belief, change in belief,
interpretation of the video, and what participants watched.
Similar to the predictions from a model of positive delusions
proposed by Garety et al. (2001), different variables were
associated with prior belief versus the interpretation of the
event. Prior belief was associated with ghost experience and
schizotypy. Interpretation was associated with prior belief and
suspicion. These results extend the application of a model for
delusions to more routine anomalous beliefs and highlight the
fact that variables influencing the formation of beliefs are less
relevant for understanding how beliefs influence perception
and how beliefs change.
Email: William Langston, william.langston@mtsu.edu
(3181)
Using Computational Models to Quantify Stimulus-Driven
Influences in Webpages. JEREMIAH D. STILL and JOHN
HICKS, Old Dominion University, JAY GALL, San Jose State
University — One critical factor in whether a search will be fast
and effortless is visual saliency. If we are searching for an object,
it is easier to find one that is visually salient than one that is not.
Although many researchers have examined the performance of
stimulus-driven computational models within natural scenes,
relatively few have explored interfaces. Still and Masciocchi
(2010) suggested that the classic Itti, Koch, and Niebur (1998)
Saliency model is capable of predicting the initial fixations
in webpages. The present study expands on that research by
comparing the performance of popular saliency models across
a variety of webpages (i.e., mostly images, half text and images,
mostly text). Results of this study reveal the strengths and
weaknesses of each model within these atypical stimuli. These
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Perception of Dynamic Scenes: What is Your “Heider
Capacity”? FARAHNAZ AHMED WICK, University of
Massachusetts Boston, SAHAJ GARG, Bridgewater-Raritan
High School, ABLA ALAOUI SOCE and JEREMY M.
WOLFE, Harvard Medical School and Brigham & Women’s
Hospital — The classic animation experiment by Heider and
Simmel (1944) demonstrated our strong tendency to impose
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narratives on interactions of three simple geometric shapes. We
investigated the limits on our ability to use such narratives in
communications about dynamic scenes. We created 30-second,
Heider-style cartoons containing 3 to 9 items whose trajectories
were generated by simple rules (follow, avoid etc). Ten Amazon
Mechanical Turk participants wrote short narratives for each
cartoon which were scored for accuracy by lab assistants. A new
group of participants (N= 48) were shown a cartoon and then
presented with a narrative that either did or did not match that
specific cartoon. Participants rated the fit of the narrative to the
cartoon. ROC curves, generated from the rating scale data, show
good performance with three objects but poor performance for
larger set sizes, suggesting a limit on visual working memory
and/or multiple identity tracking.
Email: Farahnaz Ahmed Wick, fwick@cs.umb.edu
memorability does not affect attentional engagement for a tobe-ignored picture, while it does increase the time it takes to
consolidate a to-be-remembered picture into working memory.
Email: Mark Nieuwenstein, m.r.nieuwenstein@rug.nl
(3187)
The Role of Context in Boundary Extension. A. EZGI
MAMUS and AYSECAN BODUROGLU, Bogazici University —
Boundary extension (BE) is a prediction error arising from the
expectation of the continuation of the current scene view and it
has been argued that context may promotes BE (Intraub, 2012).
In two separate studies we investigated the role of context in BE.
In Experiment 1, observers viewed scenes that either contained
semantically consistent or inconsistent objects as well as objects
on white backgrounds. In Experiment 2, observers viewed
abstract shapes on blank backgrounds. We also measured
individual differences in visual and spatial imagery ability. In all
types of scenes and the white background condition there was a
BE effect; this was mediated by individual differences in spatial
imagery. Critically, semantic inconsistency in scenes reduced
BE. When abstract shapes were used instead of meaningful
objects, no BE effect was seen. These results suggest that factors
like semantic consistency and individual imagery ability impact
one’s likelihood of extending scene boundaries.
Email: A. Ezgi Mamus, zgmamus@gmail.com
(3185)
How Eye Movements Illuminate Bridging Inference
Generation in Wordless Sequential Narratives. JOHN P.
HUTSON, Kansas State Univeristy, JOE P. MAGLIANO,
Northern Illinois University, TIM J. SMITH, Birkbeck, University
of London, LESTER C. LOSCHKY, Kansas State University
— The current study investigates the process of generating
bridging inferences while viewing visual sequential narratives.
Using a series of children’s wordless sequential narratives, we
created ellipses, in which during selected 3-image sequences, a
highly inferrable action in the middle of the sequence was either
shown or missing. Previously, we found when the inferrable
actions were missing, viewers readily inferred them, as shown by
viewing times and think-aloud protocols. Here, we investigated
the effects of such bridging inference generation on eyemovements, both in terms of basic eye-movement parameters
(fixation counts, saccade lengths, and fixation durations), and
fixation density heat maps. We found that greater fixation
counts, but not longer fixation durations, account for the
longer viewing times when viewers must infer actions. We also
investigate whether the judged inference-generation utility of
various objects in a scene is related to the probability of fixating
those objects in the ellipsis versus non-ellipsis conditions.
Email: John Hutson, jphutson@ksu.edu
(3188)
Linear Ranking Scales of Naturalness and Openness of
Scenes. HANSHU ZHANG, JOSEPH WOODWORTH
HOUPT and ASSAF HAREL, Wright State University — There
is clear evidence that people use global scene properties faster
than basic-level information in scene categorization. However,
there is uncertainty about the degree to which scenes are
characteristic of various global properties. The current study
aims to establish a reference scale to capture the degree to
which scenes contain particular global properties. Participants
were asked to judge which of a random pair of scenes was more
natural, man-made, open, or closed. To assess how the scenes
were ordered along these dimensions, we applied a standard
ranking system for generating a scale for each property. Splithalf reliabilities were high for each individual scale, although
there were significantly smaller correlations between the
opposing scales (e.g., more open compared with more closed)
than within a single scale. In future work, we hope to use these
scales as the basis for studies on the interrelations between the
perceptual processing of these attributes.
Email: Hanshu zhang, zhang.180@wright.edu
(3186)
Dwelling on Memorability: Effects of Long-Term Picture
Memorability on the Attentional Blink. MARK R.
NIEUWENSTEIN, MAXIMILIAN LINDE and HEDDERIK
VAN RIJN, University of Groningen — Although people have
an extraordinary ability to recognize and remember pictures
of visual scenes, there are also large and consistent differences
in how well different pictures are remembered (Isola et al.,
2014). What determines a picture’s worth in memorability is
not fully understood. Here, we used the attentional blink as a
tool to investigate how memorability affects the selection and
consolidation of a picture into working memory. Participants
had to remember or ignore a picture of high or low memorability
and they had to identify a trailing, masked letter that appeared
at an SOA of 140-700 ms. Memorable pictures produced a
longer attentional blink than non-memorable pictures, but only
when the pictures had to be remembered. This suggests that
LANGUAGE PRODUCTION/WRITING
(3189)
Effects of Situational Stress on Word Retrieval in Young,
Middle-Aged, and Older Adults. CHRISTOPHER J.
SCHMANK, LORI E. JAMES and ADAM SILVER, University
of Colorado Colorado Springs — High-stress testing conditions
(i.e., evaluative observation while performing challenging
tasks) cause increases in the word retrieval failures known as
tip-of-the-tongue states (TOTs) compared to low-stress testing
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conditions. In the present study, young (ages 18-29), middleaged (ages 30-60), and older adult (ages 61-85) participants were
randomly assigned to a high- or low-stress testing condition.
They named famous faces (producing proper names) and
definitions (producing common nouns), and indicated TOTs
as they occurred. For all age groups, participants in the highstress condition had more TOTs than those in the low-stress
condition, using various calculations of TOT rates. There were
effects of item type, with proper names being harder to retrieve
than common nouns, but item type did not interact with stress
condition. There were some main effects of age group, but age
group never interacted with stress condition. Results indicate
that situational stress impairs word retrieval similarly for names
and non-name words, irrespective of participant age.
Email: Christopher Schmank, cschmank@uccs.edu
paralleled the structure of training items. When examining
knowledge development, learners in the simple input condition
evidenced more diverse types of knowledge than learners
in the complex input condition. These results suggest that
providing L2 learners with simple input may facilitate overall
L2 development at the initial stages of learning an L2.
Email: Katherine Brill-Schuetz, kbrill@uic.edu
(3192)
Factors That Would Affect Adults’ Learning of Summary
Writing. HAIYING LI, Rutgers University, ARTHUR C.
GRAESSER, University of Memphis — Summarizing is an
important skill not only in academic writing but also in career
development. This study explored three latent factors that
would potentially affect adults’ learning of summary writing in
a conversation-based intelligent tutoring system with computer
agents (AutoTutor): individual differences, engagement, and
learning progression of summarization. Indicators of individual
differences were age, gender, years of English learning, native
language, education, prior comprehension and summarizing
skills, and computer experience. Indicators of engagement
were self-reports of affect, mind wandering, and text difficulty
in addition to summary writing time. Indicators of learning
progression were acquisition of macro-level text structures
(compare-contrast and cause-effect) in the formats of multiplechoice questions, summary writing, and summary evaluation.
Structural equation models confirmed that engagement was a
distinctive predictor of the quality of summaries in addition to
individual differences and learning progressions.
Email: Haiying Li, haiying.li@gse.rutgers.edu
(3190)
Spontaneous Rates: Evaluating Domain-Specific and
Domain-General Factors in Production Timing. EMMA B.
GREENSPON, University at Buffalo, State University of New
York, CAROLINE PALMER, McGill University, PETER Q.
PFORDRESHER, University at Buffalo, State University of New
York — The current study addressed whether spontaneous
production rates are driven by an endogenous timing
mechanism. Pianists uttered sentences from memory, played
melodies on the piano from memory, and tapped their finger
repeatedly on different trials, all at a comfortable self-selected
rate. We analyzed spontaneous rates within and across tasks.
Absolute values of spontaneous rates were domain-specific:
Spontaneous speech rates were significantly faster than
spontaneous rates in piano or tapping performance. However,
individual differences in spontaneous rates were correlated
across domains: Individuals who were relatively slow speakers
tended to also be relatively slow pianists and tappers. In addition,
the magnitude of rate differences across individuals varied
across domains: The ranges of displayed rates across individuals
in tapping and piano were much greater (over four times larger)
than those displayed in speech production. In sum, we found
evidence for a general endogenous timing mechanism that is
constrained by domain-specific factors.
Email: Emma Greenspon, ebgreens@buffalo.edu
(3193)
From Left to Write: Optimality Theory Modelling of
Handwriting in Hebrew and English. GALI ELLENBLUM and
MICHAEL MCCLOSKEY, Johns Hopkins University — Why do
we write letters the way we do? The writing strokes comprising
a particular letter could be produced in many orders and
directions, but most of those are never observed. Researchers
have proposed principles underlying stroke patterns (e.g., no
down-up strokes), but those often conflict and are frequently
violated. In this study, Native Hebrew and English speakers
wrote on a graphics tablet, and the order and direction in which
they produced strokes was analyzed. Applying the principles
of Optimality Theory (OT; Prince & Smolensky, 1993), a
computational framework originally developed in the context of
phonology, we argue that violable, ranked constraints account
for the way Hebrew and Roman characters are produced. We
further show that OT sheds light on differences between the
writing of the two scripts, between the handwriting of different
participants, and between the prescribed and actual writing,
and that it can resolve previously unanswered questions.
Email: Gali Ellenblum, gali@jhu.edu
(3191)
Keep It Simple? The Effects of Simple vs. Complex Input
in Adult Second Language Development. KATHERINE A.
BRILL-SCHUETZ and KARA MORGAN-SHORT, University
of Illinois, Chicago — The current study examined how second
language (L2) input, simple vs. complex, may differentially
affect initial adult L2 development (e.g., Kersten & Earles, 2001).
Participants were assigned to L2 training conditions where they
received either simple or complex input. Afterwards, participants
completed a grammaticality judgment task (GJT) and a
comprehension task to assess L2 development. Participants also
responded to subjective measures that were embedded in the
GJT to assess knowledge development (Rebuschat &Williams,
2012). Results showed better overall development for learners
who received simple input. Participants who received complex
input showed above-chance performance on test items that
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Is There Corn When You Write Corner? Evidence of
Decomposition in Written Production of Semantically
Transparent and Opaque Words. VICTORIA SHUSTER and
MICHELE MIOZZO, The New School — Various results suggest
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that the same neural substrates support the processing of
orthographic information in reading and spelling. These shared
brain mechanisms could cause features that are important
for either reading or spelling to play a role in the other task.
We explore this hypothesis by examining morphology. In
reading, decomposition has been shown to occur with both
semantically transparent (camper) and opaque (corner) words.
We investigate an individual (LC) with acquired brain damage
and spelling deficits. LC was more accurate in writing inflected
and derived words than matched monomorphemic words.
The same advantage appeared with morphologically opaque
words (corner) and striking similarities were observed between
morphologically opaque and transparent words. These findings
provide the first evidence that opaque words are represented
in a decomposed form within the orthographic information
accessed in writing. In addition to suggesting that there are
shared processes for reading and writing, our findings reveal
that processes that have a specific function in one orthographic
task may surface in another orthographic task where this
function may not be relevant.
Email: Victoria Shuster, shusv046@newschool.edu
whose answer was a specific proper name or non-name, and
they indicated whether they knew, did not know, or were
having a TOT. Results demonstrated a causal link between
emotionally-arousing words and TOTs: Saying taboo words
decreased TOTs for non-names, while positive words decreased
TOTs for both non-names and names. Results are discussed in
terms of mechanisms that may be responsible for a relationship
between emotional processing and phonological retrieval.
Email: Lise Abrams, abrams@ufl.edu
(3197)
Process of Metaphor-Literal Expression Production in
Emotional Contexts. RYUNOSUKE OKA and TAKASHI
KUSUMI, Kyoto University — The present study aimed to verify
whether topic description affects metaphor production. It also
aimed to verify whether the effect of topic description differs
between metaphor and literal expressions. In Experiment
1, participants (N = 23) recalled and explained their past
emotional experiences separately in two different topics: (i)
actions, and (ii) feelings they had at that time. In each topic,
participants had to make two different expression types
separately: (a) metaphor, and (b) literal. Explanation time and
subjective difficulty rating in producing each expression were
recorded. Participants took longer and felt it more difficult to
produce metaphoric than literal expressions. In addition, in
the metaphor condition, participants took longer and felt it
more difficult to explain actions than feelings. In Experiment
2, participants (N = 22) read a short story and were asked to
explain their emotional experience if they were a character
in the story. Participants took longer and felt it more difficult
to make metaphoric than literal expressions. In addition, in
the metaphor condition, participants felt it more difficult to
explain actions than feelings. However, the magnitude of the
interaction effect between description target and expression
type on explanation time decreased in this experiment.
Email: Ryunouske Oka, oka.ryunosuke.45s@st.kyoto-u.ac.jp
(3195)
Taboo Distractors Influence Processing of Negative
Distractors in Picture-Word Interference. KATHERINE K.
WHITE and NICOLETTE P. GLIDDEN, Rhodes College, LISE
ABRAMS, University of Florida — Strong emotional words are
known to capture attention and slow speech production. For
example, taboo distractor words slow picture naming more than
other types of distractors. The present experiments investigated
whether the effect of negative and positive distractors on picture
naming is moderated by the presence of taboo distractors.
Target pictures were accompanied by distractors that varied in
valence (negative, positive, neutral), including taboo distractors
in Experiment 1 but not Experiment 2. Carryover effects of
emotional distractors were measured on subsequent filler
pictures without accompanying distractors. Negative distractors
slowed target naming times only in Experiment 1 when taboo
trials were present. Carryover effects occurred where target
trials with negative or positive distractors sped filler naming
times but only in Experiment 2 when taboo trials were absent.
Results suggest that the presence of taboo words changes
how negative words are processed, which has implications for
theories of emotional word processing.
Email: Katherine White, whitek@rhodes.edu
(3198)
Changing Expectations in Preparation of Word Beginnings.
ALEXANDRA K. FRAZER, Muhlenberg College, PADRAIG
O’SEAGHDHA, Lehigh University — Speakers benefit from
knowing how the words in a small set may begin. Previously,
we found graded preparation in iterative picture and word
naming (O’Seaghdha & Frazer, 2014), favoring an attentional
account. Here we examined how preparation was modulated
when consistent or inconsistent items were added to established
sets (e.g., BOOT or TAIL added to the base set {bake, beach,
bore}). In Experiment 1, participants who expected a set change
withheld preparation at first. In Experiment 2, without such
expectations, base items showed preparation immediately. In
both experiments, graded preparation of base items relative
to an unrelated baseline emerged in subsequent blocks.
Thus attention was modulated both strategically depending
on instructions (Experiment 1) and tactically based on set
composition (both experiments). We propose an attentional
(3196)
Saying Emotionally Arousing Words Decreases Tip-of-theTongue States. LISE ABRAMS and DANIELLE K. DAVIS,
University of Florida, LORI E. JAMES, University of Colorado
Colorado Springs — Tip-of-the-tongue (TOT) states represent a
temporary inability to retrieve a known word. Despite anecdotal
claims that arousing states such as stress or anxiety increase
TOTs, evidence linking emotional arousal and TOTs has been
mixed. In two experiments with college-aged participants, we
induced emotional arousal by having participants produce a
taboo word, a positively-valenced word, or a neutral word.
Then, they were presented with a general knowledge question
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account of preparation in word production that involves both
abstract construal of the experimental situation and allocation
of attention on a trial by trial basis.
Email: Padraig O’Seaghdha, pat.oseaghdha@lehigh.edu
P&P Experiment 1; the analyses further confirmed the results
of P&P Experiment 2, which found no effect of relatedness on
agreement in the absence of association.
Email: Darrell Penta, penta.d@husky.neu.edu
(3199)
Advance Phonological Planning in Mandarin Word
Production is Limited to the First Syllable. JENN-YEU
CHEN, National Taiwan Normal University — Previous studies
employing the form preparation task have shown consistently
that speakers of Mandarin Chinese could take advantage of
the fore knowledge of the first tonal syllable or segmental
syllable, but not the first segment, of a set of disyllabic words
and speed up their production responses. In the present study,
we found that the syllable preparation effect did not increase
when the second segmental syllable was also known in advance.
The results suggest that advance phonological planning in
Mandarin word production is limited to the first syllable, and
that additional planning is carried out online.
Email: Jenn-Yeu Chen, psyjyc@ntnu.edu.tw
(3202)
Assessing the Influence of Feedback During a Multiple
Document Writing Task in Science. KRISTOPHER KOPP,
KATHRYN RUPP, DYLAN BLAUM, PATRICIA WALLACE
and M. ANNE BRITT, Northern Illinois University — Scientific
explanations explicitly connect initiating causes to outcomes
using intermediate causes. Prior research has shown that
students struggle creating these explanations especially
when reading multiple sources. In this study we assessed the
extent to which targeted feedback could improve explanation
quality. 110 participants were first given a definition of a causal
explanation and asked to construct an explanatory essay from
reading five documents about coral bleaching. After writing,
participants were randomly assigned either targeted (coherence
or completeness) or control feedback (simply asked to revise or
reminded of the definition) and then revised their essay. Overall,
students’ explanations included significantly more connected
concepts after revision. For students whose initial essays
lacked coherence, receiving appropriate feedback helped them
significantly improve their explanations. The same benefit was
not found for those whose initial essays lacked completeness.
These results replicate the difficulty of this task and indicate the
importance of targeted feedback.
Email: Kristopher Kopp, kristopherkopp@gmail.com
(3200)
Inhibitory Abilities and the Decline of the Ability to Name
Pictures With Age. LUCIA COLOMBO, Università di Padova
— In the present study we tested the idea that a deficit in the
ability to inhibit irrelevant information may be one of the
reasons why old people are slower in naming pictures, and often
show a tip of the tongue effect in speaking. A group of elders
was tested in a picture naming task and in a Stroop colour test.
The data were compared to those of a control group of young
University students. Older participants were slower in naming
pictures, and showed a greater interference effect in the Stroop
colour test than younger participants (Hasher & Zacks, 1999;
Faust & Balota, 2004). Picture naming latencies and Stroop
interference effect were positively correlated only in old
participants, indicating an inhibition deficit as a possible cause
for the loss of the ability to name.
Email: Lucia Colombo, lucia.colombo@unipd.it
(3203)
Second-Order Implicit Learning of a Nonverbal Analogue
to Phonotactics. NATHANIEL D. ANDERSON and GARY S.
DELL, University of Illinois - Urbana-Champaign — When asked
to speak nonsense syllables in which phonemes have restricted
distributions (e.g. /f/ must be syllable onset), participants
learn these rules within minutes. This learning is reflected in
participants’ speech errors, e.g. when /f/ is said in error, it shows
up in onset position. However, when the phonotactic patterns
involve conditionals such as “if the vowel is /i/, /f/ must be an
onset”, sleep consolidation is required before slips follow the
rules. Unconditional (1st-order) rules may be learned quickly
because of prior linguistic experience. We examined a nonverbal analogue of the speaking task, in which participants use
a button box to key in sequences of buttons presented visually
on a screen. Again, we observed fast learning of 1st order rules
and learning of 2nd order rules only after second session on
a separate day. The effect of rule complexity in speech is not
the result of prior linguistic experience and, instead, may be a
fundamental property of sequence learning.
Email: Nathaniel Anderson, nandrsn3@illinois.edu
(3201)
Independent Contributions of Semantic Factors to SubjectVerb Agreement Errors During Production. DARRELL
PENTA and NEAL J. PEARLMUTTER, Northeastern University
— Subject-verb agreement computation can be influenced by
factors that do not involve grammatical or conceptual number
information, but the extent to which such factors separately
contributed to previously-reported agreement-error effects
(Penta & Pearlmutter, 2014; P&P) is difficult to ascertain
through ANOVAs. We conducted several linear mixedeffect regressions on data from two preamble-completion
experiments. Separately obtained normative measures of the
experimental preambles were used to model error rates as a
function of semantic integration (e.g., Solomon & Pearlmutter,
2014), semantic relatedness (e.g., Barker et al., 2001), word
associations (P&P), and their interactions. Both integration and
relatedness reliably increased the probability of errors when the
effect of either factor was held constant, clarifying the results of
(3204)
Preventing Co-Verbal Gestures Impacts Speech Fluency.
SARA A. GORING, LORI E. JAMES and UI’LANI
SCHNACKENBERG, University of Colorado Colorado Springs
— The current study examined the impact of co-verbal gestures
on speech fluency by comparing a variety of dependent measures
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(including pauses, errors, fillers, speech rate, and description
time) from participants’ speech. Participants were placed in
conditions in which they were free to gesture, restricted from
gesturing, and required to make a single repetitive movement
while performing a detailed object description task. Other
factors (e.g., working memory ability, stress, personality
traits and bilingual status) were measured to determine their
relationship with speech and gestures. Results indicate that
speech was least fluent in the restricted gesture condition,
followed by the required movement condition, and most fluent
in the unrestricted gesture condition for most dependent
measures, with medium effect sizes. This pattern replicates past
research in showing that restricted gesturing can reduce speech
fluency. Additionally, several individual difference variables
predicted overall speech fluency, regardless of condition.
Email: Sara A. Goring, sgoring@uccs.edu
eye-tracking experiment. The results further confirmed that
(1) sentence context played an early role on the disambiguation
processes; (2) sentence context interacted with frequency of
the individual meanings of the ambiguous word during lexical
access; and (3) phonological information of the distracters only
had a weak effect on the spoken word recognition processes
of the ambiguous word even the sentence context was nonbiasing. Together with other previous evidence, the patterns of
eye-tracking results seemed to support the interactive approach
in spoken word recognition of Chinese.
Email: Michael Yip, mcwyip@ied.edu.hk
(3207)
The Use of Lexical Context to Disambiguate Homophone
Meanings in School-Aged Children. ANGELE YAZBEC,
MICHAEL P. KASCHAK, ARIELLE BOROVSKY, JOHN
L. JONES and CHRISTOPHER J. LONIGAN, Florida State
University — Khanna and Boland (2010) investigated the
development of lexical ambiguity resolution in 7 – 10 year old
children, and reported that children across this age range were
able to use simple lexical contexts to select the appropriate
sense of a homophone. We report a replication and extension
of Khanna and Boland’s work, including a much larger sample
size (n = 32 children in the original study; n > 200 in the current
study) and a wider age range (4 – 11 year old children). We
replicated Khanna and Boland’s finding that the use of simple
lexical contexts to disambiguate homophone meaning does not
appear to change across age (in this case, children ranging from
Pre-K to 5th grade). We also found that the use of lexical context
to disambiguate homophone meaning was related to measures
of vocabulary and executive functioning.
Email: Michael Kaschak, kaschak@psy.fsu.edu
PSYCHOLINGUISTICS II
(3205)
The Impact of Minimal Context on Predictions Generated
During Sentence Comprehension. EDWARD W. WLOTKO,
BRAM VANDEKERCKHOVE, CONNIE CHOI, MINJAE
KIM and GINA KUPERBERG, Tufts University — We examined
the impact of minimal context on the brain’s responses to
fulfilled or unfulfilled predictions during comprehension.
Proper names were paired with verbs that were either predictive
or not predictive of a specific direct object noun (John
evacuated...vs. John departed...). Nouns were either predictable
(John evacuated the BUILDING), unpredictable but plausible
(....the SUBWAY), or they violated selection restrictions of
the verb (...the PASTE). We observed semantic facilitation on
predictable nouns, as reflected by a selective reduction of the
N400 amplitude. However, unlike context effects observed in
discourse contexts, later positivities were not robustly elicited
on nouns that either violated the verb’s lexical predictions or
its selection restrictions. Thus, minimal context based on the
lexical properties of a verb may not provide enough time or
promote a rich enough representation of context for the brain
to generate and commit to specific lexical or event structure
predictions during online comprehension.
Email: Gina Kuperberg, kuperber@nmr.mgh.harvard.edu
(3208)
Listeners Tolerate Pragmatic Infelicities From Non-Native
Speakers. SARAH FAIRCHILD and ANNA PAPAFRAGOU,
University of Delaware — Foreign-accented speech affects
language comprehension, but whether this primarily reflects
increased processing demands or qualitative differences in
processing strategy is unclear. Here, we demonstrate that
readers are more accepting of pragmatically infelicitous
sentences (“Some people have noses”) when told that the
sentences were produced by non-native speakers as compared
to native English speakers (Exp. 1). Pragmatic tolerance
disappears when participants believe that sentences belong to
a highly proficient non-native speaker (Exp. 2) or a child native
speaker (Exp. 3), suggesting that the effect is specific to speaker
linguistic competence. When non-native speech is presented
auditorily, selective tolerance to pragmatic infelicities is only
observed in participants with high language processing ability
as measured by independent tasks (Exp. 4). Thus, non-native
speech is interpreted differently from native speech because
of beliefs about the interlocutor’s language background. In the
auditory modality, these beliefs further interact with processing
demands and are subject to individual differences.
Email: Sarah Fairchild, sarahf@udel.edu
(3206)
Processing Ambiguous Words Interactively: An EyeTracking Study. MICHAEL C. W. YIP and MINNA M. ZHAI,
The Education University of Hong Kong — Following up on our
previous eye-tracking study on Mandarin Chinese, a parallel
experiment was further conducted to examine the similar
research questions on word recognition processes of Cantonese
Chinese. Sixty native Cantonese listeners were recruited to
participate in the eye-tracking experiment. In this experiment,
Cantonese listeners were instructed to listen carefully to a
spoken sentence, ended with an ambiguous word (Cantonese
homophone), and look attentively at different Chinese
characters or different pictures presented on the computer
screen. We varied different types of sentence context and lexical
information across different experimental conditions in the
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(3209)
Sensitivity to Anomalies in Aphasia Supports Dissociation
of Verb-Based and Event-Based Knowledge. MICHELLE B.
HOLCOMB, MICHAEL W. DICKEY and TESSA C. WARREN,
University of Pittsburgh — Event-related world knowledge
(McRae & Matsuki, 2009) and verb-specific constraints
(Pacynski & Kuperberg, 2012; Warren & McConnell, 2007)
rapidly influence comprehension. Warren, Milburn, Patson, &
Dickey (2015) found that neurotypical readers showed strong
eye-movement disruption to selectional restriction violations
(SRVs), but little disruption to similarly impossible anomalies
cued only by event knowledge. In the current self-paced
reading study, people with aphasia (PWA) read Warren et al.’s
items. PWA showed disruption to both kinds of anomalies,
but the disruption appeared on different word regions and
was modulated by different participant characteristics. On
the critical word, only PWA who were slower readers showed
disruption to SRVs. On a spillover region, only PWA with milder
impairment to event-based knowledge had longer reading
times for impossible events. These findings are consistent
with Warren et al.’s in supporting a dissociation between the
processing of SRVs and event-based violations (cf. Hagoort,
Hald, Bastiaansen, & Petersson, 2004).
Email: Tessa Warren, tessa@pitt.edu
CALENDAR) did not influence the form priming effect while
reducing the identity priming effect to the same level as the
form priming effect (e.g., approximately 25 ms). Based on
these and other data, Forster argued that the identity priming
effect has two components (a semantic one that is affected by a
visible intervenor and a form-based one that is not, hence, the
form priming effect can survive an intervenor). In the present
experiments, we investigated the impact of the nature of the
visible intervenor (a mask (i.e., %%%%%%), a nonword or
a word) on form and identity priming. Although our pattern
of priming effects did not replicate Forster’s, our latency
distribution analyses did produce evidence for a two component
account of identity priming.
Email: Mark McPhedran, mmcphedr@uwo.ca
(3212)
The Role of Executive Functions and Conventionality in
Metaphor Comprehension. FARIA SANA, JUANA PARK,
CHRISTINA L. GAGNÉ and THOMAS L. SPALDING,
University of Alberta — Metaphor comprehension can be
viewed as a form of selective retrieval from long-term memory
(LTM) during which alternate figurative and literal meanings
compete for access. We examined the extent to which executive
functions (EF) are recruited to resolve this competition.
Comprehension of more conventional metaphors should be
faster than of novel metaphors as the figurative meanings
associated with the former can be directly (and automatically)
retrieved from LTM without the need to compete with literal
meanings. Indeed, in Exp1 metaphor comprehension during
a semantic decision task (SDT) was faster and more accurate
when metaphors were conventional compared to novel. In Exp2
participants completed a secondary task while responding to a
SDT. If the figurative meaning is automatically retrieved from
LTM for conventional metaphors, taxing EF during SDT should
not affect response latencies for these metaphors. However,
we found that responses to all metaphors slowed regardless of
conventionality, but comprehension accuracy on conventional
metaphors improved under high load relative to low load
condition. These results suggest that EF play a role when
metaphor comprehension is highly demanding due to novelty
or processing demands.
Email: Faria Sana, fsana@ualberta.ca
(3210)
Learning to Predict Words Gives Children Semantic
Knowledge for Free. PHILIP A. HUEBNER and JON A.
WILLITS, University of California, Riverside — Language
acquisition requires semantic differentiation of words. Can
semantic knowledge be learned via the same process used to
learn sequential orderings of words, or is a separate process
necessary? To investigate this question, we constructed a
recurrent neural network that learned to predict word sequences
from naturalistic child-directed speech. On the model’s primary
task (learning to predict word sequences), the model achieved
a high match to the true posterior conditional probability
distribution of word occurrences, given the previous context.
Critically, the internal representations learned by the model
in the course of learning to predict words could also be used
to classify words according to their grammatical and semantic
categories. This was true despite the model never being explicitly
trained on that task. These analyses demonstrate that recurrent
neural networks can use naturalistic linguistic input to learn
grammatically correct English phrases without prior knowledge
of grammar. Moreover, these findings support the claim that
semantic knowledge can emerge naturally from the statistical
structure of the naturalistic linguistic input without requiring a
second, explicitly semantic representation or process.
Email: Philip Huebner, phueb001@ucr.edu
(3213)
Comprehenders Rationally Adapt Semantic Predictions
to the Statistics of the Environment: A Bayesian Model of
Trial-Level N400 Amplitudes. NATHANIEL DELANEYBUSCH and EMILY MORGAN, Tufts University, ELLEN
LAU, University of Maryland, GINA KUPERBERG, Tufts
University — When semantic information is activated prior to
bottom-up input (i.e. when a word is predicted or “primed”),
semantic processing of an incoming word is typically facilitated,
attenuating the amplitude of the N400 component. This N400
semantic priming effect is sensitive to the probability of
seeing an associated prime-target pair within an experiment,
suggesting that participants may be adapting the strength
of their predictions to the predictive validity of the broader
experimental environment. Using nonparametric local
(3211)
The Impact of Visible Intervenors on Form and Identity
Priming. MARK MCPHEDRAN, ALEXANDER TAIKH,
GIACOMO SPINELLI and STEPHEN J. LUPKER, University
of Western Ontario — Forster (2009) reported that presenting
a visible word (an “intervenor”) between a masked form (e.g.,
talendar) or identity (e.g., calendar) prime and a target (e.g.,
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Friday Evening
regression, we show that this adaptation takes place on a trial
by trial basis. We formalize this adaptation using a Bayesian
mixture model to show that the N400 amplitude evoked by
words (whether associated or unassociated) in both low- and
high-predictive contexts can be described as a function of word
surprisal. These findings support the idea that comprehenders
rationally adapt their semantic predictions to the statistical
structure of their broader environment.
Email: Nathaniel Delaney-Busch, Nathaniel.Delaney-Busch@
tufts.edu
attenuates the processing cost of violating high-certainty lexical
predictions, and that neural effects of disfluency depend on how
reliably disfluency signals unexpected words.
Email: Meredith Brown, meredith@nmr.mgh.harvard.edu
(3216)
Negation and Word Learning in an Artificial Language.
ARIEL MATHIS and STEPHANIE HUETTE, University of
Memphis (Sponsored by Art Graesser) — The connections
between words and meaning are one of the fundamental puzzles
in the study of cognition. This work used an artificial language,
consisting of nouns and two prefixes denoting “not the” or “the”
to signify both affirmative and negated word forms. Nouns
were divided into pairs that were yoked throughout training.
Pairings were either trained with only the negated prefix, only
the affirmative prefix, or both negated and affirmative prefixes.
Participants went through a training phase where two pictures
were presented and one word was spoken. Participants chose
the picture to indicate which picture they believed went with
the word, and were then presented with correct or incorrect.
Participants were then tested with the addition of a third picture
and the omission of prefixes to measure word-stem learning.
Participants’ learning rate, performance, and processing will be
discussed.
Email: Ariel Mathis, apmathis@memphis.edu
(3214)
Prediction Strategies in Comprehension: Stimulus Probability
or Individual Variability? MEGAN ZIRNSTEIN, University
of California, Riverside, MELINDA FRICKE, University of
Pittsburgh, JANET G. VAN HELL, Pennsylvania State University,
JUDITH F. KROLL, University of California, Riverside — The
engagement of prediction during comprehension has been
characterized as a top-down strategy on the part of the reader
or a bottom-up repercussion of text properties (DeLong et al.,
2014). In addition to facilitating processing when predictions
are borne out, prediction may be useful when unexpected
input is encountered, allowing the updating of expectations
(Kuperberg & Jaeger, 2015). However, little is known about how
these mechanisms work together, how malleable they are, and
whether they are influenced by individual cognitive ability. The
current study comprises a series of eye-tracking experiments to
assess the degree to which stimulus probability (i.e., proportion
of predictive sentences) and text properties (i.e., semantic
constraint) influence prediction during reading. We relate these
results to performance on tasks of executive function, and on
a fill-in-the-blank naming task with cloze-normed sentences,
in order to assess the relationship between prediction and
individual variation in lexical retrieval and executive control.
Email: Megan Zirnstein, zirnstein@gmail.com
(3122)
Individual Differences in the Comprehension of Novel and
Conventional Metaphors. JUANA PARK, FARIA SANA,
CHRISTINA GAGNE and THOMAS SPALDING, University
of Alberta — A metaphor (e.g., Lawyers are sharks) is a type of
figurative language in which the topic (lawyers) and the vehicle
(sharks) share properties (being aggressive). Metaphors vary in
their level of conventionality, ranging from crystallized to novel.
The Career of Metaphor hypothesis (CoM; Bowdle & Gentler,
2005) claims that novel metaphors are comprehended by
comparing the properties of the vehicle and the topic, whereas
crystallized metaphors are comprehended by including the
topic inside the category that is represented by the vehicle.
We test these claims using a sense-nonsense task––where
participants determine whether a metaphor makes sense––and
the similarities subtest of the WAIS-4––where participants state
in what way two concepts are similar. According to the CoM
claims, the similarities subtest should predict performance on
the sense-nonsense task for novel metaphors, which recruit
comparison processes, but not for conventional metaphors,
which recruit categorization processes.
Email: Juana Park, juana@ualberta.ca
(3215)
Learning to Expect the, Uhh, Unexpected: Adapting to the
Implicit Utility of Speech Disfluencies in an ERP Paradigm.
MEREDITH BROWN, Massachusetts General Hospital,
NATHANIEL DELANEY-BUSCH, BARBARA STORCH,
EDWARD W. WLOTKO and GINA R. KUPERBERG, Tufts
University — Previous work indicates that the N400 expectancy
effect can be attenuated following speech disfluency (e.g. “um”),
suggesting that disfluency decreases listeners’ certainty about
upcoming words’ semantic features. This study investigates
whether and how listeners adapt to the implicit utility of
speech disfluencies over time. First, we ask whether disfluency
influences effects of violating very high-certainty lexical
predictions, by examining its effect on a late frontal positivity
evoked by unexpected words in highly lexically-constraining
(relative to low-constraint) sentence contexts. Second, we
explore how listeners dynamically adapt to speaker variability by
manipulating how frequently disfluency precedes unexpected
versus expected words between two participant groups.
We replicated the diminished N400 effect after a disfluency
while varying the distributional characteristics of disfluent
utterances in the experiment. We further predict that disfluency
(3218)
Exemplar Versus Prototype Models in Predicting Children’s
Category Membership. FARAH M. DJALAL and GERT
STORMS, KU Leuven — This research compared two classical
models of semantic concepts, prototype and exemplar-based
models, in predicting category membership. Heit and Barsalou’s
(1996) exemplar-based instantiation model was compared to a
prototype predictor model based on Rosch and Mervis’ (1975)
family resemblance. For three semantic categories (clothes,
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fruit, and vehicles), category judgements were collected for 25
possible exemplars. Four age groups (5-, 7-, 10-year-olds, and
adults) performed a category membership judgement task and
either a feature generation task or an exemplar generation task.
The category judgement scores were correlated with the family
resemblance measure based on the generated features to assess
the validity of the prototype-based model. The exemplar-based
model was tested by correlating category judgement scores with
rated similarity of the 25 possible exemplars towards generated
category exemplars. Results of the model comparison and the
specific tendencies across age groups will be discussed in the
light of the development of category representations.
Email: Farah M. Djalal, farahmutiasari.djalal@kuleuven.be
predictable other-language targets more than unpredictable
ones; infrequent spontaneous translators skipped predictable
and unpredictable other-language targets equally. We suggest
that reading for meaning drives a “risky” reading strategy
during both reading aloud and silent reading.
Email: Danbi Ahn, yoahn@ucsd.edu
MEANING/SEMANTICS I
(3221)
The Effects of Text Segmentation on Affective Reaction to a
Text. HELLEN PHAM and CHRISTOPHER A. SANCHEZ,
Oregon State University — Research has suggested that
presenting text in longer contiguous formats, instead of smaller
units, can negatively impact how well individuals understand
a text. However, little is known about how such differences in
text presentation might likewise influence affective reactions to
a given text. In this experiment, participants read an emotional
narrative text, presented either all at once, or instead subdivided into either 4 or 8 smaller sections. Results indicate
that presenting text in smaller sub-units does indeed produce
a larger affective reaction to the text, while controlling for
other factors. This suggests that simple differences in how
information is presented can have significant impacts on how
readers experience or react to a text beyond differences in
comprehension.
Email: Christopher A. Sanchez, christopher.sanchez@gmail.
com
(3219)
Influence of Cognitive Approaches on Reading
Comprehension. MEGAN NAKAMURA, California State
Polytechnic University of Pomona, DEBORAH BURKE, Pomona
College, ELEONORA ROSSI, California State Polytechnic
University of Pomona — Reading comprehension is a dynamic
process. Theories in relevant literature suggest the importance
of cognitive skills as well as different cognitive approaches
while encoding information. This study seeks to understand the
possible relationship between cognitive approaches to learning
and reading comprehension. One hypothesis is that different
cognitive approaches such as holistic or analytic, will provide
information on this relationship. A secondary hypothesis is
that holistic learning will be correlated with higher reading
comprehension performance. So far, nine English monolingual
speakers (more data is being collected) have been tested in their
reading comprehension test abilities using portions of the SAT
test, and tested for their learning aptitudes using the AnalyticHolistic test, the ILS (Inventory of Learning Styles) test, and
a working memory task. Preliminary results point towards
a correlation between learning aptitudes and text reading
abilities, suggesting that differences in learning styles impact
high levels of reading comprehension.
Email: Megan Nakamura, msumiko777@gmail.com
(3222)
Print–Sound and Print–Meaning Systematicities Influence
Behavioural Performance and Neural Representations When
Learning to Read Artificial Orthographies. J. S. H. TAYLOR,
Royal Holloway University of London, MATTHEW H. DAVIS,
Medical Research Council Cognition and Brain Sciences Unit,
KATHLEEN RASTLE, Royal Holloway University of London —
We investigated how print–meaning systematicity influences
reading acquisition. Over eight days, 24 English-speaking adults
learned to read aloud and comprehend two sets of 24 novel
words written in two unfamiliar alphabetic orthographies. Both
orthographies had systematic print–sound relationships. One
orthography also contained a print–meaning systematicity,
whereby each word’s final symbol denoted semantic category.
The other orthography had no print–meaning systematicity.
After training, 11 participants demonstrated awareness of
symbol–category systematicities. However, this did not benefit
reading comprehension, and these participants were also
poorer at reading aloud both trained and untrained items. Thus,
capitalising on print–meaning systematicities in alphabetic
languages is not trivial. Representational similarity analyses
were conducted on fMRI data from a meaning judgement
task at the end of training. By comparing the patterns of
similarity within and between orthographies we interrogated
the sensitivity of occipitotemporal regions to orthographic,
phonological, and semantic information.
Email: Jo Taylor, j.taylor@rhul.ac.uk
(3220)
To Skip, or Not to Skip? Eye-Movements in Meaning-Driven
Versus Form-Driven Readers. DANBI AHN and TAMAR H.
GOLLAN, University of California - San Diego, MATTHEW
J. ABBOTT, Textio, VICTOR S. FERREIRA, University of
California - San Diego — Skilled readers skip predictable
words (e.g., Balota et al., 1985), both because of form features
seen peripherally, and meaning from preceding context (e.g.,
Altarriba et al., 1996). Meanwhile, individuals differ in reading
strategy, such that some readers’ behaviors are driven more
than others by meaning (e.g., Rayner et al., 2010). Here, we
distinguish meaning- versus form-driven bilingual readers
using a mixed-language reading task (Gollan et al., 2014),
whereby meaning-driven readers spontaneously translated
printed words more frequently (reading “the” aloud as “el”).
Then independently, we measured eye movements during silent
reading of English sentences that included a Spanish target
word, while manipulating target word predictability. During
silent reading, frequent spontaneous translators skipped
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(3223)
Parafoveal Plausibility Effects in Sentence Reading. AARON
VELDRE and SALLY ANDREWS, The University of Sydney
— Recent eye movement evidence of parafoveal semantic
processing appears to be inconsistent with the standard view
that preview benefit effects arise from the integration of preview
and target information. In order to better understand the source
of these effects, we used the boundary paradigm to manipulate
both the contextual plausibility of the preview and the
relatedness of the preview to the target. Across two experiments
we observed a robust plausibility preview benefit on first-pass
reading: fixation duration was shorter on the target word when
the preview was a plausible continuation of the sentence relative
to an implausible word. This contrasted with the lack of benefit
from preview/target semantic relatedness in Experiment 1.
However, in Experiment 2 there was a significant orthographic
relatedness benefit that was independent of plausibility.
Taken together these data highlight two separate mechanisms
underlying preview effects: a transitory contextual benefit from
processing a plausible parafoveal word and a more sustained
benefit from the integration of sublexical features shared by the
preview and target.
Email: Aaron Veldre, aaron.veldre@sydney.edu.au
associations at multiple temporal scales are stored. Given a
context, the model predicts the occurrence of future words. The
predictions from these associations are combined to produce
semantic representations of words. A novel word presented in
a familiar context is rapidly made similar to previously learned
words via these predictions. For instance, in a sentence such as
“The baker reached in the oven and pulled out the FLOOB” the
novel word FLOOB is made similar to the other words predicted
by its temporal context at multiple scales. This scale-invariant
model has properties that are very different from vector space
models of semantic memory. The semantic and predictive
capabilities of the model are evaluated using synonym and first
associate tests and compared to other leading language models.
Email: Joseph Di Lascio, dilascio@bu.edu
(3226)
Measuring Semantic Distance as Path Length: A Graph
Theory Approach. YOED N. KENETT, Brown University,
DAVID ANAKI and MIRIAM FAUST, Bar-Ilan University —
Semantic distance in semantic memory is usually measured
with the latent semantic analysis approach. We propose a
novel approach for computing semantic distance, based on
network science. Path length in a semantic network represents
the amount of steps needed to traverse between two words in
the network. We examine whether path length can be used
as a measure of semantic distance. In a series of studies, we
examined how long and short path lengths affect performance
in a semantic relatedness judgment task and recall from
memory. We found that up to four steps between word-pairs,
participants exhibit an increase in RT and decrease in the
percentage of word-pairs judged as related. From four steps,
participants exhibit a significant decrease in RT and wordpairs are dominantly judged as unrelated. Furthermore, as path
length increases, success in memory recall decreases. Finally,
our method outperforms latent semantic analysis in predicting
participant’s performance.
Email: Yoed Kenett, yoedkenett@gmail.com
(3224)
Semantic Processing of Pain-Related Words. JESSICA
DURIS, TAMARA KUMPAN, BRIAN DUFFELS and PAUL
D. SIAKALUK, University of Northern British Columbia,
PENNY M. PEXMAN, University of Calgary — To gain new
insight about salient dimensions of semantic knowledge, we
examined the effects of valence, arousal, emotional experience,
physical pain experience, and emotional/psychological pain
experience for physically pain-related and emotionally/
psychologically pain-related words in lexical decision (LDT)
and semantic categorization (SCT: is the word pain-related?)
tasks. Using multiple regression analyses, we statistically
controlled for numerous lexical variables, including log
frequency, age of acquisition, and concreteness. In the LDT,
only the dimension of emotional experience accounted for a
significant amount of unique response latency variability, with
faster responses for words eliciting higher levels of emotional
experience. In the SCT, valence, physical pain experience, and
emotional experience accounted for significant amounts of
unique response latency and response error variability, with
faster and more accurate responses for words eliciting higher
levels of these three dimensions. Our findings are consistent
with models that assume that multimodal simulation underlies
semantic processing (e.g., Barsalou, 1999).
Email: Paul D. Siakaluk, siakaluk@unbc.ca
(3227)
Type of Iconicity Affects Learnability: The Role of
Embodiment. JENNY CHEN, Wellesley College, RACHEL
MAGID, Massachusetts Institute of Technology, JENNIE
PYERS, Wellesley College — While iconicity is prevalent in
language, the degree to which children leverage iconicity during
language learning is unclear. Studies reveal mixed findings
about the age at which children begin to appreciate manual
iconicity, which may result from the conflation of different
types of iconic symbols in these studies. Embodiment theory
suggests that children learn iconic gestures by accessing the
motor representations of actions. In a fast-mapping paradigm,
we tested (N=81) preschool children’s ability to learn different
types of iconic gestures with varying degrees of embodiment. We
predicted that (1) sensitivity to iconicity overall would increase
with age, (2) children would learn iconic better than arbitrary
gestures, and (3) children would learn embodied gestures
(3225)
A Scale-Invariant Computational Model of Natural
Language. JOSEPH M. DI LASCIO and ZORAN TIGANJ,
Boston University, PER B. SEDERBERG, Ohio State University,
MARC W. HOWARD, Boston University — We present a novel
model of natural language learning which is a scale-invariant
extension of the Predictive Temporal Context Model (pTCM).
During training on a corpus of naturally-occurring text,
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better than non-embodied gestures. The findings supported
our hypotheses, suggesting that children may leverage action
experience as a way into understanding some types of iconicity.
Email: Jenny Chen, jchen12@wellesley.edu
braille teachers interpret braille regressions as a shortcoming of
the reader. To investigate the commonalities of regressions in
visual and braille reading, twelve blind adult participants’ finger
movements were recorded while they read braille versions of
the International Reading Speed Texts (IReST). Texts were
presented in high, medium, and low braille dot heights, and
participants were asked to read using one or two hands. The
lower the braille height, the more regressions participants
made. Reading with one hand was also associated with more
regressions, possibly because regressions in two-handed
reading can be executed by the trailing hand. In summary, our
results support the idea that regressions in braille and visual
reading serve similar purposes, while deviating in regards to
special characteristics of these senses.
Email: Val Morash, val@ski.org
(3228)
False Memory For Metaphorically Related Concepts.
ALISON WHITEFORD DAMERALL, Southeast Missouri
State University — Lakoff and Johnson (1980) argue that we
understand abstract concepts like life through metaphoric
associations, e.g., LIFE IS A JOURNEY. If so, our semantic
networks should reflect a close relationship between the topic
(life) and vehicle (journey) of these conceptual metaphors. In the
current study, participants viewed lists of words literally related
to the vehicles of conceptual metaphors before completing an
“old/new” recognition task. In addition, participants in one
group completed a free recall task following each list before
completing the recognition task. The recognition task contained
four probe types: presented words, filler words, unpresented
literal lures (one for each metaphor vehicle, e.g., “journey”)
and unpresented metaphor lures (for each metaphor target,
e.g., “life”). If the concept life is conceptualized as a journey, a
high false recognition rate (FRR) for “life” would be expected.
Preliminary data support this hypothesis with the FRR for
metaphorically related lures significantly exceeding that for filler
words. In addition, the free recall group produced significantly
lower FRRs for the metaphor lures than the recognition-only
group, suggesting that this is not simply a word-level effect.
Email: Alison Whiteford Damerall, awhiteford@semo.edu
(3231)
A Receiver Operating Characteristics (ROC) Analysis of
How Language Context Affects Eye Movements to Complex
Naturalistic Images. STEPHANIE HUETTE and JEFFREY
VIAUD, University of Memphis — Models of visual saliency
are used to predict eye movements and where attentional
resources are likely to be allocated (Itti, Koch, & Niebur, 1998).
However, eye movements change as a function of task (Yarbus,
1967) which requires linguistic and conceptual knowledge. To
understand the fundamentals of how language context mediates
perceived saliency, a study was designed using negation as the
primary manipulation. We predicted negation functions as a
context to drive eye-movements toward alternatives in a natural
scene. Participants passively listened to a vignette while viewing
a grey screen, and then the corresponding image was shown
for 15 seconds. An ROC eye tracking analysis shows how many
fixations on average hit places that were predicted to be salient
from a GBVS model of saliency (Harel, Koch, & Perona, 2007).
The results demonstrate salience of an image differ between
language conditions and images.
Email: Stephanie Huette, shuette@memphis.edu
(3229)
Snail, Tractor, Granny: Do Not Read Them or You Could
Respond More Slowly! STEVE BUENO, ALIX SEIGNEURIC
and HAKIMA MEGHERBI, Université Paris 13 - Sorbonne
Paris Cité — The role of semantic-features dealing with speed or
slowness on Reaction Time was investigated in a set of various
experimental tasks: In a Lexical Decision Task, the recognition
of velocity-neutral test-words (e.g. umbrella, table…) was
slowed down when preceded by a slow-word context (e.g.
snail, tractor…) - compared to a velocity-neutral-word context
- but not accelerated when preceded by a speed-word context
(e.g. leopard, rocket…). Similar effects were observed on the
rejection of pseudowords. This pattern of results depended on
the proportion of context words (slowing down observed for
high- but not for low-proportion). Results also varied across
task demands: Lexical Decision, Semantic Categorization or
Non-linguistic tasks elicited different pattern of results even
though the context material was similar. Results from these
different tasks are discussed in the framework of the embodied
theory of language.
Email: Steve Bueno, bueno@univ-paris13.fr
(3232)
Using Support Vector Machines to Identify Literacy Skills:
Evidence From Eye Movements. YA LOU and YANPING
LIU, Chinese Academy of Sciences, JOHANNA K. KAAKINEN,
University of Turku, XINGSHAN LI, Chinese Academy of
Sciences — The current study explored the possibility of using eye
movements to predict a person’s literacy skills. 61 undergraduate
students were asked to read a multiple-paragraph, multipletopic expository text and their eye movement behavior were
recorded by the eye tracker. The Support Vector Machines
(SVM) was imported in the eye movement data analysis
processing, and forward fixation time, first-pass rereading time,
second-pass fixation time, and regression path reading time on
different regions of the text were provided as features. The SVM
classification algorithm assisted in distinguishing high-literacyskilled readers from low-literacy-skilled readers with 80.3%
accuracy. Results demonstrate the effectiveness of combining
(3230)
Regressions in Braille Reading. DAISY LEI, MANFRED
MACKEBEN and VALERIE S. MORASH, The Smith-Kettlewell
Eye Research Institute — Regressions, which are backward
eye movements to re-read words, are well-known to support
reading comprehension during visual reading. In contrast, many
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(3235)
Learning to Use New Technology: Developing a Scale
to Measure Technological Adaptive Expertise. PHUOC
(JIMMY) TRAN and DANIEL R. KIMBALL, University of
Oklahoma — Technology is constantly changing. As new
devices, interfaces, platforms, and software become available,
the ability to adapt and learn to use these new products is
becoming increasingly critical. This ability is captured in the
concept of technological adaptive expertise (TAE). In contrast
to routine expertise, which involves repetition of well-practiced
routines, adaptive expertise involves the ability to transfer
stored knowledge within a domain to novel situations within
the domain and to novel domains. In the technological domain,
adaptive expertise involves the ability to transfer knowledge
acquired using previous technology to new technology. As a
first step in exploring TAE, we sought to develop and test the
validity of a scale comprising survey items targeting various
aspects of the respondents’ experience with technology that has
changed over the past several years. Using exploratory factor
analysis, structural equation modeling, and multiple regression,
we developed a scale that included a few dozen items and
yielded a good-fitting model of TAE comprising six factors.
We discuss the import of this scale and its potential use in
further investigation and promotion of technological adaptive
expertise.
Email: Phuoc (Jimmy) Tran, jimmytr87@gmail.com
eye tracking and machine learning techniques to detect readers
with low literacy skills, and suggest that such approaches can be
used in predicting other cognitive abilities potentially.
Email: Ya Lou, louy@psych.ac.cn
COGNITION AND TECHNOLOGY
(3233)
Technology Use and Driver Mental Resources. MOLLY
CORY and BEVERLY ROSKOS, University of Alabama Tuscaloosa — In 2014 alone, 3,179 people were killed and
431,000 were injured in traffic accidents caused by distracted
driving. With the presence of in-vehicle technology becoming
a norm, it is important to consider the risks such technologies
impose on drivers. The current study investigated the relative
effects of hands-free cell phone conversation and verbal GPS
use on driver mental resources during a simulated driving task,
compared to a driving only comparison group. After viewing
a map of a route, participants watched a first-person video of
a car driving along the route. At each intersection participants
had to indicate which way to turn (accuracy, RT). Afterwards,
they recalled as many things as they could from the route, and
completed a self-report questionnaire of the mental resources
used during the driving task. Route performance was as
expected: GPS > Driving-only > Cell phone. For proportion
of items recalled, the GPS condition had much lower recall at
the beginning of the route and much higher recall at the end of
the route compared to the other conditions. Mental resources
were 13% higher for the GPS group and 22% higher for the cell
phone group compared to the driving only group.
Email: Beverly Roskos, broskos@ua.edu
(3236)
The Effects of IClicker Bar Graph Feedback on Test
Performance. ELIZABETH D. LARSON and KEITH A.
HUTCHISON, Montana State University — This study
examined the influence of receiving iClicker bar graph feedback
on subsequent test performance. Participants were randomly
assigned to either a control condition in which participants
simply listened to a lecture, an iClicker-Feedback condition
in which participants preemptively guessed the results of each
study and received bar graph feedback on the frequency of each
guess, or an iClicker-No Feedback condition in which iClickers
were used, but without feedback. Following a 10 minute filler
task, participants completed a multiple-choice test based on the
lecture. Overall test performance was numerically best in the
no feedback condition; however, the feedback and no feedback
conditions did not significantly differ from each other. There
was also a trending initial accuracy x feedback interaction, such
that bar graph feedback appeared to impair performance, but
only when the majority iClicker response was incorrect. These
findings suggest both potential benefits to and disruption of
learning when using iClickers during lectures.
Email: Keith Hutchison, khutch@montana.edu
(3234)
The Role of Mindset: Investigating Performance Feedback
and Learning Strategies in an Online Statistics Course.
LATASHA HOLDEN, Princeton University, DAVID MOREAU,
The University of Auckland, DANIEL GREENE, Stanford
University, ANDREW R.A. CONWAY, Claremont Graduate
University — According to Dweck’s mindset framework,
individuals differ in their implicit beliefs about cognitive
ability. Individuals with a fixed mindset tend to believe that
their success is based on innate immutable traits. Individuals
with a growth mindset tend to believe that their success is
based on practice and learning. Importantly, performance
feedback can influence a student’s mindset. Here, we explored
the roles of feedback and learning strategies during a massive
online open course (MOOC) on statistics. Results indicated
no significant effects of mindset feedback or learning strategy
on course performance. However, students overwhelmingly
reported more malleable mindsets at baseline, which may be
reflective of the type of student who enrolls in a MOOC. Finally,
despite large attrition rates, students showed an improvement
in attitudes towards statistics (SATS scale) and a reduction in
statistics anxiety (STARS scale).
Email: LaTasha Holden, latasha@princeton.edu
(3237)
Shooting Trains Shifting: Playing a Focused Video Game
Enhances Executive Function. JOCELYN A. PARONG and
RICHARD E. MAYER, University of California, Santa Barbara
— Executive function (EF) is comprised of three closely related,
but distinguishable components: shifting, updating, and
inhibition. Because of their importance in a classroom setting,
ways to improve EF skills should be examined. One technique
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is through video game training. This study examined whether a
particular component of EF, shifting, could be enhanced using a
game specifically designed to require shifting skill. Participants
completed a pretest of cognitive tasks assessing shifting,
including the Dimensional Card Change Sort task (DCCS)
and Letter-Number task (LN), played either a custom designed
video game requiring shifting, Alien Game, or a control game,
and then completed a post-test of the same cognitive tasks.
Those who played Alien Game performed significantly better
on the post-test LN task (d = 0.84), but not the DCCS (d = 0.21),
than the control group. The results provided evidence for the
theory of specific transfer of a general skill.
Email: Jocelyn Parong, parong@psych.ucsb.edu
generation. A significant interaction of question type (specific
or conceptual) and note type (longhand or computer) reflected
worse performance for longhand than for computer notes on
conceptual questions. These results imply that the previously
observed advantage of longhand notes for conceptual questions
is due to generation, not summarization.
Email: Lakshmi Lalchandani, Lalchand@Colorado.edu
(3240)
The Importance of Community for Online CompetencyBased Education. MEGAN SHEVENELL, FABY GAGNE,
STEVE BROWN and JEROME REKART, College for America
at Southern New Hampshire University — Online competencybased education offers a way for working adults to earn a
college degree in a way that fits with their personal schedule.
Such flexibly-paced programs, however, often lack mandatory
discussion sections, which could result in students feeling
isolated from peers. Given the relationship between students’
sense of community and learning online (e.g. Garrison,
Anderson, & Archer, 2000), we examined the role of a
voluntary, online Learning Community (LC) on the academic
achievement of 150 adult learners in a flexibly-paced program.
Academic performance was measured using average number
of competencies mastered before and after joining the LC. As
predicted, students mastered significantly more competencies
after than before joining the LC, F(1, 149) = 17.33, p < .001,
partial η2 = .104. Thus, online LCs may be beneficial to the
academic achievement of online adult learners in flexibly-paced
programs though future research is needed to understand the
underlying causal mechanisms.
Email: Jerome Rekart, j.rekart@snhu.edu
(3238)
Learning to Mastery Criteria: Comparisons of Adaptive
and Fixed Spacing in Chemistry and Geography. EVERETT
METTLER, CHRISTINE MASSEY and PHILIP J. KELLMAN,
University of California, Los Angeles — Spacing exerts powerful
effects on learning. Most studies of spacing have used a small,
fixed number of presentations of each item (e.g., 3 or 4). In
recent research, we compared beneficial fixed spacing schemes
to an adaptive system, ARTS (Adaptive Response-TimeBased Sequencing). ARTS automatically adjusts spacing based
on ongoing learning strength, assessed from accuracy and
response times. With a fixed number of presentations, ARTS
produces greater learning gains than fixed schedules. In real
learning settings, it is desirable to continue learning to mastery
rather than a predefined number of trials. Here we report tests
of ARTS and fixed spacing using mastery and drop-out criteria
by learning item. Using geography facts, we compared ARTS to
random schedules with and without drop-out. Using chemistry
nomenclature items with community college chemistry learners,
we compared ARTS to continuously-expanding schedules. We
found greater learning efficiency in ARTS compared to all of
the non-adaptive conditions. (The first author is an employee
of Insight Learning Technology, Inc., which features the ARTS
system in many of its products.)
Email: Everett Mettler, mettler@ucla.edu
(3241)
Posted, Uploaded, Tweeted: Low Credibility Yet High
Memorability of Facebook as a Source of News. SERGE
ONYPER, MARK OAKES, ROSE DOWLEY and BAILEY
O’KEEFFE, St. Lawrence University — Individuals increasingly
rely on social media to access news, yet there is little research
on how news delivered via such media might impact perception
and memory for the events described. Participants viewed
one sentence statements through a credible (e.g., BBC), noncredible (e.g., Buzzfeed), social media (Facebook or Twitter),
or blank online platform and were asked whether they believed
each was true or false. Their answers were either discredited
(half the time) or confirmed by an authoritative source (e.g.,
Scientific American). After completing surveys and a verbal
IQ measure (10 min), they were asked to recall the correct
version of each statement specified by the authoritative
source and rate the credibility of the statements (half of which
were given as opposites of the original) in a recognition test.
Participants discounted source credibility: Statements delivered
via Facebook were deemed the least credible, yet they were just
as memorable as those presented through highly credible news
sources. Regardless of the media platform, statements that were
refuted were remembered better than those validated. Finally,
participants with longer history of Facebook use had better
memory overall.
Email: Serge Onyper, sonyper@stlawu.edu
(3239)
Disentangling the Effects of Note-Taking Strategy: Generation
and Summarization. LAKSHMI A. LALCHANDANI and
ALICE F. HEALY, University of Colorado Boulder — Research
on educational technology yields conflicting results in regards
to learning impairment. Recent studies have shown that laptops,
when used for note taking, can impair learning due to shallower
processing than for longhand note taking. Computer note takers
tend to use a verbatim note-taking strategy, whereas longhand
note takers benefit from deeper encoding by using a generative
note-taking strategy (summarizing). Generative note taking
confounds generation and summarization effects. The goals of
two experiments were to replicate and extend previous findings
regarding note-taking media and to disentangle generation and
summarization effects. Experiment 1 manipulated the presence
of PowerPoint slides and reproduced previous findings for
an immediate posttest; however the pattern changed after
a 1-week delay. Experiment 2 removed the opportunity for
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FUNDING FROM US DEPARTMENT OF
EDUCATION
(3242)
Funding Opportunities for Cognitive Psychologists Through
the Institute of Education Sciences. ERIN HIGGINS, Institute
of Education Sciences — The Institute of Education Sciences
provides funding support for researchers to apply theories
and recent findings from psychological science to education
practice through the National Center for Education Research
and the National Center for Special Education Research. For
example, through the Cognition and Student Learning topic
within the Education Research Grants program, the Institute
supports research that capitalizes on our understanding of how
the mind works to inform and improve education practice in
reading, writing, mathematics, science, and study skills. Erin
Higgins, the program officer for the Cognition and Student
Learning topic, will be available to answer questions and talk
to attendees about their proposed work at the Friday night and
Saturday at noon poster sessions.
Email: Erin Higgins, Erin.Higgins@ed.gov
DIGITAL CONTENT EDITOR POSTER
(3243)
The Psychonomic Society and Social Media: Putting
the Public Into Science and Making Science Public.
STEPHAN LEWANDOWSKY, University of Bristol and the
PSYCHONOMICS DIGITAL TEAM— The Psychonomic
Society has been extending its digital presence for the last
two years, and our blog posts at www.psychonomic.org have
gathered a growing readership. Two “digital events” carried the
scientific discussion from special issues of the Psychonomic
Bulletin & Review into the public domain, and some of the
Society’s research has elicited increasing media interest. At a
time when science and scientists are increasingly subjected to
scrutiny by the public, politicians, and other stakeholders, the
Society is committed to provide the public with information
about its research and to solicit public commentary. Join the
digital team at our poster to contribute to the discussion and to
learn more about the Society’s engagement on digital and social
media.
Email: Stephan Lewandowsky, Stephan.Lewandowsky@bristol.
ac.uk
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Notes
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Saturday Noon
POSTER SESSION IV
Saturday Noon
Hynes Convention Center, Grand Ballroom A-C
Viewing 11:00-1:30, Author Present 12:00-1:30
MULTI-SENSORY INTEGRATION
synesthetes (N = 8) new sounds or meanings for familiar Kanji
characters, using sounds or meanings in Chinese, which are
different from those in Japanese. Synesthetes selected a color
corresponding to each character from a color palette before and
after learning new sounds or meanings. They also selected colors
for control Kanji characters about which no novel information
was taught. Results indicated that synesthetic colors associated
with characters in the new-learning condition showed a small,
but statistically significant decrease in pre- and post-learning
consistency as compared to colors associated with control
characters, suggesting that synesthetic colors are modulated to
reflect the synesthete’s latest knowledge about the graphemes.
Email: Kazuhiko Yokosawa, yokosawa@l.u-tokyo.ac.jp
(4001)
Perceptions of Planned Versus Unplanned Malfunctions: A
Human-Robot Interaction Scenario. THERESA T. KESSLER,
KEITH MACARTHUR, MANUEL TRUJILLO-SILVA,
THOMAS MACGILLIVRAY, CHRIS RIPA and PETER A.
HANCOCK, University of Central Florida — The present
study investigated the effect of malfunctions on trust in a
human-robot interaction scenario. Participants were exposed
to either a planned or unplanned robot malfunction and then
completed two different self-report trust measures. Resulting
trust between planned and unplanned exposures was analyzed,
showing that trust levels impacted by planned malfunctions
did not significantly differ from those impacted by unplanned
malfunctions. Therefore, it can be surmised that the methods
used for the manipulation of the planned malfunctions were
effective and are recommended for further study use.
Email: Theresa Kessler, theresakessler@knights.ucf.edu
(4004)
A Causal Inference Model Explains Perception of the
McGurk Effect and Other Incongruent Audiovisual Speech.
JOHN MAGNOTTI and MICHAEL BEAUCHAMP, Baylor
College of Medicine — Audiovisual speech integration combines
information from auditory and visual cues to increase accuracy.
When auditory and visual speech emanate from different
talkers, however, integration decreases accuracy. Therefore, a
key step is causal inference: deciding whether speech cues have
the same source. In the well-known McGurk Effect, incongruent
audiovisual syllables are integrated, raising two fundamental
questions: 1) why are incongruent auditory and visual syllables
integrated; 2) why does the McGurk effect only occur for
specific syllables? We describe a causal inference model to
explain perception of audiovisual speech. We compared model
predictions with data from 265 subjects viewing McGurk
and non-McGurk syllables. The model accurately predicted
integration for McGurk stimuli and no integration for nonMcGurk stimuli. An identical model without causal inference
failed to accurately predict perception. Our results demonstrate
a fundamental role for causal inference in audiovisual speech
perception, providing a computational framework for studying
speech at varying audiovisual disparity.
Email: John Magnotti, magnotti@bcm.edu
(4002)
The Effect of Cross-Modal Emotional Priming. DOYEON
KWON and SOWON HAHN, Seoul National University
— In two experiments, we investigated the role of affective
states in cross-modal interaction of emotional priming.
Previous literature provided only limited evidence for the
effect of emotional auditory stimuli in the visual information
processing. In Experiment 1, the auditory emotional prime
(pleasant, unpleasant, neutral) was followed by a facial
expression stimulus. Participants evaluated the valence of
the facial expression as quickly as possible while ignoring the
preceding sound. The results showed faster responses when
the emotional valence of the auditory prime and the visual
target was congruent compared to the emotionally incongruent
conditions. In Experiment 2, we aimed to replicate the results
of Experiment 1, while using geometric shapes with different
valence as visual stimuli. Participants’ affective states were
also measured to understand the interaction between affective
states and emotional priming. The results demonstrated that
individual differences of affect also played a role as a moderator
in cross-modal emotional priming.
Email: Doyeon Kwon, d.y.kwon0902@gmail.com
(4005)
Audio-Visual Perception of Gender by Infants Emerges
Earlier for Adult-Directed Speech and Female Faces.
ANNE-RAPHAELLE RICHOZ, University of Fribourg, ANNE
HILLAIRET DE BOISFERON, Université Grenoble Alpes,
PAUL C. QUINN, University of Delaware, CAROLE BERGER
and HÉLÈNE LOEVENBRUCK, Université Grenoble Alpes,
DAVID J. LEWKOWICZ, Northeastern University, KANG
LEE, University of Toronto, MARJORIE DOLE, Université
Grenoble Alpes, ROBERTO CALDARA, University of Fribourg,
OLIVIER PASCALIS, Université Grenoble Alpes, (Sponsored by
Camos Valérie) — Early multisensory perceptual experiences
shape the abilities of infants to extract various attributes of
faces, including gender, age and emotion. Here, we investigated
(4003)
Effects of Learning New Sounds or Meanings for Kanji
Characters on Synesthetic Grapheme-Color Association.
KAZUHIKO YOKOSAWA, TAKUYA TSUSHIRO and QI LI,
The University of Tokyo, MICHIKO ASANO, Rikkyo University
— Synesthetic colors tend to be associated with Japanese
logographic Kanji characters based on their phonological and
semantic information. What would happen to these synesthetic
colors if Japanese grapheme-color synesthetes learn new
sounds or meanings of Kanji characters? We taught Japanese
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whether multisensory perception of gender is influenced by
infant-directed (IDS) or adult-directed (ADS) speech. Six-, 9-,
and 12-month-old infants saw side-by-side silent video-clips of
talking faces (a male and a female) and heard a soundtrack of a
female or male voice telling a story in IDS or ADS. All age groups
effectively matched female, but not male, faces and voices in
the ADS condition. Audiovisual matching was however found
only from 9 months of age with IDS, and again only for female
face-voice combinations. Altogether these results indicate that
the ability to efficiently perceive gender in audiovisual speech
is influenced by speech manner and emerges earlier for female
faces. Our data also suggest that infants may be more likely to
extract gender information when looking at adults engaged in
conversation with other adults (i.e., ADS) than when adults are
directly talking to them (i.e., IDS). Overall, these findings imply
that early multisensory ability to perceive gender is shaped by
the very nature of social interactions.
Email: Richoz Anne-Raphaelle, anne-raphaelle.richoz@unifr.ch
hours. In controlled laboratory conditions, we compared
learning a 13-letter “intuitive” orthography (modeled closely on
the one used in the field) to learning a “scrambled” orthography
of the same letters and sounds. Participants were first trained
to criterion (approximately 15 min) on either the intuitive
or the scrambled orthography. At test, the intuitive-trained
group orally read untrained three letter nonwords significantly
more accurately than did the scrambled-trained group. Thus,
exploiting cross-modal correspondences may indeed facilitate
learning to read.
Email: Eiling Yee, eiling.yee@gmail.com
(4008)
Motor Preparation of Lane Changes Using Advance Visual
and Haptic Information. ILJA FRISSEN, McGill University,
FRANCK MARS, Ecole Centrale de Nantes — Drivers’
preparation of a lane change was studied in a driving simulator
using the movement pre-cuing technique. The technique
allows advance (pre-cue) information about the direction of an
upcoming lane change before the imperative cue commands the
actual direction. A pre-cue could be neutral, valid, or invalid
with respect to the direction of the lane change. Unambiguous
visual (arrows) and haptic (steering wheel oscillation) were
used to create two unimodal (both cues in same modality)
and two crossmodal conditions. First, we found the typical
gains and costs reported in visual cueing studies and extend
them to haptic and crossmodal cues. Second, conditions with
haptic imperative cues produced faster responses than visual
imperative cues. Third, having only haptic cues produces the
largest gain in response time and smallest costs in steering
errors. The results suggest that the haptic channel can be a
powerful way to unload the visual channel.
Email: Ilja Frissen, ilja.frissen@mcgill.ca
(4006)
Are Bimodal Speech Adaptors Stronger Than Unimodal
Speech Adaptors? JAMES W. DIAS and LAWRENCE D.
ROSENBLUM, University of California, Riverside — Selective
adaptation of speech information can change perception of
ambiguous phonetic segments when the adaptor and teststimuli are in the same sensory modality (auditory or visual)
(for a review, see Dias, Cook, & Rosenblum, 2016). However,
recent work suggests that selective adaptation can produce
small changes across modalities (Dias & Rosenblum, 2016).
Thus, adaptation to visual speech can change perception of
auditory speech, and vice versa. The current investigation
evaluates whether combined audio-visual information in
speech adaptors can induce greater perceptual changes than
unimodal adaptors. In one condition, we evaluated perception
of ambiguous auditory segments before and after auditory
or audiovisual speech adaptation. In another condition, we
evaluated perception of ambiguous visual segments before and
after visual or audiovisual speech adaptation. In both conditions,
we observed that adaptation to audiovisual speech does not
increase the strength of adaptation over that induced by the
unimodal adaptors. The results suggest that the small amount
of speech information that can be adapted across sensory
modalities may not enhance the large amount of information
adapted at the sensory-level.
Email: James W. Dias, jdias001@ucr.edu
(4009)
Face Recognition, But Not Categorization Differs in Sign
Language Users Irrespective of Hearing Status. CHLOÉ
STOLL, RICHARD PALLUEL-GERMAIN and OLIVIER
PASCALIS, Université Grenoble-Alpes (Sponsored by Matt
Dye) — Previous research has suggested that early auditory
deprivation leads to differences in face processing. However,
few studies have examined face processing in both hearing
and deaf signers using the same tasks. Therefore, reported face
processing differences in the deaf may be attributable to use of
a visuo-spatial language that encodes affective and linguistic
information on the face. Here, we compared performance for
face categorization (human/non-human) and face recognition
in early and profoundly deaf signers, late hearing signers and
hearing non-signers. In the categorization task, all groups
performed similarly in term of RT and accuracy. However,
in the recognition task, signers (both deaf and hearing) were
slower than hearing non-signers to accurately recognize faces,
but had a higher accuracy rate. Sign language experience,
but not deafness, drove a speed-accuracy trade-off in face
recognition (but not categorization). This suggests strategic
differences in face recognition for individuals who use a sign
language, regardless of their hearing status.
Email: Chloé Stoll, chloe.stoll@univ-grenoble-alpes.fr
(4007)
Using Cross-Modal Correspondences to Learn a New
Orthography. REBECCA WELLES and EILING YEE,
University of Connecticut — Would it be easier to learn to read
if your orthography exploited intuitive visual-auditory-motor
correspondences? E.g., if, congruent with the mouth shapes used
for production, the vowel in /woo/ was depicted as a circle, and
the vowel in /wee/ as a horizontal line (cf. Sweeney et al., 2009)?
Field linguists, working with a new orthography (UniSkript)
that attempts to exploit cross-modal correspondences by
intuitively depicting articulator movements during speech,
have reported that learners can become literate in just three
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(4010)
Multi-Modal Context Influences Selection of Scale.
ALEXANDRA LIST and EMMA FEITELSON, Hamilton
College — Within the visual and auditory modalities, attending
to local patterns primes subsequent attention locally, whereas
attending to global patterns primes subsequent attention
globally (e.g., Justus & List, 2005; Robertson, 1996; Ward, 1982).
Here, we tested whether such level-priming was engaged across
modalities, using hierarchical stimuli shown to elicit withinmodality level-priming (Justus & List, 2005; List et al., 2013).
Participants reported which of two assigned target patterns
was presented, independently of their level (local or global)
or modality (visual or auditory). In the multi-modal context,
there was no evidence for level-priming within or between
modalities. Though cautious in our interpretation, the design
was robust enough to detect target/response-priming within
both the visual and auditory modalities. Nevertheless, the data
suggest that the multi-modal context eliminates scale as a useful
selection dimension. The findings are discussed in the context
of contrary, though controversial, research showing crossmodal level-priming (Forster, 2011, 2016), the double filtering
by frequency theory (Ivry & Robertson, 1998) and perceptual
dimension analogies across modalities.
Email: Alexandra List, alist@hamilton.edu
color associations in synesthetes, also influence associations
in non-synesthetes. Therefore, we investigated how Japanese
non-synesthetes associate colors with the English alphabet.
Participant chose the most suitable color from 11 basic color
terms for each of 26 upper- and 26 lower-case letters. Similar
to past studies, many associations, such as the association
of A with red, I with white, and X with black were selected
significantly more frequently. Further analyses demonstrated
that these associations were sensitive to the letter frequency, but
not to the alphabetical order. These results suggest that letter
frequency plays a common role in grapheme-color association
processes regardless of the populations.
Email: Jun-ichi Nagai, nagai@u-sacred-heart.ac.jp
EVENT COGNITION
(4013)
Seeing the Unseen? Illusory Causal Filling in FIFA Referees,
Players, and Novices. MARKUS HUFF, ALISA BROCKHOFF,
ANNIKA MAURER and FRANK PAPENMEIER, University
of Tübingen — Humans often falsely report having seen an
actually missing link between two dynamic scenes in case the
second scene is causally related to the first scene. As an example,
participants falsely report to have seen the release moment of a
ball kick although it was not present in the scene. We explored
the interplay of cognitive-perceptual expertise and event
perception in three groups with differing interest in soccer
(novices, players, and FIFA referees). We presented either
complete or incomplete (i.e. contact moment omitted) clips. A
causally linked scene or an incoherent scene followed a filmic
cut in the incomplete videos. Causally linked scenes induced
comparable false recognitions in all groups. Thus, conceptual
interpretations of simple events are independent of expertise. In
Experiment 2, we asked the participants to detect the ball release
moment that was either visible or not and was either followed
by a causally or non-causally linked scene. Participants’ ability
to discriminate between complete and incomplete stimuli was
lower in the causal as compared to the non-causal condition,
indicating that the effect observed in Experiment 1 is based on
perceptual online-predictions.
Email: Markus Huff, markus.huff@uni-tuebingen.de
(4011)
Inside, Outside, Up and Down: Changing Body
Representation With Response Demands and Posture.
KAIAN UNWALLA, SERENA HO, MARIANA LANZINI,
MICHELLE L. CADIEUX and DAVID I. SHORE, McMaster
University — When the hands are crossed over the midline, the
ability to judge the order of successive vibrations is reduced.
A conflict between correct information from the internal
reference frame and incorrect information from the external
frame causes this crossed-hands deficit. We investigated how
altering the reliability of the external reference frame, through
manipulations of response requirements and body position,
influences performance. Overall, crossed-hands accuracy was
worst when adopting an external response demand. With an
internal response demand, lying down on one’s side produced
a smaller crossed-hands deficit than lying supine. In contrast,
no effect of body posture was observed when responding using
external space. Altering the level of activation of the external
reference frame influenced the magnitude of the crossed-hands
deficit.
Email: David I. Shore, dshore@mcmaster.ca
(4014)
Event Structure Over Time Predicts the Occurrence of
Mind Wandering. MYRTHE FABER, SIDNEY K. D’MELLO
and GABRIEL A. RADVANSKY, University of Notre Dame
— An open question in mind wandering research is how
environmental conditions influence self-generated thought.
We explored the relationship between stimulus dynamics and
self-caught mind wandering to establish whether changes in
the environment predict attentional lapses. We analyzed mind
wandering reports from 108 participants who watched the
film The Red Balloon. We used measures of situational change
and perceived event boundaries to predict mind wandering
at a fine-grained level. Our findings suggest a temporal
alignment between the structural dynamics of the film and
mind wandering reports. Specifically, the number of situational
changes and perceived event boundaries in the time leading up
(4012)
Color Associations for the English Alphabet in NonSynesthetic Japanese People. JUN-ICHI NAGAI, University
of the Sacred Heart, KAZUHIKO YOKOSAWA, The University
of Tokyo, MICHIKO ASANO, Rikkyo University — Recent
research has indicated that grapheme-color associations
reported by grapheme-color synesthetes and non-synesthetes
have certain regularities. It has been suggested that these
regularities are affected by linguistic properties of graphemes.
However, it is unclear whether frequency and ordinality of
the English alphabet, which is known to regulate grapheme-
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Posters (4015) - (4019)
(4017)
Objects in Previous Events Look Farther Away Than Objects
in Current Ones. CHRISTOPHER A. KURBY and KYLE
R. SCHRAMM, Grand Valley State University, JEFFREY
M. ZACKS, Washington University in St. Louis — As people
engage in activity they segment their moment-to-moment
experience into events. Segmentation may serve, in part, as
an attentional orienting mechanism, shifting attention away
from old goals in pursuit of new ones. In spatial memory,
navigators segment routes by landmarks or turns, and more
segments relate to memory for longer spatial distance. In
moment-to-moment processing, people segment and update
their event representations when they experience shifts in
space (e.g., walking through a doorway). In this experiment,
we investigated whether event updating also distorts distance
perception, perhaps by making previous events appear farther
away than current ones. Participants followed a path marked
by cones and made distance estimates to the previously visited
cones. Distance estimates were longer when participants
experienced a spatial shift than when they made estimates
within a space. These data suggest that objects in old events may
look farther away.
Email: Christopher A. Kurby, kurbyc@gvsu.edu
to a mind wandering report negatively predict its occurrence.
This suggests that mind wandering is less likely to occur when
there are more event changes and boundaries. This research
demonstrates that the incidence of mind wandering is related
to the unfolding structural dynamics of the environment.
Email: Myrthe Faber, mfaber@nd.edu
(4015)
A Closer Look at the Updating of Situation Models in
Audio-Visual Narratives: An Eye-Tracking Study. FRANK
PAPENMEIER, University of Tübingen, TINO G.K. MEITZ,
Leibniz ScienceCampus Tübingen, MARKUS HUFF, University
of Tübingen — When watching audio-visual narratives, humans
parse the perceptual input into meaningful events separated by
event boundaries. In a previous set of experiments, we studied
memory and prediction and showed that observers update their
situation models incrementally across event boundaries. In the
present experiment, we tracked participants’ eye movements to
further explore the updating of situation models across event
boundaries in audio-visual narratives. We asked participants
to watch an episode of the sitcoms “Two and a Half Men” and
“Big Bang Theory”, each. By analyzing gaze variability and
gaze coherence, we found that participants’ gaze behavior is
determined by both semantic features and stimulus driven
features. In particular, an increasing number of changes in
situational dimensions (time, space, protagonist, action) across
event boundaries resulted in an increasing gaze variability but
unaffected gaze coherence. This indicates that the updating of
situation models involves an information search process that is
coherent across participants.
Email: Frank Papenmeier, frank.papenmeier@uni-tuebingen.
de
(4018)
Dancing With Words: The Acoustic Packaging of Events
in Adult-Directed Speech. NATHAN R. GEORGE, Adelphi
University, FEDERICA BULGARELLI, CARA THEORET
and DANIEL J. WEISS, The Pennsylvania State University —
Comprehending novel events requires learners to first segment
them into discrete units. One support mechanism for this
process is termed acoustic packaging, the alignment of action
descriptions with event boundaries. While common in infantdirected speech, this cue is thought to become less reliable in
adult-directed speech. However, adult-directed speech may
continue to incorporate acoustic packaging under conditions
of greater complexity. In this study, participants described two
tasks (stacking rings and board game construction) and two
videos (dishwashing and ballet). We asked if adults acoustically
package events more when they are novel (game construction
and ballet) or to compensate for lacking control over timing
(i.e., in the videos). Participants demonstrated more reliable
speech-action alignment when describing videos, as well as for
the more novel task. These results suggest that adults continue
to rely on acoustic packaging, challenging the notion that
audiovisual synchrony becomes an irrelevant cue in adultdirected event descriptions.
Email: Nathan George, Nate.R.George@gmail.com
(4016)
Spoiler Alert: Knowing the Ending of a Narrative Doesn’t
Ruin the Experience of It. ANNA-LISA COHEN, ARIEL
ADLER, CHAIM GOLDBERG and SARAH NACHIMSON,
Yeshiva University — Narrative transportation is a state of
detachment that arises when one becomes immersed in
a narrative. Cohen et al. (2015) showed that participants
had trouble maintaining a goal in mind (i.e., remembering
to respond to the cue “gun”) while watching an engaging
Hitchcock film. In the current studies, we examined whether
reducing suspense by telling the subjects the end of the film
would make it easier for participants to avoid being captured
by the film (Study 1) and we offered a reward incentive (Study
2). Results showed that knowing the ending of the film did not
prevent participants from being captured by the film; however,
offering a reward incentive did help participants maintain their
goal. A post-experiment questionnaire suggests that those in
the reward incentive condition may have purposefully tried to
lower their degree of attentional focus in the film as a way to
resist becoming immersed in the narrative.
Email: Anna-Lisa Cohen, acohen11@yu.edu
(4019)
The Norm Fluency Task: Unveiling the Properties of Norm
Representation. YOED N. KENETT, M. MOWAFAK
ALLAHAM, JOSEPH L. AUSTERWEIL and BERTRAM
F. MALLE, Brown University — Norms are socially shared
and socially enforced instructions to act in particular ways
in particular contexts. Little is known about the cognitive
structure of norms, so to examine this structure we developed
a norm fluency task. In this task, participants are presented
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with pictures of public visual scenes (e.g., library, restaurant)
and are asked, for each scene, to generate norms of one of
three types: prohibitions, prescriptions, or permissions (“What
you are allowed/not allowed/supposed to do here”). We found
high consensus for a small set of norms specific to each scene,
supporting the idea that norms are socially shared and activated
in a context-specific manner. In addition, we found that
participants generated fewer prohibitions than permissions and
prescriptions, and they also generated them more slowly and
with lower consensus. Finally, prohibitions are more dispersed
than permissions and prescriptions in a semantic network
space, indicating differences in representational structure.
Email: Yoed Kenett, yoed_kenett@brown.edu
These results also validate a novel naturalistic method for
studying predictive processing during comprehension of
ongoing activity.
Email: Michelle L. Eisenberg, mleisenb@wustl.edu
(4022)
Tuning Attention to What’s Relevant in Dynamic Human
Action. JESSICA E. KOSIE and DARE A. BALDWIN,
University of Oregon — Fluent event processing critically
involves selectively attending to information-rich junctures
within unfolding sensory experience. Recent evidence points
to rapid reorganization of attention as viewers gain familiarity
with novel sequences of dynamic human action. For example,
by just the second passive viewing of a novel activity, observers
elevate attention to regions within motion indicative of the
transition from one sub-event to the next. Using Hard, Recchia,
& Tversky’s “Dwell-time Paradigm,” we investigated patterns
of reorganization when viewers’ goal is to learn to execute the
novel activity sequence. Preliminary evidence indicates rapid
tuning to causally relevant junctures within the activity stream.
In particular, observers up-regulated attention to a specific
region within action at which motion was critically related to
goal attainment, while down-regulating attention to the rest of
the sequence. These findings provide new information about
how observers systematically direct attention to regions of
novel activity that are important for learning.
Email: Jessica Kosie, jkosie@uoregon.edu
(4020)
Washing Clothes or the Meaning of Life? An Investigation
of Context on Event Segmentation and Recall. KIMBERLY
M. NEWBERRY and HEATHER R. BAILEY, Kansas State
University — Context (prior knowledge) has been shown
to benefit episodic memory, particularly when presented
before encoding. Knowledge may improve memory through
several encoding mechanisms, one of which may be event
segmentation. Event segmentation is one’s ability to chunk
information into meaningful units as an activity unfolds.
In the current experiment, we evaluated whether context
influences the memory and segmentation of a text. Participants
read ambiguous passages and then freely recalled as much
information about each passage as possible. After recall,
participants were asked to segment each passage. Consistent
with Bransford and Johnson’s (1972) findings, participants in the
context condition recalled more information compared to those
in the no context condition. Most importantly, participants
in the context condition also segmented more normatively
compared to those in the no context condition. The current
results support Event Segmentation Theory by demonstrating
that semantic knowledge guides event perception.
Email: Heather R. Bailey, hbailey@ksu.edu
(4023)
The Amnesic Effects of Benzodiazepines, from Beneficial to
Unbearable: A Science or a Media Concern? ELISABETH
BACON, Strasbourg University — Benzodiazepines are the
most prescribed drugs worldwide, thanks to their effects
on anxiety and insomnia. But in some circumstances they
trigger amnesic episodes (anterograde amnesia lasting a few
hours). Almost 20 years elapsed between when these effects
were discovered and when general practitioners and users (at
least in France) were told about them. The written media are
important for disseminating information about drugs. Unlike
information about other fields of research, knowledge about
drugs has many different written sources (research and medical
journals, rules, regulations, magazines, lay media, etc.). This
study highlights the history and logic of the discovery and study
of the amnesic effect of benzodiazepines, and how information
about it was relayed in different media, from research journals
to the medical and lay media. It explored how firstly considered
as beneficial by anaesthetists, it became an undesirable effect,
partly due to media coverage of a trial, and why it took so
long to reach those who prescribe or use them. The analysis in
various printed media of narratives on the amnesic effects of
benzodiazepines allows to put into light the links and the gaps
between the producers of knowledge and mediators.
Email: elisabeth.bacon@unistra.fr
(4021)
Predictive Looking in Everyday Event Comprehension.
MICHELLE L. EISENBERG, JEFFREY M. ZACKS and
SHANEY FLORES, Washington University in St. Louis —
We propose that as people view ongoing activity they make
predictions about what is going to happen next. When
predictions fail, viewers experience a boundary between events.
This mechanism entails that prediction performance is worse at
event boundaries than in the middle of events. We tested this
hypothesis by monitoring for predictive eye movements during
ongoing comprehension of everyday events. Participants first
watched movies while their eye movements were recorded, then
segmented the movies into meaningful events. We hypothesized
that participants would predictively look at objects the actor was
about to touch before the actor contacted the objects. Moreover,
we hypothesized that these predictive eye movements would be
reduced near event boundaries. The results provided support
for both hypotheses, supporting the proposal that prediction
failures drive the subjective experience of an event boundary.
(4024)
Power Law Distributions of People Appearing in Dreams.
RICHARD SCHWEICKERT, Purdue University, CHARLES
VIAU-QUESNEL, University of Quebec at Trois Rivieres,
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Posters (4025) - (4028)
JOHANNA XI, Bank of America, HYE JOO HAN, Washington
State University Vancouver — Frequencies of contact with
people in daily life, face to face, though e-mail, and so on,
follow power law distributions. Suppose the frequencies are
represented in memory, and people in dreams are generated
from the dreamer’s memory. Then people would appear in
dreams with frequencies following power laws. We found such
power laws in dream reports from five dreamers. Further, from
the dream reports of each dreamer we made a social network
in which two people were joined by a line if they appeared in at
least one dream together. We found power laws for parameters
of the networks. The parameters included the number of people
each person is joined to (the degree) and eigenvalues of the
adjacency matrix. Lawful behavior indicates that dreams reflect
systematic processing of some kind.
Email: Richard Schweickert, swike@psych.purdue.edu
After that, both groups were tested to point to the origin of
the path. The pointing responses of the walking group showed
an underestimation of the turning angle, indicating that the
vision-locomotion coupling with a gain influenced the spatial
representation. However, such gain effect was not found in the
video group. These results suggest that vision can contribute to
spatial representation directly, but locomotion information has
to contribute indirectly via a vision-locomotion coupling. Our
findings support the Perception-action coupling (PAC) theory
proposed by John Rieser and his colleagues.
Email: Yu Du, du5@ualberta.ca
(4027)
Reaching to an Illusion Using Spatial Reference Frames.
JENNIFER KOLESARI, DANIEL LYNCH, JAMES
SCHMIEDELER and LAURA CARLSON, University of Notre
Dame — Reaching for an object requires defining its location
relative to one’s body (egocentric reference frame) and/or
other objects (allocentric reference frame). To investigate the
relative contributions of these frames, participants used an
unactuated robot arm to reach toward targets embedded within
the Brentano visual illusion at various points on a computer
screen. The strength of reliance on the allocentric frame was
indicated by the magnitude of the illusion across all trials. We
manipulated whether a cursor showing the movement path and
the participant’s hand were visible and whether the illusion and
target on the screen were visible during reaching. Participants
made less accurate reaching movements when their hands and
the cursor were obscured, illustrating a stronger effect of the
illusion and an increased reliance on the allocentric frame when
the egocentric frame was unavailable. This research contributes
to our understanding of how these frames are coordinated
during reaching.
Email: Jennifer Kolesari, jkolesar@nd.edu
SPATIAL COGNITION III
(4025)
Schematic Representations of Local Environmental Space
Guide Goal-Directed Navigation. STEVEN A. MARCHETTE
and JACK RYAN, LINDSAY K. VASS and RUSSELL A.
EPSTEIN, University of Pennsylvania — To navigate to an object,
one must remember which environment it is in (e.g. which
room?) and where it is in that environment. Here we present
behavioral and neuroimaging evidence that these two kinds
of information are retrieved independently. First, we scanned
subjects with fMRI while they recalled spatial information
from a virtual setting containing several rectangular rooms.
Multivoxel pattern analysis revealed a locus in the medial
parietal lobe that coded locations and imagined headings in
room-aligned coordinates. Notably, these codes generalized
between rooms of the same shape, as if the same schematic
blueprint was used for multiple rooms. Based on these results,
we predicted that subjects might confuse analogous locations
in different rooms if the rooms were geometrically equivalent.
Indeed, additional experiments established that subjects do
make such errors, indicating that they could recall the location
within a room without recalling the room’s identity. Together,
our results demonstrate that humans encode schematic maps of
local space that can be applied to multiple environments.
Email: Steven A. Marchette, stevenmarchette@gmail.com
(4028)
The Later-Destination-Attractor Bias: Uncoupling Size of
Environment and Visibility. EN FU and BEVERLY ROSKOS,
University of Alabama - Tuscaloosa — When people choose
between two equal routes to a destination, at least when
standing in a room-sized environment, their choice is affected
by the locations of later destinations. This effect, called the laterdestination-attractor bias, presents as a preference to take the
route that takes them in the direction of the later destination,
even though the routes are of equivalent length. The effect
decreases when the later destinations cannot be seen, at least
in a room-sized environment. Does this hold true for large
environments? Answering this question is tricky because the
size of the environment is often confounded by the visibility of
the later destinations. In small environments, all destinations
typically can be seen, whereas in large environments, all
destinations typically cannot be seen. Across two experiments,
the size of the environment (room-sized vs. city-sized) and
the visibility of the later destinations (visible vs. not visible)
were manipulated factorially. The choice of routes to the first
(4026)
Unidirectional Influence of Vision on Locomotion in MultiModal Spatial Representations Acquired From Navigation.
YU DU, LEI ZHANG and WEIMIN MOU, University of Alberta
(Sponsored by Marcia Spetch) — Vision and locomotion are two
sources for forming spatial representations during navigation.
However, how vision and locomotion interact in forming
spatial memory is not clear. In a virtual reality environment,
participants actively rotated in place to face certain orientations
to get adapted to a new gain coupling vision and locomotion
in which their visual turning angle was equal to 0.7 times their
physical turning angle. Later, the participants either physically
walked a path in darkness (walking group) or watched a video
showing the same path as the walking group (video group).
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destination was measured. Preliminary results suggest that
both the size of the environment and the visibility of the later
destinations independently affect route choice.
Email: En Fu, efu@crimson.ua.edu
self-motion cues that are integrated over time in a process
known as path integration, and also by environmental cues
such as room shape. Path integration consists of both allothetic
(external to the navigator) and idiothetic (internal to the
navigator) cues to navigation. Two experiments examined the
conditions under which optic flow (an allothetic path integration
cue) is combined with a geometric cue to optimally reduce
response variability when returning to a previously visited target
location. Participants virtually navigated an outbound path in a
desktop virtual environment before attempting to return to the
path origin. Optic flow and room shape (a geometric cue) were
both available during the outbound path, but experimental
manipulations created single and dual-cue conditions for the
return path. Response variability in dual-cue conditions was
consistent with predicted optimal variability given single-cue
response precision. Results indicate that idiothetic cues are not
necessary for the optimal combination of path integration and a
geometric cue to navigation.
Email: Jonathan Kelly, jonkelly@iastate.edu
(4029)
Approaching Behavior Reduces Gender Differences in
the Mental Rotation Performance. PETRA JANSEN and
SANDRA KALTNER, University of Regensburg, DANIEL
MEMMERT, German University of Sport Science, Cologne —
We investigated in the scope of gender if the enactment of
an approaching or avoiding behavior influences the mental
rotation performance. Thirty-five females and 30 males
completed a chronometric mental rotation task either in an
approaching or in an avoiding condition while manipulating
their arm position. The results show a significant influence of
this embodied behavior dependent on gender and task difficulty,
F(4, 240) = 5.26, p< .001, partial η2 = .08. There was no gender
difference in the approaching but in the avoidance condition
concerning reaction time. Concerning the accuracy rate the
gender difference was reduced for the most difficult tasks in
the approaching condition but not in the avoidance condition,
F(4, 244) = 2.61, p< .05, partial η2 = .04. Demonstrating that
an approaching behavior reduces the performance difference
between males and females gives a hint that the role of bodilybased motivation must be investigated in more detail.
Email: Petra Jansen, petra.jansen@ur.de
(4032)
The Effect of Sex and Parenthood on Perceived Distances
to Objects. IAN T. RUGINSKI, DEVIN M. GILL, LACE M.
PADILLA, JEANINE K. STEFANUCCI and ELIZABETH
CASHDAN, University of Utah (Sponsored by Sarah CreemRegehr) — We tested the merit of a popular internet meme
related to sex differences in the perception of a child’s safety
in a dangerous situation. The meme suggested that mothers
perceive a child thrown in the air as extremely high compared
to the actual location, whereas fathers perceive the child as
lower than mothers. Previous literature has shown an influence
of stimulus category on remembered image location, thus we
presented two stimuli: a baby and a ball (control). A sample of
50 individuals indicated where they last perceived the stimulus
when three distances were presented in both the vertical and
horizontal planes. Preliminary results suggest that, on average,
women tended to place the stimulus lower than its actual
vertical location. Contrary to the meme, parenthood makes
men’s judgments less accurate, but does not change women’s
judgments. Interestingly, fathers’ judgments resembled women’s
judgments more so than male non-fathers.
Email: Jeanine Stefanucci, jeanine.stefanucci@psych.utah.edu
(4030)
Cognitive Strategies in the Mental Rotation Task Revealed
by EEG Spectral Power. AARON L. GARDONY, U.S. Army
NSRDEC, HOLLY A. TAYLOR, Tufts University, TAD T.
BRUNYÉ and MARIANNA D. EDDY, U.S. Army NSRDEC,
GEORGE L. WOLFORD, Dartmouth College — Does
mental rotation (MR) involve covert simulation of motor
rotation? Widespread use of the mental rotation task (MRT)
has complicated investigations of this research question.
We suggest that MR is covert motor rotation but that the
MRT dynamically biases this strategy and distinct, analytic
strategies that depend on working memory (WM) intensive
visual comparisons. The present work examined the role of
task difficulty on MRT strategies using EEG. We measured
dynamic changes in EEG spectral power during MRT
completion, focusing on sensorimotor mu suppression, an
oscillation associated with motor imagery, frontal midline theta
(fmθ) enhancement, associated with WM maintenance, and
parietal alpha (pα) suppression, associated with visuospatial
representation. As task difficulty (angular disparity) increased,
mu suppression decreased. Simultaneously, fmθ enhancement
and pα suppression increased. Together these findings suggest
decreasing use of MR and increasing use of WM-intensive
analytic strategies concomitant with increasing task difficulty.
Email: Aaron L. Gardony, aaron.gardony.civ@mail.mil
(4033)
Search Strategies During Small-Scale Spatial Layout
Learning With Restricted Peripheral Field. PIPER
MEISINGER, ERICA M. BARHORST-CATES and SARAH
CREEM-REGEHR, University of Utah (Sponsored by William
Thompson) — Peripheral field loss poses unique challenges
for spatial learning of configurations of objects in room-sized
spaces, likely related to the reduced information for global
spatial relationships within the environment. We asked whether
providing allocentric strategies for encoding new spaces would
benefit those with simulated restricted peripheral field. We
aimed, first, to measure spatial learning with a 10˚ field of
view and second, to assess the effectiveness of two different
explicit navigation strategies—object-to-object and homebaseto-object exploration (each compared to free exploration as
(4031)
Optimal Integration of Geometric and Optic Flow Cues to
Navigation. LORI A. SJOLUND and JONATHAN W. KELLY,
Iowa State University — Navigation is influenced by body-based
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a baseline). Participants learned spatial layouts by walking to
objects in a large room and then pointed to remembered target
locations from different locations. Preliminary results show no
overall differences in egocentric pointing error but suggest that
higher self-reported sense of direction was related to improved
pointing after using the homebase-to-object navigation strategy.
Future work will test the effectiveness of the strategies at a more
severe field restriction.
Email: Erica Barhorst-Cates, erica.barhorst@psych.utah.edu
benefits of retrieval practice (a.k.a., the ‘testing effect’). PCR
assumes recall attempts proceed with an initial search process
(‘primary retrieval’), followed by a ‘recovery’ or ‘pattern
completion’ process in which explicit details are extracted to
support recall (‘convergent retrieval’). We assume this gradual
pattern completion process is the main source of variation
in recall latencies, and that learning associations between
features depends on the timing of feature activations. Because
the convergent retrieval proceeds incrementally, this provides
an additional opportunity for learning associations between
features, predicting that successful recall, but not restudy,
creates new learning in the convergent retrieval process. We
confirmed this by comparing retrieval latencies between study
and test practice conditions. Retrieval latencies were fastest
following test practice, even when accuracy was unchanged and
retrieval cues changed between the practice and final test.
Email: William Hopper, whopper@psych.umass.edu
(4034)
Impact of Environment Preview on Distance Perception
in Virtual Reality. ZACHARY D. SIEGEL, JONATHAN W.
KELLY, SETH GEORGE, JENNA HUNEY and BRENNA
KLESEL, Iowa State University — Egocentric distance is
commonly underperceived in virtual reality, sometimes by
up to 50% of actual distance. Previous studies indicate that
walked distance is more accurate within a virtual replica of the
experimental space. This study experimentally evaluated the
impact of previewing the real environment prior to experiencing
a virtual replica, and compared the effect of preview to the effect
of recalibration by walking through the virtual environment.
Participants who previewed the environment performed
more accurately on the blind walking task, but this advantage
disappeared after both groups were allowed to walk through the
virtual environment with continuous feedback. No difference
was shown between groups for object size judgments.
Email: Zachary Siegel, zsiegel@iastate.edu
(4037)
Intermediate Recall Interferes With Visual Memory for
Photographs. DEBORAH H. TAN and YUHONG V. JIANG,
University of Minnesota — People have an impressively detailed
and accurate memory for photographs of objects, yet one’s
memory is also surprisingly coarse during eyewitness testimony
or in change detection tasks. Here we test the possibility that
intermediate recall of previously viewed objects interferes with
subsequent recognition. Participants encoded 150 photographs
presented at a rate of 1s/item. They were then cued to type out
a description for a subset of the previously viewed photographs.
We later tested their memory in a subsequent 4AFC recognition
test including the old photograph, a within-category lure, and
a pair of between-category lures. Participants committed fewer
category errors, but more exemplar errors, for photographs they
recalled earlier relative to the other photographs. Additional
experiments ruled out verbal overshadowing as an explanation.
Intermediate recall did not interfere with memory if testing
included just the old photograph and a within-category lure.
Intermediate recall may interact with decision factors to
influence subsequent memory performance.
Email: Deborah Tan, tanxx541@umn.edu
(4035)
Referential Indexing: The Role of Space in Reference.
CAMERON M. SMITH and AMIT ALMOR, University of
South Carolina — Two experiments tested the hypothesis
that spatial representations are used for reference tracking
during language comprehension. Participants listened to
two characters introduce themselves from distinct spatial
locations and responded to an auditory probe from one of the
two spatial locations. In E1, probes were character names and
participants indicated whetherthey were the correct answer to
questions they read. In E2, probes were beeps that preceded or
followed references to characters and participants responded
with a button press. E1 showed a spatial direction compatibly
effect indicating that referent representation include a spatial
component. E2 only showed an effect of introduction order
(right-to- left or left-to- right) that also interacted with the
direction the beep was played from and whether it was played
before or after the reference. Together, these results suggest that
spatial representations are used for reference tracking but may
not be automatically activated by repeated reference.
Email: Cameron M. Smith, cms21@email.sc.edu
(4038)
Not All Order Memory is Equal: Dissociations in Memory
for Sequence and Temporal Information. TANYA R.
JONKER, University of California, Davis, COLIN M.
MACLEOD, University of Waterloo — Remembering the order
of a sequence of events is a fundamental feature of episodic
memory, yet the nature of the code(s) underlying sequence
memory is still relatively unknown. We manipulated encoding
and examined the influence of item-specific vs. relational
encoding on novel tests of memory for sequence and temporal
information. Our evidence is consistent with three dissociable
facets of order memory: (1) inter-item associations, (2) the
emphasized directionality of an association, and (3) an item’s
strength independent of other items. Memory for order is
RECALL III
(4036)
The Primary and Convergent Retrieval Model of Recall.
WILLIAM J. HOPPER and DAVID E. HUBER, University
of Massachusetts, Amherst — We present the ‘Primary and
Convergent Retrieval Model’ (PCR), which explains the
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more complicated than has been portrayed in the past, and its
nuances need to be considered when designing tests and models
of temporal and relational memory
Email: Tanya R. Jonker, tanyarjonker@gmail.com
competitive sampling of memory traces containing context.
Cued recall is an intermediate task relying on both factors and,
accordingly, a null list strength effect has been observed. This
accounting, thusfar, assigns context the role of competitive
sampling and items the role of differentiation, but this need not
be the case. In a series of experiments we evaluate the role of
item and context information and the roles of differentiation
and competitive sampling to better understand what produces
the null list strength effect in cued recall.
Email: Sharon Chen, ychen117@syr.edu
N
(4039)
Directed Forgetting for Self-Generated Word Lists. MAKO
MOTOYOSHI and HIROYUKI TSUBOMI, University of
Toyama — Research on directed forgetting has shown that
we can intentionally forget information presented to us. We
studied whether directed forgetting can be effective even for
a self-generated event. Participants (N=50) were asked to tell
the experimenter 10 unique three-letter nouns and remember
them. After that, half of the participants were instructed to
forget this first list, and the other half were again instructed
to remember them. All participants created and remembered
a second list of 10 unique three-letter nouns. During testing,
participants that were told to forget the first list showed lower
performance in a free recall task for the first list than those
that were instructed to remember it, although both groups had
high performance in a recognition task. Both groups showed
equivalent performance in recall and recognition tasks for the
second list. These results suggest that the instruction to forget
triggers retrieval inhibition even for self-generated items.
Email: Hiroyuki Tsubomi, htsubomi@hmt.u-toyama.ac.jp
W
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(4042)
Does Prior Knowledge Influence the Fragility of Associations
in Memory? KIMELE PERSAUD and PERNILLE HEMMER,
Rutgers University — Long-term memory has been
demonstrated to have an impressive storage capacity, in that,
precise memories are quickly formed and retained over long
periods of time (Brady et al, 2013). Despite such an impressive
capacity, the system struggles to form and store associative
information of to-be-remembered items, resulting in fragile
associations (Lew, Pashler, & Vul, 2015). The difficulty in
storing associative information may result from the unnatural
state of the associations, and not as a reflection of limitations
on memory storage. Importantly, this unnaturalness, relative
to the natural environmental structure, may also hamper the
employment of prior knowledge which has been demonstrated
to improve performance in long-term memory (Hemmer
& Steyvers, 2009; Persaud & Hemmer, 2016). In an effort
to reconcile these findings, we present data from a series of
experiments assessing memory for associations that vary in
degree of meaningfulness. Models of long-term memory that
support both accounts are discussed.
Email: Kimele Persaud, kimele.persaud@rutgers.edu
(4040)
Modeling the Effects of Practice and Age-Related Change in
a Longitudinal Study. ADAM W. BROITMAN, MICHAEL
K. HEALEY and MICHAEL J. KAHANA, University of
Pennsylvania — A key challenge facing cognitive science is
the detection and remediation of age-related memory decline.
Longitudinal studies are a useful tool for measuring cognitive
changes over time, but they require multiple sessions within
each time wave to ensure reliability. This introduces the
possibility of practice effects, which can mask age-related
changes. Indeed, ignoring practice in a 4-year longitudinal study
of free recall and recognition in adults over 60, we found no
significant annual performance decreases, but the application
of models that account for practice revealed that over half of
the study’s participants showed some linear age-related decline.
We evaluated two models, one based on Anderson et al.’s (1999)
power law Strength Accumulation Equation, and the other
adapted from Sliwinski et al.’s (2010) exponential Burst model.
Our results indicate that an effective model of practice can allow
for the detection of subtle, but important, changes in as little as
four years.
Email: Adam Broitman, adamwb@sas.upenn.edu
(4043)
Modeling Semantic Search for Healthy Adults and
Patients With Schizophrenic and Bipolar Disorders Shows
Differential Reliance on Global Versus Local Recall Cues.
JANELLE K. SZARY, MICHAEL N. JONES and BRIAN F.
O’DONNELL, Indiana University — Effective search through
semantic memory requires an appropriate, dynamic balance
between exploration and exploitation. Patients with executive
function disorders may not appropriately regulate these
strategies. Indeed, schizophrenic patients (SPs) are known to
have diminished performance on semantic fluency tasks. To
investigate differences in search strategies, 26 SPs, 18 patients
with bipolar disorder (BPs), and 32 control subjects (Cs) were
given a 60 second semantic fluency task. As in Hills, Jones and
Todd (2012), fluency results were fit to computational models
of memory which use either local (semantic) cues, global
(frequency) cues, or both, in either a static or dynamically
switching fashion. While the datasets of Cs and BPs are best fit
by dynamic models, those of SPs are slightly better fit by static
models. Although the pairwise transitions are similar across
conditions, suggesting a non-impaired semantic memory
structure, the parameters of models fit to SP datasets, compared
to C datasets, show that the global cue is significantly more
(4041)
Item Differentiation and Competitive Context Sampling in
Cued Recall. SHARON CHEN, JACK WILSON and AMY
CRISS, Syracuse University — The list strength paradigm
is used to evaluate whether memory for a given item is
affected by the strength of the other studied items. The null to
negative list strength effect in recognition has been attributed
to differentiation of memory traces containing items. The
positive list strength effect in free recall has been attributed to
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Posters (4044) - (4048)
Massachusetts Amherst — Episodic memory retrieval is thought
to depend on hippocampal pattern completion, which triggers
reinstatement of mnemonic details in neocortex. Such accounts
suggest a domain-general role for hippocampus (HC) in recall,
contrasting with Representational-Hierarchical accounts (RH)
that predict HC involvement only when the to-be-recalled
stimuli recruit hippocampal representations. Whereas previous
fMRI studies measured recall for paired-associates – e.g.,
cuing a scene with a paired object ‒ we used a within-domain,
non-associative recall task, with single items (objects/scenes)
studied in isolation and parts of the studied images used as
cues at test. In support of RH accounts, functional activation
in HC increased during scene recall but not object recall,
whereas activation in neocortex, including lateral occipital
complex (LO), increased during both object and scene recall.
Moreover, effective connectivity analyses revealed increased
forward connectivity from LO to HC during recall, suggesting
that recall-related pattern completion spreads from neocortex
to HC, rather than the reverse
Email: David Ross, davidross2409@gmail.com
salient for SPs. These results suggest that schizophrenic patients
are using information sources in a different, perhaps lessstrategic, way to complete the task.
Email: Janelle Szary, jszary@indiana.edu
(4044)
The Retro-Cue Benefit and its Influence on the Probability
of Intrusions in a Cued-Recall Task. ANTONIA KREFELDSCHWALB, University of Geneva, DAVID KELLEN, University
of Basel — Most of the recently proposed explanations of the
retro-cue benefit in working memory include hypotheses not
only on the memory status of the stimulus at the cued position,
but also at the non-cued positions. We have focused these latter
hypotheses by investigating the probabilities of intrusions in a
cued recall task for verbal material. The data of two experiments
with 120 participants were analyzed with Bayesian hierarchical
multinomial models. In both experiments, with different
distractor task conditions and including probabilistic cues,
retro-cueing was not decreasing the conditional probabilities
of intrusions, but increasing it in two of the conditions. These
findings support the explanation of the retro-cue benefit which
assumes that cueing increases binding at the cued positions,
without necessarily involving memory costs for the content at
the non-cued positions. Although, the binding at the non-cued
positions might sometimes be reduced due to retro-cueing.
Email: Antonia Krefeld-Schwalb, Antonia.Krefeld-Schwalb@
unige.ch
(4047)
Analogous Serial Order Mechanisms in Serial Recall
and Typing. DAKOTA R.B. LINDSEY and GORDON D.
LOGAN, Vanderbilt University — There has been debate over
whether serial order is achieved by cuing items with their
position (position coding) or with the previously retrieved
item (associative chaining). Theories of serial order in working
memory typically assume position coding, while theories of
serial order in skilled performance typically assume associative
chaining. This discrepancy suggests different serial order
mechanisms in working memory and the motor system
and motivates a more direct comparison of the serial order
mechanisms used by each. We compared serial order effects in
recall and typing using a serial recall task in which subjects had
to type their responses. Serial position curves and transposition
gradients were similar for recall and typing, but their error rates
differed. Additionally, serial order in typing and recall were
independent when using a closed word list. Working memory
and the motor system seem to solve the problem of serial order
with separate, yet analogous, mechanisms.
Email: Dakota Lindsey, dakota.r.lindsey@vanderbilt.edu
(4045)
Effects of Handedness on Children’s Recall of Dyadic
Conversations. STEPHEN D. CHRISTMAN, MONICA
LAWSON and KAMALA LONDON, University of Toledo —
A growing body of evidence demonstrates a robust advantage
in episodic recall in people with inconsistent hand preference,
relative to those with consistent hand preference. However,
all of this work has been conducted with adult subjects; the
influence of handedness on memory in children remains
unexplored. Eight year old children (n=90) engaged in a semistructured dyadic conversation with an adult experimenter.
After an interval of 1 versus 3 weeks, the children’s memory for
the conversation was tested. There was no effect of retention
interval, so analyses collapsed across this variable. There was a
significant interaction between handedness and sex, partial η2 =
0.054. Among females, inconsistent-handedness was associated
with nominally better free recall of the conversation, partial η2
= 0.060. In contrast, among males, inconsistent-handedness
was associated with nominally poorer recall, partial η2 = 0.049.
The prior literature on adults has typically found effects of
handedness only, with no main effects or interactions involving
sex. Perhaps the opposite than predicted effect of handedness
in boys is related to boys’ lagging verbal development in middle
childhood.
Email: Stephen Christman, stephen.christman@utoledo.edu
(4048)
Episodic Memory Reconsolidation: A Meta-Analysis. IIONA
D. SCULLY and ALMUT HUPBACH, Lehigh University —
Reactivation returns memories to an active, labile state, allowing
for updating and memory modification. These memories must
then be re-stabilized through a process called reconsolidation.
Although difficult to study in humans, researchers have
provided evidence for reconsolidation effects in fear, reward,
procedural, and episodic memories. However, reconsolidation
effects, particularly in episodic memory, remain controversial.
The present study used a meta-analytic approach to critically
evaluate the evidence for episodic memory reconsolidation.
Results indicated that reactivation of episodic memories made
them vulnerable to a variety of post-reactivation treatments,
ranging from physiological interventions to learning related
(4046)
Hippocampus Is Not the Unique Seat of Patern Completion
in Cued Recall. DAVID A. ROSS, D. MERIKA WILSON,
PATRICK SADIL and ROSEMARY A. COWELL, University of
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in St. Louis — Several studies have reported test-enhanced
transfer, however, the tasks and materials (free-recall tests
and short texts) may limit generalization of these findings to
authentic educational settings. Further, no study has attempted
to evaluate potential mechanisms underlying test-enhanced
transfer. In the present study, we examined whether testing can
enhance transfer of concepts presented in textbook chapters
(Experiment 1) and evaluated potential underlying mechanisms
of test-enhanced transfer (Experiment 2). Our results indicated
that multiple-choice testing can enhance performance for
transfer application questions (relative to a highlighting
strategy) using authentic materials and tests. Additionally, our
results suggest that it is the encoding variability associated with
testing, and not the retrieval practice component, that was
producing the obtained test-enhanced transfer. These findings
suggest that testing may be a potent tool for enhancing learning
of authentic text materials when the tests introduce encoding
variability.
Email: Khuyen Nguyen, k.nguyen@wustl.edu
material. Contingent upon reactivation these treatments
resulted in impaired delayed recall and impaired recognition of
the original memory, as well as increased levels intrusions from
related material. Overall, this meta-analysis provides supportive
evidence for reconsolidation effects in episodic memory, and
provides new insights into modulatory effects and boundary
conditions.
Email: Iiona Scully, ids214@lehigh.edu
(4049)
The Differing Effects of Expertise on Serial Recall. TRAVIS
R. RICKS, CODY LIESER and CHASE MEIDINGER, Bemidji
State University — This experiment investigated how differing
levels of expertise affects serial recall. Participants were
presented lists from two different domains of expertise. One list
was ten National Football League (NFL) teams paired with their
host city/state and the other a list of ten states of the United States
(US) paired with their capitals. A list from one of the domains
of expertise was presented four times with participants recalling
after each presentation. Participants were then similarly
presented the other list four times. Following the second list
the first list was presented again with a different serial order
for its items. Participants also completed an assessment of their
football and US capitals knowledge. Football and United States
capitals knowledge predicted recall for the first presentation of
the lists, but not when the list items were presented again in a
different serial order.
Email: Travis R. Ricks, tricks@bemidjistate.edu
(4052)
How Does Errorful Generation Versus Errorful Study Affect
Subsequent Learning? COURTNEY M. CLARK, ELIZABETH
L. BJORK and ROBERT A. BJORK, University of California, Los
Angeles — Having to guess (even when incorrect) what target
you will be asked to remember for a given cue-target pair of
associated words results in better cued recall of the correct
target versus being allowed to study the correct pair for the
whole time (e.g., Kornell, Hays, & Bjork, 2009). Would this
result also hold when an incorrect target (another associate of
the cue) is presented rather than generated? We compared the
impact of generating incorrect targets versus being presented
with incorrect targets versus simply studying intact pairs. After
8 s during which participants carried out one of those activities,
they then could decide how long to study a given cue-target pair.
Pairs in the guessing condition were remembered better on the
final test than were pairs in the study-an-error condition, even
though participants chose to study the correct pairing longer
after studying an error than after generating an incorrect guess.
Email: Courtney Clark, courtneyclark@ucla.edu
(4050)
Test Dynamics and Competition Dependence in the Study
of Retrieval-Induced Forgetting. JULIA SOARES and
BENJAMIN C. STORM, University of California, Santa Cruz —
Retrieval practice for a subset of items can cause the forgetting
of non-practiced items, an effect referred to as retrieval-induced
forgetting. According to the inhibitory account of retrievalinduced forgetting, the effect is competition dependent such
that only items that cause competition during retrieval practice
should be targeted by inhibitory processes presumed to cause
forgetting. In support of this hypothesis, Anderson, Bjork, and
Bjork (1994) found that items of strong taxonomic strength
(e.g., fruit-lemon) suffered more forgetting than items of weak
taxonomic strength (e.g., fruit-guava), presumably because the
strong items caused more competition during retrieval practice
than the weak items. We sought to replicate and extend this
finding by manipulating the nature of the final test for these
items to examine the conditions under which forgetting is
influenced by taxonomic strength. Preliminary results suggest
important implications for interpreting evidence of competition
dependence in the study of retrieval-induced forgetting.
Email: Julia Soares, jusoares@ucsc.edu
(4053)
The Negative Testing Effect Does Not Extend to Educationally
Relevant Materials. DANIEL J. PETERSON, Skidmore College
— While tests are thought to typically improve long-term
retention, recent research has suggested that certain types
of tests may disrupt memory, a phenomenon known as the
negative testing effect. According to one explanatory framework,
this is thought to be because tests may disrupt organizational
processing by hindering one’s ability to make associations
between items on a list. Such findings are concerning because
they suggest there may be educational contexts in which a
student taking a test might impair subsequent retention of the
material. However, it is unclear whether the negative effects of
testing will extend to more educationally appropriate designs
and materials. In two experiments, participants learned a
sequence of steps involved in drawing blood (phlebotomy).
After this initial exposure, participants either studied the steps
TESTING EFFECTS
(4051)
Test-Enhanced Transfer of Learning With Authentic
Materials: The Role of Encoding Variability. KHUYEN
NGUYEN and MARK A. MCDANIEL, Washington University
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again or were given a cued-recall test on the steps. Later, during
a final recall test, participants either attempted to reconstruct
the order of the steps (a test highly reliant upon organizational
processing), or were given a cued-recall test. While the
intermediary test facilitated final cued-recall performance, there
was no detrimental effect on the test of order reconstruction;
that is, no negative testing effect. The results suggest there
unlikely to be educational contexts in which one should be
concerned that testing might actually disrupt memory.
Email: Daniel Peterson, dpeters2@skidmore.edu
been shown to produce superior recall when compared to
rereading. Two studies present evidence for a test question effect
that benefits recall of information participants encounter when
reading the test. Participants either reread two 1,300-word prose
passages or took fill-in-the-blank practice tests that contained
additional to-be-tested information within the test questions
themselves. A large and unexpected benefit for information
read on practice tests was observed. Recall on the 48-hour
final test did not differ significantly for information reread on
practice tests (M = .60; SE = 0.02) and tested information (M =
.55; SE = 0.02), both of which showed superior recall compared
to rereading the entire prose passages (M = 0.31; SE = 0.02).
A further analysis, where final recall was conditionalized on
practice recall, showed an advantage over the test question
benefit. This test question effect is not predicted by theories
of the testing effect, such as desirable difficulties or transferappropriate processing.
Email: Kevin M. Barnes, kmb245@msstate.edu
(4054)
The Testing Effect and Potential Moderating Variables.
CHRIS KOCH and EMMA DENNIE, George Fox University
— The testing effect was examined throughout a semester.
Daily quizzes were given in a Sensation and Perception
course. For the first exam, covering the chemical senses, both
quiz scores (r = .39) and number of quizzes taken (r = .40)
significantly correlated with exam scores. However, quizzes
were not correlated with scores on the second exam covering
low-level vision. Only the number of quizzes taken (r = .33)
was correlated with scores on the third exam covering highlevel vision. Potential mediating factors were also examined.
Methodicalness was significantly related to exam 2 scores (r =
.43). A potential explanation for these findings is that repeated
testing is beneficial in the beginning of a course. Once students
develop an understanding of the types of questions asked on
exams, they are able to develop a strategy for studying. That
strategy may be most important when the content area changes
but repeated testing continues to be useful when the content
area remains consistent.
Email: Chris Koch, ckoch@georgefox.edu
(4057)
Investigating Transfer-Appropriate Processing as a
Theoretical Account for the Testing Effect. LISI WANG,
NATHANIEL D. RALEY and ANDREW C. BUTLER,
University of Texas at Austin (Sponsored by Alan Brown)
— Numerous theories have been put forth to explain the
mnemonic benefits of retrieval practice relative to restudying
(the testing effect). Among these accounts is the concept of
transfer-appropriate processing, which is commonly invoked
but rarely directly tested. Following up on research by Peterson
and Mulligan (2013), we manipulated the type of learning
activity (restudy vs. test) and the type of processing (itemspecific vs. relational) during learning and the criterial test
in a 2x2x2 between-subject design. Participants studied cuetarget word pairs, and then either restudied the pairs or took
a test on the target words. In these learning activities, stimuli
were either randomly presented (item-specific) or grouped
by semantic categories (relational). In a delayed criterial test,
participants were assessed by cued recall (item-specific) or free
recall (relational). The pattern of results supported transferappropriate processing when the criterial test was free recall,
but the opposite pattern was observed in cued recall.
Email: Lisi Wang, lisi.wang@utexas.edu
(4055)
Testing Potentiates New Learning When Retrieval or
Encoding Is Delayed. KRISTA D. MANLEY, SARA D.
DAVIS and JASON C.K CHAN, Iowa State University, KARL
K. SZPUNAR, University of Illinois - Chicago — Testing can
potentiate learning of new material, but whether this benefit
persists over a delay is unclear. In three experiments, testpotentiated learning was examined through the manipulation
of either a 25-minute retention interval separating the learning
phase and test phase, or a 25-minute encoding delay of the
final list. Subjects studied four lists of words, and they either
restudied the words, completed math problems, or received an
immediate test following Lists 1-3. All subjects received a test
for List 4. Interpolated testing enhanced List 4 correct recall
and reduced intrusions regardless of whether the test occurred
immediately or 25 min later. When List 4 encoding was delayed
by 25 min, interpolated testing enhanced List 4 correct recall
but did not reduce intrusions. The results show that testing can
enhance new learning across delays and retention intervals.
Email: Krista Manley, kmanley@iastate.edu
(4058)
Variation in Initial Test Performance Does Not Affect the
Benefit of Testing in Cued Recall. SARA D. DAVIS (Graduate
Travel Award Recipient), SARAH J. MYERS and JASON C.K.
CHAN, Iowa State University — Testing can be a powerful
memory enhancer, but some research has suggested that
lower initial test performance may lead to a reduced benefit
of testing (Rowland, 2014). In an educational context this is
an important factor, as frequent testing may not be an ideal
technique to enhance learning if performance is likely to be low.
However, no studies have experimentally manipulated initial
test performance to examine the impact on later retention. The
present series of studies manipulated initial test performance
by varying response deadlines (Experiments 1 and 2) as well
as the number of encoding presentations (Experiment 3) in
(4056)
The Testing Effect and the Test Question Effect Are Both
Beneficial. KEVIN M. BARNES and GARY L. BRADSHAW,
Mississippi State University — The testing effect has repeatedly
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(4061)
Effects of Retrieval Cues on Episodic and Semantic Retrieval
Practice. MIN KYUNG HONG, SEAN M. POLYN and LISA
K. FAZIO, Vanderbilt University — In two experiments, we
investigated how retrieval practice difficulty modulates the
effects of testing (episodic memory retrieval) and generation
(semantic memory retrieval) on memory. In Experiment
1, participants studied a list of categorized cue-target pairs
(Occupations – Athlete), then either restudied the pair, retrieved
the target using a 2-letter cue (Occupations – At_____) or
retrieved the target using a 4-letter cue (Occupations – Athl___).
Experiment 2 examined the effects of generation on memory
by eliminating the initial study phase. In both experiments,
items practiced or generated with 2-letter cues were best
remembered on a final free recall test, followed by 4-letter cue
items and then restudied pairs. These results replicate previous
findings that both the testing and generation effects benefit
from sparser retrieval cues, and serve as a reminder that the
effects of episodic memory retrieval can often be confounded
by semantic memory retrieval.
Email: Clair (Min Kyung) Hong, min.kyung.hong@vanderbilt.
edu
the presence or absence of feedback. In each experiment, our
manipulations led to variation in performance during initial
testing, but they did not influence performance on the final test
or the magnitude of the testing effect. These findings suggest
that testing can enhance learning regardless of initial test
performance.
Email: Sara D. Davis, sddavis@iastate.edu
(4059)
Scaffolded Retrieval in Verbal Learning: Diminishing
Practice Cues Works When Testing Won’t. JOSHUA L.
FIECHTER and AARON S. BENJAMIN, University of
Illinois at Urbana-Champaign — Retrieval practice has been
shown to be a highly effective tool for enhancing memory, a
fact that has led to major changes to educational practice and
technology. However, the benefits of retrieval are limited under
conditions in which retrieval is not likely to be successful.
These circumstances are more likely to arise when initial
learning is weak, when materials are highly complex, and for
learners who are making slow progress. Here we investigate
the benefit of a study technique in which learners are provided
progressively less informative cues over retrieval attempts—a
technique called diminishing cues (Finley et al., 2011). Over ten
experiments, we compared diminishing practice cues, retrieval
practice, and a restudy control condition. Under learning
conditions in which a testing effect was ample, diminishing cues
provided approximately the same benefit as standard retrieval
practice. More importantly, under conditions in which testing
was not highly beneficial, diminishing cues led to enhanced
performance compared to standard retrieval practice. The use of
diminishing practice cues provides a way to extend the benefits
of testing to circumstances in which it is normally ineffective.
Email: Josh Fiechter, fiechte2@illinois.edu
(4062)
The Pre-Testing Effect: A Limited Efficacy Learning
Technique? KYLE J. ST. HILAIRE, SARAH A. BLUMENTHAL,
NATASHA M. BUTKEVITS, SARAH E. FISENNE, DARREN
O. J. GEIGER and JANINE M. JENNINGS, Wake Forest
University — Recent research has expanded on the testing effect
(Roediger & Karpicke, 2006) by showing that administering a
test prior to presenting information (pretesting) can produce
similar benefits (Richland et al., 2009). The current study
further explores this “pre-testing effect” to determine 1) if it
can be seen with open-ended short answer questions, rather
than just closed-ended (i.e., fill-in-the-blank) questions, and
2) whether benefits extend to novel questions not administered
at pretest. Participants first either took a pretest then studied
a prose passage or simply studied the passage, after which
a post-test was administered. Question type and novelty
were manipulated. The results showed that pre-testing only
enhanced post-test performance relative to the study condition
for previously seen, close-ended questions. Further work is
needed to determine if the limited nature of the pretesting
effect is ubiquitous, or if broader effects can be found with more
complex learning materials and longer retention intervals.
Email: Kyle St. Hilaire, sthikj15@wfu.edu
(4060)
Experience With Confidence-Weighted Multiple-Choice
Testing Improves Later Recall of Related Information.
ERIN M. SPARCK, ELIZABETH L. BJORK and ROBERT A.
BJORK, University of California, Los Angeles — Multiple-choice
practice tests with competitive alternatives can facilitate the
recall of related information on later tests (Little, Bjork, Bjork,
& Angello, 2012). Using confidence-weighted multiple-choice
tests in which individuals must make relational judgments of
confidence when selecting answers can increase this benefit
relative to using standard multiple-choice practice tests (Sparck,
Bjork, & Bjork, submitted). We examined whether participants,
after experiencing confidence-weighted multiple-choice
practice tests, could then create a similar increase in recall
for related questions when taking a standard multiple-choice
practice test. We found that taking a confidence-weighted
multiple-choice practice test followed by a standard multiplechoice practice test resulted in significant improvements in
answering related questions compared to taking two standard
multiple-choice practice tests. Confidence-weighted multiplechoice testing appears to trigger more effectively the retrieval
of why wrong answers are wrong as well as well as why correct
answers are correct than do conventional multiple-choice tests.
Email: Erin Sparck, emsparck@ucla.edu
(4063)
The Benefits of All-of-the-Above Question on MultipleChoice Test. BAVANI PANEERSELVAM and AIMEE
CALLENDER, Auburn University — Existing testing effect
research on intervening questions containing all-of-the-above
(AOTA) options suggests benefits of this type of question on
a final MCQ test that also contains questions with the AOTA
format. However its effectiveness on a final MCQ test in a
standard format is not clear. In two experiments, participants
read a set of passages and took an intervening MCQ test in
an inclusive format (AOTA questions) for half of the passages
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without feedback and reread half of the passages prior to taking
a final MCQ test in a standard format either immediately or
after a delay (48 hours). Results revealed that previous testing
with the correct-AOTA (Experiment 1 and 2) and wrongAOTA (Experiment 2) options promoted the testing effect both
immediately and after a delay. Experiment 3 demonstrates that
these results is influenced by the number of responses (single vs
multiple) presented in the passages.
Email: Bavani Paneerselvam, bzp0012@auburn.edu
suggestibility effect. We attempt to reconcile these disparate
results and theoretical accounts using a combination of free
recall and source recognition tests.
Email: Marisa Crisostomo, mcrisostomo@ou.edu
IMPLICIT MEMORY
(4066)
Cognitive Ageing and Cultures: Distractor Memory
Happened Only When Overall Stimuli Were Restored, by
Japanese Older Adults. ETSUKO T. HARADA, University of
Tsukuba, AKIHIRO ASANO, Idealab Inc., JOAN NGO and
LYNN HASHER, University of Toronto — Distractor memory
was observed by only older adults, showing priming effects with
the word fragment completion task when a word was presented
on a line drawing picture (Rowe, et al., 2006). Previously we tried
to replicate this phenomenon with Japanese samples, and found
that only younger adults showed priming effects. This time we
did the same experiment but with a change that WFC items were
presented on the same drawings as the study phase, and results
showed that only older adults exhibited the distractor memory.
Those different results in English and Japanese samples implied
that Japanese older adults are processing a picture subsuming
a word as a unitary one, not processing a word automatically
independently, as English speakers were doing; in contrast,
Japanese younger adults might try to process a word in a
picture as some additional processes, maybe as holistic mode of
thought, which produced distractor memories.
Email: Harada, E.T., etharada@human.tsukuba.ac.jp
(4064)
Retrieval Enhanced Suggestibility (RES) Effects After
Text Encoding: The Impact of Perceptual Distinctiveness.
VICTORIA A. BARTEK, Seton Hall University, LEAMARIE T.
GORDON, Assumption College, MARIANNE E. LLOYD, Seton
Hall University — After answering questions about a witnessed
event, eyewitnesses are more susceptible to misleading postevent information. The present study examined whether this
retrieval enhanced suggestibility (RES) effect occurs because the
similarities between the two narratives (i.e., original event and
post-event misinformation) make it difficult for participants to
distinguish between accurate and inaccurate event information.
From the perspective of the source monitoring framework, we
predicted that if source memory was supported through the
addition of distinctive perceptual cues, RES would be reduced.
Source cues were manipulated by presenting original event and
misleading post-event information in different-color fonts.
These narratives were segmented by a test on the original
event and followed by an identical final test. Contrary to our
hypothesis, even when source memory was supported, RES was
observed. This suggests that cognitive factors other than source
memory errors, such as enhanced fluency of misinformation,
may be more directly implicated in RES.
Email: Marianne Lloyd, marianne.lloyd@shu.edu
(4067)
Implicit Preferences and Memory for Web-Based
Advertisements in Low but not High Load Conditions.
KATHERINE M. MATHIS, EDUARDA SOUTO MAIOR
OSTHOFF and DANIELLE PIERCE, Bates College (Sponsored
by Todd Kahan) — The current study investigated how our
preferences and recognition of advertisements relate to the mere
exposure effect and the load theory of attention. Participants
read articles displayed in the layout of a webpage, surrounded
by ads and other distractors in either low load or high load
conditions. They then rated old and new ads on different
likeability dimensions and finally completed a recognition test.
Participants preferred the ads that were presented in a low load
environment more than the ads in a high load environment or
ads that were not studied, which weren’t different from each
other. Moreover, memory for advertisements was above chance
when presented in a low load environment; however, this was
not the case for the high load condition. If advertisers are
concerned with whether advertisements affect preferences and
memory, then they might consider displaying their ads in a low
load environment.
Email: Katherine Mathis, kmathis@bates.edu
(4065)
The Effects of Testing When Competing Information Is
Studied Later. MARISA E. CRISOSTOMO and DANIEL
R. KIMBALL, University of Oklahoma — Initial testing of
memory for a previously studied cue-target word pair (a paired
associate) typically enhances subsequent memory for the target
when the cue is later presented during testing; this is an instance
of the testing effect. However, results are less clear when a
second target is paired with the same cue—as in the AB-AD
paradigm—after the AB pair has already been tested initially.
Some research shows that initial testing of the AB pair enhances
subsequent memory for both the first and second targets.
One account explains this result in terms of list segregation
that reduces proactive interference of the second target while
leaving the testing effect for the first target unimpaired. Another
account suggests that the initial testing of the AB pair results in
an integrated trace comprising both the AB and AD pairs. Other
research—for example, using the misinformation paradigm—
has found that initial testing of the AB pair enhances second
target memory but impairs first target memory, counter to the
predicted testing effect—a result termed the retrieval-enhanced
(4068)
Contribution of Semantic Activation to Fast Mapping.
HILLARY F. ABEL, ANNA B. DRUMMEY, KATHELEEN
O’HORA, KATHRYN CUSHING and IRENE P. KAN,
Villanova University — In the word learning literature, the term
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(episodic: M = 2.5 ± 3.03%, procedural: M = 47.3 ± 10.44%)
than the PI group (episodic: M = -7.7% ± 5.16, procedural: M =
19.5 ± 13.17%). Despite enhanced learning abilities, PI children
have not benefited from sleep consolidation for episodic and
procedural memory whereas control children did.
Email: Amandine E. Rey, amandine.e.rey@gmail.com
“fast mapping” (FM) describes the rapid acquisition of novel
label-object pairings. It has been suggested that when a novel
item is presented alongside a known item and a novel label, the
active rejection of the known item may mediate such learning
(e.g., “I know this is a pineapple, so ‘talmac’ can’t be referring to
that; it must refer to the unknown item.”). This process is known
as disjunctive syllogism (DS). In a recent study, we found that
DS is not necessary for FM to occur. However, the extent to
which DS may further enhance FM remains unclear. In this
study, we found that DS is the most beneficial to FM when the
accompanying known item is from the same semantic category
as the novel item. These findings are discussed in terms of
semantic activation and its influence on new learning.
Email: Irene Kan, irene.kan@villanvoa.edu
(4071)
Dissociation of Declarative and Procedural Memory. DALE
A. HIRSCH and CHRISTOPHER A. WAS, Kent State University
— Models of cognition posit that procedural and declarative
memories are distinct, yet interdependent. Previous research
has demonstrated that the specific cognitive operations (i.e.,
procedural memories) being performed during experimental
tasks are facilitated for later use. However, previous studies have
not tested whether active maintenance of declarative memory
is necessary for the facilitation of cognitive operations. In the
current study, we used the cognitive operation of category
identification. The experimental task presented a memory
set containing exemplars from two conceptual categories.
Following instructions to remember one category and forget
the other, facilitation was assessed with category comparisons
of exemplar pairs. Both memory set categories were facilitated
compared to a neutral unpresented category. However,
recognition of previously processed exemplars from the
remember category was significantly greater than those from
the forget category, suggesting that the facilitation of cognitive
operations is not dependent upon the maintenance of relevant
declarative memories.
Email: Dale A. Hirsch, dhirsch1@kent.edu
(4069)
A Continuous Flash Suppression Study of Implicit Visual
Recollection. PATRICK S. SADIL, DAVID E. HUBER and
ROSEMARY A. COWELL, University of Massachusetts Amherst
— Graf, Shimamura, and Squire (1985) famously discovered
that amnesic patients fail to recall previously studied words, but
nonetheless complete word-stems with those studied words.
In the current experiment, healthy volunteers studied visual
images of everyday objects under continuous flash suppression
(CFS), effectively studying without awareness. After learning,
visual recollection was tested by showing participants two
small, unrecognizable patches of the studied objects in an
intact-rearranged forced choice (2AFC) test: participants were
required to choose a pair of patches A1 and A2, which came
from a single studied object, over a pair of patches A1 and B2,
which came from two different studied objects. After the forced
choice, subjects were asked to name the object from which patch
A1 was drawn. Compared to no prior study, learning under CFS
boosted 2AFC performance, but did not increase naming. In
contrast to this implicit learning, prior study without CFS (i.e.,
with awareness) boosted both 2AFC and naming. Performance
under CFS resembles amnesic patients’ performance with
words, and suggests that visual pattern completion of objects
can be learned independently of visual object identification.
Email: Patrick Sadil, psadil@umass.edu
(4072)
A Conceptually-Driven Oppositional Indirect Memory Test.
ALAN HERNANDEZ and STEVEN SMITH, Texas A&M
University — Oppositional indirect memory tests include
those in which automatic retrieval impedes test performance,
rather than enhancing it. A data-driven oppositional memory
measure was introduced by Smith & Tindell (1997) in which
word fragments (e.g., F_I_URE) that are orthographically
similar to encoded words (e.g., FIXTURE) are tested. Now, we
introduce a conceptually-driven version of this oppositional
indirect memory measure, using a category production task in
which responses are constrained by word stems. After primed
words (e.g., DAFFODIL) are encoded, participants see, at test,
a category name along with a word stem (e.g., Flowers – D_ _
_ _ ); for each test item, they must generate the single correct
response that fits the category, the 1st-letter of the stem, and
the number of blanks provided (DAISY). Conceptually-driven
automatic retrieval was evidenced by poorer performance for
items associated with negative primes than for unprimed items.
Email: Alan Hernandez, alan_hdz3@tamu.edu
(4070)
Episodic and Procedural Memory Before and After Sleep
in Precocious Intellectual Children. AMANDINE E. REY,
University Lyon 2, JEAN-BAPTISTE SAUZEAU, ANNE
GUIGNARD-PERRET and PATRICIA FRANCO, University
Lyon 1, STÉPHANIE MAZZA, University Lyon 2 — Sleep
plays an important role in memory consolidation, here we
investigated whether precocious intellectual children showed
higher sleep memory consolidation than control children. 10
precocious intellectual children (PI, QIT = 137 ± 2.5 SEM) and
17 control children (CONT, total IQ = 110 ± 2.7), aged 6-14,
performed a 2D object-location episodic learning task and
a procedural mirror-tracing task, before and after a night of
sleep. There was no difference in sleep parameters (total sleep
time, S1, S2, S3, PS) and all children performed the learning
session with the same efficiency. Twelve hours later, after a
night of sleep, the CONT group showed higher performance
(4073)
Looking for Liking: In Search of the Mere Exposure Effect.
HENRY GORMAN and ZIXIAN CHAI, Austin College —
The increased liking for material following repeated exposure,
dubbed the mere exposure effect, is thought to be more likely to
occur with complex materials and with heterogeneous (other
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materials interpolated) increasing with up to 5 presentations
(Bornstein, 1989). Many regard liking, as a measure of implicit
memory, to be more sensitive than explicit measures such as
recognition or recall. It is known that recognition of material
increases non-linearly with practice with material over increased
spacing (lag) between presentations (e.g. Ciccone & Brelsford,
1974). The present study, using Haiku-like poems varied within
subjects, lag (with four levels of intervening poems—0, 1, 2, or
3) orthogonally with frequency (2 ,3, or 4 presentations) with
5-s exposures per presentation. Following all presentations, 49
student completed test booklets on recognition (forced choice),
liking, and familiarity. ANOVA and multiple regression showed
the expected effects of frequency and lag on recognition and
subjective familiarity but yielded no evidence for an effect on
liking.
Email: Henry Gorman, hgorman@austincollege.edu
we predicted that generated word pairs would increase item
memory and decrease associative memory, thereby mimicking
the pattern typically seen in older adults. In the current study,
a group of younger participants were asked to learn unrelated
pairs of either fragmented or whole words and later took item
and associative recognition tests. Results show a positive effect
of generation in item memory but no effect of generation in
associative memory, which were only partially in line with our
predictions. These findings will be discussed with respect to the
item-context tradeoff hypothesis (Jurica & Shimamura, 1999)
and Mulligan’s processing hypothesis (Mulligan, 2011).
Email: Angela Kilb, akilb@plymouth.edu
(4076)
Observing Testing Effects on Children’s Word Learning
Through Storybook Reading. CATHERINE A. DEBROCK
and HALEY A. VLACH, University of Wisconsin-Madison —
This ongoing study examines the testing effect in children’s
word learning via storybook reading. Although the benefits of
testing for memory have been observed in adult participants,
it is unclear whether young children will show a similar
testing effect. In this study, children learned new word-object
mappings during storybook reading. The storybook consisted
of 2D line drawings to introduce children to novel labels for
novel objects. Across two conditions, children encountered
novel labels by ostensive naming, in which the object was relabeled during learning, or by testing, in which they were asked
to select and point to the label’s referent in the storybook.
Children’s memory for newly learned object-word pairings was
assessed by performance in a delayed retention test. Although
data collection is still ongoing, we hypothesize that children’s
memory will benefit from the inclusion of testing within the
structure of the storybook.
Email: Catherine DeBrock, debrock@wisc.edu
(4074)
Telling In-Tune From Out-of-Tune: Widespread Evidence for
Implicit Absolute Intonation. STEPHEN C. VAN HEDGER,
SHANNON LM. HEALD, ALEX HUANG, BROOKE
RUTSTEIN and HOWARD C. NUSBAUM, The University of
Chicago — Absolute pitch (AP) is the ability to name an isolated
musical note without the aid of a reference note. One skill
thought to be unique to AP possessors is the ability to classify
an isolated note as “in-tune” or “out-of-tune.” Recent work has
suggested that intonation perception among AP possessors is
maintained by the listening environment, in which the vast
majority of Western music is tuned to a cultural standard.
Given that all listeners of Western music are exposed to this
cultural tuning standard, we test whether absolute intonation
perception extends beyond AP possessors. We demonstrate
that non-AP listeners are able to accurately judge the intonation
of isolated notes. Both musicians and non-musicians showed
evidence for absolute intonation recognition when judging
familiar timbres, though performance was not distinguishable
from chance when judging unfamiliar timbres. Overall, these
results highlight a previously unknown similarity between AP
and non-AP possessors’ long-term note representations.
Email: Stephen Van Hedger, shedger@uchicago.edu
(4077)
Has the Source Memory Advantage for Cheaters a Positive
Influence on our Later Actions? MEIKE KRONEISEN,
University of Koblenz-Landau — Evolutionary psychologists
often claim that memory functions can only be understood
through an analysis of the specific selection pressures that
have shaped the cognitive system during human evolution.
In line with this framework, a number of studies have shown
a source memory advantage for faces of cheaters over faces of
non-cheaters. This can be beneficial for cooperative individuals
because remembering that a face belongs to a cheater can help
to avoid being exploited by this person in future encounters.
In our study, we were interested in whether our student
participants were able to remember cheating game partners
in a later game with old and new opponents. In addition, we
manipulated if the game partners looked trustworthy or not.
Participants spend more money when their opponent showed
trustworthy behavior in the game bevor than when the game
partner showed negative behavior. However, they spent most
of their money when their opponent was new and trustworthy
looking.
Email: Meike Kroneisen, kroneisen@uni-landau.de
RECOGNITION III
(4075)
Generation Increases Item but not Associative Recognition.
JASON PHILLIPS and ANGELA KILB, Plymouth State
University — Older adults’ associative deficit is characterized
by low performance in associative recognition despite
relatively high performance in item memory. The purpose
of this project was to determine whether word generation
could simulate older adults’ associative deficits in a group of
younger participants. The generation effect (Slamecka & Graf,
1978) is the finding that information is better remembered
if it is produced by the participant during study rather than
passively perceived. While positive effects of generation are
typically found for item memory, negative effects of generation
have been observed in cued recall (Begg & Snider, 1987) and
context memory (Nieznanski, 2011; 2012; 2013). Therefore,
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(4078)
Separating Stimulus and Task Effects Influencing Encoding
Success, a Subsequent Memory ERP Study. COLIN M. NOE
and SIMON J. FISCHER-BAUM, Rice University — Thirty years
of back-sorting studies have shown ERP differences at encoding
that distinguish between remembered and forgotten items.
These differences due to memory (Dm) are sensitive to encoding
task, for example to depth of processing manipulations. The
Dm may also reflect variation in how individual stimuli are
processed. The current project investigates the contributions of
both stimulus-specific and task-related processes to the Dm. In
previous back-sorting studies, the stimulus and task have been
simultaneously presented, preventing the separation of the
contributions of stimulus and task. In a novel ERP design, we
present a target word 1s prior to the presentation of a shallow or
deep processing task. An interaction between the Dm and the
level of processing task emerges prior to the presentation of the
task, indicating that there are initial processing variations for
individual stimuli which affect memory encoding success in a
manner dependent upon subsequent task.
Email: Colin Noe, cmn2@rice.edu
invalid memory cueing stems from recollection. To test this,
we conducted a source-memory experiment manipulating
encoding location (left or right side). At test the studied objects
were presented centrally, preceded by predictive arrow cues
(75% valid / 25% invalid) indicating the prior location, and
subjects reported prior location and confidence. Cue validity
prominently affected accuracy (valid > invalid) and reaction
time (invalid > valid), and confidence was markedly higher
for correct versus incorrect source judgments. Nonetheless,
as with hits during recognition, confidence for correct source
judgments was unaffected by cue validity. Since source memory
is heavily based on recollection, we interpret this novel accuracy
vs. confidence dissociation in light of dual process models of
recognition.
Email: Antonio Jaeger, antonio.jaeger@gmail.com
(4081)
Effects of Task-Relevance of Self-Relevant Information on
Incidental Self-Reference Effect in Item and Source Memory.
KYUNGMI KIM, JENNE JOHNSON, Wesleyan University,
MARCIA K. JOHNSON, Yale University — Pairing a target
stimulus with self- vs. other-relevant information produces a
memory advantage, even without any explicit task demand to
evaluate self-relevance. We explored how task-relevance of the
dimension in which self-relevant information is presented, a
factor shown to affect self-priority effects in attention, affects
the magnitude of this “incidental” self-reference effect (SRE).
During incidental encoding, participants were presented with
words in two different colors either above or below a name
(the participant’s own or another person’s name). Participants
performed either a name-relevant task (“Is the word above or
below the name?”) or a name-irrelevant task (“Is the word in
red or green?”). Memory for each item and its associated source
features (name, location, color) was subsequently tested. There
was a SRE for item memory only when the task was namerelevant. The SRE for source memory did not significantly
interact with encoding task, but appeared to be primarily due to
the name-relevant encoding condition. These findings indicate
that greater attention to self- vs. other-relevant information at
encoding contributes to the incidental SRE for item memory
and, perhaps, to incidental SRE for source memory as well.
Email: Kyungmi Kim, kkim01@wesleyan.edu
(4079)
The Action-Sentence Compatibility Effect (ACE) and its
Consequences for Long-Term Memory: A Replication
and Extension Study. ANTONIO M. DÍEZ-ÁLAMO and
EMILIANO DÍEZ, University of Salamanca, MARÍA A.
ALONSO, University of La Laguna, ANGEL FERNANDEZ,
University of Salamanca — Recent studies suggest that language
comprehension implies constructing sensorimotor simulations
of the events described in sentences. Glenberg and Kaschak
(2002) found that comprehending a sentence that implies
action away or towards the body interferes with making a
sensibility judgment that requires responding with an action in
the opposite direction (the action-sentence compatibility effect:
ACE). Three 2-phase experiments were conducted to further
examine the ACE and its implications for long-term memory.
Phase I was a replication of the ACE paradigm. Phase II was a
subsequent unexpected memory test, either a recognition, free
recall or cued recall task aimed at analyzing potential effects
of action-affected comprehension on long-term memory for
the sentences. It was predicted that sentences in a mismatch
condition between sentence and response directions would
produce longer reaction times in Phase I and worse retention in
Phase II, as impaired initial comprehension is likely to result in
poorer memory representations.
Email: Antonio M. Díez-Álamo, antonio_diez_alamo@usal.es
(4082)
A Registered Replication of the Negation Effect: Is There a
Consequence to Saying “No”? RACHEL E. DIANISKA and
CHRISTIAN A. MEISSNER, Iowa State University — The
negation effect refers to the cognitive detriment associated
with correctly saying “no” (a negation), compared to correctly
saying “yes” (an affirmation). A recent study has shown this
detriment for item memory following negation of a feature of
an item (Mayo, Schul, & Rosenthal, 2014). However, previous
attempts to conceptually replicate this finding in a list-learning
paradigm have failed. To assess the replicability of the negation
effect, we conducted a registered replication of the Mayo et
al. (2014) study using the original stimulus materials and test
items. Subjects watched an 8-minute video of a tour of an
apartment and answered 16 questions about features of objects
(4080)
Source Retrieval Under Cueing: Effects of Recollection.
ANTONIO JAEGER, MARIUCHE R. A. GOMIDES, VICTOR
GARCIA and GABRIEL GOMIDE, Federal University of Minas
Gerais, IAN G. DOBBINS, Washington University in St. Louis
— Recognition accuracy declines when probes are preceded
by misleading information about their study status (i.e., invalid
cueing). Invalid cueing also decreases confidence, but only for
correct rejections, not hits. We hypothesized that the preserved
confidence of hits (and not correct rejections) in the face of
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seen in the apartment. After a 20-minute filler task, subjects
completed a final recognition test about the presence of objects
in the apartment. We replicated the negation effect using the
original materials, but the effect size was smaller in magnitude,
d = 0.34 [0.09, 0.56], compared to the original work by Mayo et
al. (2014), d = 0.70 [0.34, 1.06].
Email: Rachel Dianiska, dianiska@iastate.edu
memory representations. During the study phase, participants
were presented with abstract shapes. During the test phase,
old shapes, related shapes, and new shapes were presented and
participants made “old”-“new” recognition judgments. Related
shapes were constructed by morphing old shapes between
50-200% (independent ratings indicated that 100% morphs
were perceptually “different” from corresponding old shapes).
Preliminary analyses revealed that memory representations
were very specific as the “old” response rate differed between
old shapes and 50% morphs. Unexpectedly, the “old” response
rate was lower for 200% morphs than for new shapes, which
likely reflects memory inhibition of related items. These results
suggest that long-term memory specificity depends on detailed
memory for specific items and inhibition of related items.
Email: Brittany M. Jeye, jeye@bc.edu
(4083)
Word Frequency Effects in Recognition Memory. KERRY A.
CHALMERS, University of Newcastle — Recognition memory
for familiar (low, medium and high frequency) and novel
words (defined here as very low-frequency words that are not
in participants’ vocabulary) was examined in two experiments.
Orthographic distinctiveness and encoding instructions were
also manipulated, in Experiments 1 and 2, respectively. In both
experiments, mirror effects were observed when low-, medium-,
and high-frequency words were compared. When novel
(very low-frequency) and familiar words (collapsed over low,
medium, high) were compared, in Experiment 1 the hit rate was
higher for novel than familiar words, with no difference in false
alarm rates. This finding is consistent with a pseudoword effect,
at least in the hit rate data. In Experiment 2, under two different
encoding tasks (lexical decision and meaning rating), the hit
rate was lower for novel than familiar words, with no difference
in false alarm rates, consistent with a reverse pseudoword effect.
Implications for models of memory are considered.
Email: Kerry Chalmers, Kerry.Chalmers@newcastle.edu.au
(4086)
The Impact of Isolation on the Attentional Boost Effect.
SAMUEL A. SMITH and NEIL W. MULLIGAN, The University
of North Carolina at Chapel Hill — The typical pattern of
results in divided attention experiments is that subjects in
a full attention (FA) condition perform markedly better on
tests of memory than subjects in a divided attention (DA)
condition which forces subjects to split their attention between
studying to-be-remembered stimuli and completing some
peripheral task. Nevertheless, recent research has revealed an
exception wherein stimuli presented concurrently with targets
in a detection task are better remembered than stimuli which
co-occur with distractors. Research on this phenomenon –
the Attentional Boost Effect (ABE) – has demonstrated that
the ABE is reduced or eliminated for words made distinct by
their word frequency or orthographic properties – forms of
secondary distinctiveness. However, it is unclear how primary
distinctiveness effects may interact with the ABE. The current
study observed how perceptual and semantic manipulations
of primary distinctiveness interact with the ABE, and revealed
these interactions to be fundamentally different than those of
secondary distinctiveness.
Email: S. Adam Smith, s.adam.smith0@gmail.com
(4084)
The Pseudoword Effect: A Matter of Bias. EMILY E.
FREEMAN and SINEAD SMITH, The University of Newcastle
— The pseudoword effect is the finding that in a recognition
memory experiment, pseudowords have higher hit and false
alarm rates than words. It is considered important as it contrasts
with the mirror effect, which is thought to be a regularity of
recognition memory. Recently, Hilford, Maloney, Glanzer and
Kim (2015) suggested that bias may mask underlying mirror
effects. However, their study only looked at memory for words.
We conducted a series of experiments examining memory
for words and pseudowords. Experiment 1 replicated the
previously reported pseudoword effect. In Experiments 2 and
3, manipulations proposed by Hilford et al. to reduce bias were
introduced. In these experiments a mirror pattern emerged,
with words having higher hit and lower false alarm rates than
pseudowords. These studies suggest that the mirror effect is
indeed a regularity of recognition memory even when words
and nonwords are compared, so long as bias is controlled for.
Email: Emily Freeman, emily.e.freeman@gmail.com
(4087)
The Impact of Context Availability on Concreteness and
Frequency Effects in Recognition Memory. RANDOLPH
S. TAYLOR and WENDY S. FRANCIS, University of Texas at
El Paso — Across a variety of lexical processing and memory
tasks, concrete words are associated with better performance
than abstract words. One explanation is the context availability
framework, which posits that it is easier to access associated
contextual information for concrete words than for abstract
words. The memory-based explanation for why concrete words
are better recognized than abstract words does not address the
potential impact of context availability. Similarly, the source-ofactivation-confusion theory for why low-frequency words are
better recognized than high-frequency words does not address
context availability. We examined whether context availability
mediates the effects of concreteness and word frequency in
recognition memory. Participants studied words in isolation
or in the context of high- or low-constraint sentences and then
(4085)
Long-Term Memory Specificity Depends on Detailed
Memory for Specific Items and Inhibition of Related Items.
BRITTANY M. JEYE and SCOTT D. SLOTNICK, Boston
College — We are capable of remembering an incredible
amount of information, which suggests a high degree of
specificity for each memory representation. In the current
study, we evaluated the specificity of abstract shape long-term
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(4090)
The Role of Emotional Words in Learning Statistically Dense
and Statistically Sparse Categories. ALEXEY A. KOTOV,
Higher School of Economics, SVETLANA N. POKIDYSHEVA,
Peoples’ Friendship University of Russia, TATYANA N.
KOTOVA, Russian Academy of National Economy and Public
Administration — The goal of the present study was to assess the
influence of the emotional words on the learning different types
of categories. Subjects were given classic category formation
tasks with feedback. We used two types of categories - statistically
dense and statistically sparse. After feedback participants were
given emotional words from two semantic groups, happiness
or sadness. Those words were related to feedback directly (e.g.,
happy word after positive feedback), or inversely (e.g., sad word
after positive feedback), or randomly. We found that in the case
of dense categories formation, the relation between feedback
and an emotional word had no impact on the learning. In the
case of sparse categories formation, performance was much
better in direct relation condition than in the inverse or random
relation conditions. The results of the experiment will be
discussed in the framework of the COVIS model of multiple
systems of categorization.
Email: Alexey A. Kotov, al.kotov@gmail.com
completed a yes-no recognition task. Results will be discussed
in relation to theoretical approaches to concreteness and
frequency effects in recognition memory.
Email: Randolph S. Taylor, rstaylor@utep.edu
(4088)
The Effects of Divided Attention at Encoding on Value
Directed Recognition Memory. BLAKE L. ELLIOTT, HOLLY
O’ROURKE and GENE A. BREWER, Arizona State University
— The present research examined the effect of value on
recognition memory, and how various divided attention tasks at
encoding alter value-directed encoding. In the first experiment,
participants encoded words in multiple study phases that were
assigned either high or low point values and were instructed
that it was more important to remember the higher value
words in order to increase their score on a subsequent word
recognition test. The second experiment was modified such that
while studying the words subjects simultaneously completed
articulatory suppression or random number generation
divided attention tasks. Subjective states of recollection (i.e.,
“Remember”) and familiarity (i.e., “Know”) were assessed at
retrieval in both experiments. In experiment one, high value
words were discriminated more effectively than low value
words and this difference was primarily driven by increases in
“Remember” responses with no difference in “Know” responses.
In experiment two, the pattern of results from the articulatory
suppression condition replicated experiment one. In the
random number generation condition, the effect of value on
recognition memory was lost. The data suggest that executive
resources are used when encoding valuable information and
that value-directed improvements to memory are not merely
the result of differential rehearsal.
Email: Blake Elliott, blake.elliott@asu.edu
(4091)
The Influence of Regulatory Fit on Memory Confidence.
ROSS DE FORREST and LISA GERACI, Texas A&M University
— According to the regulatory fit framework (Cesario, Higgins,
& Scholer, 2008), individuals experience regulatory fit when
their chosen means of goal pursuit (eager vs. vigilant) matches
their current regulatory focus (promotion vs. prevention). This
match between focus and means of goal pursuit influences
cognitive performance. It also influences subjective experience.
For example, research shows that when people are under
regulatory fit, they find messages to be more persuasive than
when they are not under fit. This finding has led some to suggest
that regulatory fit makes messages persuasive by engendering a
feeling of rightness or by increasing confidence. We tested this
hypothesis by examining the effect of regulatory fit and nonfit on memory predictions and memory confidence. Results are
discussed in terms of the regulatory fit framework.
Email: Ross De Forrest, ross.deforrest@tamu.edu
MEMORY AND REWARD, MOTIVATION,
AND EMOTION
(4089)
How Do You Play the Game? Effects of Gain Versus Loss
Outcomes on Learning. ZIYONG LIN and PATRICIA A.
REUTER-LORENZ, University of Michigan — We examined the
role of outcome valence and motivational salience in learning
using a two-alternative forced choice task. Three pairs of scenes
were designated as win, loss, or no change pairs. Scenes in
win and loss pairs were associated with outcome probabilities
of either 80% or 20% (i.e., motivational salience) versus nochange. Participants earned 5 points for win outcomes, lost
5 points for lose outcomes and learned to select scenes that
maximized gains or minimized losses on each trial. Two types of
learners emerged: for Equal learners learning functions for win
and loss pairs were indistinguishable, whereas Unequal learners
learned win pairs significantly faster and better than loss pairs.
Subsequent explicit knowledge testing indicated scene-outcome
associations were more accurate for win than loss pairs even
for Equal learners, suggesting a different representational basis
for performance on trials resulting in gain vs. loss outcomes.
Implications for reinforcement learning theory are discussed
Email: Ziyong Lin, ziyong@umich.edu
(4092)
The Effect of Reward Prospect on a Personalized FactLearning System. FLORIAN SENSE, BERRY VAN DEN
BERG, DON VAN RAVENZWAAIJ and HEDDERIK VAN
RIJN, University of Groningen (Sponsored by Niels Taatgen) —
Monetary reward-prospect can potentially accelerate learning
by biasing attention towards and improving the encoding
of the reward-associated item or feature. To investigate the
effect of reward-prospect on fact learning we pre-registered an
experiment from which the results are presented here (details:
https://osf.io/fxs54/). Participants will study Swahili-English
word pairs associated with either high- or low-reward-prospect.
Additionally, word pairs are studied using a personalized,
adaptive learning system. The system estimates how quickly
someone forgets a word to ensure repetition before words are
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(4095)
Does Emotional Arousal Influence Between-Object Binding
in Memory? KACIE MENNIE and SEAN M. LANE, Louisiana
State University — Memories of complex events involve multiple
components such as objects that were used, people who were
involved or actions that were performed. Researchers have
argued whether these memory components are independent or
structured, and there is evidence for both views. Furthermore, it
has been argued that emotional arousal might further potentiate
binding between components if the association between them is
prioritized at encoding. In this experiment, we had participants
study face-object pairs and manipulated encoding by instructing
them to either imagine the face and object interacting in a
single visual image (integration), or to imagine them separately.
Furthermore, the pairs were preceded by emotional or neutral
sounds. On a final associative recognition test, we found that
encoding strategy influenced subsequent memory accuracy, but
emotional arousal did not moderate this effect. We discuss the
implications of our findings for theoretical views concerning
the impact of emotional arousal on associative memory.
Email: Kacie Mennie, kmenni1@lsu.edu
forgotten. We will test to what extent reward-prospect can
accelerate learning and subsequently improve delayed recall
scores. High-reward-prospect items are expected to be learned
faster, but the system’s adaptive scheduling will emphasize those
items that are learned less well, possibly prioritizing low-rewardprospect items. The proposed experiment would elucidate
whether reward-prospect could accelerate item encoding and
whether adaptive learning can prioritize those items that are
associated with low-reward.
Email: Florian Sense, f.sense@rug.nl
(4093)
Effects of Encoding by Rating of Arousal for Emotional
Stimuli: Comparing With Self-Referent and Physical
Processing. TETSUYA FUJITA and MIZUKI KATO, Hosei
University — In the present study, we investigated that not only
arousal as attributes of emotional stimuli but also the effects
of encoding, if any, on ratings of arousal. We studied that
how the rating of arousal by emotional stimuli has the effect
of encoding relative to self-referent processing and physical
processing (rating of brightness) condition. We presented the
emotional stimuli and asked for rating of arousal, brightness,
or self-referent processing, then tested free recall performance
for participants. Results showed that difference between the
rating of arousal and self-referent processing conditions was not
significant in memory for recall. On the other hand, there was
higher memory for recall after the rating of arousal condition
than physical processing condition. Thus, we found that rating
of arousal and self-referent processing had equivalent effects on
memory performance.
Email: Tetsuya Fujita, fujita009@nifty.ne.jp
(4096)
Where Are My Glasses? Age-Related Differences on
a Visuospatial Value-Directed Remembering Task.
ALEXANDER L.M. SIEGEL and ALAN D. CASTEL, University
of California, Los Angeles (Sponsored by Nick Soderstrom)
— Older adults usually experience memory impairments
for verbal and visuospatial episodic information. However,
research on value-directed remembering has shown that older
adults are able to compensate for age-related verbal memory
deficits by selectively focusing on high-value information
at the expense of competing, low-value information. In two
experiments, we examined whether age-related impairment
in visuospatial memory could be alleviated by strategic focus
on important information and whether varying presentation
types would affect such selectivity. Younger and older adults
were presented with objects worth different point values in
a visuospatial display, either sequentially (Experiment 1) or
simultaneously (Experiment 2). In addition to remembering
less information overall than younger adults, older adults
were unable to study selectively when the information was
presented sequentially. However, older adults were significantly
more selective than younger adults when the information
was presented simultaneously. We connect these findings to
literature on attention, value-directed remembering, and aging.
Email: Alex Siegel, alexsiegel93@ucla.edu
(4094)
Achievement Goals and Memory Encoding. KENJI IKEDA,
Japan Society for the Promotion of Science, Doshisha University,
JUMING JIANG, RYOSUKE KAKINUMA and AYUMI
TANAKA, Doshisha University — The present study examined
how achievement goals affect memory encoding, such as
item-specific and relational processes. We conducted three
experiments, manipulating the instructions of achievement
goals. In each experiment, participants were instructed toward
mastery-approach goals (i.e., develop their own mental ability)
or performance-approach goals (i.e., demonstrate their strong
memory ability in relation to others). Participants in the
control condition were not given any goals. Results showed that
recognition performance (i.e., d’), which reflects the amount of
item-specific process, in the mastery-approach goal condition
was significantly lower than that in the control condition,
whereas the ARC score, which reflects the amount of relational
process, did not differ between the two conditions. In contrast,
the ARC score in the performance-approach goal condition was
significantly lower than that in the control condition, whereas
d’ did not differ between the two conditions. These findings
suggest that achievement goals may discourage the specific
learning process.
Email: Kenji Ikeda, kenikeda@mail.doshisha.ac.jp
(4097)
Value Influences Immediate Recall of Sub-Span and SupraSpan Memory Loads. TIFFANY K. JANTZ and PATRICIA A.
REUTER-LORENZ, University of Michigan — Due to capacity
limitations, memory performance may benefit from the ability
to encode, promote, and retrieve memoranda selectively based
on item value and future goals. Optimal memory control may
rely on selective processing that operates in working memory
and may be mediated by individual differences in working
memory capacity (WMC). To test these hypotheses, we
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AUTOBIOGRAPHICAL MEMORY II
examined how varying value of memoranda in randomized
sub-span and supra-span lists influenced immediate free recall.
Extending previous evidence for value-based memory effects
participants recalled fewer low-value items, even from lists of
only 3 items, with value becoming increasingly predictive of
recall as list length increased. Low WMC participants recalled
fewer low-value items at all list lengths, compared to high WMC
participants. These results indicate that value-directed control
processes can modulate memory within seconds for sub- and
supra-span lists and are influenced by WMC. Effects of valuedirected memory on long-term retention will also be discussed.
Email: Tiffany K. Jantz, tkjantz@umich.edu
(4100)
Effects of Odor, Picture, and Verbal Cues on Retrieval of
Autobiographical Memories. MONICA NELSON, University
of North Carolina - Charlotte, KRISTI S. MULTHAUP, Davidson
College — Two experiments investigated whether odor-cued
memories’ reported uniqueness extends to retrieval processes.
Experiments were identical except for how cues were equated
across modality (odor, picture). In Phase 1, undergraduates (N
= 32, N = 30) recorded as many memories as possible in 90 s in
response to verbal cues (e.g., coffee). Before moving to the next
cue, participants rated each memory from 1 (popped into mind;
direct retrieval) to 7 (took work to recall; generative retrieval).
Phase 2 repeated Phase 1 with sensory-cue trials adding an odor
or picture. Both experiments revealed significant phase x trial
type interactions for both dependent measures: mean number
recorded declined across phase for control trials (no sensory
cue in Phase 2) but remained stable for the sensory-cue trials;
retrieval ratings increased across phase for control trials, but
remained stable for the sensory-cue trials. There was no hint
of any three-way interaction with cue modality (odor, picture).
Email: Kristi Multhaup, krmulthaup@davidson.edu
(4098)
Memories of Object Size Change in Accordance With Value
Assigned. CHAIPAT CHUNHARAS and VILAYANUR S.
RAMACHANDRAN, University of California, San Diego — 33
subjects were shown pictures of a 1$, 5$, 10$, 20$ bill along with
distractors on a computer and asked to adjust the size of each
from memory till it was life-size. Surprisingly, despite having
seen bills all their lives and despite knowing intellectually that
they were the same size, subjects’ memory for size varied with
dollar value - as if the mnemonic system was metaphorically
translating ‘value’ into ‘size’. We are exploring the same effect
on small sculptures. Subjects had to remember attributes
including price. Subjects were tested either 5 minutes, 30
minutes or 24 hours later to see if the size change is amplified
during consolidation period. We suggest that memories
undergo progressive “Caricaturization” during different stages
of formation.
Email: Chaipat Chunharas, cchunharas@gmail.com
(4101)
The Relationship Between the Characteristics of Biased
Retelling and Reinterpretation of Autobiographical Memory.
KAZUHIRO IKEDA, Shokei Gakuin University — This study
examined how the biased retelling strategy implicate the
autobiographical memory. Two hundred nine undergraduate
students were asked to rate memory characteristics questionnaire
about their harsh memories: (1) 7 items for Centrality of
Event Scale, (2) 6 items for Meaning making in memory, (3)
10 Intrusive items for Event Related Rumination Inventory
(ERRI), to rate the post traumatic growth questionnaire: (1)
10 Deliberate items for ERRI, (2) 9 items for Core Beliefs
Inventory, and to rate the type of recollection scale: (1) 8items
for TALE-J, (2)28items for Re-TALE. The result revealed that
the participants used evenly some types of retelling strategy
facilitated the meaning making for their memory.
Email: Kazuhiro IKEDA, hiro272003@gmail.com
(4099)
Cash or Credit? Compensation in Psychology Studies:
Motivation Matters. HOLLY J. BOWEN and ELIZABETH
A. KENSINGER, Boston College — It is common practice for
psychology researchers to recruit their sample of participants
from the undergraduate student population. Participants are
typically compensated with partial course credit or a monetary
payment. The aim of the current study was to examine whether
the motivation to participate in a study influences performance
on a behavioral task. Undergraduate participants were recruited
and compensated for their time with either partial course credit
or cash. Potential performance-based rewards were earned
during a rewarded memory task, where correct recognition
of half the stimuli was worth a high reward and the other half
a low reward. Memory for high reward items was better than
low reward items, but only for the cash group. The credit group
did not modulate their performance based on the value of the
stimuli. The results suggest that recruiting and compensating
participants with cash versus course credit can influence the
results on a rewarded memory task.
Email: Holly J. Bowen, holly.bowen@bc.edu
(4102)
Recall of Events: Memory for Real and Virtual Experiences of
a Museum Exhibit. ELAINE H. NIVEN, University of Dundee,
ROBERT H. LOGIE, University of Edinburgh — Memory for
personally experienced events has frequently been assessed via
volume and consistency of reported detail across two different
time points (initial and subsequent review). We investigated
an alternative means for studying event memory – whether
a virtual, recordable environment can provide episodic-rich
memories. Recall of participants who spent 15 minutes actively
navigating a real-world museum exhibit was compared with
that of participants who experienced a detailed, virtual reality
replica exhibit. Coders’ ratings of recall, and number and type
of details provided indicated equally episodically rich recall of
environments using the Autobiographical Interview scoring
technique and rating scales (Levine et al., 2002). Virtual
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(4105)
Retrieval of Autobiographical Memories and the Efficacy of
Cues. JACQUELYN B. PALMER, KENNETH MALMBERG,
SALWA MANSOUR and KERI ERB, University of South Florida
— Recalling past events is a hallmark of human cognition.
At present, there is abundant literature which explores listlearning memory; however, few studies examine the retrieval
of everyday memory, particularly related to the effect of cues on
the generation of event details. We asked participants to recall
events that occurred on a particular weekend while using the
Think Aloud Method. Participants’ verbal recall was scored
and categorized in order to differentiate between internally
generated cues and event retrieval. Results suggest that external
cues (e.g. specific vs. vague question) largely affect the amount
of information retrieved between conditions. Furthermore,
internally generated cues (i.e. general knowledge used by the
participant to aid in retrieval) differ depending on the external
cue given, and Routine (e.g. general knowledge of daily/weekly
occurrences) is heavily relied upon in order to retrieve details
of events.
Email: Jacquelyn Palmer, jacquelynp@mail.usf.edu
environment exploration appears to be a potentially fruitful
means by which to move beyond consistency-focused analyses
in testing event-based memory.
Email: Elaine Niven, e.niven@dundee.ac.uk
(4103)
Does Memory Bias for Painful Experiences Influence
Children’s Pain Coping Ability? JENNIFER L. BRIERE,
TAMMY A. MARCHE and CARL L. VON BAEYER,
University of Saskatchewan — Do children who recall more
negative aspects of prior pain-related experiences have a more
difficult time coping with subsequent pain-related experiences?
86 children aged 7 to 15 years (M = 9.85 years, SD = 2.02
years) recalled their most physically painful experience using
the comprehensive narrative elaboration technique. Their
reports were examined in terms of valence and type of detail
(i.e., sensory, contextual, affective, procedural, behavioural,
cognitive). Children reported significantly more negative than
positive information (a negative memory bias) for all types of
details, with the exception of contextual details which were
significantly more positive than negative (a positive memory
bias). Children who reported remembering more negative
feelings and who were older at the time of the event had a larger
negative memory bias. Being younger when the event occurred
and remembering fewer negative feelings was related to a larger
positive memory bias. During an experimental pain task, greater
negative memory bias was associated with higher state anxiety,
but a stronger belief in pain coping ability. Understanding
children’s ability to cope with negative experiences may help
improve their psychological well-being.
Email: Jennifer L. Briere, jbriere@stmcollege.ca
(4106)
Highly Superior Autobiographical Memory (HSAM).
ADRIANA DE BARTOLO, ZACHARIA NAHOULI, CHIARA
GUERRINI and GIULIANA MAZZONI, University of Hull
— Highly Superior Autobiographical Memory (HSAM) is a
condition characterised by the ability to remember almost
every day of life in response to dates. We report data testing
whether HSAM is linked to a greater ability to inhibit irrelevant
information at retrieval and/or to superior visual memory.
Three individuals with a pure HSAM condition (no cognitive
impairment, no OCD, no autism) were compared to a control
group. The results show that the exceptional ability to retrieve
personal information from memory is not linked to superior
inhibitory skills, but to a highly superior visual memory.
Email: Adriana De Bartolo, adriana.debartolo@yahoo.it
(4104)
Examining the Phenomenology and Functions of
Episodic Memories, Counterfactual Thoughts and Future
Simulations. MÜGE ÖZBEK, ANNETTE BOHN and
DORTHE BERNTSEN, Aarhus University — Recent research
examined similarities and differences between mental time
travel into the past and future. Episodic counterfactuals have
been understudied compared to episodic memories and future
simulations. Here, phenomenology as well as functions (Harris,
Rasmussen, & Berntsen, 2013) of the most important episodic
memory, counterfactual thought, and future simulation were
compared in 60 undergraduates (48 women and 12 men; Mage
= 21.10, SDage = 1.51). Results showed that people remember
past events with clarity, imagine alternatives to past events
(counterfactual thoughts) with lower emotional intensity, and
imagine the future most positively. Moreover, a heightened
ruminative use of counterfactuals is evident, although reflective
and social uses are prominent for all events. The ability to
imagine alternatives to past events seems to some extent
similar to both remembering the past and imagining the future,
although there are slightly different general uses.
Email: Müge Özbek, muge@psy.au.dk
(4107)
An Examination of Cue Word Effects in Overgeneral
Memory. BURCU KAYA KIZILÖZ, ALI I. TEKCAN and
AYSECAN BODUROGLU, Bogazici University, Istanbul —
In studies addressing overgeneral autobiographical memory
(OGM) in depression, memories are typically elicited in
response to positive and negative cue words. These studies
tended to find no effect of cue valence on OGM (i.e. positive
or negative). However, very little data exist for characterization
of these cue words in terms of valence. We asked young adult
participants to evaluate 68 cue words used in previous OGM
studies through Self Assessment Mannequin. Depression scores
were also obtained using the Beck Depression Inventory (BDI).
Results revealed inconsistencies with differences in how cue
words were categorized into emotional valence categories in
the OGM literature. “Surprise”, considered positive in OGM
literature, was rated as negative. BDI scores were also correlated
with ratings assigned to some cues; “happy”, “alone” and “fault”
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were rated as less positive and the cue “relaxed” as more positive
as the BDI score got higher. Together, these results imply a need
for norming studies to examine emotional cue words.
Email: Burcu Kaya Kızılöz, burcukaya@gmail.com
factors. From the perspective of multidimensionality and
multidirectionality in human development, we are to maintain
or improve our cognitive abilities with sufficient exposure to
environments rich in intellectual and social stimuli. The current
study investigated effects of recollecting autobiographical
memory to share life narrative with others in group session
under the natural setting condition on quality of life, cognition,
and memory in later life to test the hypothesis whether
participation in cognitive exercise and socializing could ward
off the symptoms of the secondary aging or not. Twenty
community dwellers in the northeastern Japan participated in a
group session for recollection of autobiographical narrative for
10 weeks. There were no any significant differences in quality
of life compared to the control group. The experimental group
performed better in paired associates and recalled them lesser
trial in the memory test after the session than before, however.
Email: Aya Hosokawa, hosokawa@ncgg.go.jp
(4108)
Consistency of Digital Photo Classification Over Time.
MARIA K. WOLTERS, University of Edinburgh, ELAINE
H. NIVEN, University of Dundee, ZEYU WANG, Peking
University, ROBERT H. LOGIE, University of Edinburgh — In
this study, we examined whether people group self-produced
digital artefacts, such as photos, consistently over time and the
extent to which such groups can be related to specific events
or other underlying concepts. We analysed data from two
studies (Study 1: n=72, Study 2: n=21) where participants used
smartphone cameras to document their experiences of a major
international arts festival, and grouped the photos according
to self-defined categories (Study 1 and 2) or events (Study 2).
Participants grouped their photos between 1 and 3 times with
varying time delays. While we found evidence that people have
a preferred way of sorting their digital photos into groups, these
preferences can change over time. Rehearsal patterns do not
affect preference stability in the short to medium term (delay
of up to a month), but pilot data suggests that they may become
relevant in the long term (delay of a year).
Email: Maria Wolters, maria.wolters@ed.ac.uk
CONSCIOUSNESS
(4111)
Mind-Wandering About Stimuli Past: Assessing the
Characteristics of Recent and Remote Stimulus-Dependent
Thoughts. DAVID MAILLET, PAUL SELI and DANIEL L.
SCHACTER, Harvard University — Previous research supports
a distinction between ongoing thoughts that are stimulusdependent (SDT; triggered by task stimuli) and stimulusindependent (SIT; not triggered by and unrelated to task stimuli).
One of our previous experiments indicated that participants
frequently exhibit SDTs that, instead of being triggered by the
directly preceding stimulus (1-back SDT), were triggered by
stimuli that occurred 2 or more stimuli ago (n-back SDT). It
is an open question whether n-back SDTs are more similar to
1-back SDTs (because both are triggered by task stimuli) or
to SITs (because both are unrelated to current or very recent
environmental input). We measured the characteristics of these
thought types during a go/no-go task involving word stimuli.
Preliminary results (n=37) indicate that n-back SDTs and SITs
are both more future-oriented compared to 1-back SDTs. SITs
were also rated as more relevant to everyday concerns compared
to 1-back SDTs, whereas n-back SDTs had intermediate values.
Email: David Maillet, davidmaillet@gmail.com
(4109)
Memory Properties and Retrieval Goals Predict Reality
Monitoring for Autobiographical Events. KYLE R.
KRAEMER and IAN M. MCDONOUGH, University of
Alabama - Tuscaloosa, DAVID A. GALLO, University of
Chicago (Sponsored by Edward Merrill) — Reality monitoring
refers to the ability to distinguish between memories that stem
from external sources versus those from internal sources. The
source monitoring framework proposes that certain properties
of memories, such as perceptual detail and associated cognitive
operations, are important for reality monitoring. However, the
current study is the first to investigate how such details may
interact to distinguish autobiographical events. Forty-eight
participants were presented with a series of words, asked to
either recall a prior memory or imagine a future event cued by
the word, and then rated their experience on several properties.
The next day, source memory was tested with two different
tests: past test and future test. We used multi-level modeling to
predict source memory on the trial level. Encoding detail and
difficulty interacted to predict “imagined” attributions, whereas
only encoding detail predicted “past” attributions. Thus, how
properties predicted source memory attribution depended
upon retrieval goals.
Email: Kyle R. Kraemer, krkraemer@crimson.ua.edu
(4112)
Introspective Evidence for Mind Wandering. JAMES FARLEY
and PETER DIXON, University of Alberta — Mind wandering
research relies extensively on introspective judgements of
one’s mental state, yet there is little evidence for how such
judgements are made. We developed a paradigm to collect
descriptive data related to how these judgements are produced.
Subjects performed a dual-task which involved reading stories
for comprehension while simultaneously engaging in a letterdetection task. They were interrupted periodically to report
their level of task focus. After each report, subjects also used
an inventory to identify the sources of information they
considered in making their judgement. Analyses indicated
two distinct groups of subjects, each using different sources
of information, only one of which showed a clear relationship
(4110)
Can Sharing Life Narrative With Others Be Preventive From
Cognitive Impairment? Recollection of Autobiographical
Memory and Aging Mind. AYA HOSOKAWA, National Center
for Geriatrics and Gerontology and TOSHIAKI MURAMOTO,
Tohoku University — Cognitive aging is hinged on multiple
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between reported mental state and task performance. This
variability has implications for the reliability and validity of self
report as a tool for studying mind wandering.
Email: James Farley, jamesdfarley@gmail.com
conscious stimuli can lead to non-conscious predictions. Yet, it
also suggests that conscious awareness of stimuli is a necessary
condition for using them in predictions. We use subliminal
movement – with and without obstacles – to examine
predictions from subliminal stimuli. In four experiments, a
moving object was masked with continuous flash suppression.
250 milliseconds after the object had disappeared, a conscious
probe appeared in a location that was either consistent with
the subliminal movement or not. In the first three experiments
the movement was linear, and non-conscious predictions were
based on both direction and speed of movement. In Experiment
4, we presented a complicated environment, the moving object
collided with an obstacle. According to the defection rule
the consistent prediction is orthogonal to the direction of
the moving object. Response times revealed predictions on
the deflection route. We thus conclude that humans can use
dynamic subliminal information to generate active predictions
about the future.
Email: Ariel Goldstein, ariel.goldstien@gmail.com
(4113)
Implicit Learning of Locations and Identities in Repeated
Visual Search - A Developmental Study. YINGYING YANG,
XUYAN TANG, YINGNAN XIANG and XIAOQI MA, Sun
Yat-sen University — We investigated age-related differences in
the incidental learning of location and identity information in a
repeated search paradigm. In the learning phase, the locations
of the targets were consistently associated with both the
identities and the locations of the distracters. In the test phase,
the mapping between the distracters and the target was altered.
All age groups: 6-7 year olds, 9-10 year olds, and adults showed
significant learning to the displays where both the identities
and locations of the distracters predicted the target. When
only the locations of the distracters were predictive, adults
showed significant learning, 9-10 year olds showed marginally
significant learning and 6-7 year olds showed no learning effects.
When only the identities of the distracters were predictive, none
of the groups showed significant learning. This study suggested
that the ability to implicitly extract location information from
the context increases from childhood through early adulthood.
Email: Yingying Yang, yangyy35@mail.sysu.edu.cn
COGNITIVE CONTROL III
(4116)
Dynamic Adjustments of Attentional Control in Healthy
Aging. ANDREW J. ASCHENBRENNER and DAVID A.
BALOTA, Washington University in St. Louis — Interference
effects in standard attentional control tasks are smaller when
the previous trial was incongruent relative to when it was
congruent, a phenomenon known as the congruency sequence
effect (CSE). This is interpreted as reflecting a dynamic
adjustment in attentional control processes. Surprisingly,
this effect increases with healthy aging in standard Stroop
paradigms, which is inconsistent with the notion of age-related
declines in flexible adjustments of control. The generality of
this finding was examined by measuring the CSE in younger
and older adults in 3 distinct attentional control tasks. Results
showed larger CSEs with age in the Stroop task but smaller in
Simon and flanker paradigms. This pattern was replicated when
participants were placed under a speeded response deadline.
A final experiment indicated the CSE was additive with other
processes known to modulate control, namely the item-specific
proportion congruency effect, suggesting that the CSE is
independent of item-specific congruency effects.
Email: Andrew Aschenbrenner, a.aschenbrenner@wustl.edu
(4114)
Narrowing the Wandering Mind: The Impact of an Affect
Manipulation on Working Memory Task Performance
and Number of Mind Wandering Topics. MATTHEW S.
WELHAF, AUDREY V.B. HOOD and JONATHAN B. BANKS,
Nova Southeastern University — Prior research has consistently
demonstrated a negative impact of negative affect on working
memory (WM; Brose, Schmiedek, Lövdén, & Lindenberger,
2012). The impact of positive affect on WM has been less
consistent (Dreisbach & Goschke, 2004; Mitchell & Phillips,
2007). The current study examined the impact of a writing
task, designed to induce positive or negative affect, on WM task
performance and mind wandering. Decreases in positive affect
over the session predicted decreased WM task performance.
Further, changes in positive affect were negatively related to
changes in the number of mind wandering topics experienced
during the WM task, but not overall rates of mind wandering.
The frequency of positive emotion words in the writing task
differentially predicted WM task performance, by condition.
These findings suggest that positive affect is related to increases
in WM performance and decreases in the number of mind
wandering topics individuals’ experience.
Email: Jonathan B Banks, jonathan.banks@nova.edu
(4117)
Transfer of Incompatible Spatial Mapping to Vertical Simon
Task Is Not Enhanced by Orientation of Response Keys in the
Frontal Plane. QI ZHONG, AIPING XIONG and ROBERT
W. PROCTOR, Purdue University, KIM-PHUONG L. VU,
California State University Long Beach — Conde et al. (2015)
reported that the vertical Simon effect can be modulated by 100
prior practice-trials with an incompatible mapping of verticaloriented stimuli and responses, contrary to a study by Vu (2007).
They proposed that this difference was due to their response
device being oriented in the frontal plane compared to Vu’s
device being oriented in the transverse plane. We conducted two
experiments, one between-subjects and one within-subjects,
(4115)
Generating Predictions Non-Consciously: Evidence From
Invisible Motion With and Without Obstacles. ARIEL
GOLDSTEIN, IDO RIVLIN and RAN HASSIN, Hebrew
University (Sponsored by Ram Frost) — Predicting the future is
essential for organisms like Homo sapiens, who live in a dynamic
and ever-changing world. Previous research has established that
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in which participants performed with a numeric keypad held
upright in the frontal plane or horizontally in the transverse
plane. In a practice session top and bottom stimulus locations
were mapped incompatibly to top and bottom responses on the
keypad (“2” and “8” keys, pressed with the thumbs). The same
keypad orientation was used for a subsequent Simon task. The
Simon effect was small for both keypad orientations, tending
to be larger when the keypad was oriented in the frontal plane.
Email: Kim-Phuong Vu, kvu8@csulb.edu
these results suggest that bilingualism may be associated
with different neural and cognitive mechanisms involved in
executive function tasks.
Email: Kelly Vaughn, kavaughn3@uh.edu
(4120)
Contributions of Selection & Executive Function to Semantic
Verbal Fluency. HILARY J. TRAUT, MARIE T. BANICH and
YUKO MUNAKATA, University of Colorado, Boulder — During
semantic verbal fluency (SVF) tasks, participants are instructed
to name as many exemplars as possible from a category prompt
(e.g., animals) within 60 seconds. While this task predicts
multiple real-world and clinical outcomes, the processes
that contribute to successful SVF performance are not well
understood. Prior studies suggest a relationship between SVF
and working memory capacity but have not tested relationships
between SVF and selection abilities or other potentially
relevant executive functions. We utilized an individual
differences approach to investigate contributions of selection
and established executive function components (switching,
updating, & inhibition) to SVF performance. We hypothesized
that SVF taps both selection abilities, as individuals must
activate multiple responses and resolve competition among
them to efficiently name items, as well as executive function
abilities, as individuals must balance multiple sub-task goals
to maximize performance. We found that performance on SVF
correlated with better selection abilities but not with executive
functions.
Email: Hilary J. Traut, Hilary.Traut@colorado.edu
(4118)
Coordinating Temporal Deadlines Takes “Space”: On the
Selective Effects of Metric Spatial Processing on Multitasking.
VEIT KUBIK, Stockholm University, FABIO DEL MISSIER,
University of Trieste, IVO TODOROV and TIMO MÄNTYLÄ,
Stockholm University — Monitoring and coordinating multiple
deadlines is ubiquitous in everyday life. One way to offload
these temporal demands might be to represent future deadlines
as a pattern of spatial relations. To test this spatiotemporal
hypothesis, we investigated whether multitasking reflects also
coordinate (vs. categorical) relational processing. Participants
underwent two multitasking sessions (primary task), with
concurrent demands of coordinate versus categorical spatial
processing (secondary task). We observed that multitasking
impairs concurrent coordinate, rather than categorical, spatial
processing. In Experiment 1, coordinate-task performance
was selectively impaired, while multitasking performance was
equal under both spatial load conditions. When emphasizing
equal (primary/secondary) task-importance in Experiment
2, multitasking performance was selectively decreased in the
coordinate-load condition. Thus, the results of this study
suggest that effective multitasking may partly reflect coordinaterelational processing.
Email: veit.kubik@psychology.su.se, veit.kubik@psychology.
su.se
(4121)
High-Definition
Brain
Stimulation
Influences
Comprehension and Production Abilities in the Same
Individuals. ERIKA K. HUSSEY, University of Illinois at UrbanaChampaign, NINA S. HSU, University of Maryland, NATHAN
WARD, Tufts University, ARTHUR F. KRAMER and KIEL
CHRISTIANSON, University of Illinois at Urbana-Champaign
— Domain-general cognitive control procedures may
facilitate the resolution of conflicting information on distinct
language processes (e.g., revising initial parsing commitments
during comprehension, word selection during production).
Separate work suggests that anodal transcranial direct current
stimulation (tDCS) over left lateral prefrontal regions (PFC)
temporarily boosts these cognitive control abilities. We tested
whether high-definition (4x1) tDCS over left lateral PFC had
discriminate effects on eye-movements during picture naming
and sentence comprehension when cognitive control demands
were elevated. Compared to the sham group, the anodal group
(1) launched fewer fixations on low-agreement pictures, and
(2) spent more time reading and launched more fixations on
ambiguous sentences. Interestingly, the anodal group showed
a strong positive relationship between ambiguous sentence
reading time and naming time on low-agreement pictures. This
profile of results suggests that targeting cognitive control with
brain stimulation may selectively improve performance within
the same individuals across language measures with elevated
conflict-control demands.
Email: Erika Hussey, erikahussey@gmail.com
(4119)
Neural Mechanisms of Bilingual and Monolingual Cognitive
Control: Evidence From the Shape-Color and Simon Tasks.
KELLY A. VAUGHN, BRANDIN A. MUNSON and ARTURO
E. HERNANDEZ, University of Houston — Does the bilingual
brain handle executive function tasks differently than the
monolingual brain? In the current study, 48 Spanish-English
bilingual and 40 English monolingual young adults completed
the shape-color switching task and the Simon task in the
fMRI scanner. Cross-group differences in neural activity were
computed while controlling for SES and English proficiency.
In both the shape-color task and the Simon task, there was an
interaction between language group and condition. For the
shape-color task, more activity was observed for the switch
compared to non-switch condition in the monolingual group
only. For the Simon task, bilinguals demonstrate more activity
for the congruent and neutral condition than the incongruent
condition, and no differences across conditions were observed
for the monolinguals. Behaviorally, the bilinguals responded
more slowly to each task than monolinguals. Together,
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(4122)
Consolidation and Refreshing in Working Memory.
SÉBASTIEN DE SCHRIJVER and PIERRE BARROUILLET,
University of Geneva — A recent study showed that the time
available to consolidate working memory traces before
concurrent processing has a beneficial effect on recall
performance (Bayliss, Bogdanovs, and Jarrold, 2015). The
present study compared the relative benefit of free time available
either before or after concurrent activities. Participants studied
lists of consonants for further serial recall, each consonant
being followed by 4 digits successively displayed on screen
for 800 ms for parity judgment. In each inter-letter interval, a
total free time of 3000 ms was given either before the first digit
(consolidation), distributed after the digits (i.e., 4 periods of 750
ms each – distributed refreshing), or massed after the last digit
(massed refreshing). Results revealed that consolidation was
more beneficial than both refreshing conditions, even under
articulatory suppression or when the number of distractors
is increased (8 instead of 4), providing strong evidence for a
consolidation process in working memory.
Email: Sebastien.DeSchrijver@unige.ch
training with the two consistent positions was also varied;
participants practiced the RSVP task over 1, 2, or 3 consecutive
days before starting the transfer blocks. Finally, explicit
knowledge for the target positions presented during the training
and transfer phases was assessed through a questionnaire that
followed the transfer phase. The results will be described with
respect to the shape of the attentional distribution over the
course of an RSVP trial as indicated by target identification
rates at different positions during transfer. We will also discuss
how this distribution changed depending on the amount of
training and degree of explicit temporal knowledge.
Email: Jacqueline Shin, jacqueline.shin@indstate.edu
(4125)
The Role of Individual Differences in the Experience
of Subjective Workload During Multitasking. KYLE
BERNHARDT, AUSTIN JANZEN, TAYLOR BAUMLER,
KATHERINE MOFFETT and RIC FERRARO, University
of North Dakota — The evaluation of subjective cognitive
workload during operational settings, such as those experienced
by pilots and air traffic controllers, provides useful insight
to human performance and ergonomic design. The current
study examined relationships between subjective workload,
multitasking performance, and individual differences (IDs) in
cognitive abilities. Participants (N=74) were administered a
neuropsychological battery to measure IDs in cognitive abilities
and then performed the Multi-Attribute Task Battery-II
(MATB) at varying workload conditions. Subjective workload
was measured with the NASA-TLX after the MATB test.
Results indicated the frustration subscale of the NASA-TLX
negatively correlated with MATB performance (r=-.24 to -.29,
p<.05). Furthermore, those that scored higher on measures of
delayed memory and global neuropsychological functioning
(r=-.29 and r=-.23 respectively, p<.05) generally experienced
less frustration. Certain IDs may act as a buffer against the
experience of subjective workload. Therefore, it is important to
consider IDs when designing complex operational systems.
Email: Kyle Bernhardt, kyle.bernhardt@und.edu
(4123)
Theta-Event Related Synchrony (ERS) as an Index of OuterLoop Control During Typing: Neural Evidence Supporting
the Two-Loop Theory of Typing. LAWRENCE P. BEHMER
JR. and MATTHEW J. C. CRUMP, Brooklyn College of the
City University of New York — Skilled typists accurately type
4-5 letters per second, yet have poor declarative memory of
key locations. This suggests typing may be controlled by two
hierarchically nested control loops that are informationally
encapsulated from one another. We present behavioral and EEG
[frontal midline theta-event related synchrony (ERS)] evidence
that examines the development of hierarchical control across
trials. Participants typed a series of 7-letter words, ten times in
a row, on a QWERTY keyboard and a keyboard where letter
mappings had been jumbled. We found that typists were slower
and showed increased theta-ERS for jumbled early compared
to jumbled late, QWERTY early, and QWERTY late trials.
Although typing speeds improved for jumbled late trials, thetaERS was still greater than baseline. These findings suggest that
theta-ERS may index levels of outer-loop control during typing,
and even though inner loop control was rapidly established
when typing on the jumbled keyboard, outer-loop engagement
remained robust.
Email: Lawrence Behmer Jr., lawrencebehmer@gmail.com
(4126)
Individual Differences in Fidgeting and the Link Between
State Boredom and Spontaneous Movement During
Lectures. BLAIRE DUBE and ANGELA CHEN, University
of Guelph, JOHN D. EASTWOOD, York University, MARK J.
FENSKE, University of Guelph — Anecdotal reports suggest
that some people tend to fidget more than others, especially
when they’re bored. Although fidgeting and boredom have been
shown to be related to inattention in the context of University
lectures, for example, it is unclear the extent to which boredom
itself contributes to such spontaneous movements. Here
we used lecture videos in a boredom-induction procedure
while participants sat on a Wii balance board that measured
the frequency and intensity of participants’ spontaneous
movements. Our results confirmed that there are indeed large
individual differences in fidgeting and lecture retention, and
that there is a clear relation between boredom and fidgeting
in individuals with large overall fidget scores. Interestingly,
increases in state boredom predicted movement intensity in
(4124)
Effects of Practice on the Temporal Distribution of Visual
Attention in a Rapid Serial Visual Presentation Task. BO
YOUN PARK, Korea University, MATTHEW JUNKER,
Indiana State University, YANG SEOK CHO, Korea University,
JACQUELINE C. SHIN, Indiana State University — How does
exposure to temporal patterns influence the way attention
is distributed over time? In a single target rapid serial visual
presentation (RSVP) task, the target was presented consistently
at two RSVP positions during training blocks and at two
additional positions during transfer blocks. The amount of
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these individuals, but not movement frequency. These results
highlight the necessity of examining different fidget types
to uncover circumstances under which movement may be
functionally related to boredom and learning.
Email: Blaire Dube, bdube@uoguelph.ca
longer predicted insight. These findings suggest that attention
control acts in concert with primary and secondary memory to
influence the tendency to “think outside the box”.
Email: Charles A. Van Stockum, Jr., charles.vanstockum@
louisville.edu
(4127)
Probing the Stimulus and Response Specificity of Inhibition
Induced Forgetting. KALEB KINDER, CAGLAR TAS and
AARON T. BUSS, University of Tennessee - Knoxville — The
ability to remember, inhibit, and switch tasks are closelyrelated cognitive processes, but the interactions between them
are largely uncovered. One such interaction in the context of a
go/no-go task has been termed inhibition-induced forgetting:
Participants remember items to which they execute a response
better than stimuli to which they inhibit the execution of a
response. This effect has been explained through competition
for common neural resources between memory encoding
and response inhibition (Chiu & Egner, 2015). Alternatively,
this effect could be driven at the level of stimulus categories:
Participants may implicitly bias encoding of stimulus categories
followed by a response and inhibit those associated without a
response. To compare these two hypotheses, we first replicated
(Experiment 1), then modified the original design by swapping
the category of stimuli associated with go and no-go responses
halfway through the task (Experiment 2). Memory was better
for go stimuli in both the pre and post-switch phase. This
suggests that the influence of inhibition on memory is highly
specific to the response being made and not the result of
categorical suppression or interference.
Email: Kaleb Kinder, kkinder5@vols.utk.edu
(4129)
Fluid Intelligence as a Predictor of Memory Updating.
ASHLEY NESPODZANY, Arizona State University and
ZACH SHIPSTEAD — Shipstead, Harrison, and Engle
(2016) recently proposed that working memory capacity is
defined by the ability to maintain relevant information, while
fluid intelligence is defined by the ability to disengage from
outdated information. We tested this theory using an AX CPT
task in which participants either maintained task instructions
(maintenance trials) or changed task instruction (updating
trials) on a trial-by-trial basis. Consistent with the predictions
of Shipstead et al., it was found that working memory capacity
was the strongest predictor of accuracy on maintenance trials.
Conversely, fluid intelligence predicted accuracy on trials which
required updating of instructions. That is, fluid intelligence
predicted the extent of interruptions in accuracy on trials that
required updating of task instructions. We argue that this ability
to disengage from outdated information accounts for the ability
of high fluid intelligence individuals to find solutions to novel
problems.
Email: Zach Shipstead, zshipstead@gmail.com
(4130)
Affective Valence and the Manipulation of Information in
Working Memory. ALESSANDRA SOLBERG, CORY POTTS,
LISA M. STEVENSON, ALYSSA KUSTENBAUDER and
RICHARD CARLSON, Pennsylvania State University — Does
affective valence influence the manipulation of information in
working memory? Little is known about this question, though
much research addresses the effect of valence on attention and
cognitive control. We adapted the working memory updating
paradigm developed by Ecker, Lewandowsky, and Oberauer
(2014) to examine this question. Participants in several
experiments retained and updating working memory loads
consisting of words varying in affective valence. When valence
was consistently associated with particular serial positions,
we found no influence of affective valence on either removal
or encoding of words. However, when the valence associated
with a serial position could vary from one updating step to
the next, we found effects of valence that interacted with serial
position and with the interval between an updating cue and the
appearance of an encoding target. We discuss the relation of
these results to recent findings on the role of affect in attention
and control.
Email: Lisa Stevenson, lms152@psu.edu
WORKING MEMORY III
(4128)
Attention Control Is Necessary but Insufficient for Insight.
CHARLES A. VAN STOCKUM, JR. and MARCI S. DECARO,
University of Louisville — Insight problems trigger a faulty initial
problem representation, based on prior experience with similar
problems. Previous research has demonstrated that different
working memory capacity (WMC) mechanisms predict insight
problem-solving accuracy in opposite directions. Secondary
memory hinders insight, likely by facilitating retrieval of
information consistent with the initial representation. Primary
memory improves insight, likely by facilitating disengagement
from no-longer-relevant information. We investigated whether
attention control, important for initial problem representation,
moderates these effects. Participants completed matchstick
arithmetic insight problems and three component measures of
WMC. For individuals with higher attention control, primary
memory positively predicted, and secondary memory negatively
predicted, insight problem-solving accuracy. For individuals
with lower attention control, the relation between primary
memory and insight was reversed, and secondary memory no
(4131)
Normal Aging Affects Sub-Process Dominance in VSWM.
RUIZHI DAI, AYANNA K. THOMAS and HOLLY A. TAYLOR,
Tufts University — Research suggests that parallel processing
of spatial and identity information in visuo-spatial working
memory (VSWM) may differ with age. Although processed in
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parallel, age may be related to the dominance of one process
over the other. The present study examined the relationship
between age and process dominance. In two experiments,
younger and older adults learned 5x5 grids containing five
objects. Spatial and semantic relationships were manipulated
within grids; grids were spatially organized or unorganized,
and semantically associated or unassociated. Tests then assessed
identity, spatial, or combined identity and spatial memory. In
Experiment 1, trials types (identity, spatial, or combined) were
randomized. In Experiment 2, trials were blocked by question
type. We found that younger and older adults benefited from
grid and block organization. However, contrary to predictions,
these organizations facilitated age-related dominant as opposed
to non-dominant processes.
Email: Ruizhi Dai, ruizhi.dai@tufts.edu
The results suggest that aspects of musicality relate to musical
WM based upon positive correlations between performance
on the tonal complex span task and subscales of the Gold-MSI,
thus implicating an advantage for musically sophisticated nonmusicians. Furthermore, all complex span measures correlated
to each other and fluid intelligence, providing evidence for a
domain-general WM system.
Email: Juan Ventura, jventu4@lsu.edu
(4134)
Replicating the Use of SIMON® as a Working Memory Measure
Across Multiple Experimental Contexts. ELISABETH
PLORAN, ONDREA CAMPAGNOLO, LIZBETH RAMIREZ
and SAMIHA AZGAR, Hofstra University — Measuring working
memory (WM) as a potential indicator for overall processing
ability continues to be a popular, though controversial, method
in cognitive psychology. One potential roadblock to widespread
replication and expansion of understanding on the role of WM
in a variety of tasks and age spans is the fact that many of the
WM paradigms are housed in either copyrighted software with
high license fees or lab-specific idiosyncratic tasks, limiting
adoption and use by a broad audience of researchers. The
current study sought to replicate previous findings on the use
of the commercially available game SIMON® as a legitimate
way to test basic spatial WM skills without the need for
specialized software or licenses. The findings suggest that the
use of SIMON® as a WM measure is possible and replicable over
multiple samples and embedded into different experimental
contexts, with significant correlations to more traditional WM
paradigms.
Email: Elisabeth Ploran, psyejp@hofstra.edu
(4132)
Neural Response to Varying Working Memory Demand
in Young and Older Adults: Evidence for CRUNCH.
KATHERINE A. COOKE, ALEXANDRU D. IORDAN,
KYLE D. MOORED and BENJAMIN KATZ, University of
Michigan, MARTIN BUSCHKUEHL, MIND Research Institute,
SUSANNE M. JAEGGI, University of California - Irvine,
THAD A. POLK, SCOTT J. PELTIER, JOHN JONIDES and
PATRICIA A. REUTER-LORENZ, University of Michigan
— The Compensation Related Utilization of Neural Circuits
Hypothesis (CRUNCH) assumes that both young and older
adults can recruit additional neural resources in response to
increasing task demands, and that such recruitment declines
once demands exceed capacity. It also assumes that older adults
exhibit neural recruitment at lower working memory (WM)
loads than younger adults. The present study used a verbal WM
task with span and supraspan loads to test these hypotheses.
As predicted, both young and older adults engaged additional
prefrontal regions with increased task demand, but older adults
did so at lower WM loads, whether load was defined absolutely
or scaled based on hypothesized age-related differences in
WM performance. These results confirm earlier engagement
of compensatory neural mechanisms in older adults and may
provide a target for cognitive interventions aimed at improving
neural efficiency throughout the lifespan.
Email: Katherine A. Cooke, kacooke@umich.edu
(4135)
Individual Differences in the Memory Benefit Associated
With Environmental Support for Visuospatial Rehearsal.
LINDSEY LILIENTHAL, Pennsylvania State University,
Altoona — Past research has shown that when participants
are given time to rehearse locations, their memory is better
when environmental support is present (i.e., when the array of
possible locations remains visible). Although this pattern has
been replicated numerous times, possible individual differences
in the benefit observed with support previously had not been
investigated. If support encourages low-span individuals to
engage in rehearsal strategies that high-span individuals use
naturally, support may benefit low-spans’ memory more.
Alternatively, if low-spans are less likely to rehearse (or rehearse
effectively) even with support present, support may benefit
high-spans’ memory more. Participants in the present study
performed a visuospatial complex span task, as well as four
conditions of a visuospatial simple span task, across which
both the presence of environmental support and duration of
inter-item intervals were manipulated. The results suggest that
high-spans benefit more from the presence of support than lowspans, supporting the latter hypothesis.
Email: Lindsey Lilienthal, lcl5115@psu.edu
(4133)
Investigating the Relationship Between Musical Working
Memory and Musical Sophistication in Non-Musicians.
JUAN A. VENTURA, EMILY M. ELLIOTT, DAVID J. BAKER
and DANIEL T. SHANAHAN, Louisiana State University —
The underlying structure of working memory (WM) has been
heavily debated, and some suggest a separate tonal or musical
WM component (e.g., Schulze et al., 2011). We assessed musical
WM in non-musicians with commonly utilized complex span
tasks (Operation and Symmetry) and a novel tonal complex span
task, as well as a fluid intelligence measure (Raven’s). As research
has indicated that long-term memory strategies for musical
information might be informed by musical training (e.g. Stoffer,
1985), we used the Goldsmith’s Musical Sophistication Index
(Gold-MSI) to measure musicality (Müllensiefen et al., 2014).
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(4136)
Fractionating Working Memory. DAVID P. KATZ and LEE
A. THOMPSON, Case Western Reserve University — Widely
different tasks have been used interchangeably to measure
working memory (WM), yet it remains unclear whether these
tasks measure a singular construct (Redick & Lindsey, 2013).
Research regarding this issue hasprovided mixed findings. The
purpose of this report is to determine if a broad battery of WM
tasks reflect a single WM factor. Nine measures reflecting3
common WM paradigms: maintenance & interference (i.e.
operation span), maintenance & manipulation (i.e. backwards
alphabet span), and updating (i.e. n-back) were administered
on computers to undergraduate student participants. Some of
the measures were created for this study and some were adapted
from the literature. Also, 1 out of the 3 WM tasks within each
paradigm used spatial stimuli (symmetry span, spatial n-back,
backwards dot span)Results addressing the reliability and
convergent/discriminant validity of these tasks within and
across paradigm as well as between spatial and verbal content
will be presented.
Email: David Katz, dpk44@case.edu
W
(4140)
Working Memory Spatial Span Tests and Phonological
Similarity Effects. NICOLE J. BIES-HERNANDEZ,
Northern Arizona University, DAVID E. COPELAND and
KATHLEEN G. LARSON, University of Nevada, Las Vegas —
A classic working memory finding is that target items that are
phonologically similar tend to produce worse recall performance
than dissimilar words (Conrad & Hull, 1964). However, the
phonological similarity decrement can be eliminated using
articulatory suppression (e.g., Camos, Mora, & Barrouillet,
2013), and phonological similarity facilitation can occur when
a meaningful context is used (e.g., Copeland & Radvansky,
2001). Furthermore, Copeland, Bies-Hernandez, & Larson
(2014) recently demonstrated phonological enhancement with
the operation span and when the reading span consisted of nonwords. The present study investigated phonological similarity
using span tasks with a different processing component than
N
(4138)
Retrieval Induced Forgetting Is Only Disrupted by Secondary
Tasks Demanding Executive Control. ALMUDENA
ORTEGA, PATRICIA E. ROMÁN, CARLOS J. GÓMEZARIZA, and M. TERESA BAJO, University of Granada —
Neurocognitive and dual-task findings support the view that
retrieval-induced forgetting (RIF), the negative aftereffect
of selective retrieval, is reliant on executive control capacity.
Even though normal RIF is observed in people with deficits
in executive control (i.e., elderly) the effect is more easily
disrupted by a secondary task in this population rather than
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(4139)
Mild to Moderate Alcohol Consumption as a Protective
Factor Against the Detrimental Effects of Stress on Working
Memory Performance. HALEY PRITCHARD and JENNIFER
K. ROTH, Carlow University — To examine the impact of
lifestyle factors on working memory, 32 participants performed
a 40 minute computer-based memory task then a lifestyle factor
questionnaire. Each participant was asked to report the number
of drinks consumed within the week prior to the experiment,
and the high stressors in their lives. Drinkers and abstainers
were compared to see if current alcohol consumption modulated
the relationship between working memory maintenance
performance and life stressors. Correlations were calculated
between the number of high stressors and performance on the
working memory task at 13.5-second working memory delays.
Results showed a significant, positive correlation between
number of stressors and errors on a working memory task for
abstainers (r = .492, n = 15, p<.05) for long working memory
delays while drinkers showed no significant correlation (r
= .096, n = 17, p = .36). Results show that moderate alcohol
consumption may have protective factors on working memory
maintenance.
Email: Jennifer Roth, jkroth@carlow.edu
(4137)
The Interplay of Language and Visual Perception in Working
Memory. ALESSANDRA S. SOUZA, University of Zurich,
ZUZANNA SKÓRA, Jagiellonian University — How do
perception and language interact to form the representations
retained in working memory (WM)? We examined this
question by investigating the role of verbal labels in visual WM.
Across four experiments, participants retained in memory the
continuous color of a set of dots, and later reproduced these colors
using a color wheel. During stimulus presentation participants
were required to either label the colors (color labeling, CL)
or to repeat “bababa” aloud (articulatory suppression, AS),
hence prompting or preventing verbal labeling, respectively.
We tested four competing hypotheses of the labeling effect: (1)
labeling overshadows the visual representation; (2) labeling
adds a verbal representation to the visual one; (3) the labels
function as a retrieval cue; and (4) labels activate conceptual
long-term memory. Collectively, our experiments show that
labeling does not overshadow the visual input; it augments it.
Our findings are consistent with the hypothesis that labeling
activates conceptual representations of the statistics of the
labeled category, which jointly with the analogical visual input
contribute to performance when visual WM is overtaxed.
Email: Dr. Alessandra Souza, a.souza@psychologie.uzh.ch
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in healthy young adults (Ortega et al., 2012), which reinforces
the idea that the ability to inhibit interfering memories depends
upon availability of cognitive control resources. In the present
work we further study this issue by examining the role of the
specific nature of the secondary task performed during selective
retrieval in overloading memory control in young adults.
Specifically, we compared the RIF effect in a control (singletask) group with those from two dual-task groups that varied
regarding the nature of the secondary task (working memory
updating vs. working memory maintenance) during selective
retrieval. Our results showed that dual tasking eliminates RIF
only if the secondary task poses demands on executive control
(working memory updating), indicating that it is not the mere
presence of a secondary task which makes forgetting vanish, but
instead, the competing demands for executive control.
Email: Almudena Ortega Segura, almudenaortega@ugr.es
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previously used (i.e., not mathematics nor words). This was
conducted using modified symmetry and picture span tasks
based on Foster et al. (2014). As expected, phonological
similarity decrement was observed with both of these span
tasks. The findings of this study will be discussed in terms of
theoretical explanations for phonological similarity effects.
Email: David E. Copeland, Ph.D., David.Copeland@unlv.edu
to modality-independent secondary tasks (Vandierendonck
& Szmalec, 2011), we present a revised version of Baddeley’s
working memory model (Baddeley, 2000).
Email: Shriradha Geigerman, shriradha@gatech.edu
(4143)
The Genetic Influence on Latent Cognitive Traits of Memory
Performance. NATHAN J. EVANS, University of Newcastle,
MARK STEYVERS, University of California - Irvine, SCOTT
D. BROWN, University of Newcastle — The study of trait
heritability has provided a way to understand the contribution
of genetics to different parts of the human phenotype. However,
research into traits that govern cognition has been limited,
with previous research focusing on only directly observable,
surface, variables such as reaction time. These analyses are
limited in what they can reveal about underlying cognitive
traits. Our study aims to better assess the heritability of memory
performance, looking at the performance differences between
173 pairs of monozygotic and dizygotic twins on a 2-back task.
To improve upon previous methods we used a mathematical
model of decision-making, the linear ballistic accumulator,
which allows differential investigation of heritability in terms
of latent cognitive processes, such as processing speed, motor
speed, and caution. Our findings provide a more in-depth
understanding of the heritability of cognitive traits.
Email: Nathan Evans, nathan.j.evans@uon.edu.au
(4141)
Non-Converging Evidence for a Single-Item Focus of
Attention in Working Memory. MARCEL NIKLAUS,
LAURA RERKO and KLAUS OBERAUER, University of
Zurich (Sponsored by Vanessa Loaiza) — The focus of attention
can privilege a single representation in working memory. This
privilege is thought to result in greater accessibility of the most
recently presented item in a Sternberg recognition task as well
as improved recognition performance when an item held in
memory is retro-cued for an upcoming recognition task. Here
we investigated whether these empirical phenomena result from
the effects of a single-item focus of attention. We report several
experiments that merged the two procedures: We applied
the deadline procedure to recognition tasks in which items
were presented serially and in some trials a memory item was
retro-cued during the retention interval. We found additional
accessibility benefits of retro-cueing the most recently presented
item, despite the fact that this item should be in the focus of
attention already. These findings suggest that recency and retrocue effects are driven by different mechanisms.
Email: Marcel Niklaus, marcel.niklaus@psychologie.uzh.ch
(4144)
Preference for Chinese Object Relative Clause Processing
in Self-Paced Reading. KUN-YU XU and DENISE WU,
National Central University — Although most of previous
research has indicated that subject relative clauses (SRCs) are
easier to process than object relative clauses (ORCs), whether
SRC preference is universal is still under debate. Several
reports from Chinese have also provided conflicting results.
We conducted self-paced reading experiments with natural
and easy-to-comprehend sentences to investigate this issue
further. Participants’ working memory (WM) indexed by digit
span and symmetry span was also measured. Data from 30
college students who were native Mandarin speakers clearly
demonstrated an ORC preference both in online reading time
across different frames of sentences and in comprehension of
the sentences. Such results were consistent with the theories
that postulate contribution of WM to sentence comprehension.
However, independent measurements of participants’ WM
general to the verbal and non-verbal domains did not correlate
with the ORC advantage. Specific WM mechanisms for syntax
was hypothesized to account for the present findings.
Email: Kun-Yu, Xu, kunyu.xu@gmail.com
(4142)
Evidence for an Amodal Separate Order Store in Visual
Working Memory: An Update to Baddeley’s Working
Memory Model. SHRIRADHA GEIGERMAN, ALEJANDRA
C. MONTOYA and PAUL VERHAEGHEN, Georgia Institute
of Technology — Two dominant views address storage of
serial order information in visual working memory (VWM).
According to the inner scribe view, order information is stored
in the spatial store of VWM (Logie & Marchetti, 1991). As per
the amodal separate order store view, order information for both
verbal and visual stimuli is maintained in an independent order
store (Depoorter & Vanderendonck, 2009). In our study, we
examined whether the inner scribe view or the amodal separate
order store view is supported when college-aged participants
are asked to remember object- serial order bindings within a
change detection paradigm. Results of our first two experiments
supported the independence of object (colored shapes) and
location memory (Treisman & Zhang, 2006) within VWM.
Building on the results of the first two experiments, the last
two experiments examining memory of object-order bindings
showed that order memory was independent of both location
and object memory in VWM. Our results add further evidence
to the amodal separate order store view in working memory. In
light of these results, and extant evidence of similar memory
effects in visual and verbal order memory (Hurlstone, Hitch,
& Baddeley, 2014) as well as susceptibility of order memory
PSYCHOLINGUISTICS III
(4145)
Do Morpho-Semantic Effects Depend on the Task Demands?
Evidence From Different Tasks and Different Speakers.
KARLA ORIHUELA and HÉLÈNE GIRAUDO, University
of Toulouse — According to the supralexical hypothesis
(Giraudo & Voga, 2014) words are accessed via the activation
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of their whole word forms; while for the decompositional
approach, morphologically complex words are systematically
decomposed and accessed through their stem (Taft, 1994). The
later hypothesis is mainly based on studies that showed ‘surface’
morphological priming effects (i.e., corner-corn priming).
However, recent data suggest that this effect could strongly
depend on the task demands (e.g., Duñabeitia, Kinoshita,
Carreiras, & Norris, 2011) and the measured depend variable
(e.g., Marelli, Amenta, Morone, & Crepaldi, 2013). A series of
masked priming experiments were carried out (in L1 English
and L2 English with L1 Spanish) comparing two different tasks
- lexical decision task (LDT) and semantic judgment - using the
following prime-target conditions: 1) Morphologically related
(e.g., hunter-hunt), 2) Pseudo-derived (e.g., corner-corn), 3)
Orthographically related (e.g., brothel-broth) 4) Unrelated
controls. Results aim to differentiate task form lexical effects.
Email: Karla Orihuela, karla.orihuela@univ-tlse2.fr
fluency manipulation had an impact on later components, such
as the N4 and LPP. These findings will be discussed in relation
to both perceptual fluency and schema literature.
Email: Joël Dickinson, jdickinson@laurentian.ca
(4148)
The Influence of Orthographic Clustering Coefficient
on Visual Word Recognition. CYNTHIA S. Q. SIEW and
MICHAEL S. VITEVITCH, University of Kansas — The
organization of phonological word-forms in the mental lexicon
has been shown to influence spoken word recognition (Chan &
Vitevitch, 2010). Here the tools of Network Science are used to
study the organization of orthographic word-forms in the mental
lexicon. The influence of clustering coefficient—a Network
Science metric that measures the extent to which orthographic
neighbors of a word are also neighbors of each other—on visual
word processing was investigated. In both speeded naming
and visual lexical decision tasks, words with high clustering
coefficient were responded to more quickly than words with
low clustering coefficient. The results indicate that visual word
recognition is influenced by the amount of connectivity among
orthographic neighbors of the target word; a finding that current
models of visual word recognition are unable to accommodate.
These findings suggest that the structure of the mental lexicon
influences lexical access in visual word recognition.
Email: Cynthia S. Q. Siew, cynsiewsq@gmail.com
(4146)
A Beneficial Effect of Orthography on Native Spanish
Speakers’ Ability to Distinguish Non-Native Phonemic
Contrasts. KATHARINE P. MILES, Brooklyn College,
EVE HIGBY, Univeristy of California, Riverside, SEAMUS
DONNELLY, The Australian National University, ANDREA
MONGE and DESIRET NUESI, Queens College — This study
investigated native Spanish speakers’ ability to use orthographic
information to distinguish non-native phonemic contrasts
and the effects of individual differences in English decoding
ability and English proficiency. Twenty native Spanish speakers
who learned English after age 12 completed an AXB task, first
without orthography presented and then with orthography.
Four English contrasts (/v/-/b/, /ð/-/d/, /ɪ/-/i/, /ʌ/-/a/) were
placed in different positions (3 for consonants, 2 for vowels)
within CVCVC pseudo-word minimal pairs. Results indicate
that when the contrast is in the middle position, the presence of
orthography has a significant effect for the /ð/-/d/ contrast (p =
.02). Also, participants with better English decoding skills (p =
.01) and those with lower English proficiency (p = .02) showed a
greater benefit of orthography for the /ð/-/d/ contrast.
Email: Katharine Pace Miles, PhD, katiepacemiles@gmail.com
(4149)
From the Ground Up: Interactions of Visual Word
Recognition
and
Semantic
Constraint
During
Comprehension. NYSSA BULKES and DARREN TANNER,
University of Illinois at Urbana-Champaign — Reading
requires integration of bottom-up (i.e. visual) and top-down
(i.e. semantic constraint) information. The more informative
a context, the more specific predictions readers make during
processing (e.g. Luke & Christianson, 2012). Further, ERP
research has shown the sensitivity of the visual system to
semantics, where pseudowords supported by context (“ceke”,
expected “cake”) elicit qualitatively different ERPs than
pseudowords unsupported by context (e.g. Kim & Lai, 2012). In
two ERP studies, we investigated the role of semantic constraint
in visual processing, comparing modulations of early visual
components (i.e. N170) to targets embedded in strong and
neutral semantic constraints. Additionally, we investigated early
neural responses to letter position (“ckae”) and identity (“cehe”)
manipulations to study how visual anomalies of varying degrees
of mismatch to a target impact predictions. Results importantly
extend behavioral work, where we investigate how the level
of semantic informativity interacts with the degree to which
readers predict visual information.
Email: Nyssa Bulkes, bulkes2@illinois.edu
(4147)
The Impact of Perceptual Fluency on the Gender and Sexuality
IAT Effect: An ERP Investigation. JOËL D. DICKINSON,
JUSTIN A. CHAMBERLAND, PAIGE SMITH, BREEANNA
STREICH, JENNIFER GALLANT, and MICHELLE
GRAHAM, Laurentian University — The impact of perceptual
fluency was examined in relation to schema violations during
an Implicit Association Test (IAT). More specifically, the
current study explored both gender role and sexuality schemas
while manipulating fluency with either a white background or
a grey background. Response time results indicated that these
background manipulations could eliminate the congruency
effect typically observed during an IAT. Event-related potential
(ERP) activity was also measured during the IAT. As expected,
the background manipulations were found to impact earlier
ERP components, which are often associated with featural
processing. In addition, results suggested that the perceptual
(4150)
Oh, That’s How You Say It! The Competing Roles of
Orthography and Others’ Utterances. DARCY WHITE,
DREW WEATHERHEAD, DEREK BESNER and KATHERINE
S. WHITE, University of Waterloo — We examined the
influence of the orthography, as well as another individual’s
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pronunciation, of a novel word on performance in an object
identification task. Participants were trained on pairings of
written novel words and novel objects, and were later presented
with the same objects and heard another individual label them
(with a regular or irregular pronunciation). At test, each object
was paired with both pronunciations of its label (regular and
irregular), and with a third unrelated word. Participants had
to indicate if the word was the correct label for the object.
Participants were faster to accept the regular pronunciation
than the irregular pronunciation, if they had previously heard
it labelled with the regular pronunciation. However, when it
was previously labelled with an irregular pronunciation, there
were no significant RT differences. This finding suggests that
certain types of information are weighed more strongly when
determining the correct pronunciation of a word.
Email: Darcy White, d4white@uwaterloo.ca
accented and native-accented speakers who made semantic or
grammatical errors in sentences or produced correct sentences.
Critically, we provided listeners with face cues to speaker
identity to test the effects of this cue on comprehension. The
results show that face cues have different impacts on native and
foreign-accented speech processing, particularly for grammar,
and they clarify the effects of extra-linguistic information
about speaker identity on the neural correlates of sentence
comprehension.
Email: Sarah Grey, sgrey4@fordham.edu
(4153)
Orthographic Intrusion During Spoken Word Recognition:
Evidence From ERPs. AMY S. DESROCHES, The University
of Winnipeg, JANE M. LAWRENCE-DEWAR, Thunder
Bay Regional Research Institute, KIERA O’NEIL, Dalhousie
University — We used event related potentials [ERPs] to
investigate orthographic intrusion during spoken word
recognition. Participants performed a picture-word matching
task where they saw a picture and then heard a spoken word that
matched (e.g., BALL-“ball”) or mismatched the picture in one
of three ways (e.g., orthographically similar (O+) rhyme: BALL“wall”, orthographically dissimilar (O-) rhyme: BALL-“doll”,
or unrelated: BALL-“suit”). As we have seen in our previous
research, N400 responses were larger to unrelated mismatch
conditions compared to match, and they were reduced for
both rhyme mismatches compared to match. Critically,
this component also differed between the rhyme mismatch
conditions, such that O+ rhymes showed a greater reduction
in the N400. This finding indicates that orthographic similarity
influences spoken word recognition, even when explicit
judgments about phonology, orthography or semantics are not
required. Our results have implications for understanding the
interactions between representational systems during language
processing.
Email: Amy S. Desroches, a.desroches@uwinnipeg.ca
(4151)
Dissociating the Effects of Phonemic Decoding Ability
and Reading Skill on the Time Course of Phonological
Coding During Reading. MALLORIE LEINENGER, Denison
University (Sponsored by Elizabeth Schotter) — There is
considerable evidence that readers generate phonological codes
during silent reading, however whether this code generation
varies as a function of reading skill has been debated. The
current study collected language assessment data and recorded
eye movements of subjects reading sentences containing
correct (i.e., sensible) target words or anomalous words
(either phonologically related to the target or orthographically
matched controls). Survival analyses of first fixation durations
on the phonologically related and orthographic control words
were conducted to determine how early each individual reader
generated phonological codes. Results revealed that the rapidity
with which readers generated phonological codes was not related
to general reading skill, but rather to phonemic decoding ability
specifically. Furthermore, the rapidity with which a given reader
generated phonological codes was more predictive of word
identification speed among highly skilled phonemic decoders
and readers with lower general reading skill, suggesting that the
processes associated with word identification can be adjusted to
a given reader’s individual set of language skills to maximize the
efficiency of word recognition during reading.
Email: Mallorie Leinenger, mal.leinenger@gmail.com
(4154)
Lexical Access of Words That Cross Speech Streams.
ROCHELLE S. NEWMAN, University of Maryland — We
recently found that listeners’ lexical access “crossed” talker
boundaries (Newman, 2016): after hearing a male talker say
“my” and a female say “great”, participants showed a speeded
lexical-decision response to the visual item “geese” (related
to “migrate”). This effect was equally large when the two
monosyllabic words were spoken by different-gendered talkers
as when produced by a single talker, suggesting both that acoustic
cues indicating multiple talkers are insufficient to disrupt
lexical access, and that activation of lexical representations is
not limited to those occurring within a single-talker stream. At
Psychonomics, we will discuss these findings, and in-progress
follow-up work looking at whether this cross-talker word
activation is limited to a single continuing stream of speech: in
this new study, listeners hear simultaneously 2 different 2-word
sequences, e.g., Male: My – Floor; Female: Bag – Great. We
again explore cross-talker activation for geese/migrate, which
crosses two established streams.
Email: Rochelle Newman, rnewman1@umd.edu
(4152)
Face Cues to Speaker Identity Affect the Neural Correlates
of Native- and Foreign-Accented Sentence Comprehension.
SARAH GREY, Fordham University, ABIGAIL L. COSGROVE
and JANET G. VAN HELL, Pennsylvania State University —
Spoken language provides listeners with information about
a speaker’s identity (e.g., age, sex, accentedness). In spoken
language, foreign-accented speech often constitutes a challenge
for language comprehension, especially for listeners with limited
experience with the accent (Witteman, Weber, & McQueen,
2013) or who cannot identify it (Grey & Van Hell, under
revision). Faces may serve as a visual cue in foreign-accented
speech contexts (e.g., McGowan, 2015) to aid comprehension.
In an ERP study, we tested monolinguals listening to foreign-
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(4155)
Individual Differences in Signed Word Learning Among
Hearing Adults. DAVID MARTINEZ, Georgia Institute
of Technology (Sponsored by Paul Verhaeghen) — Tasks of
short-term memory (STM)—such as digit span and non-word
repetition—are positively correlated with word learning in
foreign languages. The primary aim of the present study was
to identify analogous predictors of word learning for signed
languages. A secondary aim was to develop and validate an
automated movement-based STM task. Hearing, non-signing
adults completed visual-, spatial-, and movement-based STM
tasks, as well as a sign-word paired associate learning task.
Pearson and semi-partial correlations were derived and a
hierarchical regression analysis was conducted with the pairedassociate task as the outcome variable. The final regression
model consisted of two tasks: one visual and the other,
developed in-house, movement based. Including a spatial task
did not significantly improve model fit. These results have both
practical and theoretical implications for language aptitude and
STM testing and research.
Email: David Martinez, DMartinez35@gatech.edu
more distantly-related language (such as Italian). In the current
experiment English-speaking participants received 20-minute
lessons on both Swedish and Italian and also rated their
judgments of learning (JOLs) throughout the study. Results
showed that participants scored significantly better in Swedish,
but also had a complex interaction between the difficulty of
question, language, and their JOLs, in which JOLs were more
accurate for more difficult items.
Email: Rebecca Knoph, allinder115@live.missouristate.edu
(4158)
Effects of Different Formats of Multimedia Design on
Second Language Vocabulary Acquisition as Moderated by
Individual Differences. MICHAL BALASS and CATHERINE
ANTALEK, Towson University — Cognitive load theory asserts
that successful learning occurs when the required cognitive
load does not exceed available mental resources (Sweller, 1994).
Adult learners, unfamiliar with the Spanish language, learned
90 Spanish words and their translations in three conditions
differing in multimedia presentation and cognitive load;
verbal (information presented auditorily), visual (information
presented in text), iconic (information presented in text along
with an image). Learners’ scores on a Spanish to English
translation task indicated poorest recall for words learned in the
verbal condition, and no significant differences between visual
and iconic conditions. Correlations with individual differences
measures showed that individuals with higher working
memory performed better on learning conditions with higher
cognitive load than individuals with low working memory
capacity. Results suggest second language vocabulary learning
may be better facilitated using visual formats of multimedia
presentation, and that working memory may play a role in
learning conditions requiring higher cognitive load.
Email: Michal Balass, mbalass@towson.edu
(4156)
The Role of In-the-Moment Processing in Cross-Situational
Word Learning. TANJA C. ROEMBKE and BOB MCMURRAY,
University of Iowa (Sponsored by Teresa Treat) — People are
highly skilled at learning the meaning of words, using statistical
co-occurrence across situations (Yu & Smith, 2007). However,
word learning may also be influenced by a number of in-themoment factors like inference, strategies and working memory
(e.g. Dautriche & Chemla, 2014; Roembke & McMurray, 2016;
Trueswell et al., 2013). This is consistent with a hybrid account
in which associative mechanisms track long-term statistics, but
interact with real-time processes on any given trial (McMurray,
Horst, & Samuelson, 2012). Experiment 1 (N=87) tests this
hybrid model by employing a dual-task paradigm to reduce
resources for in-the-moment processing during learning. Dualtask conditions reduced the influence of inferential processes
(p<.001), but did not influence the accumulation of long-term
statistics (p=0.152), supporting a hybrid account. Experiment
2 (N=95) investigated individual differences in statistical word
learning, showing relationships to measures of inhibition,
working memory, as well as lexical competition.
Email: Tanja C Roembke, tanja-roembke@uiowa.edu
(4159)
The Role of Age of Acquisition and List Type on Free Recall.
ILHAN RAMAN, Middlesex University, SIMAY IKIER, Yeditepe
University, EVREN RAMAN, Brunel University — While the
effect of Age of Acquisition (AoA) in chronometric lexical tasks
is well documented with consistent evidence indicating that
early acquired words are processed faster and more accurately
than late acquired words, evidence is nevertheless inconsistent
where AoA and memory are concerned (see Johnston &
Barry, 2006). In free recall tasks late items are overall better
remembered than early items (Dewhurst, Hitch & Barry, 1998).
Additionally, word frequency and list type have been reported
to influence memory where the advantage of recall reported
for high frequency words in pure lists disappears when the
same items are presented in mixed lists in English (Dewhurst,
Brandt & Sharp, 2004). The objective was to partially replicate
Dewhurst and colleagues’ work in Turkish to shed light on this
phenomenon especially from an orthographic transparency
perspective. Previously list type was also found to influence word
naming in Turkish (Raman, Baluch & Besner, 2004). In the first
phase of the study, participants were assigned to either a picture
(N=40) or a word condition (N=40) in which stimuli were
presented in either a mixed or a pure list. Following a distracter
(4157)
Linguistic Learning and Metacognition: Do We Learn
Differently, and Do We Know It? REBECCA E. KNOPH,
ERIN M. BUCHANAN and BOGDAN KOSTIC, Missouri
State University — Learning a language distinct from one’s
native language may be perceived as an easier task due to
less interference from one’s native language. However, prior
research shows that people begin learning a second language
with the same linguistic parameters at the first language
(White, 2007), which could potentially cause interference
with a dissimilar language. Therefore, English-speakers may
be able to use positive transfer to their advantage to learn a
more closely-related language (such as Swedish) compared to a
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task, participants were asked to recall as many pictures or words
as they could remember from the first phase. The findings lend
partial support to those in English and the implications are
discussed within the context of current theoretical frameworks.
Email: Ilhan Raman, i.raman@mdx.ac.uk
suggest that both aging and hearing loss contribute to declines
in perceptual adjustments to distorted speech. Further training
is not sufficient to offset this decline.
Email: Karen Banai, kbanai@research.haifa.ac.il
(4162)
The Effect of Context Rate and Rhythm on Non-Native
Perception. MELISSA M. BAESE-BERK, University of Oregon,
TUULI H. MORRILL, George Mason University — Native
listeners use both context speaking rate and rhythm to make
predictions about upcoming speech material (Morrill et al.,
2014). However, it is unclear whether non-native listeners
are also able to leverage these properties of speech in their
own perception. Some previous research suggests that nonnative listeners are able to use context speaking rate in spoken
word segmentation under some conditions (Baese-Berk et
al., 2016); however, it is unclear whether they are also able to
leverage rhythmic properties of the signal in the same way.
This is particularly of interest because rhythmic properties of a
language are typically among the most difficult for non-native
speakers to acquire in their own productions. In the present
study, we ask whether non-native listeners are able to utilize
rate and rhythm information in spoken word segmentation,
and specifically examine possible interactions between rate and
rhythm in non-native perception.
Email: Melissa Baese-Berk, mbaesebe@uoregon.edu
(4160)
More Moses Illusion in Foreign Language Context. ECE
YALLAK, Boğaziçi University, ÜMIT AKIRMAK, İstanbul
Bilgi University, ELENA GUERZONI and ESRA MUNGAN,
Boğaziçi University — Previous research on the “Moses Illusion”
has shown that people sometimes fail to detect the distortion in
a question such as “How many animals of each kind did Moses
take on the ark?” and respond as if “Noah” was not replaced
by “Moses”. The present study aimed to examine the effect
of processing fluency on this illusion. There are conflicting
findings as to whether processing disfluency increases (e.g.,
Geipel, Hadjichristidis, & Surian, 2015) or decreases (e.g., Song
& Schwarz, 2008) the illusion rate. We attempted to resolve
this inconsistency by using a within-subjects design and by
increasing the number of questions in the illusion task. Our
results showed that distorted questions led to higher illusion
rates in the foreign language compared to the native language,
supporting Geipel et al.’s finding. Additionally, the rate of correct
responses in undistorted questions was higher in the native than
in the foreign language, supporting Song and Schwarz’s finding.
Taken together, these results suggest that disfluency impairs
performance in both distorted and undistorted questions. We
did not observe any shifts in response bias between questions
in either language.
Email: Ece Yallak, eceyallak@gmail.com
(4163)
Interaction of Cognitive Load, Sentence Predictability,
and Speech Degradation in Spoken Word Recognition and
Memory. CYNTHIA R. HUNTER, CAYLEE ADAMS and
DAVID B. PISONI, Indiana University — Whether cognitive
load and/or listening effort needed to understand degraded
speech differentially affect bottom-up and top-down processes
is not well understood. The current project examined effects
of sentence context, speech degradation, and cognitive load
on the recognition of sentence-final words and on the recall of
short (low-load) or long (high-load) sequences of visual digits
presented prior to each spoken sentence. In addition to main
effects of sentence predictability and spectral degradation, word
recognition in both high- and low-predictability sentences was
modulated by cognitive load when accuracy was between 35
and 80 percent. Words were identified more accurately under
low load than high load. Digit recall was affected by load,
speech degradation and sentence predictability. Results indicate
that cognitive load affects processes used to identify words in
both low- and high-predictability sentences, and that listening
effort affects memory for visual digits.
Email: Cynthia R. Hunter, cynthunt@indiana.edu
SPEECH PERCEPTION II
(4161)
Age, Hearing and the Perceptual Learning of TimeCompressed Speech. MAAYAN MANHEIM, LIMOR LAVIE
and KAREN BANAI, University of Haifa — Speech perception
improves substantially with practice, but the role of perceptual
learning (PL) in speech processing remains debated. One
hypothesis is that PL serves to rapidly normalize the perception
of non-optimal (e.g., accented, rapid) speech. This study was
designed to test a facet of this hypothesis, that rapid perceptual
learning of degraded speech is weaker in populations with
difficulties in speech perception, in this case older adults. Rapid
PL was observed in older adults with normal hearing (NH,
n=36) and in those with hearing loss (HL, n=18). However,
learning was substantially weaker in HL than in NH older
adults, and both learned less than normal-hearing young adults
(YA, n=49) even when starting performance was equated across
groups (Cohen’s d = 1.5, 0.7 and 0.4 in the YA, NH and HL
groups respectively). Additional training yielded learning in all
three groups. Nevertheless, like rapid learning, practice-induced
learning and its generalization to untrained tokens were weaker
in the two groups of older adults than in the young adults. We
(4164)
Recognizing Sounds in Sentence Context. SOPHIA UDDIN,
SHANNON L.M. HEALD, STEPHEN C. VAN HEDGER,
SERENA KLOS and HOWARD C. NUSBAUM, University of
Chicago — From one theoretic perspective, word recognition is
facilitated by sentence context only after initial sound processing
occurs. If the mechanisms that mediate the interaction of
sentence context and lexical processing are specialized for
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language understanding, it could be predicted that the influence
of sentence context on word recognition might be different from
a more general cognitive system serving to use this contextual
information. Stimuli such as environmental sounds can convey
clear meaning, yet are not linguistic. We compared the effect
of spoken sentence context on word and nonspeech sound
recognition. In Experiment 1, sentence context significantly
decreased recognition time for nonspeech sounds and spoken
words, with a similar effect for both. In Experiment 2, sentence
meaning decisions were significantly faster for high-constraint
contexts for both nonspeech and speech. These results suggest
that linguistic context may aid recognition for nonspeech
sounds the same way as it does for words.
Email: Sophia Uddin, sophiauddin@uchicago.edu
insights into the nature of the learning signal involved in speech
category tuning and the relationship of acoustically-driven and
lexically-driven phonetic recalibration.
Email: Lori L. Holt, loriholt@cmu.edu
(4167)
The Influence of Vowel Category Distribution on the
Perception of Foreign Accent. KIT YING CHAN and
MICHAEL D. HALL, James Madison University — This study
evaluated how perception of foreign accent is influenced by
deviation in vowel formant frequencies and the proximity
of produced values to adjacent categories. Tokens for each
stimulus word (/æ, ʌ, ɛ, ɔ, ɑ/ embedded in /b_d/) were
synthesized by altering the mean F1 and F2 based upon native
norms in 30-Mel step increments toward the closest and the
next-closest vowels until intruding on those categories. If there
was not a secondary adjacent vowel, tokens were synthesized
in the opposite direction of the primary interfering vowel to
test the impact of (lack of) proximity to other vowels. Native
English listeners rated stimuli on degree of accentedness and,
in a separate task, identified the word. Changes in formant
frequencies differentially influenced accentedness ratings
across vowels, depending on their proximity to adjacent
categories. For /ʌ, ɛ, and ɔ/, accentedness increased only as F1
and F2 values approached the next category. The /ɑ/ tokens
in the extreme region of the vowel space were also rated as
accented and were often misperceived as other non-proximal
vowels. Perceived accentedness increases for unusual vowel
productions, and might reflect the fact that those productions
intrude on adjacent categories.
Email: Kit Ying Chan, chanky@jmu.edu
(4165)
Learning to Identify Speakers From Kinematic Information.
ALEXANDRA JESSE and MICHAEL BARTOLI, University of
Massachusetts Amherst — Listeners can identify speakers from
hearing their voices. Here, we examined whether listeners can
also identify speakers from seeing their voices, that is, from
seeing the idiosyncratic motion speakers produce during
talking. Speakers were video recorded with reflective dots
placed on the lower half of their faces. The motion of these dots
was tracked to create point-light displays that only showed these
moving dots and no longer the speakers’ faces. Participants
were asked to identify speakers from these sentences. Two
or four speakers were presented. Feedback was given during
training but not during a subsequent test. Sentences presented
at test were either new recordings of the training sentences
or entirely new sentences. Participants were able to learn to
identify the speakers from kinematic information alone, and
were even able to recognize them from new sentences that they
had not previously seen them produce. A benefit for old over
new materials was only found when learning to recognize two
speakers. Listeners establish a representation of the visual voice
of speakers.
Email: Alexandra Jesse, ajesse@psych.umass.edu
(4168)
Does Seeing an Asian Face Make Speech Sound More
Accented? YI ZHENG and ARTHUR G. SAMUEL, Stony
Brook University — We examined whether seeing an Asian face
makes speech sound more accented, from two perspectives:
interpretation and perception. Consistent with prior work,
showing static Asian and Caucasian faces significantly biased
people’s accentedness judgments. Changing to dubbed videos
reduced the demand characteristics and largely eliminated
the bias in reported accentedness. When we introduced
unambiguous stimuli, we found a standard contrast effect,
consistent with a decision-level locus. Shifting to a mixed rather
than blocked design led to essentially no bias from the faces.
Thus, the decision level interpretation of accentedness was
shifted by experimental manipulations. Participants’ perception
of accented speech was then tested using the selective adaptation
paradigm. Auditory-only accented adaptors produced
adaptation, but visually different adaptors (i.e., with ambiguous
sounds dubbed onto Asian or Caucasian videos) failed to shift
the perception of audio stimuli. Collectively, the results indicate
that visual information affects the interpretation, but not the
perception, of accented speech.
Email: Arthur G Samuel, arthur.samuel@stonybrook.edu
(4166)
The Learning Signal in Phonetic Category Tuning: BottomUp vs. Top-Down Cues. XUJIN ZHANG and LORI L. HOLT,
Carnegie Mellon University — Listeners use both acoustic and
lexical information to inform phonetic categorization. For
example, an English stop consonant tends to be perceived as
/b/ if it has a shorter VOT, but as /p/ if it has a longer VOT.
An acoustically-ambiguous consonant between /b/ and /p/
is perceived more as /b/ before “eef ”, but more as /p/ before
“eace”. Both types of cues can be used to flexibly adapt and
retune phonetic categorization in response to short-term
deviations in the speech signal. This study investigated the
effect of acoustic and lexical information on phonetic category
tuning by examining adaptation of listeners’ reliance on F0 in
/b/-/p/ categorization across exposure to an artificial accent
involving consonant categories signaled by unambiguous VOT,
lexical context, or both. Results across these conditions provide
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(4169)
Lexical Knowledge Is Available, But Not Always Used, Very
Early. AMANDA RYSLING, JOHN KINGSTON, ADRIAN
STAUB, ANDREW COHEN and JEFFREY STARNS,
University of Massachusetts Amherst — Two response-signal
studies investigated when lexical knowledge influences phonetic
categorization of a word-initial /s-f/ continuum, in lexical
contexts that biased response toward /s/ (-ide), /f/ (-ile), or
neither (-ime). In Exp. 1, participants responded within 300ms
starting at 375, 675, 975, or 1350ms after stimulus onset. They
responded “f ’’ more often in the /f/-biasing context at all delays,
more at 675 than 375ms, but no more at 975 or 1350ms. In Exp.
2, participants responded at 175 and 375ms. No lexical bias
appeared at 175ms, when listeners responded before hearing
enough of the stimulus, nor until the second half of the 375ms
response interval. At 375ms, responses in Exp. 1 clustered in
the second half of the response interval, while responses in Exp.
2 were distributed throughout. These experiments demonstrate
that lexical knowledge is available, but not always used, to
inform responses very early.
Email: Amanda Rysling, arysling@umass.edu
via salience of consonant visemes and by blurring the mouth
movements, then estimating asynchrony tolerance thresholds
between visual and auditory speech across these manipulations.
Results revealed that more visually informative speech yielded
lower thresholds than less informative speech, suggesting that
visual information increases sensitivity to asynchrony, counter
to the model. Findings indicate that informative visual speech
may instead reweight auditory processing to low-level networks,
thus heightening sensitivity to acoustic onsets and decreasing
robustness of AV integration.
Email: Hannah Shatzer, shatzer.5@osu.edu
BILINGUALISM III
(4172)
Early Impact of Second Language Proficiency on Native
Language Word Recognition Reveals Distinct Patterns in
Auditory and Visual Domains. MONA R. BOTEZATU,
University of Missouri, Columbia, JUDITH F. KROLL,
University of California, Riverside — We evaluated the impact
of second language (L2-Spanish) proficiency on spoken and
visual word recognition in the first language (L1-English).
English learners of Spanish (N=24) who were immersed in
an English-speaking environment and varied on multiple
indices of Spanish proficiency identified spoken English words
presented in noise that varied in phonological neighborhood
density: high-density words (e.g., BAG) and low-density words
(e.g., BALL). Separately, learners also named regular/consistent
(e.g., PEACH) and irregular/inconsistent (e.g., PINT) English
words. Participants exhibited the standard inhibitory effects of
phonological neighborhood density on response latencies in
spoken word recognition and of irregularity/inconsistency on
response times and accuracy rates in word naming. Critically,
learners with lower Spanish proficiency showed a larger cost of
dense neighborhoods in the auditory domain, but a reduced cost
of irregularity/inconsistency in the visual domain. Our results
indicate that early stages of L2 learning change native language
performance, differentially impacting word production and
comprehension.
Email: Mona Roxana Botezatu, botezatum@health.missouri.
edu
(4170)
Audio-Haptic Speech Can Be Used to Train Better
Perception of Degraded Auditory Speech. LAWRENCE
D. ROSENBLUM, JOSH DORSI, JAMES W. DIAS, DANA
ASHKAR and DEANNA SUN, University of California, Riverside
— Audio-visual training is more effective than audio-alone
training in improving perception of degraded auditory speech
(e.g. Bernstein, et al., 2013). This could be due to perceivers
exploiting learned bimodal associations and/or attuning to
amodal regularities available in both modalities. To investigate
this question, we trained listeners using a modality with which
they had little prior experience:, tactile—or Tadoma—speech.
The Tadoma technique involves perceivers placing a hand on
a speaker’s lips, jaw, and neck. Prior work shows that, even
without training, Tadoma can enhance perception of degraded
auditory speech (e.g. Trielle, Vilain, & Sato, 2014). The present
study extended these findings, showing that training with
audio-Tadoma speech improves subsequent performance with
degraded audio-alone speech. These data challenge learned
associations accounts. Current experiments examine how long
this improved performance is sustained.
Email: Lawrence Rosenblum, lawrence.rosenblum@ucr.edu
(4173)
Face Cues Prime Bilingual Lexical Access Differently When
Masked. CHUCHU LI and TAMAR H. GOLLAN, University
of California, San Diego — Two experiments investigated
how nonlinguistic cues modulate lexical access in bilinguals,
particularly when they switch languages. In each experiment,
32 Mandarin-English bilinguals repeatedly named a set of 9
pictures in Mandarin or English, depending on the language
cue above the picture. An Asian face, or a Caucasian face, or
no face was presented as a prime. The faces were visible in
Experiment 1 but were masked in Experiment 2. Face cues
had significantly different effects when clearly visible vs.
masked. Clearly visible faces reduced switch costs when race
matched the intended language. However, these effects are not
significant when masked, suggesting a top-down mechanism
for face-race priming effects (people consciously associate
(4171)
Influence of Visual Informativeness on Audiovisual
Speech Integration. HANNAH E. SHATZER, The Ohio State
University, ANTOINE J. SHAHIN, University of California Davis, MARK A. PITT, The Ohio State University (Sponsored
by Richard Jagacinski) — When watching a video of a person
speaking, humans are tolerant of asynchronies between the
auditory and visual signals exceeding 250 ms. Bhat et al.
(2015) posit that this tolerance occurs because of a neural
reweighting mechanism that shifts processing to higher-level
auditory networks when the signal is informative, thereby
reducing sensitivity to asynchrony. The current study tested this
prediction by manipulating the informativeness of visual speech
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(4176)
Bilingual Recognition Memory and Confidence Judgments
in a Cross-Language Levels-of-Processing Task. ILEANA
RATIU, Midwestern University, TAMIKO AZUMA, Arizona
State University — This study examined the encoding of
Spanish and English lexical items using a cross-language levelsof-processing task. Additionally, we examined participants’
confidence in their old/new responses. Thirty-nine SpanishEnglish bilingual speakers studied words under Deep Processing
conditions (e.g., Is this word a noun?) and Shallow Processing
conditions (e.g., Does this word begin and end with a vowel?) in
Spanish, English, and Mixed Language conditions. Later, they
received a surprise recognition test in which they reported if an
item was old or new and their confidence rating for the response.
Overall, Deeply processed items were recognized better than
Shallow processed items. Interestingly, Shallow items resulted
in lower false recognition rates than Deep items, but this pattern
differed across language conditions. Overall, participants
were more confident when they correctly recognized items,
relative to false alarms, but confidence ratings differed across
language conditions. The results indicate that task demands
and individual language proficiency affect the encoding and
retrieval confidence of specific language information.
Email: Ileana Ratiu, iratiu@midwestern.edu
race with language). In contrast, masked faces elicited overall
slowed responses when primes differed from speaker race,
suggesting the presence of bottom-up influence of face-cues on
language control that are driven by a different mechanism at the
subconscious level.
Email: Chuchu Li, chl441@ucsd.edu
(4174)
Hand Trajectories Reveal the Transposed-Letter Effects in
Monolingual and Bilingual Visual Word Recognition. YUCHENG LIN, University of Texas - Rio Grande Valley, PEIYING LIN, University of Saskatchewan — Previous monolingual
studies have consistently suggested that there was flexibility of
letter position encoding in different alphabetic writing systems.
However, to date whether the orthographic neighborhood and
cross-language script similarity would modulate the magnitude
of the transposed-letter effect during the second-language word
recognition in bilingual minds was unknown. We address this
question using a mouse-tracking experimental paradigm to
trace the internal lexical matching processes underlying the
lexical access. Our linear mixed effects models and growth
curve analyses revealed that a low orthographic neighborhood
can trigger a larger magnitude of the transposed-letter effect
for monolinguals and bilinguals on their hand trajectories. We
also found that different-script bilinguals (Chinese-English
bilinguals) exhibited a larger transposed-letter effect than
similar-script bilinguals (Spanish-English bilinguals) and
English monolinguals. The findings offer compelling evidence
that a human lexical match criterion of recognition system can
be modified by neighborhood density and cross-language script
similarity of readers.
Email: Yu-Cheng Lin, yucheng.lin@utrgv.edu
(4177)
Priming and Memory Recall in Spanish–English Bilinguals.
KARENNA F. MALAVANTI and THERESA A. ANDERSON,
Carson-Newman University, COURTNEY A. KURINEC,
Baylor University — Experts have reached a common consensus
that the bilingual is not merely the sum of two monolinguals.
We examined the effect that encoding in one language and
retrieval in a second has on the speed and accuracy of the
memories retrieved in a 3 (language proficiency) X 2 (language
of narrative) X 2 (language of recall questions) design. Three
groups of Spanish–English bilinguals (balanced, unbalanced
Spanish–English, and unbalanced English–Spanish) read a
unique narrative in Spanish or English. Afterwards, subjects
answered recall questions in Spanish and English. Answering
the questions in the same language as the narrative increased
accuracy and response time than when the questions were in a
different language than the narrative. Additionally, unbalanced
bilinguals were more accurate in their L1. The results of this
study have larger implications, as bilingual eyewitnesses are
often questioned in English regardless if it is their L1.
Email: Karenna Malavanti, kmalavanti@cn.edu
(4175)
Monolingual Language Control Mechanisms. IVA
IVANOVA, University of Texas at El Paso — How specific are
language-control mechanisms to bilinguals? Language control
seems necessary even within a single language: Speakers need
to use different words with their bosses and their friends. Fortyeight monolinguals switched between naming pictures with
a basic-level (simpler and more frequent) name (dog), and
a subordinate (harder and less frequent) name (Dalmatian).
Sessions began with two single naming blocks (either only
basic-level or only subordinate names), followed by three mixed
blocks, followed by two further single blocks. Results showed
significant switching and mixing costs, equivalent for the two
word types. Interestingly, there was a reverse-dominance effect:
subordinate names were produced overall faster than basiclevel names (cf. Costa & Santesteban, 2004). However, basiclevel names were slower in the first single block (and showed
larger mixing costs) only when produced after the subordinate
names. These results evidence language-control mechanisms
in monolinguals, which might be qualitatively similar to those
employed by bilinguals.
Email: Iva Ivanova, iva.m.ivanova@gmail.com
(4178)
Effects of Bilingualism on Audio-Visual Speech Perception
in Noise. TUAN Q. LAM, Loyola University New Orleans,
SCOTT R. SCHROEDER, Hofstra University, VIORICA
MARIAN, Northwestern University — Bilinguals have more
difficulty than monolinguals understanding spoken words
in noisy environments, but the sources of this deficit remain
unclear. We examined whether bilinguals’ difficulty is due
to weaker speech-sound recognition and whether bilinguals
make extra use of visual cues to compensate. Korean-English
bilinguals were compared to English monolinguals on speech-
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sound recognition (e.g., /ba/) in noisy or quiet listening
conditions and with congruent or incongruent visual cues (i.e.,
matching or mismatching lip-movements). Analyses revealed
lower speech-sound-in-noise recognition accuracy in late
bilinguals, indicating that speech-sound perception may be a
source of late bilinguals’ deficits (despite often being attributed
to a word-level process). Analyses also showed that both early
and late bilinguals produced more McGurk-type responses (in
which lip-movements were integrated with the auditory input),
suggesting that bilinguals make increased use of visual cues.
These findings clarify bilinguals’ comprehension difficulties
and advance our understanding of the perceptual aspects of
language processing.
Email: Scott R. Schroeder, scott.ryan.schroeder@gmail.com
and word frequency. For minimally-proficient bilinguals, word
frequency did not modulate French homophone facilitation.
For high-proficient bilinguals, this facilitation was greatest
for low-frequency words. Thus, shared phonology facilitates
the activation of non-target language meanings, even within
sentential contexts.
Email: Deanna Friesen, Deanna.Friesen@uwo.ca
(4181)
The Influence of Bilingualism on Executive Functions
Among Turkish-English, Turkish-Kurdish Bilinguals. ESRA
DOGRUEL and SUMEYRA TOSUN, Suleyman Sah University
— During bilingual speech production, the competition occurs
between two languages. In this process, executive control that
is required to direct attention on wanted language develops.
Thus, it is assumed that other functions using executive control
improves in bilingual speakers that is also known as bilingual
advantage in the executive control system. The aim of the
current study was to examine whether bilingual advantages in
variety aspects of executive control such as cognitive control,
verbal and visual working memory could be extended to an
understudied bilingual group (Turkish-Kurdish bilingual)
along with Turkish-English bilingual and Turkish monolingual
speakers. Six tasks were administered to assess different parts
of executive function including cognitive control (Simon and
Flanker test), visuo-spatial (matrix rotation task) and verbal
working memory (digit span task) on 45 young adults in the
three language groups: Turkish- Kurdish bilinguals (n=15),
Turkish-English bilinguals (n=15) and Turkish monolinguals
(n=15). The results demonstrated that bilingual advantage
appeared in verbal working memory. However, bilingual
advantages in visuo-spatial working memory and cognitive
control were not found. Further, Turkish-Kurdish and TurkishEnglish bilingual speakers revealed varied results.
Email: Sumeyra Tosun, stosun@ssu.edu.tr
(4179)
Different Sentence Memory Representation by the
Differently Proficient Korean-English Bilinguals When
Trying to Memorize English Sentences. SANGYUB KIM,
YEONJOO LEE, YONGWOO KIM, JEAHONG KIM and
KICHUN NAM, Korea University of South Korea — The
purpose of this study was to see whether the foreign language
sentence representation is changed from the surface structure
representation to the semantic and propositional representation
as learning those sentences repetitively and to see whether the
sentence representation transition is different among differently
proficient bilinguals. In Experiment 1, mother language, the
results showed the semantic propositional representation and
the accuracy for this representation type improved when trying
to memorize the mother language sentences in repetition. In
Experiment 2, foreign language, each group divided by language
proficiency show a different propositional representation.
And each group who has better language proficiency show
improvement of the propositional memory as more learning
proceeds. Thus, the present study suggest that the change of
propositional representation of sentences depends on the
language proficiency.
Email: Sangyub Kim, sangyub0310@hanmail.net
(4182)
Lexical Stress Assignment for Visually Presented Words
Across Languages: Evidence From Bilinguals and
Monolinguals. JOSHUA BUFFINGTON, University of Illinois
at Chicago, JYOTSNA VAID, Texas A&M University, BELEM
LOPEZ, University of Texas at Austin, SUMEYRA TOSUN,
Suleyman Sah University — Studies of visual word recognition
have largely focused on monosyllabic words. As a result,
psycholinguistic research on lexical stress assignment for
polysyllabic words has been limited. In a recent study we found
that, for English monolinguals and Spanish-English bilinguals
alike, certain word endings in English reliably cued judgments
of syntactic class (noun vs. verb) for novel words in English,
and also cued stress assignment, consistent with a strong-weak
stress pattern for nouns in English. In the present study, we
presented English monolinguals and Spanish-English proficient
bilinguals with a list of pseudowords in English and in Spanish.
For each item participants were to indicate where stress would
be placed. Confidence ratings were also obtained. The findings
are discussed with respect to whether stress patterns associated
(4180)
Phonologically-Mediated Meaning Activation During
Bilingual Sentence Processing. DEANNA C. FRIESEN,
DEBRA JARED and VERONICA WHITFORD, University of
Western Ontario, DEBRA TITONE, McGill University — Word
recognition studies demonstrate that bilinguals activate shared
phonology between-languages, and consequently, non-target
language meanings. For example, chou (cabbage in French),
which overlaps phonologically with shoe, activates “footwear”.
Here, we examined whether this effect would occur in sentential
contexts using eye movement measures of reading. EnglishFrench bilinguals, varying in French proficiency, read English
sentences that contained either a correct English homophone
(shoe), its French homophone mate (chou), or a French control
word (cloche). Although the French homophones had longer
total reading times than English homophones, they had shorter
reading times than control words, suggesting that their meanings
were integrated with the sentence contexts. However, French
homophone facilitation varied according to French proficiency
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(4185)
Perception of Phonological Variants by Non-Native Listeners.
HAYK ABRAHAMYAN and PAUL LUCE, University at Buffalo
— Recent research has demonstrated that listeners process
carefully pronounced words (canonical forms) more quickly
and accurately than casually produced words (non-canonical,
reduced forms), despite the fact that casually produced word
forms are more frequent in everyday language use. To date,
research on the perception of phonological variants in casually
produced speech has focused, with a few exceptions, on
monolingual listeners. The current research examined nonnative English speakers’ processing of canonical and noncanonical word-forms in an attempt to more fully understand
how non-native speakers of English cope with phonological
variants in American English. Monolingual American English
speakers and non-native American English speakers completed
a cross-modal identity priming task with canonical, noncanonical, and unrelated auditory primes and visual targets.
Overall, the non-native speakers were significantly slower
than native speakers at recognizing both canonical and noncanonical forms, although our data suggest that non-native
speakers may encounter more specific difficulties than native
speakers when processing phonological variants.
Email: Hayk Abrahamyan, hayk@buffalo.edu
with a particular language (English) are influenced by cues
for word class endings in that language and whether stress
assignment patterns for Spanish will be distinct.
Email: Joshua Buffington, bffngtn2@uic.edu
(4183)
Re-Examining the Role of Local Language Context on CrossLanguage Activation: An ERP Study With Catalan-Spanish
Bilinguals. MONTSERRAT COMESAÑA, University of Minho,
JOSEPH DEMESTRE, Rovira i Virgili University, DANIELA
VALENTE, University of Minho, ANA M. GONÇALVES,
University of Minho and University of Oxford, ANA PAULA
SOARES, University of Minho, WALTER J. B. VAN HEUVEN,
University of Nottingham, and PILAR FERRÉ, Rovira i Virgili
University — Recent research has shown that cognate processing
is affected not only by cross-language similarities but also by
stimuli list composition (Comesaña et al. 2015, JEP: LMC).
Specifically, Comesaña et al. observed that the time it tooks to
recognize non-identical Catalan-Spanish cognates (e.g., duchadutxa [shower]) and noncognates (e.g., arena-sorra [sand])
varied as a function of the presence or absence of identical
cognates (e.g., carta-carta [letter]) in the list. These findings
highlight the importance of local language context on the level
of cross-language activation and beg the question of whether
there are or not top-down influences on lexical activation.
The aim of the present research was to address this question
by collecting behavioral and event-related potentials (ERPs)
data. Results showed modulations on cognate processing as
a function of stimuli list composition both on behavioral and
ERP data which cannot be explained by adaptations in the
criteria used by the participants.
Email: Montserrat Comesaña, mvila@psi.uminho.pt
(4186)
The Relationship Between Speech Production and Perception
Representations in Different Non-Native Sound Contrasts.
MISAKI KATO and MELISSA BAESE-BERK, University
of Oregon — Previous studies have suggested a dissociation
between speech production and perception for non-native
speakers. Similarly, in recent work, we demonstrated that native
Japanese speakers who could reliably produce the English /r/-/l/
contrast did not reliably perceive it, adding support to studies
suggesting that speech production and perception of nonnative
sounds may rely on different representations. However, the
relationship between the representations for production and
perception may differ depending on the contrast being learned.
In the present study, we investigate the production-perception
relationship for the contrast between Japanese geminatesingleton consonants. This is a nonnative sound contrast where
the requirements for production and perception may be more
similar because durational difference is important in both
production and perception, whereas the English /r/-/l/ contrast
relies on different properties in perception and production.
Examining how multiple contrasts are related during learning
will add insight to the relationship between the production and
perception mechanisms.
Email: Misaki Kato, misaki@uoregon.edu
(4184)
Is There a Bidialectal Advantage? Executive Control
Processing in Bidialectal Speakers. JUSTIN SARKIS and
JULIE BOLAND, University of Michigan - Ann Arbor — This
study investigated a possible bidialectal advantage in executive
functioning (EF). Recent empirical data has provided evidence
that bilingual speakers enjoy an increase in EF compared
to monolingual speakers. Very few studies, however, have
investigated whether the same mechanism that gives rise to the
bilingual advantage also provides benefits to bidialectal speakers.
Eighty-four college-aged University of Michigan students (28
monolingual, 28 bidialectal, 28 bilingual) completed various
tasks to measure both EF and working memory. There were no
group differences consistent with either a bilingual or bidialectal
advantage hypothesis. These results fail to replicate previous
bilingual advantage studies and subsequently fail to generalize
a bidialectal advantage. Because I found strong congruency
effects but no group differences, the results of this study add
to the growing evidence that a bilingual advantage either does
not exist or such an advantage is more nuanced than originally/
currently presented in the literature.
Email: Justin Sarkis, jsarkis@umich.edu
(4187)
Effects of Cross-Linguistic Phonetic Overlap on Lexical CoActivation in Bilinguals. MARGARETHE MCDONALD,
JAN EDWARDS and MARGARITA KAUSHANSKAYA,
University of Wisconsin - Madison — Cross-linguistic activation
occurs when a bilingual activates words in both languages
when hearing only one. This phenomenon is reliably observed
in bilinguals activating their L1 when listening to their L2, but
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is less consistently observed in the opposite direction. This
may be the result of L2 activation being more sensitive to the
degree of phonetic overlap between words in the two languages.
For example, although the initial sounds of the Spanish word
boca and the English word bowl are phonemically both /b/,
they are realized with different voice onset times and therefore
are not the same phonetically. English /b/ and Spanish /p/ are
voiceless/unaspirated; Spanish /b/ is prevoiced. A series of eyetracking experiments with English-L1/Spanish-L2 bilinguals
investigated whether, when hearing an English target word
(i.e. bowl), participants would activate a Spanish competitor
with a phonetically similar onset (pollo, Eng: chicken) or a
Spanish competitor with a phonemically similar onset (boca,
Eng: mouth). The findings so far indicate minimal activation of
phonemically similar competitors, and suggest that activation
of the L1 in bilinguals upon hearing the L2 is sensitive to finegrained cross-linguistic phonetic differences.
Email: Margarita Kaushanskaya, kaushanskaya@wisc.edu
English counterparts significantly higher than sentences that
were ungrammatical in both languages (2.5 vs. 1.8 on a scale
from 1-5, p < .001), and they showed different patterns of
modulation of neurophysiological components that index
grammaticality (i.e., LAN and P600), suggesting that bilinguals
can interpret these sentences in Spanish in real-time, likely
using English grammar rules to do so. This is the first known
study to demonstrate cross-linguistic effects of grammar from
the second language to the first language that occur during realtime sentence comprehension.
Email: Loraine Obler, loraine.obler@gmail.com
LETTER/WORD PROCESSING III
(4190)
The Cost of Visual Degradation: Adding Random Visual
Noise to Previews Makes Display Changes Highly Detectable.
MARTIN R. VASILEV, TIMOTHY J. SLATTERY, JULIE A.
KIRKBY and BERNHARD ANGELE, Bournemouth University
— It is well-established that reading times are shorter when
readers are able to preview the upcoming word in parafoveal
vision (the so-called preview benefit effect). However, it has
been suggested that parafoveal masks introduce processing
costs that may overestimate the preview benefit. Visually
degrading the parafoveal preview may reduce these costs
and provides an accurate estimate of the effect. The present
experiment tested this suggestion by employing a display change
detection paradigm. Participants read sentences that contained
the traditional identical vs letter mask previews, but half of the
time these previews were degraded by randomly replacing 20%
of the black pixels with white pixel. The results showed that
participants are more likely to detect degraded compared to
non-degraded parafoveal masks (a d prime difference of 2.61).
Fixation durations were also longer after a degraded compared
to a non-degraded mask. Therefore, the present pattern of
results suggest that visually-degraded parafoveal masks with
random visual noise introduce another type of processing costs,
and alter the way in which attention is allocated to the text
during reading.
Email: Bernhard Angele, bangele@bournemouth.ac.uk
(4188)
Salience Does Not Always Help: Visual Input Enhancement
and L2 Acquisition. IAN S. COMEAUX and JANET L.
MCDONALD, Louisiana State University — Our previous
research has shown that visual input enhancement (VIE) can
facilitate the language acquisition process by directing attention
towards highly valid and reliable morphosyntactic cues. In the
present study, we investigated the effect of VIE when the VIEmarked cues were no longer the most valid cues in the language.
Participants learned an artificial language through an actorassignment task in which the VIE-marked morphosyntactic
cues (verb agreement and case marking) were subordinate to
an unmarked semantic cue (animacy). These morphosyntactic
cues were presented as either 1) unmarked, 2) marked in the
same color, or 3) marked in different colors. In the same color
condition, participants failed to acquire the morphosyntactic
cues. In the different color condition, case marking but not verb
agreement was acquired. We conclude that the relationship
between VIE and language learning is nuanced and may only
be effective for languages that utilize highly valid morphological
cues.
Email: Ian Comeaux, icomea1@lsu.edu
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(4191)
Effects of Font Properties on Reading Performance of
Individuals With Dyslexia. WAH PHEOW TAN, Temasek
Polytechnic, Singapore, LOIS LIM, Dyslexia Association of
Singapore — Previous studies demonstrated that font size
and text spacing of printed text affected reading performance
of individuals with dyslexia. The current study addresses two
gaps in this area, namely the combined effects of both font size
and text spacing and their effects on non-alphabetical scripts
(e.g., Chinese), by systematically manipulating both font size
and inter-text spacing of English passages (Experiment 1),
and Chinese sentences (Experiment 2), and measuring the
reading performance (i.e., speed, accuracy and comprehension)
of children with dyslexia. Error analysis was conducted to
investigate the effects of manipulated text on reading errors.
The findings demonstrated that increased font size either
improved or did not impede reading performance. The effects
(4189)
Learning a Second Language Influences First-Language
Grammar Processing. EVE HIGBY and VALERIE L.
SHAFER, City University of New York, IBANA VARGAS, City
University of New York and St. John’s University, STEPHANIE
PEREZ, WENDY RAMIREZ, ERIKA VARELA, JENNIFER
MEZA, EVA FERNANDEZ and LORAINE K. OBLER, City
University of New York — Bilinguals have separate lexicons for
their two languages, but do they have separate grammatical
systems? The current study investigated whether bilinguals
process ungrammatical sentences differently in their native
language after learning new grammatical structures in their
second language. Thirty-one highly proficient Spanish-English
adult bilinguals listened to Spanish sentences and rated their
acceptability during electroencephalogram acquisition.
Bilinguals rated ungrammatical sentences with grammatical
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The Character is the Gateway to Meaning Even When Chinese
Read Pinyin. LIN CHEN, Sun Yat-sen University, CHARLES
PERFETTI and XIAOPING FANG, University of Pittsburgh
— Pinyin, a phonemic transcription of Chinese, is widely
used in teaching Chinese. The interesting question is when
skilled readers process Pinyin, do phonological, orthographic,
and semantic representations of Chinese become activated?
Activation of three lexical constituents was found in an explicit
word-naming task and an implicit color-judgment task,
respectively. Semantic and phonetic radicals of corresponding
characters were activated in both word-naming and colorjudgment task. Phonological and semantic facilitation was
found only in the explicit word-naming task. Overall the results
indicated that reading alphabetic Pinyin causes activation of the
corresponding. Although Chinese can be read by the Pinyin
Romanized alphabet, character reading is the dominant print
experience for literate adults. The character thus becomes the
gateway to the Chinese lexicon, the point of access to meaning.
We demonstrate the dominance of the character in meaning
processing by showing that it is activated even when native
Chinese speakers read Pinyin.
Email: Lin Chen, chenlin36@sysu.edu.cn
of increased text spacing is mixed, with reduced omission
errors for both English and Chinese text, but worse reading
comprehension scores for English text. The theoretical and
application implications of the findings are discussed.
Email: Wah Pheow, Tan, wahpheow@tp.edu.sg
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Transposition Effects in Visual Word Recognition in Hindi.
ANURAG RIMZHIM, Central Connecticut State University
& Haskins Laboratories, AVANTIKA JOHRI and DAMIAN
KELTY-STEPHEN, Grinnell College, CAROL A. FOWLER,
University of Connecticut, LEONARD KATZ, University
of Connecticut & Haskins Laboratories — Transposition
effects (slower and less accurate lexical decision responses to
nonwords such as PSATE [compare PASTE] than PLUTE)
reveals flexible position coding of written units. Readers of
many orthographies (English, Spanish, Basque, French) but
not all (Hebrew, Katakana) show transposition effects. This
difference is attributed to different linguistic and orthographic
characteristics of languages in the two categories (Frost,
2012). Brahmi-derived orthographies of Indian languages are
generally considered to be alphasyllabaries, having both syllabic
and alphabetic characteristics, with the CV-syllable proposed
as its orthographic unit (Rao et al., 2012). However, Rimzhim,
Katz & Fowler (2014) proposed that these orthographies are
functionally predominantly alphabetic with the letter as a
relevant orthographic unit. We report transposition effects
in different types of Hindi words in a lexical decision study
involving transpositions of either 2-consonants, 2-vowels, or a
consonant and a vowel. Results highlight the relevance of the
letter as a written unit in Hindi.
Email: Anurag Rimzhim, anurag.rimzhim@ccsu.edu
(4195)
Facilitatory and Inhibitory Effects in One-Letter Masked
Form Priming. DAVID R. HARVEY and JAMES S.
ADELMAN, University of Warwick (Sponsored by Colin Davis)
— Masked priming has been used extensively to explore how
words and non-words can facilitate or inhibit lexical processing,
but very little has been done to investigate how such processing
can be affected by a single letter. We present research that
uses one-letter primes in a lexical decision task with four
letter words. We found that a single letter identity prime (e.g.,
b+++ - BAND) caused reaction time facilitation relative to an
unrelated letter prime (e.g., j+++ - BAND). A prime consisting
of a letter taken from a neighbour of the target word (e.g., k+++
- SNOW) caused inhibitory priming relative to an unrelated
letter prime (e.g., m+++ - SNOW). Identity prime facilitation
and orthographic neighbour prime inhibition have previously
been shown with whole-word primes, but the finding of
one-letter priming effects is novel. We explore the possible
interpretations and implications of these results, and discuss
to what extent letter-level inhibition mechanisms could replace
lexical inhibition in current models of visual lexical access.
Email: David R. Harvey, david.harvey@warwick.ac.uk
(4193)
Effects of Consecutive and Random Presentation of Varied
Contexts on the Acquisition of New Word Meaning.
CAITLIN RICE, University of Pittsburgh, MICHAL BALASS,
Towson University, NATASHA TOKOWICZ, University of
Pittsburgh — Meaning acquisition during new word learning is
an incremental process (Nagy et al., 1985). Encountering a new
word in varied contexts facilitates learning more than repeated
contexts (Bolger et al., 2008). In second language vocabulary
acquisition, ambiguous words are recalled more accurately
when translations are taught in a single vs. separate training
session (Degani et al., 2014). In this study, we investigated
whether encounters with words in varied contexts lead to
greater learning if they occur at different times (separately) or at
the same time (consecutively). Participants (N=31) learned rare
English words in varied context sentences presented separately
or consecutively throughout training. Results showed better
performance on a semantic judgment task for words trained
consecutively. This consecutive advantage may be due to a
greater ability to make contrasts between consecutively vs.
separately presented contexts, which may allow learners to
derive a more detailed meaning representation.
Email: Natasha Tokowicz, tokowicz@pitt.edu
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Word Segmentation in Chinese Reading: The Role of
Character Positional Frequency. CHUANLI ZANG and
FEIFEI LIANG, Tianjin Normal University, HAZEL I. BLYTHE,
University of Southampton, XUEJUN BAI and GUOLI
YAN, Tianjin Normal University, SIMON P. LIVERSEDGE,
University of Southampton — Chinese text is printed as a
continuous string of characters without interword spaces. A key
question is how readers segment words and whether they use a
statistical cue - the probability of a given character appearing
at a word beginning or end to facilitate word segmentation
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and identification during reading. In Experiment 1, three types
of pseudowords were constructed based on each character’s
positional frequency, providing congruent, incongruent, and
no positional information respectively. Each pseudoword was
embedded into two sets of sentences for the learning and test
phase. Critically, the results showed clear effects of character
positional frequencies both in the learning and test phase.
In Experiment 2 three analogous types of pseudowords were
created while the position-specific neighbourhood size were
controlled, consistent results were observed with Experiment 1,
demonstrating that Chinese readers are sensitive to character
position frequency information as a cue to the likely locations
of word boundaries.
Email: Chuanli Zang, dedipsy@yahoo.com
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not modulate parafoveal previews on fixation times, and foveal
load and parafoveal preview might independently affect word
skipping.
Email: Xuejun Bai, bxuejun@126.com
(4199)
Individual Differences in Eye Movements Are Consistent
Across Time in Reading. BENJAMIN T. CARTER and
STEVEN G. LUKE, Brigham Young University — Eye
movements are used to study many cognitive phenomena,
including language processing and development, attention,
memory, perception, as well as individual differences in
cognition and cognitive impairments. However, these studies
assume that eye movements are stable across time. The present
study examined eye movement reliability in normal individuals.
Forty-seven participants completed two sessions of a reading
task separated by one month. Fixation duration, saccade
amplitude, first fixation duration, gaze duration, total time,
go-past time, skipping, refixation and regression probabilities
were calculated and compared both between sessions and
across trials. All correlations were highly significant, indicating
that eye movement behaviors are stable within individuals
across several weeks and highly stable across trials within
each individual. Differences in sensitivity to lexical variables
(frequency, predictability, length) were also compared, and were
also observed to be highly stable across time. Eye movements
in reading are therefore suitable for studying cognitive
development and longitudinal change.
Email: Steven Luke, steven_luke@byu.edu
(4197)
Cues to Stress Assignment in Reading Aloud. MARIA
KTORI, PETROULA MOUSIKOU and KATHLEEN RASTLE,
Royal Holloway, University of London — Research on reading
aloud has focused exclusively on monosyllables, and thus our
understanding of how stress is assigned is remarkably limited.
The present study documents the individual influences of several
key sublexical cues to stress assignment, and is one of the very
few that examines rigorously the interplay between sentencelevel and word-level cues to stress assignment in reading.
Experiments 1, 2, and 3 investigated the effects of prefixation,
orthographic weight, and vowel length on stress assignment
in single word reading aloud. We found that the presence of a
prefix repelled stress, while syllables with more letters and long
vowels attracted stress. Experiment 4 investigated the effects
of these cues on stress assignment in sentence reading. Results
showed that sublexical cues influenced stress assignment over
and above higher-level contextual and rhythmic cues. We
consider these findings in the context of extant rule-based,
distributed-connectionist, and Bayesian approaches to stress
assignment in reading.
Email: Maria Ktori, maria.ktori@rhul.ac.uk
(4198)
How Do Foveal Processing Load and Parafoveal Preview
Influence Eye Movements Control in Chinese Reading?
XUEJUN BAI, MANMAN ZHANG, CHUANLI ZANG
and GUOLI YAN, Tianjin Normal University (Sponsored by
Xingshan Li) — Previous studies on alphabetical language
reading demonstrated foveal processing difficulty leads to
decreased parafoveal previews on reading times, but not on
word skipping. However, this may differ in Chinese reading
as more preview benefits might be obtained due to its visually
dense writing system. Experiment 1 examined whether foveal
load affected the upcoming words’ fixations and skipping
during normal reading. Experiment 2 explored how foveal
load modulated parafoveal preview on fixations and skipping
using boundary paradigm. The results showed high foveal load
caused longer fixations and less skipping on word n+1 than
the low foveal load condition, while correct preview lead to
more skipping and shorter fixation on word n+1 than incorrect
preview; however, there was no interaction between the two
factors, demonstrating that foveal load in Chinese reading does
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Visual Word Processing in an Atypical Learning Situation:
The Case of Non-Arabic-Speaking Qur’anic Memorisers.
SITI SYUHADA BINTE FAIZAL (Graduate Travel Award
Recipient) and GHADA KHATTAB, Newcastle University
(Sponsored by Melvin Yap) — We investigated whether nonArabic-speaking Qur’anic memorisers implicitly gain lexical
and sublexical representations while processing Qur’anic
Arabic words. 177 non-Arabic-speaking Qur’an readers
(Malay-English bilinguals) did a lexical decision task with
stimuli from the Qur’an Lexicon Project. Qur’an vocabulary
knowledge and Qur’anic memorisation were also measured.
Controlling for age and gender, mixed effects analyses on
reaction times revealed robust main effects of lexicality,
length, frequency, phonotactic probability, root family size,
neighbourhood density, and Levenshtein distance. Significant
three-way interactions of these effects with memorisation and
vocabulary knowledge revealed that lexicality and frequency
effects were the largest for participants with more memorisation
and vocabulary knowledge but smallest for those otherwise.
More memorisation (but not more vocabulary knowledge) was
related to larger frequency effects. More vocabulary knowledge
(but not more memorisation) was related to larger root family
size effects. Results suggest the implicit learning of lexical
and sublexical features of a writing system through statistical
exposure to its orthography and phonology, despite limited
exposure to semantics.
Email: Siti Syuhada Binte Faizal, s.s.binte-faizal@ncl.ac.uk
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Parafoveal Preview Effects from Word N+2 During Reading:
A Bayesian Meta-Analysis. MARTIN R. VASILEV and
BERNHARD ANGELE, Bournemouth University (Sponsored
by Dennis Drieght) — Do readers obtain information from the
second word to the right of the current fixation (word n+2)?
This is a question of great theoretical interest, but currently no
consensus exists due to the mixed findings in the literature. The
present study addressed this issue by doing a Bayesian randomeffects meta-analysis of 11 word n+2 studies. Using a range
of prior distributions, estimates for the effect size measured
with first fixation duration (FFD) and gaze duration (GD)
were computed. There was 95% probability that the effect of
previewing word n+2 lies between -2.3 and 13.2 ms for FFD
(Mean= 5.3), and between -6.1 and 17.12 ms for GD (Mean=
5.4). The probability that the two effects are bigger than 1 ms
was 87 and 77 %, respectively. Although the effect sizes were
relatively small, the weight of the evidence suggests that readers
do obtain some information from word n+2. It is argued
that future research should focus not on the existence of n+2
preview effects, but on their theoretical meaning.
Email: Martin R. Vasilev, mvasilev@bournemouth.ac.uk
versus dependent on explicit lexical processing by comparing
neighborhood ERP and behavioral effects in a lexical decision
task (LDT) and a superficial letter detection task. As expected,
in the LDT, we found larger N400s for stimuli from high
neighborhood densities as compared to low neighborhood
densities and for pseudowords as compared to words. In
comparison, N400 effects of both neighborhood density and
lexical status were considerably reduced in the letter detection
task. This pattern suggests that co-activation of neighbors is
modulated by depth of lexical processing.
Email: Gabriela Meade, meade.gabriela@gmail.com
(4204)
Repeated Adjacent Letters and Consonant Vowel Order in
Word Recognition. ILIYANA V. TRIFONOVA and JAMES
S. ADELMAN, University of Warwick — The present study
investigated whether repeated adjacent letters in English played
the same role in word processing as two letters with different
identity. Previous research with masked priming lexical
decision experiments has demonstrated that nonword primes
formed by transposing two nonadjacent consonants in a word
produce a robust priming effect compared to a two-replacedletters control. To test whether identical adjacent letters affected
word processing, we compared the efficacy of primes formed
by transposition of either repeated consonant letters (opsopeoppose) or different consonant letters (codemy-comedy).
Such a manipulation also allowed for exploring the nature of
the consonant-vowel (CV) order effect in word recognition.
The transposition of one of the repeated letters with another
consonant preserved the orthographic CV order but included
additional consonant phoneme in the phonological one.
Results were discussed with implications for models of word
recognition.
Email: Iliyana V. Trifonova, i.v.trifonova@warwick.ac.uk
(4202)
Does Perceptual Grouping Modulate Letter Position Coding?
ANA MARCET (Graduate Travel Award Recipient) and
MANUEL PEREA, Universitat de València, ANA BACIERO,
Universidad DePaul, PABLO GOMEZ, DePaul Unversity —
Why are transposed-letter nonwords (JUGDE, CHOLOCATE)
so wordlike? Some theorists propose that the effect occurs at
an abstract level (via the activation of “open bigrams”), whereas
other theorists posit an earlier, more perceptual locus (via
location uncertainty). Here we sought to separate the predictions
of these families of models by manipulating a perceptual element:
color (one-color vs. multicolor [each syllable with a different
color]) and brightness (homogeneous vs. heterogeneous [two
letters in darker color tone]). If letter position coding occurs at
an abstract level, the transposed-letter effect in lexical decision
(i.e., the difference between transposed- and replacement-letter
nonwords) should be similar regardless of visual form. Results
showed that a reduced but substantial transposed-letter effect
when the nonwords were presented with color/tone emphasis.
Thus, while perceptual grouping does have an effect, a major
component of letter position coding is at an abstract level (i.e.,
the transposed-letter effect has several loci).
Email: Ana Marcet, amarhe4@alumni.uv.es
(4205)
Individual Differences in Sensitivity to Morphological
Structure. OLIVER SAWI and JAY RUECKL, University
of Connecticut — The current study examined individual
differences in the effects of morphological structure on visual
word recognition. Participants completed both a lexical decision
and a battery of tasks assessing a number of linguistic measures,
including vocabulary, spelling ability, and print exposure.
The critical nonwords in the lexical decision task varied in
morphological complexity (e.g., GASFUL vs GASFIL, Crepaldi
et al., 2010); the words varied in both family size (e.g., de Jong et
al., 2000) and base frequency (e.g., Taft, 1979; 2004). We found
that the nonword complexity, base frequency, and family size
effects showed systematic variability. Further, the nonword
complexity and family size effects patterned very similarly
and seemed to index opposite ends of the same dimension of
variability. Base frequency, while related to family size, indexed
a separate dimension of variability.
Email: Oliver Sawi, oliver.sawi@uconn.edu
(4203)
Diminished Effects of Orthographic Neighborhood Density
in a Form-Level Task. GABRIELA MEADE, San Diego State
University & University of California, San Diego, KATHERINE
J. MIDGLEY, KURT WINSLER and PHILLIP J. HOLCOMB,
San Diego State University — Words and pseudowords from
neighborhoods with high orthographic density typically elicit
larger amplitude N400s than similar items from less dense
neighborhoods, an effect thought to reflect co-activation of
the lexico-semantic representations of form-similar words.
Here, we examined whether this co-activation is automatic
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Posters (4206) - (4210)
(4206)
Neural Correlates of Degradation and Word Frequency
Effects During Reading. FEDERICA DEGNO, FRUZSINA
SOLTÉSZ, PIRIL HEPSOMALI, NICK DONNELLY and
SIMON P. LIVERSEDGE, University of Southampton —
Reader’s eye movements (EMs) and fixation-related potentials
(FRPs) were simultaneously recorded in a boundary paradigm
reading experiment to investigate the foveal and parafoveal
influences of both visual and linguistic processing during
sentence reading. Before crossing the boundary, a degraded
or an identical preview of the target word was presented.
After crossing the boundary, previews were replaced by high
or low frequency target words. EM data were analysed for the
pretarget, target and posttarget words, and ERP analyses for
early components time-locked to fixation onset of pretarget,
target and posttarget. Analysis of EM measures revealed additive
effects of degradation, and frequency. FRP analysis showed
effects of degradation on pretarget and target, and a main effect
of frequency on posttarget. Interactive effects in FRPs occurred
at the pretarget and target words, and were marginal for the
post-target word. Our results demonstrate correspondences
between EM and FRP effects, suggesting that our manipulations
influenced separate stages of lexical processing. In addition, our
findings indicate that the FRP data may reflect qualitatively
different (interactive) effects to which the eye movement record
is insensitive.
Email: Federica Degno, F.Degno@soton.ac.uk
processed. Cognitive demands impact comprehension
processes such that “less demanding” knowledge domains
support inference formation while “demanding” domains,
under increased cognitive load, do not (Shears, et al., 2007).
Using a dual-task paradigm, we compared the domain of
emotions (positive, negative, neutral) to physical cause and
effect and planning knowledge under varying load conditions.
We hypothesized physical knowledge and neutral emotions
would be less demanding, thus target word recognition would
vary less under load conditions. Load impacted all knowledge
domains reducing accuracy. Surprisingly, this was significant
for neutral emotional stories, but not positive or negative. This
is counter-intuitive, suggesting cognitive demands contribute
to comprehension processes uniquely for emotional language.
Email: Connie Shears, Ph.D., shears@chapman.edu
(4209)
Memory for Physical Attributes of Characters in a Narrative.
MICHAEL T. PALENA and DAVID E. COPELAND,
University of Nevada, Las Vegas — While research has shown
that readers track characters described in a narrative (e.g.,
Zwaan & Radvansky, 1998), comparatively little work has
been done to show what kind of physical information gets
represented in memory. Across two experiments, this study
examined the mental representations readers construct for
the physical attributes of characters in a narrative. Participants
were asked to read a narrative followed by memory tests
(recall and recognition) for the characters. Before the memory
tests, participants were instructed to rely on either memory
explicitly from the story or their imagined representations.
The instructional groups differed in that the imagination group
produced more contradictory and elaborative responses than
their memory group counterparts – this was true for all types
of memory tests. The effect was more pronounced for the minor
characters in the story, suggesting that even in the absence of
thorough character descriptions, readers still construct detailed
representations of character.
Email: David Copeland, david.copeland@unlv.edu
DISCOURSE PROCESSES I
(4207)
The Impact of Refutation Texts: Implying a Scientific
Misconception Can Facilitate Learning. KRISTIN M.
WEINGARTNER, AMY M. MASNICK and LORI REIDER,
Hofstra University — We examined the role of refutation texts
in learning to replace science misconceptions. Because they call
misconceptions to the foreground, refutation texts may help
people overcome the misconception (Broughton & Sinatra,
2010). To test this claim, we had students who expressed
a common misconception in physics read one of three
passages about the issue. The passages differed in whether the
misconception was explicitly stated, implied, or not mentioned
at all. We found that students who had been exposed to the
misconception, either explicitly or implicitly, were less likely
to express that misconception when they had been questioned
about the topic shortly after reading the passage or one week
later. These findings have important implications for practices
in science education.
Email: Kristin Weingartner, kristin.weingartner@hofstra.edu
(4210)
Event Segmentation in L2 Reading Comprehension: A Case
Study of Japanese University Students Studying English as a
Foreign Language. SHUICHI TAKAKI, Fukushima University
— According to Event Segmentation Theory (EST), humans
perceive a continuous event segment by segment. We need to
comprehend the hierarchical structure of the event so that we
are able to understand everyday activities in the world. EST
has given accounts of reading comprehension as well as film
comprehension. Some studies have shown that event perception
was influenced by individual factors such as age differences.
Therefore, the present study investigated the characteristics
of event segmentation in L2 reading comprehension while
taking L2 reading proficiency into account. Japanese university
students segmented an English passage into discrete events.
The participants were divided into groups in terms of their L2
reading proficiency. Characteristics of the segmentation were
compared between groups in terms of hierarchical alignment,
(4208)
Demanding Domains: Comprehension Under Dual Task
Differs by Knowledge Domain. CONNIE SHEARS, SAMIRA
AMIRAZIZI, HYE RYNN J. LEE, JOSHUA C. KIM, LUCIE
JEROME, NATASHA HAMILTON and MACKENZIE
SMITH, Chapman University — Readers draw knowledgebased inferences to connect implicit ideas across discourse
differently depending upon the knowledge domain being
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(4213)
Task Specificity and Multiple Document Integration. KARYN
P. HIGGS, M. ANNE BRITT and JOSEPH P. MAGLIANO,
Northern Illinois University — Students are often required
to complete reading tasks that require them to integrate
across multiple documents, which is challenging. Readers
have to identify information that is relevant to the task in the
individual texts (which are often written for purposes other
than that specified in the student’s task), and then integrate that
information into a mental model. The goal of this study was to
explore the extent that task specificity facilitates 1) identifying
information that is relevant to the task and 2) integrating that
information into a mental model associated with the task. The
results of the study demonstrated that the more specific task
instructions are, the better able participants were to identify
relevant content and then to integrate that content into a
coherent mental model. However, the results also indicate that
readers integrate content when executing the task, rather than
when reading the texts.
Email: Karyn Higgs, khiggs@niu.edu
segmentation agreement, and event length following previous
studies. Results of this study showed that event segmentation in
L2 reading comprehension depended on L2 reading proficiency.
Email: Shuichi TAKAKI, takaki@educ.fukushima-u.ac.jp
(4211)
Representing the Voice of a Story Character. SRI SIDDHI
N. UPADHYAY, KENNETH HOUGHTON and CELIA M.
KLIN, Binghamton University — Readers frequently encounter
information about a character’s voice in narratives. In two
self-paced reading experiments, we examined the Auditory
Perceptual Simulation (APS) account (Zhou & Christianson,
2015), which suggests readers simulate traits of a character’s
voice (e.g., speech rate, accent) via inner speech. In Experiment
1, participants read a fictional biography of a native English
speaker or a non-native English speaker with weak English
skills. They then read an email written by the character. The
email contained errors on non-target lines in the non-native
condition, consistent with a non-native speaker’s style. The
two versions of the email had 16 target lines in common.
In Experiment 2, the biography was not included. In both
experiments, reading times were longer on the target lines
in the non-native condition. Future experiments are needed
to understand the exact role of the errors in the non-native
condition. We tentatively conclude that, consistent with the
APS account, readers simulated the character’s voice, leading
to slower reading in the non-native condition, due to the
expectation of a slower speaking rate or to unfamiliarity with
the imagined accent of the character.
Email: Sri Siddhi N. Upadhyay, supadhy1@binghamton.edu
(4212)
What Predicts Structure Building Ability? KHUYEN
NGUYEN, Washington University in St. Louis, WALTER
REILLY, University of California - Davis, SHARDA UMANATH,
Claremont McKenna College, CINDY WOOLDRIDGE,
Washburn University, MARK A. MCDANIEL, Washington
University in St. Louis — The structure building framework
is a prominent conceptualization of how people comprehend
texts. According to this framework, there exist vast individual
differences in structure building ability, which have been shown
to predict memory, comprehension, metacomprehension, and
classroom performance. However, it is unclear what actually
underlie these differences in structure building ability. To better
understand potential underlying mechanisms, we conducted an
exploratory study to identify possible cognitive processes that
can predict structure building ability. In particular, we had a
large sample of undergraduate participants complete a battery
of cognitive tasks designed to tap into the general constructs
of inhibition, knowledge activation, and building connections
across information. Our results indicated that contrary to
popular belief (cf. Gernsbacher, Varner, & Faust, 1990),
general inhibitory ability (as indexed by Stroop and Flanker
performance) is not related to structure building ability. Rather,
being able to build connections (as indexed by Ravens, Remote
Associates, and Analogies performance) significantly predicted
structure building ability.
Email: Khuyen Nguyen, k.nguyen@wustl.edu
W
IT
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(4214)
Converging Evidence for the Spontaneous Validation of Text
Information. AMALIA M. DONOVAN and DAVID N. RAPP,
Northwestern University — Skilled reading involves both the
comprehension and validation of text content. But need one
process occur before the other? Two-stage accounts argue that
readers first comprehend information rapidly and automatically,
followed by the effortful process of validating the truth of that
information. But recent evidence indicates validation can also
occur rapidly and automatically, rather than only following
comprehension. We sought to replicate these intriguing findings
with Richter, Schroeder, and Wöhrmann’s (2009) Stroop
paradigm task. Participants read true (e.g., Cows produce
milk) and false statements (e.g., Cows produce tea) via rapid
visual serial presentation, tasked with judging whether the last
word of each statement was spelled correctly. Consistent with
previous findings, participants made slower spelling judgments
after reading false compared to true statements. Validity of the
statements, unimportant for making the judgments, exerted an
influence during the task. Follow-up examinations must now
assess the sensitivity of these spontaneous evaluations during
comprehension.
Email: David Rapp, rapp@northwestern.edu
(4215)
The War of the Ghosts: Constructing Situation Models
in Multimedia. KRIS GUNAWAN, Centenary University,
DAVID E. COPELAND, University of Nevada, Las Vegas —
People construct situation models of the described events
during narrative comprehension (e.g., Zwaan & Radvansky,
1998). While most narrative research uses text, narratives
can be presented in various multimedia formats, including
illustrations. This study examined situation model processing
when people are presented with a narrative through text and
pictures. People were assigned to a text-only, pictures-only, or
text-pictures group and instructed to read and/or view a comic
book version of the folktale known as The War of the Ghosts
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(Bartlett, 1932). They were given an immediate recall test of the
story and another after a two day delay; their judgments and
response times of processing event changes in the story were
also assessed. While people were susceptible to false mental
representations and normal forgetting, the findings showed that
the formation and retention of situation models were influenced
by the contextual cues of the multimedia type.
Email: Kris Gunawan, krisgunawan@gmail.com
ASD individuals fail to use the contextual information provided
by a title to facilitate their reading of ambiguous passages, and
provide some support for WCC theory.
Email: Valerie Benson, vb1@soton.ac.uk
(4216)
The Relationship Between Language Specific Skills, Domain
General Skills, Inference Generation, and Comprehension.
RYAN D. KOPATICH, KEITH K. MILLIS, CHRISTOPHER
PARKER, MELISSA RAY and JOSEPH P. MAGLIANO,
Northern Illinois University — Readers approach any task
with a set of skills to support comprehension. These skills are
both specific to language (e.g., general reading comprehension
proficiency, vocabulary) and domain general resources (e.g.,
working memory capacity, metacognitive awareness). However,
comprehension arises, in part, from inference processes that
give rise to a coherent mental model. It is well documented
that individual differences in language specific and domain
general skills and resources accounts for variability in both the
effectiveness of inference and comprehension. However, little
is known regarding the relation between aspects of that reader,
inference processes, and comprehension. The goal of this study
was to assess the nature of the relationships (e.g. moderation,
mediation) between language specific skills and domain
general resources and inference generation on comprehension
outcomes. The results of the study suggest that the impact
of language specific skills and domain general resources on
comprehension is partially mediated by effective inference
processes.
Email: Joseph P. Magliano, jmagliano@niu.edu
(4218)
Specific Relevance Instructions Promote Selective Reading
Strategy Compare to General Relevant Instruction in
Expository Texts: Evidence From Eye-Tracking Study and
Summary Task. INMACULADA ESCUDERO, Universidad
Nacional de Educación a Distancia, JOSE A. LEÓN, JOSE
D. MORENO, LORENA A. MARTÍN and RICARDO
OLMOS, Universidad Autónoma de Madrid, MARCOS RUIZ,
Universidad Nacional de Educación a Distancia, ROBERT F.
LORCH, University of Kentucky — McCrudden and Schraw
(2007) described two basic types of relevance instructions
that researchers have used to investigate task-induced reading:
Specific vs General instructions. Specific instructions typically
highlight discrete text elements (e.g., why questions), whereas
general instructions highlight broad themes or purposes for
reading (e.g. make a summary). The aim to this study was
to analyze whether a specific vs general instructions could
affect differently way in online reading processing (number of
fixations and regressions), as well as off line cognitive processing
(summary task). 41 undergraduates were instructed to read six
expository texts in one of two instructions. Results revealed
that specific instruction promote significant greater number of
fixations and regressions, and number of words in the summary
task. A significant interaction instruction x relevant information
was founded in both measures. These results indicate that
the instruction evoke intentions in the reader´s mind being
selectively directed to relevant text information.
Email:
Inmaculada
Escudero
iescudero@psi.uned.es,
iescudero@psi.uned.es
(4217)
How Does the Presence or Absence of a Title Modulate
Processing of Ambiguous Passages in Individuals With
Autism: An Eye Movement Study. VALERIE BENSON,
University of Southampton, JOHANNA KAAKINEN, University
of Turku, PHILIPPA HOWARD, University of Southampton
— Weak Central Coherence (WCC) theory proposes that
individuals with Autism Spectrum Disorders (ASD) fail to
use contextual information to facilitate their global processing
and understanding of ambiguous text. This study investigated
behavioural and eye movement measures of typically
developing (TD) and ASD adult participants when reading
ambiguous passages of text with and without titles. Individuals
with ASD showed no differences in comprehension accuracy,
gaze duration on target words, or total time spent fixating target
words for passages presented with or without a title, indicating
that the presence of titles did not facilitate processing, at least
at the lexical level, in the ASD group. There was however a
difference in total time on target words for TD readers between
the titles and no titles conditions. These results suggest that
(4219)
The Role of Explanation Quality in Knowledge Revision.
KELSEY WILL, University of Minnesota, HALEY VLACH,
University of Wisconsin-Madison, PANAYIOTA KENDEOU,
University of Minnesota — The purpose of the current study was
to understand the role of texts that refute and explain common
misconceptions (i.e., refutation texts), in the generation of quality
explanations and determine if explanation quality predicts
revision of misconceptions. Participants read refutation and
non-refutation texts addressing 10 common misconceptions.
Post-test responses written after reading were coded based
on quality, accuracy, and source dimensions. Analysis of
these responses showed less circularity and uncertainty
descriptors and more accuracy and causal connections in
the refutation than the non-refutation condition. Scientific
authority/text was the most frequent source used to justify the
responses across both conditions. Further, these explanation
quality indicators explained significant variance in post-test
accuracy. Profiles analysis determined three clusters of readers:
coherence-building readers, non-coherence building readers,
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and promiscuous readers. Together, the results suggest that
refutation texts support the generation of quality explanations,
which facilitate knowledge revision.
Email: Panayiota Kendeou, kend0040@umn.edu
— The fact that there are distinct subcomponents of the P300
event related potential is often under appreciated. The P3A is a
frontal component that is typically elicited by novel stimuli that
are do not require a response. The P3B is a parietal component
that is typically elicited by novel stimuli that require an active
response such as a key-press. To date, only a handful of studies
have examined these subcomponents within the same subjects,
and no studies have examined the P3a and P3b with different
types of stimuli. Here we report results from a three-stimulus
oddball paradigm in which frequent non-target stimuli occur
with 80% probability, novel irrelevant stimuli 10%, and novel
task-relevant stimuli 10%. Participants completed blocks
of this task using both visual stimuli and auditory stimuli.
This paradigm allows us to separate the influence of novelty,
attention, and memory in the generation of P300 signals.
Email: Troy A. Smith, troy.smith@ung.edu
(4220)
Differing Cognitive Mechanisms of Perspective-Taking in
Production and Comprehension: Evidence From Young
Adults and Aphasia. ALISON M. TRUDE and NAZBANOU
NOZARI, Johns Hopkins University — The ability to
accommodate an interlocutor’s perspective in producing or
understanding speech, known as perspective-taking (PT),
has shown links to general cognitive processes (e.g., working
memory, inhibition). If similar cognitive abilities underlie
PT in production and comprehension, we would expect a
relationship between PT in the two. We compared behavioral
and eye-tracking measures of PT in young adults (Exp 1) and
an individual with nonfluent aphasia (Exp 2) in a referential
communication task. Exp.1 demonstrated that PT in production
and comprehension were correlated with different cognitive
mechanisms and different scene-processing strategies. Exp.2
revealed PT deficits consistent with limitations in cognitive
resources, rather than lexical retrieval difficulties. Collectively,
these results suggest (a) PT in production and comprehension
rely on different cognitive processes and abilities, and (b) PT
imposes a cognitive load that affects linguistic processes such
as word retrieval.
Email: Alison Trude, alisontrude@gmail.com
(4223)
Distinct Neural Resources Support Multitasking SubProcesses. EMILY CUNNINGHAM, University of Illinois at
Urbana-Champaign, NATHAN WARD, Tufts University, ERIKA
K. HUSSEY, ERICK J. PAUL and ARTHUR F. KRAMER,
University of Illinois at Urbana-Champaign — Two mechanisms
thought to underlie multitasking are task-switching and dualtasking. Here, we examine these processes in a paradigm that
parametrically introduces both in the same experimental
context. Participants responded to either the case (upper/
lower) or identity (vowel/consonant) of letters based cues,
while sometimes being directed to count the number of letters
of a particular color. Cued task-switching and dual-tasking
demands were orthogonally manipulated to create four trial sets
(fixed-single; fixed-dual; switch-single; switch-dual) presented
in a blocked fMRI design. Comparisons of activation patterns
associated with task-switching and dual-task performance
suggest these processes may be associated with distinct neural
profiles. These neural profiles will be discussed in the context
of developing neurostimulation protocols to temporarily alter
task-switching and dual-tasking performance and to better
understand individual differences in multitasking performance.
Email: Nate Ward, natejohnward@gmail.com
(4221)
Linguistic Differences in Truthful and False Confessions.
LISA S. KEMP and DANIELLA K. CASH, Louisiana State
University (Sponsored by Janet McDonald) — Previous research
has demonstrated that jurors consider a confession to be the
most compelling piece of evidence (Kassin, 2012). However,
there are multiple documented cases where an innocent
suspect has erroneously confessed to a crime that they did not
commit. In its most basic form, a confession is either truthful
or false (i.e., a lie). We applied text analysis to true and false
confessions in criminal cases to see if there were distinguishable
linguistic characteristics. These findings were compared to a
meta-analysis comparing truthful and deceptive statements
obtained in the laboratory (Hauch et al, 2014) and we outline
the way such statements vary between real and laboratory
scenarios. Additionally, we examined the communicative
context through Grice’s Cooperative Principle expecting that
false confessors would display less ambiguous language and less
repetition relative to truthful confessors. Results revealed that
false confessors actually repeated more information, while also
providing more unique information.
Email: Lisa Kemp, lkemp4@lsu.edu
(4224)
Theta and Alpha Oscillations Play Dissociable Roles in
Goal-Directed Attention. ANTHONY M. HARRIS, PAUL
E. DUX, CAELYN N. JONES and JASON B. MATTINGLEY,
The University of Queensland (Sponsored by Roger Remington)
— Recent studies have characterized distinct oscillatory
frequencies associated with feedforward and feedback visual
information flow. Theta oscillations have been associated
with feedforward signaling, while alpha oscillations have been
associated with feedback processes. It remains unclear whether
such oscillatory activity is recruited for task-based processing.
We investigated the roles of theta (4-8 Hz) and alpha (8-14
Hz) oscillations in human goal-directed visual attention. We
had participants respond to a brief target of a particular color
among heterogeneously colored distractors. Prior to target
onset, we cued one location with a lateralized, non-predictive
cue that was either target- or non-target-colored. We recorded
NEURAL MECHANISMS OF COGNITION II
(4222)
P300 Components in a Three-Stimulus Oddball Paradigm.
TROY A. SMITH, LYNN CAMERON, ELIZABETH
VILLALOBOS and PHILIP BRUST, University of North Georgia
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Hardwiring: Innateness in the Age of the Brain. GIORDANA
GROSSI, State University of New York - New Paltz — “Hardwiring”
is a familiar term to describe the properties of certain behaviors
or brain regions. As its usage has increased exponentially in the
past five decade, even in the scholarly literature, the concept
appears to have gained a cloak of respectability in scientific
discourse. However, its specific meaning is difficult to pinpoint.
Here I examine how “hardwiring” has been used in the
psychological and neuroscientific literature. The analysis reveals
two major themes, once centered around certain purported
characteristics of behaviors and brain regions, such as fixedness,
the other used to describe these and other characteristics
within an evolutionary narrative. Within this narrative, the
analysis reveals a considerable degree of overlapping between
“hardwiring” and the folk biology concept of innateness (e.g.,
species typical, unlearned, genetically determined, adaptive,
present at birth). Various complications arise from this
overlapping, casting doubts on the usefulness and legitimacy of
“hardwiring” in scientific discourse.
Email: Giordana Grossi, grossig@newpaltz.edu
brain activity using electroencephalography (EEG), with the
aim of analyzing cue-elicited oscillatory activity. We found
that theta oscillations lateralized early and in response to all
cues, and this lateralization was stronger if the cue matched the
target color, consistent with a feedforward signal enhanced by
feature-based prioritization. Alpha oscillations lateralized later,
and only in response to target-colored cues, consistent with a
feedback signal involved in the allocation of spatial attention.
Email: Anthony M. Harris, anthmharris@gmail.com
(4225)
tDCS Does Not Modulate Response Times in a Visuomotor
Vigilance Task. LAUREN L. RICHMOND and JEFFREY M.
ZACKS, Washington University in St. Louis — Transcranial
direct current stimulation (tDCS) is a safe, noninvasive
neurostimulation technique that has gained recent popularity.
However, the conditions under which tDCS can modulate
behavioral performance are not yet well understood. Here,
we attempted to conceptually replicate previous tDCS studies
showing faster response times (RTs) during anodal stimulation
of motor regions compared to sham stimulation. In two
studies, anodal stimulation was applied to motor cortex while
participants performed a task in which they were asked to
press a button as quickly as possible when the timer on screen
started to count up. The first study employed a single-session
between-subjects design; the second study employed a twosession within-subjects design. In neither experiment was there
evidence that tDCS influenced RTs relative to sham. Although
anodal tDCS is known to increase motor excitability, our
findings suggest that this does not reliably translate to faster
responding.
Email: Lauren Richmond, lauren.richmond@wustl.edu
(4228)
Neural Decoding of Motor Responses With Bayesian
Graphical Models. BETH BARIBAULT and JOACHIM
VANDEKERCKHOVE, University of California, Irvine —
Neural decoding models are most often used to reconstruct a
stimulus from neural data from sensory areas. If the neural data
come from a motor planning area, decoding principles allow
one to instead predict a behavioral response from the neural
data. A wide variety of neural decoding methods exist, however,
the focus of these methods is typically restricted to predictive
accuracy. This is because these methods are general. We
introduce a custom decoder implemented as a Bayesian graphical
model that both allows for accurate behavioral predictions and
allows for many parameters with meaningful interpretations
(e.g., response bias) to be estimated at the same time. The
decoder model was used to analyze electrophysiological data
recorded during an object location discrimination task in
which mice made binary motor responses. By using model
parameter distributions as the basis for inference, we were able
to make statements about the underlying neural process that
would not be possible with most traditional decoding methods.
We demonstrate how the Bayesian decoder allowed us to
gain greater insight into the dynamics of the neural processes
underlying observed behavior.
Email: Beth Baribault, bbaribau@uci.edu
(4226)
Effect of Scene Predictability on the ERPs of Object
Recognition. GENEVIÈVE JODOIN, Université de Montréal,
MATHIEU B. BRODEUR, McGill University — Visual scenes
facilitate cognitive processes underlying object recognition,
although the precise nature of this effect remains unclear. The
present ERP study investigates the time course of visual object
recognition processes under two facilitative scene effects,
namely anticipation and congruity. Nineteen participants
responded to objects that could either be easily predicted from
their scene or not, and that were either congruent with their
scene or not. A posterior negativity, thought to reflect object
integration within the scene, emerged earlier for predictable
(300 ms) compared to unpredictable (400 ms) objects. The
effect of anticipation at frontal sites was a positivity between
400 and 1000 ms. An effect of anticipation that was inverted in
polarity was also found posteriorly between 600 and 1000 ms.
Interestingly, congruity exerted its influence on the ERP before
anticipation. We conclude that anticipation does not modulate
early object recognition processes, and occurs only after objectscene congruity has been assessed.
Email: Mathieu Brodeur, mathieu.brodeur@douglas.mcgill.ca
REWARD, MOTIVATION AND DECISION
MAKING
(4229)
Flexible Biases in Visual Attention Arise From Relative
Value Associations. K G. GARNER, DAVID J. KEEP and
JANE E. RAYMOND, University of Birmingham — How do
value-associated stimuli that are persistently present in a scene
influence control over goal-directed visual attention to other
information? Biased competition theories of attention predict
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Saturday Noon
(all ps>.1). However, when alcohol objects were in shared
view and other objects were in privileged view (i.e. behind an
avatar but available to the participant) participants were slower
to report objects from their own perspective (p<.05). These
findings indicate that the avatar’s gaze and the salient nature
of alcohol objects combined to draw and hold participants’
attention towards common ground. Implications for the role of
attention in perspective taking will be discussed.
Email: James Cane, j.e.cane@lsbu.ac.uk
that the relative, not absolute, associated value of concurrent
stimuli in a scene should bias visual processing even before visual
targets are specified. Although single unit data from monkey
support this, direct evidence of relative value biases in human
attention is lacking. Here, participants first viewed arrays with
high and/or low value-associated placeholders (500 ms), then
brief, predictable spatial pre-cues, followed by a speeded letter
search task. Response times were faster for targets presented
in the higher versus lower value placeholder when short but
not long cue-target delays were used. These findings show that
relative reward potential is used to bias visual processing and
that, given sufficient time, such biases can be flexibly suppressed
when priorities are abruptly changed by alternate information.
Email: K. G. Garner, getkellygarner@gmail.com
(4232)
Negotiating Your Way to Less Work – and to Worse
Relationships. EINAV HART and MAURICE SCHWEITZER,
University of Pennsylvania — Does negotiating one’s wage
lead to better, or worse, work ethic? Do negotiations increase
one’s involvement and effort in the subsequent work task? Or
do they increase competitiveness, and diminish cooperative
effort? Using an experimental real-effort paradigm, we
examined employees’ work effort after they negotiated their
wage, or after they were told of a pre-set wage. Negotiations
decreased the time employees spent working, and the quality
of work produced. The effect of negotiations was mediated
by employees’ perceptions of rivalry. Our results imply that
negotiations decrease the kindness of a high wage, turning
the relationship more contentious. This, in turn, diminishes
employees’ desire to reciprocate and work harder. We shed light
on the potentially harmful consequences of negotiating work
and service contracts.
Email: Einav Hart, einavi@gmail.com
(4230)
Anticipation of Monetary Reward Can Attenuate the
Vigilance Decrement. ALEX MITKO, MALLORY GROSSO
and GUANYU LIU, VA Boston Healthcare System, RACHAEL
MORRIS, University of Kent, JOSEPH DEGUTIS and
MICHAEL ESTERMAN, VA Boston Healthcare System —
Motivation and reward can have differential effects on separate
aspects of sustained attention. We previously demonstrated that
continuous, incremental reward/punishment during sustained
attention improves overall performance, but has no effect on
vigilance decrements. One explanation for these consistent
vigilance decrements is that motivation decreases as the task
progresses because there are less potential future gains/losses.
This would predict that keeping future gains/losses consistent
throughout the task would reduce the vigilance decrement. In
the current study, we examined this possibility by comparing
two rewarded conditions: continuous-small loss (CSL) vs.
anticipate-large loss (ALL) during a 10-minute go/no-go
sustained attention task. Participants began each task with the
potential to keep $18. In the CSL version, small monetary losses
were accrued continuously throughout the task for each error.
However, in the ALL version, participants lost all $18 if they
erroneously responded to one target trial that occurred toward
the end. Typical vigilance decrements were observed in the CSL
version but were reduced in the ALL version, suggesting that a
looming large loss can attenuate the vigilance decrement.
Email: Michael Esterman, esterman@gmail.com
(4233)
Danger That Lurks in Brilliance: Does Perceived Academic
Self-Efficacy Lead to Unethical Decisions? REHA OZGURER
and SUMEYRA TOSUN, Suleyman Sah University — Perceived
self-efficacy influences the ethical decisions of the individuals
in the face of the ethical dilemmas. Two opposing results
showed that self-efficacy may result in more ethical decisions
(Kuo & Hsu, 2001) or more unethical decisions, especially if
it was above the certain threshold (Staring & Breteler, 2004).
Focusing on perceived academic self-efficacy which is a
specific domain of this concept, this study aimed at revealing
the possible influences of the academic self-efficacy on ethical
decision making. In this study, between-subject design was
used and negative and positive feedbacks were given to the 44
participants to increase or decrease their academic self-efficacy
after they completed an academic test. Then, the participants
were asked to complete the unethical decision making scale
which included eight hypothetical scenarios and the average
scores of the participants in the scale were calculated. The results
showed that there was no significant influence of perceived
academic self-efficacy on ethical decision making. On the other
hand, there was a significant interaction of the life goals of the
participants and the feedbacks given to them on their ethical
decision scores. This study is important since it sheds light on
the reasons of the unethical decisions and acts of the people
with high academic status who are expected to decide ethically.
Email: Reha Ozgurer, rozgurer19890303@hotmail.com
(4231)
The Impact of Alcohol Cognitions and Alcohol Contexts on
Perspective Taking. JAMES E. CANE, London South Bank
University, HEATHER J. FERGUSON and PHILIP ULRICH,
University of Kent, IAN APPERLY, University of Birmingham
— Alcohol-related cognitions can have a detrimental effect on
social interactions even in the absence of alcohol consumption.
Over two experiments we examined the impact of alcoholrelated cognitions and contexts on perspective taking ability,
which is the cornerstone of most social interactions. Experiment
1 (N=89) explored how alcohol-related environments and
alcohol urges influence perspective taking. Experiment 2
(N=58) examined whether the presence of alcohol-related
objects influences perspective taking. Neither alcohol-related
environments nor alcohol urges influenced perspective taking
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(4234)
Effect of Incentives on Choice Reaction Time During a
Neurocognitive Assessment: The Risk of Unintentional
Sandbagging on ImPACT. VINCENT T. YBARRA, The
University of Oklahoma, PHILIP SCHATZ, Saint Joseph’s
University, EDWARD T. COKELY, The University of Oklahoma
— We investigated the effects of external motivation on
neurocognitive test performance. Seventy university student
volunteers were randomly assigned to different groups. The
participants in the reward condition were told for every correct
answer, a question would be taken off the test, thus making it
shorter. The participants in the punishment condition were
told for every incorrect answer, a question would be added to
the test, thus making it longer. All incentives were sham, as
the tests in both the reward and punishment conditions were
identical to control except for what was told before testing.
Participants completed the tablet ImPACT test. Univariate
ANOVA’s revealed significantly slower choice reaction time
for punished participants compared to the control condition
via the Color Match task [F(2,67) = 3.49; p = .031]. Univariate
ANOVA’s revealed significantly lower perceived performance
with punished participants compared to the control condition
[F(2,67) = 3.41; p = .030]. This study is the first empirical
validation that punishment while conducting ImPACT affects
choice reaction time. This is important information, as a
protocol must be made to control for/observe the effect of
extraneous factors during a neurocognitive assessment, which
has been an overlooked concern for concussion diagnostic tests.
Email: Vincent T. Ybarra, Vincent.Ybarra-1@ou.edu
(CK) or separate knowing (SK) epistemological orientation.
SK involves an analytic, detached, and critical orientation to
knowledge, while CK encompasses a more contextual, holistic,
empathic approach. The instrument has shown gender-related
differences in a variety of published studies, with the typical
finding that males have slightly higher SK than CK scores, and
females showing significantly higher CK than SK scores. My
research team sought to establish whether CK and/or SK predict
one’s engagement with different intellectual activities, both ones
typically carried out in or for a class (e.g., proving a theorem,
learning about another culture) or done independently (e.g.,
playing a role playing game). We also examined whether
these scores predicted the degree to which participants felt
their performance on the task would reflect on their skill
or core aspects of their identity. The sample consisted of 200
undergraduates enrolled in four-year colleges and universities
across the US. Results are discussed in terms of the Ways of
Knowing framework (Belenky, et al., 1986).
Email: Kathleen M. Galotti, kgalotti@carleton.edu
(4237)
Caught in the Middle: The Implicit Appeal of Political Partisan
Conspiracies for Non-Partisan Responders. CHELSEA
K. JOHNSON and NICHOLAS D. DURAN, Arizona State
University, STEPHEN P. NICHOLSON, University of California
Merced — Political party identification has an immense
influence on shaping individual attitudes and processes of
reasoning, even to the point where otherwise knowledgeable
people will endorse political conspiracies that support one’s
political in-group and simultaneously disparages an out-group.
Although recent research has explored this tendency among
partisans, less is known about how Independents, i.e., without
any partisan leaning toward Republican/Democrat, respond in
comparison. One possibility is that Independents are neutral
or equally divided between partisan views, and thus partisandirected political conspiracies hold minimal appeal. Conversely,
Independents may be just as susceptible to motivated reasoning
biases as Republicans and Democrats. In this study, we
explore these possibilities by bypassing explicit responses and
evaluating the implicit appeal of conspiracies using an action
dynamics (mouse-tracking) approach. We found evidence that
both Independents and self-identified partisans exhibit hidden
motivations to endorse right- and left-wing conspiracies, and in
some cases, such biases were greater for Independents.
Email: Nicholas D. Duran, nicholas.duran@asu.edu
(4235)
Differentiating Spatial and Temporal Motivation Gradients
in Dynamic Approach and Avoidance Goal Pursuit.
TIMOTHY BALLARD and ANDREW NEAL, University
of Queensland (Sponsored by Simon Farrell) — Spatial
and temporal motivation gradients refer to the increase in
motivation as one nears a goal state or deadline respectively.
These gradients are both assumed to be steeper for avoidance
than approach goals. Although the gradients are attributable
to psychologically distinct processes, they have been treated
as a common construct. We disentangle these gradients in
an experiment in which people make prioritization decisions
whilst pursuing either two approach or two avoidance goals. We
manipulate the strength of the gradients by varying the distance
to the goal state and the deadline, and examine the effects of
these manipulations on goal prioritization. Our results suggest
that for approach goals, the temporal gradient is steeper than
the spatial gradient. For avoidance goals, the spatial gradient is
steeper than the temporal gradient. These findings suggest that
more work is required to understand the processes underlying
the effects of space and time on motivation.
Email: Timothy Ballard, t.ballard@uq.edu.au
(4238)
Loss Aversion Reflects Information Processing, not Bias: A
Drift Diffusion Model Study. SUMMER N. CLAY, Claremont
Graduate University, ALISON HARRIS, Claremont McKenna
College, JOHN A. CLITHERO, Pomona College, CATHERINE
L. REED, Claremont McKenna College — Defined as increased
sensitivity to losses, loss aversion is often conceptualized as
a cognitive bias. However, findings that loss aversion has
an attentional and/or emotional component suggest that it
may instead reflect differences in information processing. To
distinguish these alternatives, we applied the drift diffusion
model (DDM) to choice and response time data in a card
(4236)
Do Ways of Knowing Predict Aspects of Identity?
KATHLEEN M. GALOTTI, Carleton College — The Attitude
Toward Thinking and Learning Scale (Galotti, et al., 1999)
presents statements exemplifying either a connected knowing
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Saturday Noon
gambling task with unknown risk distributions. Loss aversion
was measured separately for each participant (N=104). Dividing
the participants into terciles by loss aversion lamba, we found
that the most loss-averse group showed a significantly lower
drift rate than the other two groups, indicating overall slower
uptake of information. In contrast, neither the starting bias nor
the threshold separation (barrier) varied by group, suggesting
that decision thresholds are not affected by loss aversion. These
results shed new light on the cognitive mechanisms underlying
loss aversion, consistent with an account based on information
processing speed.
Email: Cathy Reed, clreed@cmc.edu
study made reward-rate optimization an explicit goal and
offered a standard for success in meeting this goal. Adaptivity
of younger and older adults’ decision styles and findings from
drift-diffusion modeling and structural brain imaging will be
discussed.
Email: Sebastian Horn, Sebastian.Horn@mpib-berlin.mpg.de
(4241)
Medial Frontal ERPs: Feedback, Reward Processing, and
the Self? ROBERT WEST, DePauw University, STEPHEN
ANDERSON, Iowa State University — ERPs have been used
to study the neural correlates of feedback processing related
to gains and losses. The feedback negativity/reward positivity
distinguishes gains from losses between 250-400 ms after
feedback is delivered. This ERP component is often associated
activity in the anterior cingulate/medial frontal cortex. In the
current study, we examined the effect of agency on medial
frontal ERP activity in a simple gambling task wherein either
the subject or the computer made a choice on each trial and the
subject won or lost 5 cents. There were two distinct patterns of
medial frontal ERP activity. The first distinguished wins from
losses when the subject made a choice. The second distinguished
player choice trials from computer choice trials, regardless of
the outcome. These findings reveal that the reward positivity is
not generally related to reward processing, but instead may be
limited to instances where one makes an active choice.
Email: Robert West, robertwest@depauw.edu
(4239)
Rational and Emotional? How Cognition and Feelings
Influence Moral Decision Making. BRANDY N. TIERNAN,
JULIAN WRIGHT, JOHN S. LANGFORD, JAMES G.
HEATHERLY, HAYDEN REECE, ANNA GRISHAW and
JACKMAN CORLEY, University of the South — Increased
cognitive effort is required to evaluate a scenario and to make a
utilitarian decision in order to maximize benefits and minimize
costs. Affective processes and cognitive control processes enable
individuals to respond efficiently to moral dilemmas that induce
conflict and/or are incongruent with personal and social values.
We examined whether emotional primes influence one’s ability
to judge the appropriateness of a decision with ease, depending
on the type of dilemma. Participants read and responded to
personal moral dilemmas, impersonal moral dilemmas, and
non-moral dilemmas. Each response was preceded by either a
positive, negative, or neutral prime word. The results revealed an
interaction between emotional prime type and dilemma type.
Emotionally salient primes lead to decreased reaction times
for judgments related to personal moral dilemmas, whereas
reaction times for judgments related to impersonal moral
dilemmas increased. These findings demonstrate emotion
differentially affects judgment reaction time depending on the
type of dilemma. We also discuss a follow up procedure that will
employ EEG/ERP methods to observe changes in brain activity
related to emotional primes and moral judgments.
Email: Brandy Tiernan, bntierna@sewanee.edu
FUNDING FROM US DEPARTMENT OF
EDUCATION
(4242)
Funding Opportunities for Cognitive Psychologists Through
the Institute of Education Sciences. ERIN HIGGINS, Institute
of Education Sciences — The Institute of Education Sciences
provides funding support for researchers to apply theories
and recent findings from psychological science to education
practice through the National Center for Education Research
and the National Center for Special Education Research. For
example, through the Cognition and Student Learning topic
within the Education Research Grants program, the Institute
supports research that capitalizes on our understanding of how
the mind works to inform and improve education practice in
reading, writing, mathematics, science, and study skills. Erin
Higgins, the program officer for the Cognition and Student
Learning topic, will be available to answer questions and talk
to attendees about their proposed work at the Friday night and
Saturday at noon poster sessions.
Email: Erin Higgins, Erin.Higgins@ed.gov
(4240)
Aging and Adaptive Speed-Accuracy Settings in Rapid
Incentivized Decisions. SEBASTIAN HORN, WOUTER VAN
DEN BOS, ROBERT LORENZ and TIMOTHY J. PLESKAC,
Max Planck Institute for Human Development — Even in the
most elementary decision tasks, older adults’ response times are
substantially longer than younger adults’. One line of research
suggests that older adults are more reluctant to commit
errors and set overly cautious decision criteria. In this study,
we examined the relationship between such speed-accuracy
criterion settings and structural brain connectivity in younger
and older adults in a rapid incentivized decision task. Previous
investigations of the relationship used paradigms with fixed trial
numbers and instructional speed-accuracy manipulations. In
such task ecologies (without clear time-on-task limits), adaptive
decision makers may not be motivated to select efficient criteria
that maximize their gains per time. In contrast, the present
DIGITAL CONTENT EDITOR POSTER
(4243)
The Psychonomic Society and Social Media: Putting the
Public Into Science and Making Science Public. STEPHAN
LEWANDOWSKY, University of Bristol (Digital Content
Editor), and the PSYCHONOMICS DIGITAL TEAM — The
Psychonomic Society has been extending its digital presence for
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the last two years, and our blog posts at www.psychonomic.org
have gathered a growing readership. Two “digital events” carried
the scientific discussion from special issues of the Psychonomic
Bulletin & Review into the public domain, and some of the
Society’s research has elicited increasing media interest. At a
time when science and scientists are increasingly subjected to
scrutiny by the public, politicians, and other stakeholders, the
Society is committed to provide the public with information
about its research and to solicit public commentary. Join the
digital team at our poster to contribute to the discussion and to
learn more about the Society’s engagement on digital and social
media.
Email: Stephan Lewandowsky, Stephan.Lewandowsky@bristol.
ac.uk
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Saturday Evening
POSTER SESSION V
Saturday Evening
Hynes Convention Center, Grand Ballroom A-C
Viewing 4:00-7:30, Author Present 6:00-7:30
(5003)
The When and How of Sound Discrimination. MATTSON
W. OGG, L. ROBERT SLEVC and WILLIAM J. IDSARDI,
University of Maryland - College Park — The detection and
identification of auditory objects is a fundamental task for
listeners and, compared with vision, presents a unique problem
since the physical features required to recognize attended or
“streamed” targets must develop over time. Thus, the questions of
how and when auditory objects are identified are fundamentally
linked. We conducted two target detection studies where
natural speech, music, and environmental tokens were gated
in duration from 12.5 to 200 ms. Discrimination was reliable
by 25 ms and in most cases at 12.5 ms. Speech discrimination
relied strongly on sound onsets (along with spectrotemporal
and noise features): stimuli with consonants, possessing highly
variable onsets, were reliably discriminated later than vowels.
Attack features were also crucial for discriminating music and
environmental sounds, as were brightness and noisiness for
each category, respectively. Our results identify specific acoustic
features that underpin the ability to rapidly discriminate
auditory objects early in auditory processing.
Email: Mattson Ogg, mogg@umd.edu
AUDITION
(5001)
The Interaction of Perceptual Dimensions in Auditory
Category Learning. CASEY L. ROARK and LORI L. HOLT,
Carnegie Mellon University — The dual systems theory of
category learning posits that category distributions requiring
selective attention to a single dimension and those requiring
integration across dimensions engage distinct neural systems.
Our goal was to examine the influence of the dimensions defining
categories on learning. Participants trained with feedback to
learn auditory categories that required either selective attention
to one of two acoustic dimensions, or integration across the
dimensions. Across training accuracy, generalization to novel
exemplars, and decision bound computational models that
approximate strategy use, there was a bias to integrate across
dimensions rather than to selectively attend to either dimension
that affected performance in a manner unexpected by the
dual systems theory. But, this bias to integrate was eliminated
when the category boundary was rotated to reflect a negative
relationship between dimensions. These findings demonstrate
the importance of understanding perceptual, as opposed to
physical, dimensions and their interaction during category
learning.
Email: Casey L. Roark, croark@andrew.cmu.edu
(5004)
Auditory Perceptual ERP Effects of Spatial Release From
Informational Masking. BENJAMIN H. ZOBEL, RICHARD
L. FREYMAN and LISA D. SANDERS, University of
Massachusetts Amherst — EEG was recorded while listeners
detected vocoded words (targets) presented with vocoded
two-talker speech (maskers). Targets and maskers were always
presented from the same location, but identical copies of the
maskers were sometimes also presented from another location
with a lead time of 4 ms. Although this latter arrangement adds
masking sound, it produces the precedence effect for maskers
and the perception of spatial separation between targets and
maskers. Consistent with previous research, target detection
threshold was reduced by more than 20 dB with the spatial
cue of the precedence effect, suggesting substantial release
from informational masking. Further, targets presented at
the same level elicited clear auditory evoked potentials only
in the precedence effect condition. Otherwise, target onsets
largely failed to elicit the so-called obligatory auditory ERP
response. The perception of spatial separation between targets
and maskers dramatically facilitates the representation of target
sounds at early stages of auditory processing.
Email: Benjamin H. Zobel, bzobel@psych.umass.edu
(5002)
An Auditory Bias for Short-Short-Long Rhythms. ANDREW
J. LOTTO, University of Florida, DONALD G. TRAUT,
University of Arizona — Previous research has demonstrated
that humans have biases to hear particular rhythms or groupings
for sequences of tones such as hearing tones varying in intensity
as loud-quiet instead of quiet-loud and hearing tones varying
in duration as short-long instead of long-short. The current
work was based on the observation that patterns of short-shortlong (SSL) are common in music and advertising jingles. The
question is whether the prevalence of these patterns may be due
in part to a bias to perceptually organize auditory events that
vary in duration into SSL. In an initial experiment, we presented
listeners with steady state tones that varied in length with 2
short tones (100 ms) and 1 long tone (200 ms). Three sequences
were created that started with each of the possible orders (SSL,
LSS, SLS), but an amplitude ramp at the onset and offset of the
sequence obscured the starting order. Participants were asked
to identify the order of the sequence from the three possibilities
(SSL, LSS, SLS). Overwhelmingly, listeners reported hearing
SSL for all of the orders (70% of responses). These results
demonstrate a strong bias to hear sequences as SSL, which may
relate to its prevalence in music and advertising.
Email: Andrew Lotto, andrew.lotto@gmail.com
(5005)
Feel the Bass: Effects of Auditory and Tactile Bass
Stimulation on Musical Groove and Movement. MICHAEL
J. HOVE and STEVEN A. MARTINEZ, Fitchburg State
University — Bass frequencies in music have recently been
associated with enhanced time perception, groove ratings (‘the
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musical quality that compels movement’), and movement. The
exact mechanisms remain unclear. Here we examine the effects
of musical bass presented to auditory and tactile modalities.
Participants (n=22) listened to ten high-groove musical
excerpts. Each excerpt was presented twice—once over soundisolating earphones (auditory condition) and once over the
earphones plus a subwoofer that stimulated the body (auditory
+ tactile condition). Participants tapped their finger along with
each excerpt; we recorded body movement; and participants
rated each excerpt. Results showed that the auditory+tactile
condition yielded higher ratings of groove and enjoyment.
Participants also tapped harder (but not more accurately) in
the auditory+tactile condition. Findings suggest that bass felt
in the body produces a multimodal auditory-tactile percept
that is arousing and might promote movement though the close
connection between tactile, kinesthetic, and motor systems.
Email: Michael Hove, michaeljhove@gmail.com
tested participants in a no-feedback transfer task, under either
the same or different rotation speeds. Performance was quite
variable in both training and transfer tests (actual vs. estimated
shape correlation magnitudes, .00 to > .9), with evidence of
improvement in some, but not all, participants. However, under
the conditions we used, neither training method produced
substantially better improvement in judgment accuracy.
Email: Patrick Cabe, patrick.cabe@uncp.edu
(5008)
Questioning the Automatic Cooperation Between Vision
and Hearing. LAURA M. GETZ and MICHAEL KUBOVY,
University of Virginia — Previous research has found that
there is an automatic association between auditory and visual
dimensions such as the height a pitch and the size of an object.
From this, researchers have assumed that such audiovisual
correspondences are the result of bottom-up processing. In a
series of studies using a modified speeded classification task, we
sought to separate bottom-up and top-down effects. We asked
participants to pair audiovisual dimensions in “compatible”
(e.g., high pitch/small circle) and “incompatible” (e.g. high
pitch/large circle) conditions. We compared reaction times
across conditions and found that in most cases participants
pair the dimensions either direction with similar speed and
accuracy. We conclude that audiovisual correspondences either
jointly rely on bottom-up and top-down processing or are solely
the result of top-down effects such as task instructions. We thus
strongly question the assumption of automaticity prevalent in
the cross-modal correspondence literature.
Email: Laura Getz, lauragetz@virginia.edu
(5006)
The Game Sounds the Same: Change Deafness, Divided
Attention, and Sports Expertise. JOHN G. NEUHOFF and
KATHARINA S. BOCHTLER, The College of Wooster — We
examined change deafness using real-world radio broadcasts of
sporting events. In Experiment 1, participants heard clips from
the home team broadcast of an American football game that
was switched midway to the away team broadcast (different
announcers). Over 90% of participants failed to notice the
change, but this rate fell to 68% when listeners were directed to
listen for a change. Experiment 2 presented a hockey broadcast
with the same home/away switch and revealed a significant
decline in change deafness among three groups who were
respectively instructed to “just listen” (83%), “listen for a change
in announcer or a goal scored” (divided attention, 60%) and
“listen for a change in announcer” (directed attention, 35%). In
Experiment 3, the broadcast changed from a hockey game to
a basketball game. Over 50% still failed to notice the switch,
and there was a significant negative correlation between sports
expertise and change deafness. The results confirm that divided
attention increases change deafness even when participants are
directed to listen for a change and that expertise is a factor in
detecting unexpected auditory change.
Email: John G. Neuhoff, jneuhoff@wooster.edu
(5009)
McGurk Effect in Perceiving Gender Through Voice
Characteristics. ZEHRA F. PEYNIRCIOGLU, JOSHUA
TATZ, WILLIAM BRENT and JORDAN R. WYATT, American
University — Demonstrations of non-speech McGurk effects
are rare and sometimes not considered true analogues. We
presented videos of males and females singing a single syllable
on the same pitch and asked participants to indicate the true
range of the voice — soprano, alto, tenor, or bass. For one
group of participants the gender shown on the video matched
the gender of the voice heard and for the other group they
were mismatched. Soprano or alto responses were interpreted
as “female voice” decisions and tenor or bass responses as
“male voice” decisions. Identification of the voice gender
was 100% correct in the preceding audio-only condition.
However, whereas performance was also 100% correct in the
matched video/audio condition, it was only 31% correct in the
mismatched video/audio condition. Thus, the visual gender
information overrode the voice gender identification, showing
a robust non-speech McGurk effect.
Email: Zehra Peynircioglu, peynir@american.edu
(5007)
Effects of Two Perceptual Learning Tasks on Perception
of Shape From Sound. PATRICK A. CABE, University
of North Carolina - Pembroke, JOHN G. NEUHOFF and
KATHARINA S. BOCHTLER, College of Wooster — Previous
work demonstrated human ability to discriminate ellipse shapes
using friction-generated sounds made by ellipses rotating
against a contactor, but with substantial inter- and intraindividual variability. Perceptual learning manipulations can
improve perceptual performance, but empirical comparisons
of perceptual learning tasks are rare. We studied the effects of
perceptual learning on ellipse shape-from-sound perception,
in large samples (n = 105, n = 101). We used two methods
(multiple-choice; scalar judgment), both with a single rotation
speed. After training with feedback on judgment accuracy, we
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MUSIC COGNITION
behavior is most likely to be influenced by music. Recent
research has shown that joint music making can result in
increased cooperative behavior among preschoolers (Kirschner
& Tomasello, 2010) and that moving to a beat can foster
increased prosocial behavior in infants as young as 14 months
(Cirelli, Einarson, & Trainor, 2014). No studies to date have
examined the impact of song lyrics on children’s behavior. We
investigated 4 and 5-year-olds’ sharing behaviors following one
of four experiences: engaging in joint singing and movement
to a novel song with either prosocial or neutral lyrics, and
engaging in joint non-musical play with either prosocial or
neutral content. Analysis on the first two conditions collected
(music/prosocial lyrics and play/neutral lyrics) shows that
children in the music/prosocial condition share more readily
than those in the play/neutral condition (t(21)=-1.891, p=.05).
Data collection is underway for the other two conditions, which
will enable us to examine the unique contribution of lyrics in
facilitating prosocial behavior.
Email: Sara Lynn Beck, sara.l.beck@vanderbilt.edu
(5010)
Does Musical Training Affect Emotion Processing Abilities?
Evidence for Enhanced Levels of Empathy in Amateur
Musicians. NINA FISHER, REINER SPRENGELMEYER and
INES JENTZSCH, The University of St Andrews — Research
suggests that we use music to regulate our emotions over the
short-term, however it is not known whether music can alter
general emotion processing abilities in the long term. Two
cross-sectional studies exploring the link between musical
activity and emotion processing abilities including emotion
recognition, empathy, and general well-being in 203 adults
with varying levels of musical training, are presented. Musically
trained participants did not significantly differ from nonmusicians in measures of emotional well-being or in their ability
to recognise emotional information in facial or gestural stimuli.
Musical practice time was positively correlated with levels of
empathy and auditory emotion recognition. The potential link
between music and empathy supports theory that suggests the
mirror neuron system is activated and mental state attribution
engaged during musical activity. It is suggested that musical
activity could potentially train these skills with transfer effects
to higher order processes beyond the musical domain.
Email: Nina Fisher, nkf@st-andrews.ac.uk
(5013)
Vocal Control When Singing a Single Note Is Not the Same
as When Singing a Musical Phrase. LINDSAY A. PLATER,
JUSTEENA ZAKI-AZAT, NICHOLE E. SCHEERER and
JEFFERY A. JONES, Wilfrid Laurier University (Sponsored
by Naseem Al-Aidroos) — Singing requires precise control of
the vocal articulators to achieve a desired vocal pitch. Studies
have demonstrated that compensatory responses are produced
when participants’ auditory feedback regarding their vocal
pitch is shifted upwards or downwards while they produce a
vowel. Although studies have investigated responses during
single vowel productions, little research has focused on musical
phrases in order to investigate the role of musical context. We
asked participants to sing single notes (no-context blocks),
and the song “Happy Birthday” (context blocks). Participants’
auditory feedback was shifted downwards by 100 cents (one
semitone) and fed back to them in real time. Results indicate
that the responses elicited by the feedback perturbations were
larger, and peaked sooner, when they occurred during the
production of a musical phrase than when they occurred during
the production of a single note. These results indicate that
the vocal motor control system integrates auditory feedback
differently when singing a musical phrase compared to when
singing a single note.
Email: Lindsay Plater, plat2640@mylaurier.ca
(5011)
That Note Sounds Wrong! Age-Related Effects in Processing
of Musical Expectation. ANDREA R. HALPERN, Bucknell
University, IOANNA ZIOGA, MARTIN SHANKLEMAN and
JOB LINDSEN, Goldsmiths University of London, MARCUS
T. PEARCE, Queen Mary University of London, JOYDEEP
BHATTACHARYA, Goldsmiths University of London — Part of
musical understanding and enjoyment stems from the ability to
accurately predict the next note of a melody. Selective violation of
expectations can add to aesthetic response but radical violations
may be disliked or not comprehended. We investigated whether
a lifetime of exposure to music would enhance their reaction
to unexpected endings to unfamiliar melodies. Musically
untrained older and younger adults listened to melodies that
had expected or unexpected ending notes, according to Western
music theory. Ratings of goodness-of-fit were similar in the
groups, as was EEG response to the note onset (N1). However,
in later time windows (P200 and LPC), the amplitude of a
response to unexpected vs. expected endings was both larger
in older adults, corresponding to greater sensitivity, and more
widespread in locus, consistent with a dedifferentiation pattern.
We conclude that older adults refine their understanding of
this important aspect of music throughout life, supported by
changing patterns of neural activity.
Email: Andrea Halpern, ahalpern@bucknell.edu
(5014)
Distinguishing Syntactic Violations and Ambiguities in
Language and Music: A Neurophysiological Study. CAITLIN
Y. TING, RON J. BECK, CARRIE N. JACKSON and JANET
VAN HELL, Pennsylvania State University — The Shared
Syntactic Integration Resource Hypothesis proposes the same
processing resources are used for syntactic processing in
language and music (SSIRH; Patel, 2003; 2008). Supporting
this hypothesis, Patel et al. (1998) observed a brain component
typically associated with syntactic processing in language
(i.e., P600) in response to syntactically manipulated chord
progressions. However, Featherstone et al. (2013) also observed
(5012)
Sing a Song About Sharing: Music Making and Preschoolers’
Sharing Behavior. SARA L. BECK and JOHN J. RIESER,
Vanderbilt University — Children’s media relies heavily upon
musical sequences to convey prosocial messages, but little is
known about the conditions under which children’s social
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a frontal negativity (i.e., N500) in response to syntactically
manipulated chord progressions. We examined whether the
choice in syntactic structure can help explain the multiple
components previously observed. Participants listened
to sentences and chord progressions containing syntactic
violations and ambiguities while event-related potentials were
recorded. Participants showed the P600 for language violations,
but did not show the predicted P600 for language ambiguities.
Furthermore, participants showed an N500 for music violations,
but no particular brain component for music ambiguities.
These results suggest that it is important for theoretical models
to distinguish between syntactic ambiguities and violations in
language and music, which is not captured by the SSIRH.
Email: Caitlin Ting, caitlin.y.ting@gmail.com
specific, representations in memory. As such, these results
contradict assumptions of many Western musicians and music
theorists.
Email: Abigail L. Kleinsmith, akleinsmith@albany.edu
(5017)
Individual Differences in Pitch Memory Affect Musical
Preferences. ALEKSANDRA SHERMAN and ROUNAK
MAITI, Occidental College — Prior work has demonstrated
that individual’s visual working memory (VWM) is associated
with art preferences, such that individuals with higher VWM
appreciate more visually complex artworks than those with
lower VWM (Sherman et al., 2015). Here, we investigated the
extent to which pitch memory influences individual’s music
preferences. Research suggests that musically-‘naïve’ individuals’
complexity preferences follow an inverted-U shape (Berlyne,
1975). We hypothesized that the peak of this inverted-U would
shift as a function of pitch memory. Participants rated fifty
~15-second music excerpts ranging in style, completed a pitch
memory task (after Deutsch, 1972), and a 2-back VWM task.
Our results demonstrate a significant correlation between peak
preferred complexity and pitch memory, such that individuals
with higher pitch memory enjoyed more acoustically complex
music (defined as the Shannon entropy) than individuals with
lower pitch memory. Our result highlights the interaction
between formal features and perceptual capacity in shaping
music appreciation.
Email: Aleksandra Sherman, asherman@oxy.edu
(5015)
Language and Music: Effects of Task Demand on Shared
Processing. ERICA R. KNOWLES, Berklee College of Music,
PATRICK C.M. WONG, The Chinese University of Hong Kong
— The past decade has seen a focus on whether shared aspects
between language and music result in the use of common
neural resources. Research supports both sides of the debate,
for overlap and for significant non-overlap of the two domains.
A major difference between the diverging conclusions is task
used. The present study considered effects of task demands
and domain-specific features of the input using an AGL
generalization procedure in order to provide insight into the
overlap argument. Overall, it was found that between-domain
generalization occurred during an implicit task in that only
those in the music condition were able to successfully generalize
to novel musical-tone based strings whereas generalization
was found both within-domain and between-domain during
an explicit task. The results of the present study suggest that
reliance on neural resources may be modulated by both the
domain-specific constraints of the input and task demands
given.
Email: Erica R. Knowles, eknowles@berklee.edu
(5018)
Vocal Pitch Production Accuracy of Steady Tones and Bends.
JAMES T. MANTELL, ZOEY FORRESTER-FRONSTIN,
MARY K. MCCARTHY and KELSEY P. HANCOCK, St.
Mary’s College of Maryland — The song stimuli utilized in vocal
production research tends to be composed of single steady
tones or steady tone sequences. Traditional pitch accuracy
analyses examine note-central segments while ignoring pitch
content during the initial and final segments of each produced
tone. This within-subjects experiment compared the accuracy
with which occasional singers imitated single tones that varied
in tone stability. Nineteen college students imitated synthetic
vowel tones that were either steady or contained a single bend
at the beginning or end of the tone. Bends varied in duration
(200 or 500 ms), direction (upward or downward), and pitch
magnitude (1 or 2 semitones). Produced pitch vectors were
compared with analogous stimulus vectors to permit analysis of
pitch accuracy across entire tones. We hypothesized that bend
accuracy depends on target pitch such that upward bends are
imitated best when the target pitch is closer to the top of one’s
vocal range.
Email: James T. Mantell, jtmantell@smcm.edu
(5016)
Where’s the Key? A Test of Octave Equivalence in Recognition
Memory for Melodies. ABIGAIL L. KLEINSMITH and W T.
NEILL, University at Albany, State University of New York —
Kleinsmith et al. (2013 Psychonomics) demonstrated a keydistance effect on recognition of transpositions of studied
melodies: Target melodies were discriminated from foils more
easily, the closer in pitch height to the originally studied keys.
Is this key-distance effect due to pitch-specific or pitch-class
(octave-equivalent) representations in memory? In the present
experiment, participants were familiarized with a melody in
two keys (C, D), and then tested on recognition of that melody
in keys of C, C#, D, G and C an octave above the original key.
Among new keys, discriminability (d`) was worst for the most
distant, yet “octave equivalent” key of C, while recognition in
the physically closest (but harmonically unrelated) key of C#
was comparable to the originally studied keys. The results imply
that the key-distance effect reflects pitch-specific, and not class-
(5019)
Spontaneous Production Rates Are Similar Across Motor
Tasks With Comparable Acoustic Outcomes. REBECCA
SCHEURICH, ANNA ZAMM, CURTIS BOGETTI and
CAROLINE PALMER, McGill University — Spontaneous
production rates in music, speech, and walking occur in
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the absence of external cues; these rates may reflect natural
frequencies at which limb movements are optimally efficient.
Less is known about the consistency of these rates across
different motor tasks with similar perceptual outcomes. The
current study investigated spontaneous production rates
across tasks of different motor complexity with similar acoustic
outcomes: piano performance and rhythmic tapping. Pianists
were recruited to perform familiar melodies with one hand
(multiple fingers) and to tap the rhythms of the same melodies
(one finger) on an electronic keyboard at a comfortable rate.
Results showed that spontaneous production rates were highly
correlated within individuals across melodies, and did not differ
across piano performance and tapping tasks. These results
suggest that spontaneous production rates may reflect taskgeneral timing mechanisms.
Email: Rebecca Scheurich, rebecca.scheurich@mail.mcgill.ca
of enumeration are integrated by the human cognitive system.
Using an advanced mathematical-modelling framework termed
Systems Factorial Technology, we assessed three fundamental
properties of system processing: Architecture (parallel vs.
serial), stopping rule (exhaustive vs. minimum time processing)
and workload capacity. Our findings provide insight into how
the human brain integrates numerical information, and the
disparity between systems of subitizing and counting.
Email: Paul Garrett, paul.garrett@uon.edu.au
(5022)
Alerting Cues Enhance the Subitizing Process. YARDEN
GLIKSMAN, Ben-Gurion University of the Negev, NOAM
WEINBACH, Stanford University, AVISHAI HENIK, BenGurion University of the Negev (Sponsored by Yoav Kessler) —
Enumeration of elements differs as a function of their range.
Subitizing (1-4) is consider to be a pre attentive process. In
contrast, small estimation (5-9) is a less precise linear process.
However, recent studies found that when attentional resources
were occupied elsewhere, the subitizing process was impaired.
In the current study, we examined whether subitizing can be
facilitated by improving engagement of attention. Specifically,
brief alerting cues that increase attentional engagement were
presented in half of the trials during enumeration tasks. In
Experiment 1, participants were required to enumerate dots
presented in random arrays within the subitizing or small
estimation range. Alerting facilitated enumeration of quantities
in the subitizing range, but not in the small estimation range. We
suggested that the benefit of alerting on the subitizing process
was achieved via enhancement of global processing, a process
that was previously associated with both alerting and subitizing.
In Experiment 2, we presenting quantities in a canonical array
and demonstrated that when global processing was used for
items in the small estimation range, a subitizing-like pattern
was revealed in quantities beyond the subitizing range.
Email: Yarden Gliksman, yarden.gliksman@gmail.com
NUMERICAL COGNITION
(5020)
The Role of Space in Complex Mathematics: Stable
Grounding or Soft-Assembled Skills? TYLER MARGHETIS,
ROBERT L. GOLDSTONE and DAVID LANDY, Indiana
University — Do automatic number-space associations (SNAs)
ground higher mathematics (Lakoff & Núñez, 2000; Hubbard
et al, 2005)? While “higher” (/”lower”) numbers facilitate
higher (/lower) responses (Ito & Hatta, 2004), such SNAs
seldom correlate positively with advanced mathematical skills
(e.g., Cipora & Nuerk, 2013), suggesting that SNAs may be
epiphenomenal. Another possibility is that, rather than playing
a stable role, spatial processes are soft-assembled to support
varied functions. To investigate the task-specificity of spatial
processing, we presented participants with equations (e.g.,
x + 2 = 5) using Graspable Math (GraspableMath.com), in
which terms are dragged around with a mouse as if they were
objects. Participants either solved the equation or found the
largest/smallest number. Greater numbers were clicked higher
than lesser numbers. In the Solving task, however, this spatial
deflection was dampened — evidence that SNAs are situational
and task-specific. We suggest that, with more complex forms
of mathematical reasoning, space may be redeployed from
representing magnitude to encoding algebraic relations.
Email: Tyler Marghetis, tmarghet@indiana.edu
W
IT
D
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(5023)
Testing Competing Models of Two-Digit Number
Representation: Decomposed Versus Holistic Processing.
KRISTEN A. BOWMAN and THOMAS J. FAULKENBERRY,
Tarleton State University — Though several studies on two-digit
number comparison reflect holistic processing of magnitude,
Verguts and De Moor (2005) found that participants formed
only decomposed representations of decade and unit magnitude
and not holistic magnitude. The present study was an extension
of Verguts and De Moor (2005). Participants performed a twodigit comparison task. We manipulated decade distance (same,
different) and numerical distance (small, large). Participants
were faster when comparing same-decade pairs versus differentdecade pairs. Additionally, there was a significant distance effect
for same-decade pairs, but no such distance effect for different
decade pairs, indicating that processing the decade digit was
sufficient for comparison on these pairs. These findings replicate
Verguts and De Moor (2005). In addition, our large decade
distance effect reflects additional processing requirements for
(5021)
How Do You Count? Cognitive Processing Systems of
Enumeration. PAUL M. GARRETT and ALEXANDER
THORPE, The University of Newcastle, DAVID LANDY,
Indiana University, JOSEPH HOUPT, Wright State University,
AMI EIDELS, The University of Newcastle — The ability to
quantify or enumerate sets of items, is basic to our everyday
experience. For example, choosing the queue with the least
amount of people at airport security will save you both time
and hassle. Typically, small sets of items (i.e., queues) are
enumerated through one of two processes: subitizing, for the
rapid and effortless enumeration of items one to four, and
counting for the slow and accumulative enumeration of larger
item sets. The current study investigates how these two forms
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Posters (5024) - (5028)
(5026)
The Impact of Emotion on Numerical Estimation: A
Developmental Perspective. EMILY A. LEWIS, Tulane
University, ALEXANDRA M. ZAX and SARA CORDES,
Boston College — Recent literature has revealed underestimation
effects in numerical judgments when adult participants are
presented with emotional stimuli (as opposed to neutral).
Whether these numerical biases emerge early in development
however, or instead reflect overt, learned responses to emotional
stimuli across development is unclear. In the present study
children (ages 6-10) and adults were presented with happy and
neutral facial stimuli in the context of a numerical bisection
task. Results reveal that children, like adults, underestimate
number following emotional (i.e., happy) faces (relative to
neutral). However, children’s, but not adult’s, responses were
also significantly more precise following emotional stimuli. In a
second experiment, adult judgments revealed a similar increase
in precision following emotional stimuli when numerical
discriminations were more challenging (involving larger sets).
Together results are the first to reveal children, like adults,
underestimate number in the context of emotional stimuli
and this underestimation bias is accompanied with enhanced
response precision.
Email: Alexandra Zax, azax@wesleyan.edu
different-decade pairs. In all, this suggests that people separately
process the decades and units of two-digit numbers, providing
further evidence for decomposed processing.
Email: Thomas J. Faulkenberry, faulkenberry@tarleton.edu
(5024)
Nothing or Zero? On the Processing of Empty Sets.
MICHAL PINHAS, Ariel University, RUT ZAKS-OHAYON
and JOSEPH TZELGOV, Ben-Gurion University of the Negev
— The question whether humans’ process null numerosity
as zero has received little research attention. In this study, we
manipulated the context in which empty sets are perceived by
varying task instructions and the response mode. Experiment 1
tested comparisons of pairs of nonsymbolic magnitudes. Null
numerosity was presented as an empty set, while numerosities
1-9 were presented as dot arrays. Participants were asked to
choose the larger/smaller numerosity within the pair. The
results revealed an attenuated distance effect for comparisons
to an empty set versus comparisons of numerosities 1-9. For
the latter type of comparisons, responses were faster for “choose
larger” versus “choose smaller” instructions. This difference was
not apparent for comparisons to an empty set. Experiment 2
examined whether these findings could be a result of processing
only the non-null numerosity within the pair by testing the
influence of the task instructions and response mode (vocal or
key response). The results demonstrated a significant distance
effect for comparisons to empty sets only with key press
responses. Our findings suggest that perceiving nothing as zero
is reliant upon the experimental context in which it is presented.
Email: Michal Pinhas, michalpinhas@gmail.com
(5027)
The Body as a Reference Point in Counting. RONIT
GOLDMAN and JOSEPH TZELGOV, Ben-Gurion University
of the Negev, NURIT GRONAU, The Open University of Israel
(Sponsored by Tal Makovski) — In the present study we tested
object counting behaviors asking whether the body plays a role
as a reference point from which counting begins. Participants
were presented with images of rooms containing objects, and
were asked to select the object in the nth location (e.g., “select
the 3rd chair”). Results showed that the dominant counting
strategy relies on participants’ egocentric reference point:
higher nth values were mapped further away from the body’s
center. Furthermore, when an image of an avatar represented
the participant in the room, the vast majority of participants
counted in relation to the avatar’s position. Participants that
used alternative mapping strategies were consistent with a
known spatial mapping of numbers, and were unaffected by the
location of the avatar. Overall, our results suggest that the body
plays a major role as a reference point for counting objects,
supporting the notion of embodiment of numeration.
Email: Ronit Goldman, ronitgo@bgu.ac.il
(5025)
Reasoning Strategies With Rational Numbers Revealed
by Eye-Tracking. PATRICK PLUMMER and MELISSA
DEWOLF, University of California, Los Angeles, MIRIAM
BASSOK, University of Washington, PETER C. GORDON,
University of North Carolina at Chapel Hill, KEITH J.
HOLYOAK, University of California, Los Angeles — Recent
research has begun to investigate the impact of different formats
for rational numbers on the processes by which people make
relational judgments about quantitative relations. Fractions, as
compared to decimals, yield more accurate judgments about
types of ratios conveyed by displays of discrete objects, whereas
accuracy is substantial lower for both formats when displays
show continuous quantities. We report an experiment that
used eye-tracking methods to delineate the strategies that are
evoked by different types of rational numbers for the different
types of quantities (discrete versus continuous). Results showed
that eye-movement behavior during the task was jointly
determined by display and number type. Regardless of number
format, discretized displays led to more instances of counting.
The results suggest that counting strategies only led to higher
accuracy when discrete displays were presented with fractions.
When subjects relied on magnitude estimation and comparison,
accuracy decreased regardless of number notation.
Email: Patrick Plummer, pplummer@ucla.edu
(5028)
Selection of Procedures in Mental Division: Relations
Between Self-Reports and Eye-Movement Patterns.
MATTHEW G. HUEBNER, KASIA MULDNER and JO-ANNE
LEFEVRE, Carleton University — Adults typically solve simple
division (e.g., 10/5, 72/8) either by retrieving the solution from
memory or relying on a procedural transformation. Sixty-eight
participants solved division problems, with 34 reporting their
solution processes after each problem. Patterns of self-reports
for large problems (i.e., dividends larger than 25) were used as
initial criteria to define distinct performance groups (retrievers
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and non-retrievers). Ex-Gaussian statistics (i.e., mu and tau) for
large division problems were then entered into a discriminant
function analysis to categorize the remaining participants and
evaluate the accuracy of original groupings based on selfreports. Eye-tracking data indicated that retrievers allocated
less attention to the operands (vs. the operator) compared to
non-retrievers across both small and large problems. This
information about online processing throughout the course of
the trial highlights the specific problem components that solvers
use in mental division tasks and provides further insight into the
cognitive architecture responsible for arithmetic performance.
Email: Matthew G. Huebner, matthewhuebner@cmail.carleton.
ca
this task two digits were presented (cues), and participants
decided if a subsequent digit (probe) matched either of the cues.
Participants were slower to reject a quotient probe than a nonquotient probe; thus, quotients were automatically activated
and were interfering with the rejection of non-matching probes.
The use of complex division problems rules out the possibility
that this interference effect was due to the dividend’s activation
of a complementary multiplication fact (De Brauwer, 2007).
Email: Loel Tronsky, ltronsky@albertus.edu
(5031)
Conceptual Understanding of Fraction Addition. DAVID
W. BRAITHWAITE, JING TIAN and ROBERT S. SIEGLER,
Carnegie Mellon University — Learning fractions is a critical
step on the pathway from whole numbers to algebra. The
present study demonstrates that sixth to eighth grade children
lack conceptual understanding of even the most basic fraction
arithmetic operation: addition. Conceptual understanding
of addition was assessed using estimation tasks which permit
accurate performance without knowledge of fraction addition
procedures. In Experiment 1, children failed to provide accurate
estimates of fraction sums, and accuracy did not improve when
they were instructed to think about the magnitudes of the
addends before estimating each sum. In Experiment 2, children
separately estimated individual numbers and sums of the same
numbers, and estimates of sums were regressed against sums
of individual estimates. This regression was significant when
the numbers were whole numbers, but non-significant for
most children when the numbers were fractions. The findings
demonstrate that many children cannot use their knowledge
of individual fraction magnitudes to derive accurate estimates
of fraction sums, and thereby suggest that in the context of
fractions, children fundamentally do not understand addition.
Educational implications of the findings are discussed.
Email: David W. Braithwaite, baixiwei@gmail.com
(5029)
All SNARC Tasks Are Not Created Equal: An Analysis of
Individual Differences in Spatial-Numerical Association of
Response Codes. OLGA F. LAZAREVA, CODY DRESSLER and
KATHERINE BERGER, Drake University, REGINA GAZES,
Bucknell University — The spatial-numerical association of
response codes (SNARC) effect describes a tendency to respond
to Arabic numerals representing smaller quantities (e.g., 1 or 2)
faster if the response is located on the left than if it is located
on the right, and vice versa for larger quantities. The SNARC
effect has been interpreted as an evidence of automatic spatial
organization of numeric information, and has been reported
for many non-numerical dimensions. In several experiments,
we explored whether the same participants exhibit similar
pattern of SNARC effect in both numerical (parity, magnitude)
and non-numerical (length, brightness) tasks. The principal
component analysis consistently produced a three-factor
solution suggesting that the direction and the strength of the
SNARC effect were not consistent across the explored tasks. We
found that the classical SNARC task, parity, consistently loaded
on a single factor that was not shared by the tasks relying on
object properties (e.g., brightness, line length). The loadings
of the tasks using magnitude (e.g., the number of the items in
an array) depended on the stimulus type. Overall, our results
suggest that the SNARC effect exhibited in number-related
tasks is largely independent from the SNARC effect in tasks
using physical attributes of the objects. Our data also indicate
that the directionality and the strength of the SNARC effect in
Western populations more variable than previously assumed.
Email: Olga Lazareva, olga.lazareva@drake.edu
(5032)
The Gender – Numerical Congruity Effect? The Impact of
Speaker Gender on Parity Judgments. DOUG ALARDSTOMALIN, JASON P. LEBOE-MCGOWAN, TODD A.
MONDOR and LAUNA C. LEBOE-MCGOWAN, University
of Manitoba — Many interactions have been found between
judgements of numerical information and other magnitude
dimensions. For example, small numbers (e.g., 1/9) are
categorized faster when presented in small font sizes than
when they are presented in larger font sizes. In a recent study,
Wilkie and Bodenhausen (2012) found that the parity of
numbers also influence the speed of gender ratings. When
participants rated the masculinity/femininity of gender neutral
stimuli (baby photographs), they were rated as more male
when paired with odd numbers and as more female when
paired with even numbers. We further tested this interaction
between assessments of gender and number parity using a
standard congruity paradigm. In this experiment, people
rapidly categorized the parity of numbers presented auditorily
in either a male or female voice. If people do possess an implicit
association between gender and the parity of numbers, as
observed by Wilkie and Bodenhausen, parity judgments should
(5030)
Answers to Complex Division Problems Are Automatically
Activated After Practice. LOEL N. TRONSKY, LISA
IANNUCCILLI and JENNIFER POLLOCK, Albertus Magnus
College — It is well documented that adults store arithmetic
problems and answers in associative memory networks. Also,
for addition and multiplication, research has demonstrated
that answers are automatically activated upon presentation of a
problems’ addends/operands (e.g., LeFevre, Bisanz, & Mrkonjic,
1988; Galfano, Mazza, Angrilli, & Umilta, 2004). The goal of
the present experiment was to extend this finding to division.
After practicing complex division problems (76 ÷ 4) for 75
minutes, participants completed a number-matching task. In
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be performed more rapidly for numbers read in a conceptually
congruent voice (male voice/odd number; female voice/even
number) than when numbers are presented in a conceptually
incongruent voice (female/odd number; male/even number).
Email: Doug Alards-Tomalin, d.w.tomalin@gmail.com
we measured the perceived size of numbers across different
semantic size of numbers in the Ebbinghaus paradigm that is
known to enhance perceptual difference induced by the effect.
Each stimulus was consisted of a target on the center and six
surrounding numbers. The target number was always 5, while
the inducers varied from 2 through 9. Participants were asked
to respond whether or not the target number looked smaller
or larger than inducers. The points of subjective equality (PSE)
were calculated from both inducers size conditions; smaller
or larger. The analysis showed that participants were more
likely to see the target number smaller when surrounded by
larger inducers, vice versa. This result directly indicates that
the semantic size of numbers influences the perceptual size of
numbers during numerical comparison process.
Email: Jihyun Hwang, jihyun.hwang0304@gmil.com
(5033)
Are Finger Dexterity and Finger Gnosis Abilities Linked to
Numerical Skills? NOLWENN GUEDIN and CAROLINE
CASTEL, University of Geneva, JOËL FLUSS, Children’s Hospital
of Geneva, CATHERINE THEVENOT, University of Lausanne
— In typical developing children, performance on a finger
gnosia test measuring finger perception is a better predictor
of mathematical achievement than classical tests measuring
intelligence. This relationship could be partly explained by
finger counting and, in this case, finger dexterity could also be
associated with numerical skills. We examined this possibility
in typical children and in children with unilateral cerebral palsy
(CP) who suffer from finger motor impairments. Interestingly,
for typical children aged between 7 and 15, finger gnosia
and finger dexterity performance were both correlated with
performance in a numerical comparison and in an addition
task. In children with CP, only the correlation between finger
dexterity and addition performance turned to be significant.
This differential pattern in correlations suggests that the
development of numerical skills depends on sensorimotor
characteristics and experiences.
Email: Catherine Thevenot, catherine.thevenot@unil.ch
EMOTION AND COGNITION III
(5036)
Distortions in Time Perception: Individual Differences
and Sense of Control. SIMONA BUETTI, GAVIN J. P.
NG, KRISTEN L. SANDERS, JUYOEN HUR and WENDY
HELLER, University of Illinois — Typically, the perceived
duration of an emotional image depends on its arousal and
valence content. However, when participants are given a sense
of control over the images in a time estimation task, arousal
and valence no longer distort time perception (Buetti and
Lleras, 2012). The goal of this study was to investigate whether
individual differences in perceived control over life events
modulates the effects of control in the temporal judgement
task. We administered the Desire for control and the Locus of
control (evaluating three sources of control: internal, powerful
other, and chance) questionnaires and manipulated the sense of
control within-subjects on a large sample. The results replicated
Buetti and Lleras (2012). Furthermore, linear mixed-effects
model analyses indicated that both control scales substantially
contribute to improve the model fit over a model that only
includes control, arousal, and valence.
Email: Simona Buetti, sbuetti@gmail.com
(5034)
Math Performance, Attitudes Toward Math, and Finger
Gnosis. MICHAEL P. KASCHAK and AMANDA L.
KOWALSKY, Florida State Univeristy — Finger gnosis, the
ability to mentally represent one’s fingers, has been shown
to predict mathematic ability in children. More recently,
researchers have shown that this relationship also holds for
college students. We sought to replicate and extend the finding
that finger gnosis is a predictor of mathematic ability in young
adults. We assessed the relationship between college students’
calculation fluency, SAT scores, attitudes about math (math
anxiety, ability, identification, and utility), and finger gnosis.
Our results replicate the previous finding that finger gnosis
predicts calculation fluency in adults; however, finger gnosis
was not a predictor of SAT math performance in this sample.
Furthermore, finger gnosis was a significant predictor of math
anxiety, as well as, self-reported math ability. Finger gnosis did
not predict math identification or utility.
Email: Amanda Kowalsky, kowalsky@psy.fsu.edu
(5037)
The Role of Perceptual Salience in Affective Conditioning.
TAEWAN KIM, YOON KYUNG LEE and SOWON HAHN,
Seoul National University — Using the classical conditioning
paradigm, we investigated the necessity of the conditioned
stimulus-unconditioned stimulus (CS-US) contingency
awareness during affective conditioning. An aversive sound
stimulus was used as US, and three different levels of visual
stimuli that varied in terms of the perceptual discriminability
(high, low, control) were used as CS. The voluntary attention
toward UC (high, low) was also manipulated as a betweensubject condition. After the conditioning training, participants
conducted a lexical decision task consisting of emotional words
and nonwords so that the association between CS and US can be
measured as the size of priming effect. When participants paid
attention towards US, there was a strong CS-US association
regardless of the CS discriminability. However, when subjects
(5035)
Does Really the Numerical Value of Numbers Affect the
Perceptual Size of Arabic Numerals? JIHYUN HWANG and
SONGJOO OH, Seoul National University — In numerical
comparison tasks, it is known that the semantic size of numbers
influences the perception of their physical size. However,
previous results were obtained only by using reaction time
paradigm. Accordingly, it is unclear whether the effect reflects
a perceptual process, or simply a cognitive bias. In this study,
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tried to ignore the US, the association between CS and US was
observed only if CS+ and CS- can be easily distinguished. The
result provides support for conditioning without awareness.
Email: Taewan Kim, taewankim90@gmail.com
as liked or disliked. We tested if training based on the Stroop
task may increase cognitive control and thus reverse the fluency
effect to aggressive concepts. In two experiments, participants
were randomly assigned to either an experimental or a
control condition. In the experimental condition participants
responded (1) to a modified version of the IAT, (2) were trained
in the Stroop task, and (3) were retested to detect transfer
effects from the Stroop task to the IAT. In the control condition,
participants were exposed to the same sequence of tasks but the
Stroop task was replaced by a filler task without inconsistent
trials. Performance in both groups significantly decreased for
the IAT retest. These effects may be due to carry-over effects
from the baseline to the retest independently of the training
in the Stroop task. In a second experiment the within-subject
manipulation was removed. However, there were no significant
differences between the control and the experimental group.
These results are interpreted in terms of the lack of bottom-up
transfer effects on the IAT from the Stroop task.
Email: Ricardo M. Tamayo, tamayor@gmail.com
(5038)
A Different Aspect of Metacognition: The Effect of Induced
Affects on Problem Solving Strategies. SEOK-SUNG HONG,
KYUNGIL KIM, Ajou University — In general, individuals
with high metacognitive ability are better at learning and
problem solving. However, having higher metacognition, the
stronger experience of negative emotion. This is supposed to
negatively influence problem solving. To address this issue, two
experiment are conducted. Experiment 1 compare high and
low metacognition groups’ corresponding Cognitive Reflection
Test (CRT) accuracies. Experiment 2 examine the differences
in CRT accuracy depending on metacognitive ability when
positive/ negative affect was induced. In Experiment 1, high
metacognition group show high CRT accuracy. Experiment 2
show that when negative affect is induced, the resulting CRT
accuracy of high metacognition group was similar to that of low
metacognition group. The results suggest that metacognition,
which acts as an emotion perceiving sensor, perceives
negative emotion more strongly and negatively influences task
performance.
Email: Kim, Kyungil, kyungilkim@ajou.ac.kr
(5041)
Pleasant Emotion Induced by Sad Music and Individual
Differences in Empathy. AI KAWAKAMI and KENJI
KATAHIRA, Kwansei Gakuin University — What is the difference
between those who love sad music and those who dislike it? In
this study, using the Interpersonal Reactivity Index (IRI), we
shed light on the effect of individual differences in empathy as
a personal trait on liking and experiencing the emotions of sad
music. Sixth-grade students and university students listened
to music in the minor key (sad music) and reported how they
felt and how much they liked it. In addition, they completed
the IRI scale, which comprises four subcomponents: empathic
concern (EC), personal distress (PD), perspective taking (PT),
and fantasy (FS). Results revealed that the correlation between
liking sad music and PT was higher for adults than for children.
On the other hand, those who liked sad music, both university
students and children, experienced not only heightened
emotion but also pleasant emotion. Additionally, PT correlated
with pleasant emotion, sad emotion, and heightened emotion
in the adults while PT correlated with sad and heightened
emotions in children. In summation, higher PT ability could
be the key to experience pleasant emotion induced by the sad
music and prefer it.
Email: Ai Kawakami, amour.kawakami@gmail.com
(5039)
Comparing Mental Simulations of Positive and Negative
Events: The Devil Is in the Details. VANNIA A. PUIG and
KARL SZPUNAR, University of Illinois at Chicago — Over the
last decade, psychologists have devoted considerable attention
to episodic future thinking—the ability to imagine specific
future events. Much of the extant work comparing positive
and negative future event simulation reports greater detail
for positive as compared to negative events. In the present
article, we suggest that the typical finding of greater detail for
positive than negative events arises because of a methodological
confound in the literature. Specifically, there is often no
control for frequency of prior thinking. In order to address
this confound, we controlled for frequency of prior thinking
by using the experimental recombination procedure—which
required participants to simulate novel events in response to
random person-location-object triads—and coded for objective
levels of specific detail using the Autobiographical Interview.
The results of two experiments demonstrate a strong tendency
for participants to generate greater internal detail for novel
negative as compared to novel positive future events.
Email: Vannia A. Puig, vpuig@uic.edu
(5042)
The Academic Anxiety Inventory: Assessing the Impact
of Anxiety Across Scholastic Domains. RACHEL G.
PIZZIE (Graduate Travel Award Recipient) and DAVID
J.M. KRAEMER, Dartmouth College — Previous research on
anxiety in academic environments has identified deficits in
academic performance associated with math-, science-, test, and trait-anxiety. However, many of these questionnaires do
not uniquely identify the specific constructs that they aim to
measure, resulting in a large degree of overlap between these
ostensibly separable constructs. To better assess individual
variation in these anxiety domains, we have developed the
Academic Anxiety Inventory (AAI), a self-report questionnaire
(5040)
On the Influence of Cognitive Control in Implicit Trait
Aggression: Stroop Training Does Not Affect Performance
on a Modified Version of the Implicit Association Test.
RICARDO M. TAMAYO, ANDRES PINILLA and CAROLINA
RUEDA, Universidad Nacional de Colombia — We adapted
the Implicit Association Test (IAT) to measure preferences
for aggressive and none aggressive stimuli that were classified
289
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(5045)
Recognition Memory for Specific Emotion Words. AYCAN
KAPUCU, Ege University, CAREN M. ROTELLO, University
of Massachusetts Amherst — The purpose of the present study
was to determine whether the effects of emotional stimuli on
recognition memory are valence-based or motivation-based.
Anger, fear and disgust are all negative and highly-arousing
emotions with different motivational properties. Fear and
disgust trigger avoidance motivation, whereas anger triggers
approach motivation (Carver & Harmon-Jones, 2009). Also,
anger and disgust are associated with high certainty but fear
is associated with low certainty (Tiedens & Linton, 2001).
In three between-subjects conditions, participants studied
a list of negative and neutral words, and then completed a
delayed recognition memory test. The negative words were
anger-related, fear-related, or disgust-related depending on
the condition. Negative words led to large liberal bias shifts
compared to neutral words but this pattern was similar across
emotion conditions. Accuracy differences between negative and
neutral words were found only in the anger condition, as angerrelated words were recognized worse than neutral words.
Email: Aycan Kapucu, aycan.kapucu@ege.edu.tr
with subscales that assess math-, science-, writing-, test-, and
trait-anxiety. In a laboratory setting, scores on the subscales of
this questionnaire predicted deficits on a standardized test in an
adolescent sample of participants. In a high school math class,
the AAI math subscale was more sensitive to math deficits than
were established measures of math anxiety. Overall, the AAI
provides a sensitive measure of anxiety in academic domains,
uniquely predicting deficits created by anxious emotion in both
laboratory and classroom settings.
Email: Rachel Pizzie, rachel.g.pizzie.gr@dartmouth.edu
(5043)
Reducing Negative Memories by Retroactive Interference.
CODY J. HENSLEY, HAJIME OTANI and ABBY R. KNOLL,
Central Michigan University — Can we reduce highly negative
memories of an event by being exposed to an event that is
negative but less negative than the prior event? The present
experiment was a conceptual replication of Weems et al. (2014),
who showed that highly negative memories of Hurricane
Katrina was reduced when subsequent experience with
Hurricane Gustav was less negative. A list of highly negative
pictures was presented followed by an interference list or no
list. The interference list consisted of negative pictures which
were less negative than those in the first list or neutral pictures.
Surprise recall of the pictures from the first list showed evidence
of retroactive interference (RI) when the interference list was
presented. However, RI was similar between the low and high
negative interference lists, indicating that being exposed to
an event less negative than the prior event can reduce highly
negative memories of the prior event.
Email: Hajime Otani, otani1h@cmich.edu
(5046)
More to Be Anxious Over: Induced Math Anxiety and WMC.
ERIN E. SOVANSKY and JENNIFER WILEY, University of
Illinois at Chicago (Sponsored by Stellan Ohlsson) — Mathanxious individuals have been found to perform poorly on
computation span tasks compared to non-math-anxious
individuals (Ashcraft & Kirk, 2001). However, it is unclear
whether inducing math anxiety might reduce performance on
only specific working memory tasks (i.e. those involving math),
or if the effect might be more general when anxiety is induced.
Participants were assigned to either a test condition which
completed a math test, or a control condition which instead
completed a filler task. WMC measures were administered
before and after the test manipulation. Participants in the
test condition reported higher math anxiety following the
manipulation than the control condition. Further, they showed
a decrease in performance on a Running Span task (using
letters as stimuli) which varied with anxiety. Operation span
performance (using letters as recall items) did not show the
same effects. Possible explanations for differences between
operation span and running span results are discussed.
Email: Erin Sovansky, esovan2@uic.edu
(5044)
Emotional Face-Name Pair Learning Is Facilitated by
Repeated Testing and Highly Arousing Contexts. STEPHANIE
A. KAZANAS, Tennessee Technological University, JEANETTE
ALTARRIBA, University at Albany, State University of New
York — The current set of experiments investigated the effect
of emotional expressions on face-name pair learning. Across
these experiments, male and female faces were presented with
neutral, happy, angry, and sad expressions and paired with
popular names. In Experiment 1, we compared name recall
across repeated testing and study blocks, when faces varied in
expression from one block to another. Repeated testing with
feedback promoted name recall superior to repeated study and
testing without feedback, supporting the testing effect with
variable study materials. Then, in Experiment 2, participants
were instructed to learn the face-name pairs according to their
involvement in an assigned emotional context. Name recall was
greatest in the happy and angry conditions and lowest in the
neutral and sad conditions. Together, these findings support the
emotion advantage in memory, but highlight the importance of
valence and arousal considerations in this paradigm.
Email: Stephanie A. Kazanas, skazanas@tntech.edu
COGNITIVE SKILL ACQUISITION
(5047)
How Task Characteristics and Cognitive Resources Interact to
Predict Performance: Learning in a Static Versus a Dynamic
Task Environment. DAVID J. FRANK and BROOKE N.
MACNAMARA, Case Western Reserve University — Hoffman
et al. (2014) proposed several “Dimensions of Difficulty”
thought to describe the conditions that make some tasks more
or less cognitively demanding. However, these dimensions have
never been empirically tested. In this experiment we tested
Hoffman et al.’s (2014) Static vs. Dynamic dimension. To do
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this, we manipulated whether our task (a game similar to Plants
vs. Zombies) was static (turn based) or dynamic (constantlymoving stimuli). Participants played five rounds consisting of
two separate phases with different goals (energy collection and
zombie fighting). Additionally, half of the participants in each
version performed the task under cognitive load. Supporting
Hoffman et al.’s (2014) Static vs. Dynamic concept, performance
on both phases of the task was better in the static version.
Additionally, cognitive load slowed learning and decreased
overall performance levels only for the dynamic version,
supporting the hypothesis that dynamic tasks rely more heavily
on basic cognitive resources.
Email: David J. Frank, djf94@case.edu
to novel stimuli (Experiment 2) and inference training resulted
in generalization to classification (Experiment 3). These
results make an important contribution in highlighting the
impact of category structure and training methodology on
the generalization of categorical knowledge and reveal the
complexity of the relationship between these factors and
knowledge generalization.
Email: Shawn Ell, shawn.ell@umit.maine.edu
(5050)
The Effects of Training Methodology and Category Similarity
on the Compositionality of Rule-Based Categorization.
FARZIN SHAMLOO, Purdue University, SHAWN ELL,
University of Maine, SEBASTIEN HELIE, Purdue University —
Helie and Ashby (2012) argued that rule-based categorization
produces an intermediate category representation that can
be used in other tasks. The present study explores whether
these representations can be combined into more complex
representations. Participants were asked to categorize visual
stimuli using either a concept learning or classification training
condition. At test, pairs of categories were combined to form
two new categories. The categories to be combined were either
contiguous or non-contiguous in stimulus space. The results
show that with both training methodologies, accuracy at test was
reduced in the non-contiguous conditions. Additionally, to test
whether a motor component is involved in transfer, stimulusresponse mapping at test was reversed in the classification task,
which further reduced test performance. This suggests that rulebased representations can be combined to form more complex
representations when the representations being combined are
similar, and that there is a motor component in the transfer
performance.
Email: Sebastien Helie, shelie@purdue.edu
(5048)
Predicting Cognitive Training Performance: A Statistical
Learning Approach. MICHAEL B. KRANZ and ERIKA
K. HUSSEY, University of Illinois at Urbana-Champaign,
PAULINE L. BANIQUED, University of California Berkeley,
EMILY CUNNINGHAM and ARTHUR KRAMER, University
of Illinois at Urbana-Champaign — Multi-stage models of skill
acquisition (e.g., Fitts & Posner, 1967) provide a framework
to understand performance improvements during cognitive
training interventions (e.g., Ackerman, 1988, 2000). Using a
subset of data from a training study (Baniqued et al., 2015), we
tested the predictive accuracy of a range of baseline cognitive
abilities to determine if they selectively map onto distinct stages
of skill acquisition. We evaluated performance over training
sessions on a visuospatial reasoning task based on a puzzle game
(Pipe Mania). Models revealed that pretest fluid intelligence
predicted initial training performance, while processing
speed predicted learning curve slopes across training sessions.
Furthermore, we revealed the importance of individual tests
within these cognitive abilities using LASSO model selection
and cross validation. This work demonstrates that a skill
acquisition framework in combination with statistical learning
techniques may be used to better understand individual
differences in training performance.
Email: Mike Kranz, mbkranz@illinois.edu
(5051)
Learning to Exploit a Hidden Predictor in Skill Acquisition:
Tight Linkage to Conscious Awareness. RANDY TRAN
and HAL PASHLER, University of California, San Diego —
It is often assumed that implicit learning of skills based on
predictive relationships proceeds independently of awareness.
To test this idea, four groups of subjects played a game in which
a fast-moving “demon” made a brief appearance at the bottom
of the computer screen, then disappeared behind a V-shaped
occluder, and finally re-appeared briefly on either the upper-left
or upper-right quadrant of the screen. Points were scored by
clicking on the demon during the final reappearance. Demons
differed in several visible characteristics including color, horn
height and eye size. For some subjects, horn height (Exp. 1)
or eye size (Exp. 2) perfectly predicted which side the demon
would reappear on. For subjects not told the rule (Exp. 1 &
2), the subset who demonstrated at the end of the experiment
that they had spontaneously discovered the rule showed strong
evidence of exploiting it by anticipating the demon’s arrival and
laying in wait for it. However, those who could not verbalize the
rule performed scarcely better than a control group for whom
(5049)
The Learning and Generalization of Within-Category
Representations. GABRIELA PERALTA and DAVID B.
SMITH, University of Maine, SEBASTIEN HELIE, Purdue
University, SHAWN W. ELL, University of Maine — When
interacting with categories, representations focused on
within-category relationships are often learned, but the
conditions promoting within-category representations and
their generalizability are unclear. We report the results of three
experiments investigating the impact of category structure (rulebased or information-integration) and training methodology
(classification, concept, or inference training) on the ability
to learn and generalize within-category representations (i.e.,
correlational structure). For the information-integration
structure, within-category representations were consistently
learned and could be generalized to novel stimuli and to
support inference during a test phase. For the rule-based
structure, extended inference training resulted in generalization
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(5054)
Violations of Justice Prime Convictions in Jurors.
COURTNEY A. KURINEC, Baylor University, KARENNA F.
MALAVANTI, Carson-Newman University, BRITTANY N.
NESBITT and CHARLES A. WEAVER, III, Baylor University
— We investigated whether reading about an unjust verdict
alters juror decision-making in a later, unrelated case. Mock
jurors read one of four newspaper-type articles about a case
involving the murder of a child. Two of the articles described
cases in which juries came to guilty verdicts, and the remaining
articles described cases where the juries arrived at not guilty
verdicts. The articles were also manipulated so that the verdict
decisions were perceived as just or unjust. After reading the
article, jurors reviewed evidence and rendered a verdict on
an unrelated armed robbery case in which the actual verdict
was ambiguous. Reading an article resulting in conviction
increased the likelihood of a guilty verdict in the unrelated case.
Additionally, jurors who read an article with a perceived unjust
acquittal were more likely to convict on the unrelated case.
Thus, conviction biases were primed with a complex perceived
violation of justice.
Email: Courtney Kurinec, courtney_kurinec@baylor.edu
the demons moved unpredictably. The implications of this tight
linkage between conscious awareness and implicit skill learning
are discussed.
Email: Hal Pashler, hpashler@gmail.com
EYEWITNESS IDENTIFICATION
(5052)
The Effects of Eyewitness Expert Testimony and Evidence
Type on Jury Decision Making. THOMAS W. HANCOCK
and KELLY C. JENT, University of Central Oklahoma — The
effects of eyewitness expert testimony (EET) and evidence
type on jury decision making were examined. Participants
either viewed an EET or did not. Next they read a crime
scene narrative and saw six icons (three eyewitness and three
pieces of physical evidence). The icons were selected based
on their perceived importance. Each icon had four additional
pieces of evidence (two suggesting guilt and two innocence).
After viewing each piece of evidence, the participants made a
decision of guilt and a final decision at the conclusion of the
experiment. Results indicated that EET significantly increased
the perceived importance of the physical evidence. Overall
decisions of guilt were also impacted by eyewitness expert
testimony in the no EET and EET conditions (62% and 48%,
respectively). These findings suggest that providing individuals
with eyewitness expert testimony not only affects the perceived
value of evidence but also their criteria for making judgments.
Email: Thomas Hancock, thancock7@uco.edu
(5055)
Asking an Eyewitness to Predict Their Confidence in a Later
Lineup Decision Could Harm the Confidence-Accuracy
Relationship. JANE BEDNARZ, CURT CARLSON and
MARIA CARLSON, Texas A&M University - Commerce,
DAWN WEATHERFORD, Texas A&M University - San
Antonio, DAVID YOUNG and ALEX WOOTEN, Texas A&M
University - Commerce — Few studies have investigated whether
eyewitnesses could predict their later lineup performance,
akin to a judgment of learning (JOL). We applied calibration
analysis across two experiments comparing pre- versus
post-lineup confidence (i.e., predicting versus postdicting
accuracy). Experiment 1 (N = 177) featured a multiple-block
face recognition paradigm, with participants predicting their
confidence shortly after encoding (prior to each lineup) or
only reporting their confidence after each lineup. Experiment
2 (N = 855) utilized an eyewitness identification paradigm
with a mock crime video. Across both experiments, confidence
discriminated best between correct and incorrect lineup
choices when collected immediately after the lineup. Pre-lineup
confidence was a poor predictor of accuracy. Importantly,
simply asking for pre-lineup confidence weakened the postlineup confidence-accuracy relationship. This implies that
police should exercise caution when interviewing eyewitnesses,
as they should not be asked to predict their ability to make an
accurate lineup decision.
Email: Jane Bednarz, MS, jbednarz@leomail.tamuc.edu
(5053)
Sleep and Eyewitness Identifications: Changes in Decision
Making Strategies. MICHELLE E. STEPAN, Michigan
State University (Graduate Travel Award Recipient), SHARI
BERKOWITZ, California State University, JAMAL MANSOUR,
Queen Margaret University, CHAD PELTIER and *KIMBERLY
FENN, Michigan State University — Previously, we found that
eyewitnesses falsely identified fewer innocent suspects after
sleep than after an equal waking interval. We hypothesized that
sleep facilitates effective decision-making strategies. To test
this, participants watched a mock-crime video and viewed a
6-person target-absent lineup after a waking day (Wake) or a
night of sleep (Sleep). We assessed decision-making strategies
by monitoring participants’ eye movements during the lineup
and by asking questions about their decision-making strategies.
Participants also completed a memory test about the video.
Sleep participants made marginally fewer comparisons between
lineup members than Wake, suggesting they were more likely to
compare lineup members to their memory [absolute strategy]
than to other lineup members [relative strategy]. They were
also more likely to report using an absolute strategy when
they correctly rejected the lineup. Sleep participants also
outperformed Wake on the memory test. Thus, sleep appears to
affect both memory and decision making strategies.
Email: Michelle E. Stepan, stepanmi@msu.edu
(5056)
Individual Differences in Eyewitness Identification Accuracy
and Confidence. KYLIE KEY, JINAN ALLAN, EDWARD
COKELY and SCOTT GRONLUND, University of Oklahoma
— The goal of this study was to examine the relationship
between eyewitness accuracy and several individual difference
measures such as numeracy (understanding of probability
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and statistics), general face recognition ability, cognitive
reflection (ability to suppress a spontaneous wrong answer in
favor of a deliberative correct answer), response latency, IQ,
and so on. We had participants study several faces for one
or three seconds. They subsequently made a timed old-new
judgment for each face, reported a corresponding confidence
judgment regarding accuracy of each decision, and completed
measures of the aforementioned covariates. We found strong
correlations among IQ, numeracy and cognitive control, and
that participants with high levels of each of these factors took
significantly longer to make identification decisions than did
participants with lower IQ, numeracy and cognitive reflection.
Implications of these results will be discussed.
Email: Kylie Key, kylie.key@gmail.com
relative to jurors’ memory for witness certainty, memory for
the uncertainty with which testimony was provided may be
disproportionately susceptible to forgetting.
Email: Rachel DeFranco, rdefranc@kent.edu
(5059)
Memorial Benefits and Consequences of Forced
Confabulation in Eyewitness Memory. ANDREA N. ESLICK,
Wartburg College, TAYLOR BAUMGARTNER, University
of Northern Iowa, HANNAH STRANDBER. — Though
eyewitness reports depend upon accurate retrieval, exposure
to later misinformation compromises memory (Loftus, 1975).
Recalling events after initial viewing may increase suggestibility
(Wilford, Chan, & Tuhn, 2013). Experiment 1 evaluated
whether this free recall affected memory when misinformation
was a product of subjects’ own confabulations. After viewing
an event, half of subjects recalled the event while the others
wrote about an unrelated topic. After, all answered cued
recall questions about the event, some of which pertained to
event information (and were answerable) and some of which
did not (and were unanswerable). Half of the subjects were
forced to answer all questions (and to confabulate answers to
the unanswerable questions), while the other half were allowed
to say “don’t know.” A final free recall test assessed original
memory. When subjects did not recall after viewing, forcing
answers on the cued recall test resulted in better final memory
than voluntary reports; recalling the event eliminated this
difference. Surprisingly, there were no differences in memory
errors; Experiment 2 evaluates whether memory errors in this
paradigm increase when misinformation is experimentergenerated versus self-generated.
Email: Andrea Eslick, andrea.eslick@wartburg.edu
(5057)
Investigation of Memory Conformity in Social Context
Without Confederates. IN-KYEONG KIM, La Sierra
University, ENOCH S. KWON, Cornell University, MELISSA
VO, La Sierra University, STEPHEN J. CECI, Cornell University
— The present study investigated memory conformity, using a
novel adaptation of the classic Asch social contagion paradigm
but without confederates. One participant (minority) and
three other participants (majority) in a group watched slightly
different scenes of pictures or videos on a 3D TV through dualplay glasses. They then publicly answered questions about the
scenes in a group, and privately answered the same questions
three days later. The results showed that the minority had less
accurate memory, more memory conformity, and changed
answers more frequently than the majority, which was true
for both the picture and video tasks. The participant was
warned about the possibility that other participants viewed
different scenes after the second session; however they didn’t
make significant answer changes after the warning, suggesting
memory alteration due to conformity. These findings may have
implications for forensic contexts in which multiple-person
interviews and exposure to others’ answers are involved.
Email: In-Kyeong Kim, ikim@lasierra.edu
(5060)
Lineups Are Better Than Showups But Filler Siphoning Is
Rarely the Reason. STACY A. WETMORE, Royal Holloway,
University of London, RYAN M. MCADOO and SCOTT
D. GRONLUND, University of Oklahoma, JEFFREY S.
NEUSCHATZ, The University of Alabama in Huntsville —
Researchers have begun using receiver operating characteristic
(ROC) analysis to measure how well eyewitnesses distinguish
between innocent and guilty suspects when tested with lineups
and showups (e.g., Wetmore et al., 2015). The results from
these studies revealed that lineup performance was superior
to showups. Moreover, we argued that lineup performance was
superior because lineups afforded better discriminability than
showups. The current research explores a counterargument
that filler siphoning (the presence of known-innocent lineup
fillers siphon choices away from the false identification of an
innocent suspect) is responsible for the superior performance
of lineups. A formally specified model, the WITNESS model,
is used to explore the predictions made by filler siphoning.
We demonstrate that filler siphoning, as described, rarely
explains the superior performance of lineups over showup
identifications, and offers no theoretical advancement over the
consideration of discriminability.
Email: Stacy A. Wetmore, Stacy.Wetmore@rhul.ac.uk
(5058)
Are Mock Jurors Prone to Forgetting Witness Uncertainty?
RACHEL DEFRANCO and MARIA ZARAGOZA, Kent State
University — Even credible and highly accurate witnesses are
likely to be more certain about some aspects of a witnessed
event than others, because not all aspects of a witnessed event
are likely to be remembered equally well. Do jurors believe
all testimony provided by a credible witness regardless of the
confidence with which it is expressed? Prior studies conducted
in our lab have shown that the answer depends on the timing
of the judgment. At short retention intervals, mock jurors’
belief in witness testimony was well calibrated with the amount
of uncertainty the witness had expressed, but after one-week,
mock jurors accepted as valid all testimony provided by the
witness, regardless of the confidence with which it had earlier
been provided. The present study tested the hypothesis that,
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(5061)
The Own Race Bias in Child and Adolescent Witnesses.
CATRIONA HAVARD, The Open University, JOYCE
HUMPRHIES, Edge Hill University, AMINA MEMON,
Royal Holloway University of London — The present study
investigated the own-race bias in British school children using
an eyewitness paradigm. 319 participants viewed films of two
similar staged thefts, one that depicted a Caucasian culprit and
the other an South Asian culprit and then after a delay of 2-3
days, viewed a lineup for each culprit. 176 of the participants
were Caucasian and 143 were South Asian. There were also two
age groups, children aged 7-9 years and adolescents aged 12-14
years. There was a significant own race bias for the Caucasian
participants from both age groups, that resulted in more correct
identifications for the own race culprit from target present
lineups and more false identifications for the target absent
lineups. The South Asian participants from both age groups
showed no own race bias and performed equally accurately
for culprits of both races. The measures of interracial contact
were associated with correct responses for other race targets
and varied with actual contact with South Asians supporting
perceptual expertise theory. The effects were shown for the first
time using dynamic video lineups.
Email: Prof Amina Memon, amina.memon@rhul.ac.uk
asked to make identifications in the subsequent weeks. They
were presented with 4 lineups after one week, 8 lineups at after 2
weeks (4 old lineups, 4 new lineups), and 12 lineups at week 3 (8
old lineups, 4 new lineups). Half the lineups were target-present
and half were target-absent. The rate of choosing a suspect in a
fresh lineup decreased as retention interval increased for both
types of lineups, but choosing rate increased with the number
of previous lineup exposures. When subjects consistently
identified the suspect or an innocent suspect at each repeated
identification, confidence generally increased with repetition.
Email: Wenbo Lin, lin.w@wustl.edu
HUMAN LEARNING AND INSTRUCTION III
(5064)
Does Retrieval Practice Improve Question Generation?
STEPHEN WEE HUN LIM and ADALYN QIU HUI HENG,
National University of Singapore, LUDMILA D. NUNES and
JEFFREY D. KARPICKE, Purdue University — In educational
settings, the ability to ask good questions is critical. Two
experiments were conducted to explore the extent to which
retrieval practice can enhance learners’ ability to generate
higher-order questions. Participants were randomly allocated
to one of two learning groups, wherein they either studied a
text repeatedly (S_S_) or used a combination of repeated
studying and repeated retrieval (SRSR). They were then
required to – either immediately (Experiment 1) or a week
later (Experiment 2) – generate questions based on the text
which they had studied. Bloom’s (1956) taxonomy was used
to differentiate between lower- versus higher-order questions.
Whereas question generation performance did not differ
between learning groups in Experiment 1, participants in the
SRSR group asked significantly more higher-order questions
than did those in the S_S_ group in Experiment 2. Real-world
implications of the present findings will be discussed.
Email: Stephen Wee Hun Lim, psylimwh@nus.edu.sg
(5062)
The Cross-Race Effect in Eyewitness Identification: Reduced
Discriminability Does Not Necessarily Imply Reduced
Reliability. BRENT M. WILSON, KATHY VO and JOHN T.
WIXTED, University of California, San Diego — Recognition
memory performance is worse for cross-race faces compared
to same-race faces (e.g., cross-race d’ < same-race d’), a
phenomenon known as the cross-race effect. However, recent
research suggests that, as a general rule, people are able to
maintain an appropriately conservative high-confidence
decision criterion under poor (i.e., low d’) memory conditions,
thereby maintaining high accuracy for positive identifications
made with high confidence. In our research, we found that
when tested using a 6-person photo lineup, discriminability
was substantially lower for cross-race IDs relative to same-race
IDs (i.e., we replicated the standard cross-race effect). However,
contrary to a widespread belief, that fact does not imply – nor
do the data show – that cross-race IDs are appreciably less
reliable than same-race IDs, particularly when IDs of a suspect
in a lineup are made with high confidence.
Email: Brent M. Wilson, b6wilson@ucsd.edu
(5065)
The Benefit of Generating Errors During Learning: What Is
the Locus of the Effect? ROSALIND POTTS and DAVID R.
SHANKS, University College London — Guessing translations
of foreign words (hodei?), before viewing corrective feedback
(hodei-cloud), leads to better subsequent memory for correct
translations than studying intact pairs (hodei-cloud), even
when guesses are always incorrect (Potts & Shanks, 2014),
but the mechanism underlying this effect is unknown. In four
experiments we found support for the proposal that generating
errors benefits memory through stimulating curiosity to learn
correct answers following an incorrect guess. In Experiment 1,
generating possible translations after seeing correct answers did
not produce better memory than studying without generating,
suggesting that an element of surprise is necessary for generating
to benefit memory. Experiment 2 found enhanced recognition
memory for targets following generating, suggesting increased
attention to targets following a guess. In Experiments 3 and 4,
(5063)
The Effects of Retention Interval and Repeated Lineups
on Choosing and Identification Rate. WENBO LIN and
HENRY L. ROEDIGER, III, Washington University in St.
Louis — Eyewitness confidence often grows between an initial
identification and the time of trial, but why? We examined one
plausible candidate: repeated testing. We manipulated the time
interval (1-week, 2-weeks, or 3-weeks) between the event and
an initial lineup, and the number of repeated exposures (0, 1,
or 2 times, a week apart) following the initial lineup (all within
subjects). Subjects viewed 12 videos with 12 targets and were
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(5068)
Language Learning and Proficiency: Differentiating the
Impact of Fluid Intelligence, Working Memory Capacity,
and Executive Functions on Language Abilities. JESSIE
D. MARTIN and RANDALL ENGLE, Georgia Institute of
Technology (Sponsored by Richard Catrambone) — Individual
differences work has shown that working memory capacity,
and fluid intelligence predictors of language abilities including
reading comprehension, verbal achievement, and listening
comprehension. Despite this, the processes underlying second
language vocabulary acquisition and proficiency remain
unclear. Using structural equation modeling, the present study
identifies how executive functions (memory updating, attention
control, verbal fluency) interact with working memory capacity
and fluid intelligence to explain second language vocabulary
acquisition and performance. Results indicate that different
aspects of language proficiency can be predicted above and
beyond working memory capacity and fluid intelligence, when
executive functions are considered. Moreover, this pattern
of results is consistent with a separation of maintenance and
disengagement, such that vocabulary learning in particular,
may be driven largely by the ability to disengage from no longer
relevant information. Implications for language learning and
performance are addressed.
Email: Jessie Martin, jessie.martin@gatech.edu
participants rated their curiosity to learn correct answers higher
when ratings were given after generating than before, suggesting
the act of generation increased curiosity to learn the answers.
Email: Rosalind Potts, rosalind.potts@ucl.ac.uk
(5066)
Variable Practice Enhances Learning of Foreign Language
Vocabulary. NICHOLAS C. SODERSTROM, Dickinson
College, ERIN M. SPARCK and ELIZABETH LIGON BJORK,
University of California, Los Angeles — Varying the conditions
of practice, or study sessions, has been shown to boost longterm learning, even though such schedules pose a relatively
greater challenge for learners during acquisition. We examined
whether variable practice could enhance the learning of foreign
language vocabulary words. Learners studied LithuanianEnglish word pairs across four study-test cycles according to
four different practice conditions. In two constant-practice
conditions, learners either always attempted to retrieve the
English words or the Lithuanian words during practice;
whereas, in two variable-practice conditions, learners retrieved
a mixture of English and Lithuanian words during practice. We
found that the variable-practice conditions outperformed the
constant-practice conditions on a final retention test, regardless
of whether the final test required retrieving the English or
Lithuanian words. Furthermore, learners seemed to recognize
that variable practice was an effective way to acquire vocabulary
in the current paradigm. Theoretical and practical issues will
be discussed.
Email: Nicholas Soderstrom, nsoderstrom@psych.ucla.edu
(5069)
Faded Examples Are Less Effective Than Provided Examples
for Declarative Concept Learning. AMANDA ZAMARY
and KATHERINE A. RAWSON, Kent State University —
Declarative concept comprehension is superior after studying
provided examples alone versus studying provided examples
and generating examples, counter to expectations based on
outcomes from research on rule-based concept learning and
testing effects. However, students may need more scaffolding
for generating examples. The current research investigated if
faded examples (from a full provided example, to completing
a partial example, to generating an example with a topic
cue) improves the effectiveness of the combined technique.
Students studied provided examples versus faded examples
for social psychology concepts. In Experiment 1, trials for all
concepts were interleaved and in Experiment 2, we manipulated
blocking versus interleaving. Regardless of schedule, delayed
comprehension test performance tended to be greater for the
provided versus faded group (ds = .07-.26), and the provided
group spent significantly less time during study (ds > 1.94).
Considering both comprehension and learning efficiency, faded
examples are less effective than provided examples.
Email: Amanda Zamary, azamary@kent.edu
(5067)
Does Retrieval Practice Enhance Learning and Transfer for
Term-Definition Facts? STEVEN C. PAN and TIMOTHY
C. RICKARD, University of California, San Diego (Sponsored
by Craig McKenzie) — In many pedagogical contexts, termdefinition facts which link a concept term (e.g., “vision”) with its
definition (e.g., “the ability to see”) are learned. Does retrieval
practice involving recall of the term (given the definition) or the
definition (given the term) enhance later recall, relative to other
techniques? Moreover, does any memory benefit for the term
transfer to later recall of the definition, or vice versa? In three
experiments, subjects studied term-definition facts and then
trained on two-thirds of the facts via multiple-choice tests with
feedback. Half of the test questions involved recalling terms;
the other half involved recalling definitions. The remaining
facts were untrained (Exp 1) or restudied (Exps 2-3). A 48 hr
delayed multiple-choice (Exps 1-2) or short answer (Exp 3)
final test assessed recall of all terms or all definitions. Retrieval
practice yielded better recall and apparent transfer relative
to no training, but yielded only better term retrieval and no
transfer relative to restudy. Thus, retrieval practice selectively
benefits the learning of term-definition facts—a finding with
implications both for theories of the retrieval practice effect and
for optimizing educational practice.
Email: Steven C. Pan, stevencpan@ucsd.edu
(5070)
Mnemonic Benefits of Elaboration Using Examples.
LAUREN E. BATES and EDWARD L. DELOSH, Colorado
State University — Numerous studies have demonstrated
that processing information for meaning produces better
memory for that information compared to rote memorization.
Elaboration, the extent to which learning is enriched through
the integration of information and formation of associations,
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(5073)
Predictors of Success: Individual Differences in Personality,
Study Technique Use, and Academic Performance. JEN
COANE, Colby College, MEREDITH E. MINEAR and
MIKAELA COWEN, University of Wyoming, SARAH C.
BOLAND and LEAH H. COONEY, Colby College — Many
factors predict students’ success in academic settings, from
individual differences in cognitive and non-cognitive factors,
to time management and study habits. Among the latter, selfreported use of testing as a study technique is associated with
higher grade point averages (GPA; Hartwig & Dunlosky, 2012).
Furthermore, different facets of personality (e.g., neuroticism,
conscientiousness) are associated with different strategy use
and self-regulation of learning (Donche et al., 2013). In the
present study, we administered a survey on study habits to a
sample of 290 college students, who also completed measure to
assess personality, need for cognition, grit, and other potential
predictors of academic success and strategy use. Consistent with
previous research, self-testing positively correlated with GPA
and cramming negatively correlated with GPA. Academic selfefficacy, extraversion, agreeableness, and need for cognition also
explained variance in GPA. Thus, academic success depends on
joint effects of approaches to learning and specific strategy use.
Email: Jen Coane, jhcoane@colby.edu
is a subset of this topic that is often cited as beneficial, and has
been demonstrated in a variety of formats. One method of
elaboration has received little empirical attention, despite its
common use and widespread beliefs about its effectiveness:
The use of examples. We sought to replicate the benefit of
having at least one example would have on memory, both in
free recall and recognition tasks, using a procedure that offered
better experimental control than a previous study completed
by Palmere et al. (1983), and included a control condition that
equated exposure time.
Email: Lauren Bates, lauren.bates@colostate.edu
(5071)
Cognitive Construals in U.S and Chinese 8th Graders’
Intuitive Biology Thinking. YIAN XU and JOHN D. COLEY,
Northeastern University — Although previous research has
documented the development of intuitive biological thinking
in young children, there has been little research on later
development, and little comparative research. To address these
gaps, we compared three core components of intuitive biological
thinking among 8th graders in U.S and China. We administered
a survey that included multiple measures of essentialist thinking,
anthropocentric thinking, and teleological thinking. Comparisons
of composite scores suggest that while the two groups did not
differ in essentialist and teleological responses, Chinese 8th
graders showed significantly less anthropocentric thinking
than their U.S peers (t151=5.83, p=.000). This cross-cultural
comparison carries important implications in understanding
the nature of intuitive biological thought and advancing
pedagogical methods in the biology classroom.
Email: Yian Xu, xu.yia@husky.neu.edu
(5074)
Implied Audience Interferes With Skill Acquisition for
Performance-Oriented Learners. SARA G. GOODMAN and
TRAVIS L. SEYMOUR, University of California Santa Cruz —
Self awareness can influence task performance in several ways.
One’s orientation toward a learning-focused goal can improve
growth and mastery, whereas a sensitivity to competition and
external judgment via performance-focused orientation can
undermine performance. Engaging in self-directed talk prior
to a task can also lead to poorer performance. The current
research assesses the impact of continuous first- and secondperson self-talk throughout a task, and investigates the
relationship between self-talk and goal framing. Continuous
first-person self-talk yields improved performance outcomes on
a canonical dual-tasking paradigm when compared to secondperson self-talk. Participants who reported holding an inherent
performance goal orientation demonstrated worse performance
when exposed to second-person self-talk, whereas participants
who held naive learning goal orientations were not affected by
the type of self-talk presented. In cases where individuals are
performance-oriented and engaging in a difficult or high-error
task, self-talk that implies the presence of observers significantly
undermines performance.
Email: Sara Green Goodman, slgreen@ucsc.edu
(5072)
The Relationship Between Visual Statistical Learning and
Learning in an Artificial Orthography Task. TONG LI and
JULIE M. BROWN, University of Connecticut and Haskins
Laboratories, JINGJING ZHAO, Shaanxi Normal University, JAY
G. RUECKL, University of Connecticut and Haskins Laboratories
— In this study, we explored whether visual statistical learning
(VSL) is correlated with individual differences in learning to
read an artificial lexicon (AL) with systematic mappings between
both orthography and phonology (O-P) and orthography and
semantics (O-S). The results from the AL task showed that
participants learned the O-P and O-S mappings at similar
rates and that they acquired knowledge of both whole-word
and sublexical correspondences in both mappings. Critically,
performance on the VSL task was correlated with both O-P
and O-S learning, and these correlations were of comparable
magnitudes. These findings suggest that common processes
underlie the extraction of transitional probabilities in a VSL
task and learning the mappings from printed words to their
meanings and pronunciations. In contrast, our results provide
no evidence that different processes underlie the acquisition of
O-P and O-S knowledge, at least when the statistical structure
of these mappings is equated.
Email: Tong Li, Tong.Li@uconn.edu
(5075)
Effects of Cognitive Load on Category Learning. OSUNG
SEO and MICHAEL KALISH, Syracuse University — Previous
research suggests that the relationship between the old
categorizing rule and the new categorizing rule can affect the
level of difficulty we experience during category re-learning
(Kruschke, 1996). In addition to dimensional attention and
associative learning, response remapping was introduced in
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the model AMBRY (Kruschke, 1996) as another factor to
explain the varying difficulties of category relearning. The main
purpose of this study was to examine how working memory
differentially affects these three factors (dimensional attention,
associative learning, and response remapping) in order to
further understand the mechanisms of category learning. The
experimental design was a close replication of Kruschke’s (1996)
paradigm with an additional cognitive load task. The result
of the experiment suggests that, by adding cognitive load in
category relearning, the effect of response remapping remained
constant while the effect of dimensional attention has been
reduced. However, from the acquired data, it is inconclusive
whether associative learning has been affected or not.
Email: Osung Seo, oseo100@syr.edu
data show a similar pattern of results. In contrast, a latent class
analysis reveals that 60% of participants use single dimensional
strategies to classify test stimuli, only 8% of possibly use overall
similarity, and the remaining 32% use either inconsitent or
guessing strategies. We conclude that there is little evidence
for similarity based category learning as a default mode of
processing for dense stimuli in children and adults.
Email: Ingmar Visser, i.visser@uva.nl
(5078)
Part-Set Cueing Does Not Explain Collaborative Inhibition
for Key-Term Definitions. KATHRYN T. WISSMAN, Skidmore
College (Sponsored by Daniel Peterson) — Learners recall less
information when retrieval practice occurs in a group versus
alone, a phenomenon referred to as collaborative inhibition.
Whereas prior research has used relatively simple material,
the current study investigated whether collaborative inhibition
emerges with key-term definitions and evaluated the extent to
which the part-set cueing hypothesis explains the effect. The
part-set cueing hypothesis states that the initial but incomplete
output of one group member acts as a part-set cue that
reduces recall of the remaining information by the other group
member and contributes to collaborative inhibition. In two
experiments, learners individually studied key-term definitions
and then engaged in retrieval practice, either collaboratively or
individually. After a delay, all learners individually completed
a final test. Collaborative inhibition during retrieval practice
emerged for key-term definitions. Experiment 2 provided
evidence that a part-set cueing mechanism does not explain
why the effect emerges for key-term definitions.
Email: Kathryn Wissman, kwissman@skidmore.edu
(5076)
Roles of Articulatory Movements and Speech Feedback
in Japanese Text Comprehension During Oral Reading.
TAKAHIRO TERAO, Japan Society for the Promotion of
Science/Nagoya University, MAIKO TAKAHASHI, Japan
Society for the Promotion of Science/The University of Tokyo,
SACHIKO KIYOKAWA, Nagoya University — When reading
orally, we produce the auditory information of the text
through articulatory movement. We investigated the roles of
articulatory movements and speech feedback in Japanese text
comprehension. A previous study showed that articulatory
movements subserve a function in retaining word order
information and that speech feedback facilitates sentence
comprehension in Japanese. We assumed that the same effects
would be obtained with passage comprehension. Twentyfour undergraduates were asked to read 24 Japanese passages,
6 each with or without articulatory movements and speech
feedback. They then answered two types of questions: verbatim
memory and passage comprehension. The results showed that
the performance of the verbatim memory task improved in the
presence of articulatory movements and that the performance
of the passage comprehension task improved in the presence
of speech feedback. We concluded that articulatory movements
support the memory process and that speech feedback facilitates
text comprehension in Japanese.
Email: Sachiko Kiyokawa, kiyokawa.sachiko@b.mbox.
nagoya-u.ac.jp
(5079)
Effects of Multi-Day Practice Schedules on Learning and
Memory: When Expanding-Schedule Practice Helps.
HEATHER-ANNE PHELAN and THOMAS C. TOPPINO,
Villanova University — Vocabulary learning and memory
were studied using educationally relevant temporal intervals.
During training, repetitions were distributed over expanding,
contracting, and uniform schedules in which inter-repetition
intervals increased progressively, decreased progressively,
or remained constant, respectively. Study-phase-retrieval
theories predict expanding-schedule superiority because, early
in training when memories are weak, short inter-repetition
intervals should foster more successful study-phase retrieval.
Although previous research has been inconclusive, the level of
initial training may be critical because extensive initial training
may diminish or eliminate the relative benefit of expandingschedule practice. Over 13 days, college students studied sets
of pseudoword-word pairs using the different schedules and
took a cued-recall test 14 days later. In Session 1, participants
received either low- or high-level training (2 study or 6 study
and test-study trials, respectively). In subsequent training
sessions, everyone was treated identically (1 restudy trial). As
expected, cued recall revealed expanding-schedule superiority
following low- but not high-level initial training.
Email: Heather-Anne Phelan, heather.anne.phelan@gmail.com
(5077)
Are Dense Categories Learned by Similarity? Kloos &
Sloutsky (2008) Revisited. INGMAR VISSER, RUBEN VAN
BEEK and MAARTJE RAIJMAKERS, University of Amsterdam
— Under what circumstances and with what stimuli similarity
based versus rule based strategies are used has been a contested
issue for a long time (eg Kemler-Nelson, 1984, versus Milton,
Inkster, Wills, 2014). Kloos & Sloutsky (2008) present an
experiment (1c) where both children and adults prefer
similarity based category learning using dense categories under
unsupervised learning conditions. In the current study we
replicate that experiment in a large sample of children (n=106)
and adults (n=82) to facilitate studying individual differences
(a second condition uses a standard trial-and-error learning
phase). Analyzing the data as Kloos & Sloutsky (2008) did, our
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METAMEMORY/METACOGNITION III
this information. In the current study, younger adults were
presented with the names of 21 pairs of substances, including
real medications, fictitious medications, and consumable
substances (e.g., grapefruit). Participants were told that taking
each pair together would result in one of the following: a severe
interaction (e.g., stroke), a mild interaction (e.g., skin rash), or
no interaction. After studying each item, participants indicated
how likely they were to remember it. The same interactions
were presented in three lists, with recall tests following
each list. Overall, participants were underconfident in their
performance. They gave higher judgments of learning to the
most severe items, but this difference was not present in their
recall. Younger adults’ metacognition is inaccurate in this task,
which has implications for how health-related information is
learned.
Email: Mary Bryce Hargis, mbhargis@ucla.edu
(5080)
Priming and Antipriming of Memory and Judgments
of Learning. PRADEEP RAMANATHAN, California
State University East Bay, ANDRE LINDSEY, University
of Connecticut, THERESA JINGYUN YAO, DANIELLA
GALINDO and SHANNON PEREZ, California State
University East Bay (Sponsored by Carmen Westerberg) —
There has been much debate on the cognitive mechanisms
involved in metamemory (self-monitoring of learning and
memory), and several models have been advanced – many of
which assume explicit cognitive processes. The purpose of the
current research (building on previous research: Ramanathan,
Kennedy, & Marsolek, 2014) is to further explore the effects of
implicit memory (using masked priming and antipriming) on
metamemory Judgments of Learning (JOLs) in healthy college
students. The primary research questions are: (1) will presenting
masked prime and antiprime stimuli during learning in a paired
associate task affect recall of word-pairs or measures related to
JOLs, and (2) will manipulating the point in the learning phase
at which the masked stimuli are presented influence any such
effects. All data collection is now complete. Preliminary analysis
shows subtle effects of priming and antipriming on measures
related to JOLs. We will present a complete analysis of the data
at the conference.
Email: Pradeep Ramanathan, pradeep.ramanathan@csueastbay.
edu
(5084)
State-Based Judgments of Learning: Exploring the Roles of
Exercise and Time of Day in Metacognition. WILLIAM L.
KELEMEN and JOSEPH J. BASSILI, Texas State University —
Much previous research has focused on stimulus and encoding
factors that can influence judgments of learning (JOLs; Dunlosky
& Metcalfe, 2009). A few studies, however, suggest that changes
in individuals’ internal states, including fluctuations due to
time of day (TOD) and changes in arousal due to exercise, can
influence memory and JOLs (e.g., Hourihan & Benjamin, 2013;
Salas, Minikata, & Kelemen, 2011). The present study utilized a
2 X 2 (TOD X exercise condition) within-subjects design to test
for changes in JOLs, free recall, and metacognitive accuracy. We
tested 40 “evening type” college students who were pre-screened
using the Morningness-Eveningness Questionnaire (Horne &
Ostberg, 1976) on two mornings and two afternoons, once each
time immediately following moderate exercise and once each
time in a sedentary state. As predicted, the students showed
significantly higher levels of recall in the afternoon compared
with the morning and after exercise compared with a sedentary
state. Pre-study JOLs were insensitive to the manipulations,
but item-by-item JOLs and post-study JOLs showed significant
changes and tracked recall. No significant interactions emerged,
suggesting an absolute benefit of both manipulations.
Email: William L Kelemen, wkelemen@txstate.edu
(5082)
Monitoring and Control of Learning When Given External
Incentives. MATTHEW G. RHODES and SARAH J.
DELOZIER, Colorado State University, HILLARY S. WEHE,
Armstrong State University — Prior work has demonstrated
that providing external incentives (e.g., monetary incentives)
does not improve learning but does increase self-reported effort
(Nilsson, 1987). In two experiments, participants studied a series
of words and made judgments of learning (JOLs) for each item,
which they were later asked to recall. Half of the participants
were given a global incentive (e.g., leaving the experiment
early if able to recall a certain number of words) and half were
given no incentive. In Experiment 1, JOLs and recall did not
reliably differ between participants given an incentive versus no
incentive. Experiment 2 was identical except that study was selfpaced. When permitted to control their study time, participants
in the incentive condition spent more time studying each item
and demonstrated reliably superior recall (d = .59) relative to
the no incentive condition. Accordingly, increasing motivation
may have more impact on learning outcomes when participants
have control over learning.
Email: Matthew G. Rhodes, matthew.rhodes@colostate.edu
(5085)
True or Not? Perceptual Disfluency Lowers Truth Judgments
for Aurally-Presented News Items, But It Does Not
Affect Recall. MIRI BESKEN, Bilkent University — Easilyperceived, fluent items are typically judged to be truer than
their counterparts that are more difficult to perceive. Until
now, most research employed visual materials to examine this
effect. The current study used auditory materials to investigate
whether perceptual fluency of aurally-presented news items
can also influence truth judgments and memory performance
for these items. In a within-subjects design, participants heard
short news items over the headphones either in a perceptually
fluent, intact presentation format, or in a perceptually disfluent,
discontinuous presentation format. Participants were asked to
rate all the news items individually for their truthfulness during
(5083)
Memory and Metacognition for Medication Interactions.
MARY HARGIS, ALAN D. CASTEL and DOUGLAS BELL,
University of California, Los Angeles — The ability to remember
information about medications is important for people of
all ages, but metacognitive biases may affect our memory for
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encoding, followed by an incidental free-recall test of the news
item topics. The intact presentation of news items produced
higher truth judgments than the discontinuous presentation,
replicating findings of visual modality. There were no differences
in memory performance across presentation formats. This
shows that perceptual characteristics of aurally-presented news
item may affect truth judgments, even though the truthfulness
of a message should generally be more pertinent to its content
than its perceptual characteristics.
Email: Miri Besken, mbesken@gmail.com
effect of encoding detail for retrospective judgments (FOKs,
Confidence), but no effect for prospective judgments (JOLs and
EOLs). These surprising findings suggest that encoding detail
was not a primary cue used to inform any of the metamemory
judgments and that emphasizing encoding detail might enhance
metamemory calibration.
Email: Tasnuva Enam, tenam@crimson.ua.edu
(5088)
The Generation Game: Students’ Study Preferences and the
Efficacy of Error Generation During Learning. LAUREN
GRIFFITHS and PHILIP HIGHAM, University of Southampton
— Research has shown that students are largely unaware of the
memory benefits of generating errors during study, but does
this dissociation extend to their actual study habits? Participants
studied 64 cue-target pairs, by either reading complete pairs or
generating their own target with feedback, and made judgments
of learning (JOLs) per item. Forty-eight pairs were restudied in
three conditions: Forced-Read, Forced-Generate and Choice,
where Choice was the participants’ preferred study method
(read/generate). After restudying, they made aggregate JOLs
(AJOLs) and completed a final cued-recall test. For participants
who chose to generate, AJOLs and accuracy were highest for
generated items. However, for participants who chose to read,
AJOLs were highest, but accuracy was lowest, for items that
were read. Furthermore, for read participants, generating twice
had no advantage over generating only once. We suggest that
study preferences play an important role in the efficacy of error
generation.
Email: Lauren Griffiths, lrg1g13@soton.ac.uk
(5086)
Different Answers to Different Audiences: The Effects of
Pragmatics on the Regulation of Accuracy-Informativeness
Trade-Off When Answering Questions. BEATRIZ MARTÍNLUENGO, National Research University Higher School of
Economics, YURY SHTYROV, Aarhus University, ANDRIY
MYACHYKOV, Northumbria University — Research about
small conversational exchanges shows that people aim at optimal
response relevance when questioned about information known
certainly (e.g., “What time is it?”). However, such certainty is
often unavailable; yet, speakers may be under social pressure
to provide information. We investigated how social situations
influence the informativeness level when answering questions
under uncertainty. In two experiments participants answered
difficult general-knowledge questions placed in a conversation
with friends vs. job interview. Participants decided the number
of alternatives in an answer (plurality option) and whether it was
reported or withheld (report option). With friends, participants
reported more answers independently of the informativeness
level. In the job interview, single answers were both preferred
to multiple ones and more often reported. To conclude, social
conventions linked with specific situations influence the level of
informativeness in a conversation to the detriment of achievable
accuracy. Furthermore, social conventions influenced the
metacognitive component of memory reporting.
Email: Beatriz Martín-Luengo, bmartinluengo@hse.ru
(5089)
Inaccuracies of Metamemory in the Perceptual Interference
Effect. JENNIFER M. MARTIN and JEANETTE ALTARRIBA,
University at Albany, State University of New York — Recent
studies have examined individuals’ metacognition about the
perceptual interference effect and found inaccurate memory
predictions for words that were difficult to perceptually
process (Besken & Mulligan, 2013; Sungkhasettee et al., 2011).
The present study investigated potential factors affecting
metamemory accuracy in the perceptual interference paradigm.
Participants completed two blocks of naming trials that varied by
perceptual fluency and made judgments of learning (JOL) after
each trial. A recognition memory task containing trial-by-trial
feedback concluded each block. Tendency to view intelligence as
fixed or malleable was also assessed (Dweck, 1999). Recognition
accuracy results showed a perceptual interference effect, but no
effect of practice or views of intelligence. JOLs underestimated
accuracy for trials with low fluency in both blocks, but practice
improved calibration. Further, these effects do not seem to
interact with views of intelligence. Future research should
examine individual differences (e.g., reading expertise) that
may relate to improved metamemory.
Email: Jennifer M. Martin, jmartin8@albany.edu
(5087)
Level of Encoding Detail Has a Differential Influence on
Memory Performance and Metamemory Ratings. TASNUVA
ENAM and IAN M. MCDONOUGH, University of Alabama,
DEBORAH K. EAKIN, Mississippi State University — More
distinctive encoding often enhances memory, but people often
have little insight into factors that affect their own memory
(i.e., metamemory). Here, we tested how varying levels of
encoding detail affected four types of metamemory judgments
(JOLs, EOLs, FOKs, and Confidence) and recognition memory.
Participants were presented with word pairs (low detail),
picture-word pairs (medium detail), and picture pairs (high
detail). The recognition test consisted of a cue word and 5
alternatives. We predicted that 1) more encoding detail would
lead to better memory performance and 2) metamemory
ratings would increase with encoding detail to the extent
that people use encoding detail to inform their metamemory.
Results indicated that recognition memory increased with
encoding detail, whereas metamemory ratings showed a much
weaker effect. The weak metamemory effect was due to a small
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(5090)
Effects of High Definition Transcranial Direct Current
Stimulation (HD-TDCS) on Memory and Metamemory.
ELIZABETH F. CHUA, RIFAT AHMED and SANDRY
GARCIA, Brooklyn College of the City University of New York
— We previously showed that excitation of the dorsolateral
prefrontal cortex (DLPFC) using High Definition Transcranial
Direct Current Stimulation (HD-tDCS) increased the accuracy
of “feeling-of-knowing” judgments. Here, we replicated this
finding, and examined if the ability of HD-tDCS to improve
feeling-of-knowing (FOK) accuracy varied by difficulty.
Participants were tested under 3 HD-tDCS conditions:
left DLPFC, left anterior temporal lobe (ATL), and sham
stimulation. During stimulation, participants first attempted to
recall the answer to a general knowledge question, then gave a
FOK judgment, followed by a forced choice recognition task.
Each participant completed one block each of easy, medium,
and hard questions. In terms of memory, ATL stimulation led
to increased recall, mainly for medium difficulty questions. In
terms of metamemory, DLPFC stimulation led to better FOK
accuracy, and this did not vary by difficulty. These data show
that HD-tDCS over the ATL improves memory, whereas HDtDCS over the DLPFC improves metamemory.
Email: Elizabeth Chua, echua@brooklyn.cuny.edu
task. We manipulated the difficulty level of a visual search task
that coincided with an auditory memory task. During each
visual search task participants heard 4 word lists and recalled
each list individually. The words for Lists 1-3 were of the same
category (e.g., occupations), but were different in List 4 (e.g.,
fruits). Our results indicated that recall performance of high
and low WMC participants varied depending on the visual
search task difficulty. High WMC participants were better able
prevent proactive interference when the visual search task was
easy. Whereas, high WMC participants demonstrated a greater
amount of proactive interference when the visual search task
was difficult. Together these findings suggest that differences in
memory interference depend not only on WMC, but also the
amount of cognitive load experienced by the participant.
Email: Jesse Rothweiler, jrothw3@students.towson.edu
(5093)
How to Make a Simple Span Task as Complex as a Complex
Span Task. FABIEN MATHY, Université Nice Sophia Antipolis,
MUSTAPHA CHEKAF, Université de Franche-comté, NELSON
COWAN, University of Missouri — Research has suggested that
simple span tasks and complex span tasks measure different
theoretical constructs. Simple span tasks are tasks commonly
used to measure short-term memory, while complex span
tasks are usually considered typical measures of working
memory. Because complex span tasks were designed to create
a demanding concurrent task, the average span is usually lower
(4+/-1 items) than in simple span tasks (7+/-2 items). One
possible reason for the higher span of simple span tasks is that
participants can detect regularities in the stimulus series (in
the absence of a concurrent task), and such regularities can be
used to pack a few stimuli into 4+/-1 groups. We predict that
the respective spans of these two types of tasks may be equal (at
around 4) when regularities are absent from the stimulus lists.
We showed with a large sample of participants (N > 300) that
(1) Using a simple span task with stimuli offering the smallest
amount of relational information so as to make the stimulus lists
incompressible, the average span was less than three objects. (2)
The chunkability of the material still operated in the complex
span tasks, meaning that, unlike rehearsal, chunking can occur
even in complex span tasks.
Email: Fabien Mathy, fabien.mathy@unice.fr
(5091)
ADHD, Stigma, and Metacognition: Does It Get Better
With Age? JESSIE THORUP, BENJAMIN D. ENGLAND
and ADDIE WIKOWSKY, Missouri Western State University
— Given the increasing prevalence of ADHD in school-aged
children, it is important to understand the stigmatization
toward diagnosed peers. We investigated if one’s understanding
and perceived control of their own mental processes
(metacognition) alters stigma. In order to investigate this and
any differences in age, middle school and college students
completed multiple questionnaires, including questions about
perceived control/understanding and stigma. Overall, there
were few differences between groups, but certain factors—
such as age, knowing someone diagnosed with ADHD, and
gender—were related to level of stigma, especially toward
disclosure of ADHD. Importantly, although perceived level of
control and understanding did not differ between age groups,
the correlation between control and understanding was only
present in the college-aged participants. While we agree with
previous work that stigma toward mental disorders may develop
during middle school, the underlying causes or influencing
factors seem to differ per age – possibly not for the better.
Email: Benjamin England, bengland2@missouriwestern.edu
(5094)
Does Eye Fixation Have a Functional Role in Visual
Memory Retrieval? Further Insights From Error Analysis.
MOTOYUKI SANADA, Kwansei Gakuin University,
TAIJI UENO, Takachiho University, RICHARD J. ALLEN,
University of Leeds — Previous research has shown that correct
recognition/recall of visual information is associated with the
frequent gaze fixation during retrieval at the spatial position of
the target object, suggesting the functional role of eye fixation
in visual memory retrieval. Further evidence should be gleaned
by investigating an association between the gaze fixation and
the error response. Specifically, retrieval of a non-target item
(i.e., an error) may also be associated with increased frequency
of fixation at the position where the retrieved non-target item
originally appeared. This study measured eye movements
WORKING MEMORY IV
(5092)
Working Memory Capacity and Proactive Interference Across
Visual and Auditory Modalities. JESSE N. ROTHWEILER,
KERRI A. GOODWIN and LEAH J. KOTANSKY, Towson
University — We investigated the effects of high and low
working memory capacity (WMC) on auditory proactive
interference during a dual-task procedure using a visual search
300
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during verbal cued recall of one feature (color or shape) from
color-shape conjunctions. It was observed that participants
frequently looked at the position of the recalled item during
retrieval only in the correct trials, but not in incorrect trials.
Thus, spatial information might be utilized only when we retain
accurate object representations in working memory.
Email: Motoyuki Sanada, msanada@kwansei.ac.jp
change-detection task with English letters in different fonts, or
letters from unfamiliar alphabets. Average perimetric complexity
(κ)—proportional to the number of visual features comprising
each letter—varied between alphabets. For all alphabets, the
number of items held in VWM (K) increased linearly with
encoding time (indicating the rate of encoding) before reaching
an asymptote (indicating capacity). Rate and capacity for each
alphabet were unrelated to complexity: Performance was best
modelled by assuming rate and capacity were limited in terms
of number of items (K), rather than features (K × κ). Encoding
rate and capacity were higher for familiar (~45 items sec−1; ~4
items) than for unfamiliar alphabets (~12 items sec−1; ~1.5
items). Thus VWM encoding rate and capacity for letters are
determined primarily by familiarity with memoranda.
Email: William Ngiam, wngi5916@uni.sydney.edu.au
(5095)
Word Frequency and Order Memory in Serial Recall. RYAN
KORENZ and LEONIE M. MILLER, University of Wollongong,
Australia — Traditional models of verbal short-term memory
posit separate mechanisms for the retention of item and
order information. These approaches argue that long-term
knowledge regarding the familiarity or meaning of words can
only influence the retention of item identity. Contrastingly,
it has been proposed that interactive activation within the
long-term system for language superimposed upon a primacy
gradient at encoding is sufficient to explain order as well as item
memory, and as a consequence suggests that semantic variables
can influence order memory. The current study extends a line of
research testing the proposition that lexico-semantic variables
influence the order of items in a presented sequence. Lists of
items of either ascending or descending frequency were visually
presented to participants in a serial recall task. Rates of order
errors between these conditions were compared. Greater order
error rates for the ascending frequency lists would be evidence
for this account.
Email: Leonie Miller, leoniem@uow.edu.au
(5098)
Working Memory Across the Adult Lifespan: An
Adversarial Collaboration. JASON M. DOHERTY and
STEPHEN RHODES, The University of Edinburgh, PIERRE
BARROUILLET, University of Geneva, VALÉRIE CAMOS,
University of Fribourg, NELSON COWAN and MOSHE
NAVEH-BENJAMIN, University of Missouri, ROBERT H.
LOGIE, The University of Edinburgh — Scientists often pose
research questions based on specific theoretical assumptions,
and these questions are investigated with like-minded
colleagues using procedures and analyses designed to detect
expected phenomena. In working memory research this has led
to a number of competing models, each with large bodies of
published evidence that contradict some or all of the findings
of others in the field. Scientific debate, while valuable, can
create a cycle that hampers true understanding while creating
an extensive yet contradictory literature. Here we introduce our
four year international collaboration ‘Working memory across
the adult lifespan: An adversarial collaboration’ (WoMAAC).
WoMAAC aims to directly test contrasting predictions
of different theories of working memory through use of
preregistration of hypotheses and cross-lab replication.
Email: Jason M. Doherty, jason.doherty@ed.ac.uk
(5096)
Effects of Musical Rhythm on Memory. HOPE TOBIN,
SARAH KALINOWSKI and ELIZABETH RACE, Tufts
University — Memory recall is strongly influenced by encoding
context, even if the encoding context is secondary to the task at
hand. For example, immediate serial recall of digits is facilitated
when digits are encoded in familiar compared to unfamiliar
visuospatial background contexts (e.g., Darling et al., 2012).
The present study investigated whether musical context can
similarly enhance memory by manipulating the perceived
rhythmicity of a background beat played during a memory
encoding task. Participants viewed a series of nine digits while
a regular beat, an irregular beat, or a single tone played in the
background. Following digit presentation, participants verbally
recalled the digits in the absence of any background auditory
input. Results suggest that learning in the context of a regular
versus an irregular beat leads to enhanced memory retrieval.
The relationship between beat perception and memory is
discussed.
Email: Elizabeth Race, elizabeth.race@tufts.edu
(5099)
A Matter of Priorities: High Working Memory Enables
Superior Value-Directed Remembering.
MICHAEL
GRIFFIN and AARON BENJAMIN, University of Illinois at
Urbana-Champaign — People with higher scores on measures
of working memory (WM) also exhibit enhanced free recall
from long-term memory. However, they show little to no
enhancements on tests of recognition, suggesting that the
greater strategic freedom that accompanies recall testing—for
example, control over output order and timing—may underlie
this relationship. Recent evidence does show that learners
with high WM do indeed bring better strategies to retrieval,
but there is less evidence of greater effectiveness at encoding.
Using the value-directed remembering paradigm, in which the
to-be-learned memoranda are paired with point values, we
examined whether learners with high WM show an advantage
in remembering materials that are of high value. Combining
data across four experiments that differ in population and
(5097)
Familiarity, but not Visual Complexity, Affects Letter
Encoding in VWM. WILLIAM X. NGIAM, University of
Sydney, PATRICK T. GOODBOURN, University of Melbourne
(Sponsored by Alex Holcombe) — Visual working memory
(VWM) is limited in both encoding rate and capacity. Does
stimulus complexity affect these limits? Observers performed a
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Posters (5100) - (5104)
University of Alberta — Word frequency is a measure that is
central to lexical access. Word frequency itself accounts for
more variance in behavioral measures of lexical access than
any other measure commonly studied (e.g., Adelman, Marquis,
Sabatos-DeVito, & Estes, 2013) and mediates the effects of most
other variables (Westbury & Hollis, 2007). It is essential that
psychologists provide an explanation of why word frequency
effects exist. Some models of memory and language explicitly
posit internal processes of word-counting that account for
frequency effects (e.g., Morton, 1969; Coltheart et al., 2001;
Murray & Forster, 2004). Alternative explanations are that
word frequency effects reflect structural — not process —
considerations, either of the ambient environment or semantic
memory (e.g., Johns, Dye, & Jones, 2014). We describe research
using corpus studies and a variety of vector models of semantics
(Mikolov, Chen, Corrado, & Dean, 2013; Jones & Mewhort,
2007; Lund & Burgess, 1996) that illustrates, under certain
assumptions, word frequency effects can be accounted for by the
structure of the ambient environment and semantic memory
without needing to posit mental processes that explicitly track
frequency information.
Email: Geoff Hollis, hollis@ualberta.ca
task, we found that learners with high WM do have a modest
selective advantage in remembering higher-valued word pairs,
thus leading to higher selectivity scores on recall.
Email: Michael Griffin, mgriffn2@illinois.edu
(5100)
No Fixed Chunk Limit in Verbal Working Memory: Beneficial
Effects of Chunking Depend on Expectancy and Serial
Position of Chunks. MIRKO THALMANN, ALESSANDRA
S. SOUZA and KLAUS OBERAUER, University of Zurich —
We tested the prediction derived from the embedded-process
theory of Working Memory (Cowan, 2001) that short-term
retention of not-chunked information is independent of the
size of a chunk that has also to be remembered. In Experiment
1, we confirmed this prediction using a training procedure to
establish chunks, similar to one that has already been used in
the literature. In Experiment 2 we found evidence against the
prediction controlling for a potential confound associated
with the training procedure (i.e., the first item of a chunk is
perfectly predictive for the subsequent items). Additionally,
the beneficial effect of having a chunk in a list compared to a
random combination of items depended on the serial position
of the chunk. Experiment 3 showed that chunks help more
when presented early in a list, varying serial position of the
chunks systematically. Together, the experiments suggest that
the limit in short-term retention of verbal information is not
described well by a fixed number of chunks.
Email: Mirko Thalmann, mirko.thalmann@psychologie.uzh.ch
(5103)
Extracting Coherent Word Representations. STANKA
A. FITNEVA, Queen’s University at Kingston, MORTEN H.
CHRISTIANSEN, Cornell University — Language learning
involves numerous tasks, e.g., speech segmentation, wordreferent mapping, and grammar learning. Research has
extensively examined these tasks separately; however, their
individual mastery is an unlikely goal for language learners.
Rather, language learning is a holistic process oriented toward
becoming a competent participant in communicative exchanges.
We suggest that the traditional divide-and-conquer approach
could produce misleading results. We provide evidence for this
in the context of statistical speech segmentation. We replicate
findings suggesting that the most widely used paradigm used
in this research leads to weak coherence between syllables
with high transitional probability (Endress & Mehler, 2009).
Findings such as this question whether the output of statistical
speech segmentation is word-like units and the significance of
statistical learning in language acquisition. However, when the
segmentation task is presented simultaneously with a referential
assignment task, statistical learning appears to generate
phonologically coherent representations.
Email: Stanka Fitneva, fitneva@queensu.ca
(5101)
Access to Information in Working Memory: Serial, Parallel,
or Both? PETER SHEPHERDSON and KLAUS OBERAUER,
University of Zurich — How is information in working
memory (WM) accessed in a recognition test? We conducted
an experiment using a modified double-factorial design to
adjudicate between serial, parallel, and coactive models of
comparison between a probe and WM contents. Participants
saw two memory stimuli followed by a probe, and had to
determine whether the probe matched either memory item.
We varied the level of dissimilarity between the probe and each
memory item independently. Results showed additive effects
of these dissimilarity manipulations when neither memory
item matched the probe (consistent with serial exhaustive
processing), but no effect of dissimilarity when either memory
item was a target (consistent with parallel self-terminating
processing). Further, when the probe matched both items RTs
showed a substantial redundancy gain. These findings may be
explained by a model in which an initial parallel assessment of
probe-memory similarity is followed by a serial comparison of
the probe with individual items.
Email: Peter Shepherdson, p.shepherdson@psychologie.uzh.ch
(5104)
Effects of Grammatical Gender on Object Description.
ARTURS SEMENUKS and WEBB PHILLIPS, University
of Californa, San Diego, IOANA DALCA, Queen Mary
University of London, CORA KIM, Free University Berlin,
LERA BORODITSKY, University of California, San Diego
— Can quirks of grammar influence the way we think? Here
we ask whether the grammatical gender of a noun influences
how people think about the noun’s referent. Importantly might
effects of grammatical gender manifest even in an implicit
measure, when participants have no basis to guess that the
MEANING/SEMANTICS II
(5102)
Assumptions About the Mental Lexicon That Can Explain
Frequency Effects Without Cognitive Processes Involving
Word-Counting. GEOFF HOLLIS and CHRIS WESTBURY,
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task has anything to do with gender? We tested native French,
German, and Romanian speakers who were also proficient in
English. Participants received 225 English nouns and generated
English adjectives that best describe each noun’s referents. The
adjectives were then independently rated on a masculinityfemininity scale. As predicted, participants for whom a noun
was grammatically feminine in their language produced more
feminine adjectives than participants for whom that same
noun was grammatically masculine. Further analyses reveal
how central gender is in people’s mental representations, as
well as the role of personification in producing such effects of
grammatical gender.
Email: Arturs Semenuks, asemenuk@ucsd.edu
performance on each item from the four types of vocabulary
assessments using multilevel logistic regressions. We found that
lexical characteristics associated with word difficulty in one test
type do not necessarily predict difficulty in another, but rather
characteristics (excepting frequency) tend to have differential
predictive relationships with difficulty across tasks.
Email: Joshua Lawrence, jflawren@uci.edu
(5107)
Metaphors We Love By: Effects of Body-Object Interaction
and Semantic Neighbourhood Density on Metaphor
Comprehension. HAMAD AL-AZARY and ALBERT N.
KATZ, University of Western Ontario (Sponsored by Richard
Neufeld) — In nominal metaphors a topic noun (e.g., “love”)
is paired with a vehicle or source noun (e.g., “journey”) to
create a meaningful, albeit non-literal, statement (e.g., “love is a
journey”). We created metaphors which were centered on one
single topic (i.e., “love”), and manipulated the vehicles on two
factors: the degree to which there was a body-object interaction
(BOI), and its semantic neighbourhood density (SND). This
resulted in four conditions: (1) high BOI-high SND (e.g., “love
is a cigarette”); (2) high BOI-low SND (e.g., “love is a bandaid”); (3) low BOI-high SND (e.g., “love is a mountain”); (4)
low BOI-low SND (e.g., “love is a fire”). Participants rated
the metaphors on comprehensibility. Both main effects were
reliable demonstrating that low BOI and low SND metaphors
were rated to be more comprehensible than their high BOI and
high SND counterparts. A BOI by SND interaction revealed
that low BOI-low SND metaphors were rated to be the most
comprehensible. We take these findings as inconsistent with
strong embodied accounts of novel metaphor comprehension.
Email: Albert Katz, katz@uwo.ca
(5105)
Evolution of Polysemous Word Senses From Metaphorical
Mappings. YANG XU, University of California, Berkeley,
BARBARA C. MALT, Lehigh University, MAHESH
SRINIVASAN, University of California, Berkeley — What forces
have shaped the evolution of the lexicon? Languages evolve
under the pressure of having to communicate an unbounded set
of ideas using a finite set of linguistic structures. This suggests
why the transmission of ideas should be compressed such
that one word will develop multiple senses. Previous theory
also suggests how a word might develop new senses: Abstract
concepts may be construed in terms of more concrete concepts.
Here, we bring these two perspectives together to examine
metaphorical extensions of English word meanings over the
past millennium, analyzing how senses from a source domain
are extended to new ones in a target domain. Using empirical
and computational methods, we found that metaphorical
mappings are highly systematic and can be explained in terms
of a compact set of variables. Our work shows how metaphor
can provide a cognitive device for compressing emerging ideas
into an existing lexicon.
Email: Yang Xu, yang_xu_ch@berkeley.edu
(5108)
Word Concreteness and the Processing of Compound Words.
CHARLES P. DAVIS, University of Connecticut, GARY LIBBEN
and SIDNEY J. SEGALOWITZ, Brock University (Sponsored
by Norman Segalowitz) — The process by which we extract
meaning from words is continually being investigated, with
research indicating word meaning effects within 200 ms, and
perhaps as early as the P100 event-related potential (ERP)
component. Compound words present a unique opportunity
to examine this process, as they have subcomponents that
may or may not be reflected in the meaning of the word
(i.e., transparency; transparent: bedroom; opaque: deadline).
We found that the P100 is modulated by transparency, but
transparency is confounded with concreteness. That is, it may be
concreteness, reflecting the extent to which words are grounded
in real-world experience, that modulates P100 amplitude.
Reanalysis demonstrates that concreteness absorbs secondconstituent transparency effects but not first-constituent.
In a new ERP lexical-decision study with 20 participants,
word frequency modulated response time (RT) as usual, but
concreteness accounted for dramatically more variability than
transparency in a dominance analysis. Further P100 ERP results
will be presented.
Email: Charles Davis, charles.davis@uconn.edu
(5106)
What Makes Academic Words Hard? Exploring Dimensions
Across Item Types. JOSHUA F. LAWRENCE, JIN HWANG and
GRACE LIN, University of California, Irvine, ASTE HAGEN,
University of Oslo, SUSANNE JAEGGI, University of California,
Irvine — This study examined the relationship between wordlevel characteristics and item difficulty across four novel types
of vocabulary assessment. The analytical sample included
1,741 middle school students from an urban school district in
California. Each student completed an academic vocabulary
assessment, a standardized reading test (that includes both
vocabulary and reading comprehension components), and
one of four types of novel vocabulary measures. The novel
vocabulary assessments included Multiword expressions,
Topical associates, Hypernyms, and Definitions task. The target
words that were assessed across test types were the same, and
they were general academic words that were chosen from the
Academic Word List (Coxhead, 2000). For each target word, we
coded for frequency, dispersion, contextual diversity, semantic
dispersion, polysemy, and semantic precision. We modeled the
relationship between these lexical characteristics and students’
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(5109)
Mind the Generation Gap: Differences Between Young
and Old in the Representation of Everyday Objects. ANNE
WHITE, KU Leuven, STEVEN VERHEYEN, École Normale
Supérieure, BARBARA C. MALT, Lehigh University, GERT
STORMS, KU Leuven — We examined individual differences
in the lexical categorization of storage containers as a function
of participant characteristics (age, education, gender) and item
features. Monolingual Dutch- (N=400) and French (N=300)
speaking Belgian adults (age 17 to 75) performed four category
judgment tasks with 40 items each. The items included good,
borderline, and bad examples of the categories (which were
similar to English bottle, jar, box, and can). A mixture Item
Response Theory (IRT) analysis revealed the presence of two
to five latent groups of categorizers per category. Age was a
significant predictor of latent group membership. In both
languages, older adults relied more on “classic” materials such
as glass or cardboard in their decisions, whereas younger adults
emphasized relatively “new” materials such as plastics. These
results suggest that common, everyday words for artifacts
such as bottle have undergone a gradual shift of meaning in a
relatively short time span.
Email: Anne White, anne.white@kuleuven.be
context variability, and complexity) for 500 abstract nouns.
All independently predicted variability in the concept’s rated
abstractness (ratings: Brysbaert, Warriner, & Kuperman, 2014).
Semantic norms also systematically varied across ontological
categories (Keil, 1979; Vendler, 1967). In a second study, 50
participants generated features for 200 of these abstract nouns
to explore the relation of semantic norms to types and numbers
of features (coding based on Wu & Barsalou, 2009). Features
included ontological classifications, related situation properties,
and introspective qualities. The findings are discussed in
relation to representational frameworks for abstract concepts.
Email: Jane Neal, janeneal233@gmail.com
DISCOURSE PROCESSES II
(5112)
Task-Related Functional Connectivity Changes in Reading
Development: A Longitudinal Study. GREG SMITH and
ERICA EDWARDS, University at Buffalo - State University of
New York, JAMES R. BOOTH, University of Texas - Austin,
CHRISTOPHER MCNORGAN, University at Buffalo State University of New York — Longitudinal studies suggest
a developmental shift from phonological to orthographic
processing during reading development (McNorgan et al.,
2011), implying a change in inter-regional connectivity over
this period. The current study used functional neuroimaging
(fMRI) to explore developmental changes in functional
connectivity across multiple runs of a rhyming judgment task
in young readers (8-11 years) over an average of 2.5 years.
Preliminary comparisons of measures of functional connectivity
at these two time points found that within-session connectivity
stabilizes over time, and that this change in stability is correlated
with increases in reading fluency. These patterns suggest a
dependency of reading development on changes to particular
neural pathways.
Email: Christopher McNorgan, cpmcnorg@buffalo.ed
(5110)
How Meaning Similarity Impacts Learning Novel Meanings.
CHELSEA M. EDDINGTON, Amazon Corporate, NATASHA
TOKOWICZ, University of Pittsburgh — We examined how
meaning similarity impacts the process of learning new
meanings to known words. In this experiment participants
learned new meanings that were related or unrelated to the
vocabulary word’s old meaning. Similar to previous research
(Rodd et al., 2012) participants learned the words by reading
them in paragraphs that created a context for the new meaning
of the word. We tested participants’ knowledge of the new
meanings using a meaning generation task and probed
participants’ semantic processing of the new meanings using
a primed lexical decision task. Participants generated more
meaning associates for words with related novel meanings
than words with unrelated novel meanings. Interestingly,
participants showed significant priming effects for both novel
related and unrelated meanings suggesting that participants did
incorporate these novel meanings into their semantic networks.
However, the priming effect for the novel unrelated meanings
was reduced on a delayed test suggesting that without repeated
exposure the connections weaken over time.
Email: Chelsea Eddington, c.m.eddington@gmail.com
(5113)
Familiarity and Context Have Independent Effects on
Metaphor Reading Times. SPENCER CAMPBELL and GARY
RANEY, University of Illinois at Chicago — Current research in
metaphor processing has largely focused on how metaphors are
read and comprehended in isolation or in single sentences. The
current research uses eye tracking to examine word-by-word
reading times metaphors of the “History is a mirror” format.
Participants read familiar and unfamiliar metaphors presented
within short stories. Story contexts ranged from strongly to
weakly supporting the figurative meaning of the metaphor.
Consistent with past research, overall reading time was longer
for unfamiliar metaphors than familiar metaphors. At the word
level, unfamiliar metaphors had longer fixation times for the
content words (cat and sailboat), more fixations, and more
regressions between the content words, with slightly more
emphasis on the final word (sailboat). Contexts that strongly
supported the metaphor resulted in shorter overall reading
times, shorter fixation durations, and fewer fixations. Context
effects did not interact with familiarity.
Email: Spencer Campbell, scampb21@uic.edu
(5111)
Abstract Concept Features, Norms, and Ontology. JANE E.
NEAL and KATJA WIEMER, Northern Illinois University —
Abstract concepts are often studied through comparison to
concrete concepts. But there is increased interest in documenting
and understanding distinctions within the class of abstract
concepts itself (Ghio et al., 2013; Setti & Caramelli, 2005). The
current study expands previous findings (Wiemer-Hastings &
Xu, 2005) to a larger sample of concepts. Participants provided
ratings of semantic norms (imageability, context availability,
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(5114)
In-Text References Hurt Knowledge Construction in Lower
Ability Readers. JENNIFER J. STIEGLER-BALFOUR,
University of New England, KRISZTINA V. JAKOBSEN, James
Madison University, MICHAEL J. STROUD, Marrimack
College, DAVID B. DANIEL, James Madison University — In
a study involving 322 participants across three universities, we
explored the impact of in-text parenthetical reference styles on
learning and reading comprehension in high- and low-skilled
readers. Participants who had completed the Multi-media
Comprehension Battery (MMCB) read two expository texts
using either APA style references, Chicago style references,
or no references, and answered comprehension questions.
The results indicated that high MMCB readers, but not low
MMCB readers, adapted by decreasing the speed with which
they read when encountering text with distractors (i.e., APA
in-text citations). As a result, high MMCB readers performed
significantly better on comprehension questions as compared to
lower MMCB readers. These results suggest that lower MMCB
readers may lack sufficient meta-cognitive skills to recognize
and adapt to reading situations that contain information not
directly relevant to learning goals.
Email: Jennifer J. Stiegler-Balfour, jstiegler@une.edu
verification task. Participants were more accurate on the
integration question when the second speaker was a teacher, but
this was qualified by a higher-order interaction with vocabulary
and use of connective. Unexpectedly, the presence of because
interacted with source (student vs. teacher) on response times
for answering the comprehension questions. This indicates that
the connective and source affected retrieval of representations
for text that occurred before the sentences joined by the
connective.
Email: David Boveri, daiv.boveri@gmail.com
(5117)
Context and Familiarity Do Not Trump the Effect of Word
Frequency in Idiom Processing. KRISTA A. MILLER and
GARY E. RANEY, University of Illinois at Chicago — We
explored whether word frequency effects are altered when
words are read as the final word of idiomatic phrases. High
and low familiarity idioms ending with high or low frequency
target words were matched to literal uses of the idiom phrases
or to literal control phrases that ended with the same final
words. Results showed no differences in word frequency effects
(high frequency target words read faster than low frequency
target words) across conditions. Additionally, within both
idiom conditions, target words in high familiarity idioms were
read faster than target words in low familiarity idioms. No
differences in familiarity were observed in the matched literal
control condition. The results show that inclusion of a word in
an idiom phrase does not change the way that word is processed.
Lexical characteristics, such as word frequency, appear to trump
anticipatory effects produced by the global context.
Email: Krista Miller, kmille47@uic.edu
(5115)
There Is Nothing Average About an Average Reader.
BRENDA A. HANNON, Texas A&M University - Kingsville —
Do average readers have average performance on measures of
the cognitive components of reading? To answer this question,
readers were classified as having one of four reading skill levels
and then their performances on comprehension and word-level
processes were classified as either above average, average, or
below average. The results showed that 9% of the average readers
(25th to 75th percentile) had deficits in both comprehensionand word-level processes while another 40% had deficits in
only one process. Further, 40% of the poorest readers (0 to 25th
percentile) had deficits in both types of processes, while another
42% had deficits in only one process. Taken as a whole, these
results suggest that we should be cautious when assuming that
one deficit explains poor reading performance and that all poor
readers suffer from that same deficit. They also suggest that even
average readers might benefit from interventions that improve
reading skill.
Email: Dr. Brenda Hannon, brenda.hannon@tamuk.edu
(5118)
Jumping the Gap: Sensation Seeking and the Processing of
Embodied Metaphors. DAWN G. BLASKO and VICTORIA
A. KAZMERSKI, Penn State Behrend, GRANT POINTON,
James Madison University — Sensation seekers are often
described as those who seek thrill and adventure and new
experiences but are also susceptible to boredom. In the current
study we examined the relationship between individual
differences in sensation seeking and the reading comprehension
of metaphors that embody action, for example, the investment
was a skydive. Participants were asked to read sentences after
briefly seeing a photo that portrayed a high thrill or low thrill
scene. Theories of sensation seeking suggest that thrill seeking
would be rewarding, but also that high sensation seekers may be
less aroused by activities seen by others as exciting. The results
suggest that sensation seeking is multidimensional and both
theories may have some support depending on the processing
mode involved.
Email: Dawn Blasko, dawnblasko@psu.edu
(5116)
Integration Between Speakers as a Function of Connectives,
Source Reliability, and Reading Ability. DAVID J. BOVERI
and KEITH MILLIS, Northern Illinois University — Connectives
are cues to integrate ideas in discourse. We examined the role
of the connective “because” on integrating causally-related
expository information said by two speakers. Participants read
transcripts of students learning online about science topics (e.g.,
“tree frogs”) from several teachers. We manipulated whether
because connected sentences between speakers and whether
the second speaker was a teacher or a student. Participants
answered one simple comprehension question after reading and
later answered a causal integration question using a sentence
(5119)
Both Children and Adults Vary in Their Sensitivity to
Different Pragmatic Implicatures. IRIS CHIN, MITCHELL
GREEN and NICOLE LANDI, University of Connecticut,
JULIA IRWIN, Haskins Laboratories, LETITIA NAIGLES,
University of Connecticut — Implicatures are information not
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explicitly stated but still part of a speaker’s intended meaning
(e.g., Some students graduated suggests not all students did).
Different implicatures are generated from adherence to
different conversational maxims (e.g., relevance). Little research
exists on whether children’s competence across implicatures
emerges together and whether the abilities required to generate
implicatures (e.g., world knowledge, theory of mind) are
shared. The current study evaluated four types of implicatures
within the same groups of adults and children (7-10 years old):
conventional, scalar, relevance, and metaphors. Participants
were asked to predict a character’s action within a story context,
based on a target utterance involving a particular implicature
type. Both groups performed significantly worse on conventional
implicatures and metaphors compared to relevance and scalar
implicatures, suggesting that different implicatures may rely on
different mechanisms and/or knowledge. Future analyses will
examine the relative contributions of language and theory of
mind to understanding implicatures.
Email: Iris Chin, iris.chin@uconn.edu
across contributions: Conversations in which the pairs built on
each other’s talk, taking it in new directions, produced funnier
and more creative jokes.
Email: Jackson Tolins, jtolins@ucsc.edu
(5122)
Knowledge Revision: The Role of Inhibition. REESE
BUTTERFUSS, PANAYIOTA KENDEOU, University of
Minnesota — Misconceptions are difficult to revise. One aspect
of higher-level cognition that may play a role in the revision
of misconceptions is executive functions (EFs). EFs are a set of
general-purpose cognitive processes that regulates thoughts and
behaviors. One core component of EF is the ability to actively
inhibit dominant responses. The present study explored whether
individual differences in inhibition were related to knowledge
revision processes and products. Participants read 20 texts,
half that refuted common misconceptions and half control.
Reading times and post-test questions assessed knowledge
revision. Reading times indicate that even though EF does
not play a role during reading of refutation texts, it does play
a role during reading of control texts. Specifically, moderateEF readers experience less interference from the misconception
during reading than their low- and high-EF counterparts.
Results are discussed in the context of the Knowledge Revision
Components (KReC) framework and models of EF.
Email: Panayiota Kendeou, kend0040@umn.edu
(5120)
Politeness and Offense in Computer-Mediated Chat. KRIS
LIU and JEAN E. FOX TREE, University of California, Santa
Cruz — An utterance’s politeness is often thought be determined
by its form. For example, indirect requests are considered more
polite than direct requests, and cursing is considered offensive.
We tested whether the perception of politeness by a third party
can be influenced by how people respond to polite or offensive
remarks, and whether politeness can be affected by perceived or
actual friendship status. When people read others’ computermediated chat, the same conversational contribution was
considered less polite when an interlocutor’s response indicated
offense than when it did not. Similarly, contributions were
considered more polite when responses indicated no offense
than when they indicated offense. Perceived familiarity of the
conversational partners also influenced third party judgments
of politeness. Impolite contributions were rated as more
polite when partners were thought to be friends compared to
strangers, though it made no difference whether the partners
were actually acquainted.
Email: Kris Liu, kyliu@ucsc.edu
(5123)
Electrophysiological Correlates Associated With Updating
Situation Models. DEANNA C. HALL and TODD R.
FERRETTI, Wilfrid Laurier University, MURRAY SINGER,
University of Manitoba — This research used ERP methodology
to examine how discourse concepts are integrated into a situation
model when they were previously explicitly mentioned (match),
mentioned with a general term (general match), unmentioned
in lieu of another concept (mismatch), or completely
unmentioned (null). Passages consisted of two sentences to
reduce the influence of decay on the activation of the discourse
concepts. N400 amplitudes indicated that the mismatch and
null conditions were the most difficult to integrate, followed by
the general match and then the match conditions. Amplitudes
in the Null condition were more negative than for mismatching
targets at left-anterior and central-medial electrode sites. Late
positivity amplitudes indicated that updating general concepts
to be more specific produced the most difficulty. These results
provide novel insight into how readers integrate concepts into
situation models.
Email: Todd Ferretti, tferrett@wlu.ca
(5121)
Linguistic Divergence Leads to Funnier Jokes. JACKSON
TOLINS and JEAN E. FOX TREE, University of California
Santa Cruz — How does dialogue support collaborative
performance? Current theories of dialogue emphasize
alignment, or convergence, as a driving force in successful
joint activity. But linguistic divergence may be a critical
ingredient in the ability of an interacting pair to jointly produce
a final product of higher quality. We tested performance on a
humor production task for individuals working alone and in
collaborative pairs. Although pairs underperformed compared
to the funnier, more creative member working alone, the
more turn-by-turn linguistic divergence the conversation
produced within a collaborative trial, the funnier it was. A trial’s
funniness was not predicted by the funnier individual’s average
performance. Collaborative activity relies on progressivity
(5124)
Expectations of Lexical Entrainment and Lexical
Differentiation in Spoken Word Comprehension. CARL
BOU MANSOUR, University of Illinois Urbana-Champaign,
ALEX CREWS, JESSI JACOBSEN, AIDAN LARSEN,
NICOLE MAGATS and SARAH MONAGHAN, Carleton
College, JIN HONG PARK, Dartmouth College, MIJA VAN
DER WEGE, Carleton College — When sequentially referring
to objects, speakers lexically differentiate similar items that
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could be referred to with the same reference phrase (Van
Der Wege, 2000, 2009). Subsequent research has been mixed
over whether listeners benefit from lexical differentiation in
resolving reference phrases. Using a referential communication
task, Van Der Wege (2007) found that listeners were faster
to resolve reference phrases when the speaker lexically
differentiated them. However neither Schmader, Horton, and
Van Der Wege (2010) nor Yoon and Brown-Schmidt (2013)
found any differences using a cohort competition eyetracking
paradigm. The current studies explore the question of listener
expectations further, by making further adjustments to the
context of the reference phrases - in the first experiment by
altering the modified reference phrases used so that a bare
noun phrase always preceded a modifying clause and in the
second experiment by allowing the listener to hear the complete
reference phrase before revealing the picture stimuli. While
differences in resolution were observed for lexically entrained
references, no reliable differences were found between lexically
differentiated and undifferentiated references.
Email: Mija Van Der Wege, mvanderw@carleton.edu
tasks (Goldman, McCarthy, & Burkett, 2014). The first study
specifically examines how measures of narrative engagement
influence the strength of surface form, textbase, and situation
model representations of a text. The second study investigates
whether engagement influences the type of interpretative
inferences that readers’ make while reading literary texts.
Analyses suggest that narrative engagement differentially
influences levels of text representation, primarily in increasing
memory for surface form information, and the type of literary
inferences made during reading.
Email: Alyssa Blair, ablair5@uic.edu
PSYCHOLINGUISTICS IV
(5127)
Is Imagining a Voice Like “Listening” to it? Evidence From
ERPs. PEIYUN ZHOU (Graduate Travel Award Recipient),
SUSAN GARNSEY and KIEL CHRISTIANSON, University of
Illinois Urbana-Champaign — Readers who have seen the Harry
Potter movies before reading the novels may “hear” actors’
voices in their heads during subsequent reading. How much is
this mental simulation of voices like “listening” to voices? Two
ERP experiments examined the auditory perceptual simulation
(APS) of native and non-native English speech while participants
silently read sentences containing subject-verb agreement
or pronoun-case errors. The aim was to compare APS results
(e.g., Zhou & Christianson, 2016) to those of Hanulíková et al.
(2012), who found that native Dutch speakers “forgive” errors
by non-native speakers’ during listening. Participants listened
to snippets of native and non-native English speakers’ speech
and were asked to imagine the voice of one or the other speaker
while reading sentences. Results revealed differences in N400
and P600 waveforms when imagining non-native speakers
compared to natives. Importantly, when imagining non-native
speakers committing agreement errors, P600 amplitudes were
no different from error-free items.
Email: Peiyun Zhou, pzhou5@illinois.edu
(5125)
How Speaking and Listening Relate to Each Other in a
Dialogue: An Electrophysiological Study. KAITLYN A.
LITCOFSKY and JANET G. VAN HELL, Pennsylvania State
University (Sponsored by Carrie N. Jackson) — Production
and comprehension are typically studied separately. Yet, both
are engaged in dialogue, where one individual expresses their
thoughts through speech and the other listens to that output
for comprehension. Throughout the dialogue this pattern
reverses continually, and every speaker is also a listener. We
examine how speaking and listening relate to each other
within the same individual in dialogue, and compare this to
listening and speaking in monologue. Participants completed
two cross-modal syntactic priming tasks of active/passive
sentences: production-to-comprehension and comprehensionto-production. For monologue, participants completed the task
alone. For dialogue, participants interacted with a confederate.
For production-to-comprehension, Event-Related Potentials
revealed an N400 priming effect that is similar for dialogue
and monologue. For comprehension-to-production, dialogue,
but not monologue showed priming for proportion of passives
produced. This cross-modal priming suggests the processes
of comprehension and production are related, and interacting
with a dialogue partner modulates aspects of this relationship.
Email: Kaitlyn A. Litcofsky, kaitlynlitcofsky@gmail.com
(5128)
When Structure Competes With Semantics: Relative Clause
Processing in Chinese. PEIYUN ZHOU, University of Illinois,
Urbana-Champaign, YUN YAO, University of Arkansas, KIEL
CHRISTIANSON, University of Illinois, Urbana-Champaign
— An eye-tracking study examined Chinese relative clauses
(RCs) in which syntactic structure and semantic plausibility
point toward conflicting interpretations. Some studies show
Chinese subject-RCs are easier to process and comprehend
than object-RCs (Gennari & MacDonald, 2008; Gibson &
Wu, 2011; Hsiao & Gibson, 2003; Levy, 2008). Others find
the opposite (Lin & Bever, 2007; Kuo & Vasishth, 2006). No
study has yet examined the role of plausibility in Chinese RC
processing. 32 Chinese speakers read 56 target sentences in
four conditions (plausible subject-RC; implausible subject-RC;
plausible object-RC; implausible object-RC) and 176 fillers.
Paraphrase verification probes measured comprehension.
Results revealed only plausibility affected sentence reading time
and response accuracy: reading was faster and comprehension
better for plausible sentences. Structure affected neither speed
(5126)
Narrative Engagement, Text Representation, and
Spontaneous Literary Interpretation. ALYSSA N. BLAIR
and SUSAN R. GOLDMAN, University of Illinois at Chicago —
Experiencing engagement with a narrative has been theorized
as the primary mechanism of narrative persuasion; the current
work extends this theory to mental model construction and
literary interpretation. In two studies, participants were asked to
read narratives texts, rate their narrative engagement (Busselle
& Bilandzic, 2009) in those texts, and complete either text
representation (Daniel & Raney, 2007) or literary interpretation
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nor accuracy. Results indicate that plausibility information
overwhelmed structural information (Christianson et al.,
2010; Zhou & Christianson, 2016). Region-by-region analyses
demonstrate how competing information sources inform the
unfolding parse.
Email: Kiel Christianson, kiel@illinois.edu
methodological differences between tasks. To test this, 157
participants had their eye movements recorded while reading
48 prime-target reduced-relative clause sentence pairs. Each
prime sentence was followed by a forced-choice, two-option,
question that, critically, tapped understanding of the difficult
relative clause. Verb overlap was manipulated to be either the
same or different between prime-target sentence pairs. MLM
analyses of total fixation times at the critical regions revealed
a significant position (prime vs. target) by verb overlap (same
vs. different) interaction. Priming effects were only observed in
target sentences that contained the same verb as the target. This
finding casts doubt on a depth of processing account of lexicallydependent syntactic priming effects in comprehension.
Email: Kristen Tooley, Ph.D., ktooley@txstate.edu
(5129)
High Confidence in Illusory Interpretations Suggests
Misretrieval, Not Misreconstruction. AMANDA RYSLING,
CAREN M. ROTELLO and BRIAN DILLON, University of
Massachusetts, Amherst — In sentences like ‘The worker was
surprised that the resident who said that the neighbor was
dangerous was complaining’, comprehenders misinterpret the
subject of the verb ‘was complaining’ as ‘the neighbor’ (Van
Dyke, 2007). We tested two alternative accounts of this effect: 1)
the verb’s semantic features are used as retrieval cues to a subject,
creating interference if multiple appropriate nouns are present,
and 2) the misinterpretation is reconstructed given a deprecated
signal in a noisy channel. Subjects made speeded plausibility
judgments and unspeeded confidence ratings in a rapid serial
visual presentation task. The plausibility of the subject and
main verb, and the presence of a distractor misinterpretable as
a subject of the main verb, were manipulated. High-confidence
“plausible” responses to implausible sentences occurred more
with a distractor, a data pattern expected only under the
retrieval cue account.
Email: Amanda Rysling, arysling@linguist.umass.edu
(5132)
“The Preponderance of the WHAT?” Factors in the
Comprehension of Jury Instructions. JANET RANDALL,
YIAN XU, HALEY EMERSON, ABBIE MACNEAL and
KATHERINE FIALLO, Northeastern University — Jurors
are often very confused by jury instructions, the complicated
directives that a judge reads to them before deliberating
(Charrow & Charrow 1979; Diamond et.al. 2012). This
confusion leads to both disengaged jurors and misinformed
verdicts (Benson 1984; Marder 2006). Our previous study
showed that (a) comprehension inversely correlates with 2
linguistic factors — passive verbs (Ferreira 2003) and “legalese”
(Diana & Reder 2006) — and (b) reading while listening
improves comprehension (Randall & Graf 2014). However,
this earlier study used undergraduate subjects, who are not
representative of jurors, and the effect, though significant, was
found in only 2 of 6 instructions. In the current study, MTurk
subjects, who more closely match the jury pool, showed a
more robust (p<.001) and widespread effect (present in 5 of 6
instructions), providing even stronger evidence that (a) specific
linguistic factors impede comprehension and (b) reading along
improves comprehension over listening alone.
Email: Janet Randall, randall@neu.edu
(5130)
The Effect of Self-Paced Reading on Individual Variability
in ERPs Elicited by Morphosyntactic Anomalies. AMALIA
REYES, DARREN TANNER, University of Illinois at UrbanaChampaign — Morphosyntactic anomalies have canonically
elicited a P600 response in language-related ERP studies.
However, recent studies have shown that this is not true for
all participants, as qualitative individual differences in brain
responses have now been documented (Tanner & Van Hell,
2014). The goal of the present study was to investigate the effect
of reading speed on ERP response variation. We presented
monolingual readers with morphosyntactic anomalies in either
RSVP (500ms SOA) or self-paced reading format. Individual
differences were evident in both presentation groups. Results
from this study have implications for neurocognitive theories
of language by identifying the role that individual differences
in reading rate make to neural signatures of morphosyntactic
processing. Moreover, our study sheds light on how
methodological factors like presentation mode impact intersubject variability in brain responses.
Email: Amalia Reyes, amalia.reyes.1993@gmail.com
(5133)
Verb Bias Trumps Plausibility in the Processing of Chinese
Ambiguous Sentences. ZHIYING QIAN, University of
Colorado Boulder — Previous research showed that verb bias
plays a larger role than plausibility in processing English
temporarily ambiguous sentences such as “The bus driver
warned the passengers might get too rowdy”, in which “the
passengers” is ambiguous between the direct object of “warned”
and the subject of the sentential complement (Garnsey et al.,
1997). In a self-paced reading experiment, the present study
compared the relative contributions of verb bias and plausibility
in Chinese. 10 direct object bias (DO-bias) and 10 sentential
complement bias (SC-bias) verbs were used to create 64 sets
of sentences (32 DO; 32 SC), with each set containing four
versions that fully crossed ambiguity and plausibility. Results
showed that direct object continuation was not considered by
the parser after SC-bias verbs, and that plausibility influences
(5131)
Do Comprehension Questions Affect Syntactic Priming
Effects During Reading? KRISTEN M. TOOLEY, Texas State
University — In comprehension, abstract syntactic priming
effects are not as readily obtainable as in production (see Tooley
& Traxler, 2010 for a review). This may be caused by production
tasks requiring greater depth of processing or by other
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(5136)
Consistency Between Old and New Mappings in Memory
Consolidation: Can We Learn Something New From the
English Past Tense? JELENA MIRKOVIC, York St. John
University, GARETH GASKELL, University of York — The
Complementary Learning Systems model of memory (CLS;
McClelland et al. 1995) suggests that the integration of newly
learned information into existing memory systems depends on
their consistency with existing knowledge: New inconsistent
knowledge is likely to rely more on memory consolidation
processes. We tested this hypothesis using the English past
tense. Participants were trained on a set of novel verbs (and
their past tenses) which were phonologically similar to
neighborhoods of existing verbs with past tenses that were
predominantly either regular (e.g. PLARE, cf. share, stare), or
irregular (e.g. FLEEP, cf. sleep, keep). Participants were tested
after a 12-hr delay that included wake (Experiment 1), or sleep
(Experiment 1, Experiment 2 with polysomnography). As
predicted by the CLS, at the delayed test participants’ memory
for the novel forms inconsistent with existing knowledge was
subject to strongest forgetting for wake and preservation for the
sleep group. The findings also provide evidence in support of a
role for domain-general memory mechanisms in learning novel
morphological forms.
Email: Jelena Mirkovic, jelena.mirkovic@york.ac.uk
processing only when verb bias allowed it to, contrary to the
claim about the importance of plausibility in Chinese sentence
processing.
Email: Zhiying Qian, Zhiying.Qian@colorado.edu
(5134)
Salience and Second Language Acquisition: Physical Form,
Learner Attention and Instructional Focus. MYRNA
C. CINTRON-VALENTIN and NICK ELLIS, University
of Michigan (Sponsored by David Meyer) — The limited
attainment of morphosyntactic forms in Second Language
Acquisition (SLA) has recently been researched in terms of
three aspects of salience: the physical form of language, learner
associative experience, and form focused instruction (FFI).
This study examined the role of modality of input presentation
– aural, visual, and aural plus visual – in L1 English learners’
attentional focus on verb morphology, and the effectiveness
of different FFI manipulations. Participants viewed Latin
utterances combining lexical and morphological cues to
temporality under control conditions and three types of FFI
conditions: grammar instruction, verb salience with textual
enhancement or emphatic pronunciation, and verb pretraining.
Subsequent testing showed that control participants were less
sensitive to the morphological cues in comprehension, and less
accurately produced these cues. FFI was effective in increasing
attention to verb morphology. Learning morphological cues was
considerably more difficult from aural than visual presentation.
These results demonstrate how salience in physical form,
learner attention, and instructional focus all variously affect the
success of SLA.
Email: Myrna Cintron-Valentin, mcintron@umich.edu
(5137)
Does Co-Speech Gesture Aid Real-Time Language
Comprehension? It Depends. RAHELEH SARYAZDI and
CRAIG G. CHAMBERS, University of Toronto — Previous
studies have shown that manual gestures produced while
speaking can enhance on-line language comprehension. Here
we consider scenarios where talkers describe objects that are
present in the physical environment. Of interest is how listeners
deploy visual attention in this context and whether gesture cues
continue to provide benefits. In Experiment 1, gaze position was
monitored as listeners followed instructions from talkers (“Pick
up the candy”) who did or did not produce gestures reflecting
the size of objects. Results showed that gesture cues speeded
listeners’ eye movements toward intended objects. However, the
benefit was mild and occurred only for hard-to-identify (i.e.,
small) objects. In Experiment 2, background noise was added to
test whether challenging auditory environments would increase
sensitivity to gesture cues. Surprisingly, we found that noise in
fact reduced listeners’ use of gesture information. The findings
highlight how situational factors govern the uptake of visual
cues during multimodal communication.
Email: Craig Chambers, craig.chambers@utoronto.ca
(5135)
Relationships Between Statistical Learning, Sentence
Processing, and Working Memory. OLGA A. PARSHINA,
TIMOTHY J. RICKER, ELIZABETH S. CHE, RITA OBEID
and PATRICIA J. BROOKS, City University of New York,
College of Staten Island and Graduate Center — Performance
on auditory statistical-learning (SL) tasks has been shown to
predict individual differences in sentence processing (Misyak
& Christiansen, 2010; 2012). We attempted to replicate this
relationship with other measures of SL, while also exploring
relationships with working memory (WM) and intelligence.
Undergraduates (N=118, all native English-speakers) completed
measures of SL (SRT [Lum et al., 2010], ASRT [Nemeth et al.,
2010], speech stream [Siegelman & Frost, 2015]), sentence
processing (Wells et al., 2009), visual WM (Ricker & Swagman,
in prep) and nonverbal-fluid intelligence (Cattell & Cattell,
1973). Only speech-stream accuracy predicted RTs in sentence
processing. SRT and ASRT tasks correlated with each other
and with the decay rate of information in WM: participants
with a faster rate of information loss within WM were better
implicit learners of visual-spatial sequences. This relationship is
consistent with the view that SL is most efficient when explicit
learning is inactive (Janacsek et al., 2012).
Email: Olga Parshina, parshinaolga23@gmail.com
(5138)
Phonetic Symbolism and the Memory of Advertisements.
MARILYN BOLTZ, GRACE MANGIGIAN and MOLLY
ALLEN, Haverford College — Although language tends to
display arbitrary symbolic reference, one exception is phonetic
symbolism or the association of high-pitch front vowels with
small quick objects, and low-pitch back vowels with large slow
objects. The purpose of the present study was to investigate
the potential impact of this phenomenon upon the memory of
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advertisements. Participants were asked to evaluate a set of ads
displaying fictitious brand names with high or low pitch vowels
that were (in)congruently paired with small and large products.
Immediately afterwards, all participants were unexpectedly
asked to perform a series of memory tasks that included
product and brand name recall, and brand recognition in the
presence of a product cue, or vice versa. Results showed that
remembering was better for ads containing congruent pairings
and especially those with brand names containing back vowels
paired with large products.
Email: Marilyn Boltz, mboltz@haverford.edu
only after 100 ms. The results will be discussed in terms of the
attributes of the memory mechanisms (e.g., iconic memory)
supporting location-change detection performance.
Email: Lauren Cleland, l.cleland@tcu.edu
(5141)
Multimedia Minded and Distracted? Evidence From a LargeScale Replication Study. WISNU WIRADHANY and MARK
R. NIEUWENSTEIN, University of Groningen (Sponsored
by Mary C. Potter) — Is media multitasking – that is, the
concurrent use of different media in daily life – associated with
impairments in information processing? A growing body of
research has provided mixed evidence: some have found that
media multitasking is associated with increased susceptibility
to distractors, whereas others have found that it is associated
with a more general impairment, and yet others have found
no difference in performance. Here, we report the results of a
large-scale replication study (N = 261) in which performance
and distractibility were measured in a visual change detection
task. Using a Bayes factors analysis, our results showed that
heavy (N=63) compared to light (N=62) media multitaskers
showed no increased susceptibility to distractors (BF01 =
28.63). In addition, an analysis including all participants
showed no correlation between media multitasking and overall
performance(BF01 = 16.46). Taken together, these findings
dispell the recent claim that the frequency of media multitasking
in daily life is associated with impaired information processing
in the lab.
Email: Wisnu Wiradhany, w.wiradhany@rug.nl
(5139)
Improving Random Effects Structures for Generalized
Additive Mixed Models of ERPs. BRYOR SNEFJELLA and
JOHN F. CONNOLLY, McMaster University (Sponsored by
Victor Kuperman) — Generalized additive mixed models
(GAMM) have been recently applied to the study of event
related potentials. GAMM have many benefits, such as allowing
the application of regression designs to ERP experiments
with continuous predictors, easy incorporation of individual
differences, elegant treatment of non-linearities, and fine
interpretability. However, poorly specified random-effects
structures can lead to overconfident and biased estimates of
fixed effects in mixed models (Barr et al., 2013). One large source
of variability in ERP experiments is between-trials variability.
In previous ERP experiments modelled with GAMM, this has
typically been addressed by including factor smooths of trial by
participant, and random intercepts or factor smooths by item.
We present evidence that these random effects do not capture
the full extent of between-trial variability, and that a random
intercept for each unique stimulus event in the experiment
seems to provide a better overall fit, and likely leads to less bias
in the fixed effects.
Email: Bryor Snefjella, snefjebn@mcmaster.ca
(5142)
Car and Motorcycle Conspicuity as a Function of
Their Prevalence. BERTRAND SAGER, ELISABETH
KREYKENBOHM, GABRIELLE WISH and THOMAS M.
SPALEK, Simon Fraser University — Motorcycle collisions often
involve a car driver that “looked but failed to see” the motorcycle
before turning left across its path. Despite countermeasures
focusing on sensory factors that contribute to conspicuity,
these types of collisions are increasing, and the assumption that
motorcycles are difficult to see remains largely unchallenged.
In previous work employing images of traffic scenes, we
found that motorcycles stood out, without any conspicuityenhancing treatment. In the present work, we manipulated the
prevalence of motorcycles and cars in a context-free display.
In-display prevalence had no effect, but target likelihood,
which was learned across-trials, did. Motorcycle sensitivity
was the same regardless of which vehicle was the likely target,
and car sensitivity was lower when cars were the more likely
target. Consistent with our previous work, motorcycles do not
seem to suffer from a lack of conspicuity, even when studied
in prevalence situations closer to the everyday driving context.
Email: Bertrand Sager, bsager@sfu.ca
CHANGE DETECTION
(5140)
The Effect of Increasing Number of Items in a Location
Change-Detection Task With Pigeons and Humans. LAUREN
CLELAND, NICK MALONE, RONNIE LEE, JOSH WOLF,
JAMES TAYLOR and KENNETH LEISING, Texas Christian
University — Change detection procedures are commonly used
to assess the capacity (number of items) of working memory.
In our study, we trained pigeons and humans to complete a
location change-detection task which required participants to
touch a visual item (colored circle) that had changed in spatial
position across a brief delay (0, 100, or 1000 ms). The number
of items on the sample and test display varied from 2 to 8 items
across trials. A visual mask (a checkered board) was inserted
on some trials. The results reveal that longer delays and larger
sample sizes led to a decrease in performance for both species.
A Mask x Delay interaction indicated that the effect of the mask
was different across the two delays, with accuracy disrupted
(5143)
Color Changes Affect Visual Search in a Flicker Task. QIWAN
SHI and RICHARD D. WRIGHT, Simon Fraser University —
We used a flicker task to investigate the role of attention in
object perception. In each experiment, participants saw many
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bi-color squares in a flickering image and were required to find
the one that was changing. We manipulated the component
colors of these squares and found that participants were slower
to notice color position flipping than color replacement. This
indicates that when searching for a target in an array of items,
it can be more difficult to verify that an item is changing if that
item is outside the focus of attention, and if its component
colors merely flip position. This suggests that if squares with
colors that flip positions are not sufficiently attended to, they
could be mistaken for squares with colors that do not change.
And that the flicker task can be used to demonstrate that limited
attention can sometimes cause perceptual errors.
Email: Qiwan Shi, qiwans@sfu.ca
(e.g., clearance sign) or to a high-arousal, high-survival object
(e.g., handgun) at test. Our results indicate that, in the visual
domain, the magnitude and direction of the survival effect vary
with perceptual distinctiveness and arousal.
Email: Lisa VanWormer, lvanwormer@uwf.edu
(5146)
The Omnipresence of Detection and Attentional Failures.
BENOIT ROBERGE-VALLIERES, Université Laval, HELEN
M. HODGETTS, Cardiff Metropolitan University, FRANÇOIS
VACHON and SEBASTIEN TREMBLAY, Université Laval —
Detecting changes in our environment is essential to several
everyday activities (e.g., driving a car) as well as to safetycritical tasks such as air traffic control. Rensink et al. (1997)
showed that subjects often fail to detect changes in static visual
scenes when concurrently presenting visual disturbances such
as the flicker paradigm, whereas St. John et al. (2005) revealed
that this attentional vulnerability extends to dynamic visual
scenes. The current series of experiments investigates the failure
to detect task-relevant changes and events in different simulated
multitasking work environments (air traffic control and security
surveillance) and in two sensory modalities (visual and auditory
changes). Results revealed that detection failures and attentional
breakdowns go well beyond specific experimental paradigms
and work settings. Our findings showed the omnipresence of
these phenomena across various types and complexity of tasks,
and revealed that, although hearing is obligatory, auditory
changes and events can also go unnoticed.
Email: Benoit Roberge-Vallieres, benoit.roberge-vallieres.1@
ulaval.ca
(5144)
The Role of Task Relevance and of Attentional Control
Settings in Processing Multiple Stimuli Simultaneously.
ANNA IZOUTCHEEV, The Open University of Israel, GALIT
YOVEL, Tel-Aviv University, NURIT GRONAU, The Open
University of Israel — Presenting briefly multiple stimuli
simultaneously results in reduced stimulus processing
(competition), or alternatively, in an enhanced representation
of an ensemble relative to an individual stimulus (redundancy
gain). While the two phenomena are well established, the
conditions under which each is manifested as well as their
specific nature (obligatory vs. controlled) are still largely
unknown. In the current study participants performed a
change detection task with one face, four identical faces or
four different faces with the same expression, and responded to
either the character’s expression or its identity. In the expression
task, redundancy gain was found for both types of multiple
stimuli displays, yet performance in the heterogeneous face
condition was significantly enhanced only when participants
were explicitly notified about the faces’ identical expression. In
the identity task, competition was found for the heterogeneous
display (vs. a single face) regardless of the instructions. These
results suggest that participants can successfully ignore an
irrelevant stimulus dimension, leading to a cost or benefit in
multiple stimulus processing, yet ensemble processing may rely
on explicit strategic attentional settings.
Email: Anna Izoutcheev, anne.1987@gmail.com
(5147)
Learning to Wait: Dynamic Persistence in Uncertain
Environments. JOSE LUIS BAROJA and ARTURO BOUZAS,
National Autonomous University of Mexico (Sponsored by
Federico Sanabria) — Previous reports have suggested that
in some environments it might be adaptive to abandon the
search for a long-run outcome, while in others it is convenient
to persist until the delayed outcome is obtained. Specifically,
McGuire and Kable (2012, 2013) reported that human
participants are sensitive to the expected delay of reward of
uncertain alternatives and that they behave rationally, persisting
in their wait when the expected delay decreases as a function of
time and giving up the wait when the expected delay increases
as time passes. In our experiments, we replicate McGuire
and Kable’s initial conditions, but we aggregate an unmarked
change at some point in the session such that an alternative
where persisting was optimal becomes an alternative where
persisting is no longer optimal and vice-versa. We measure
whether participants detect the change and how quickly they
adapt to the new environment. The data we report is a testbed
for models of change detection, temporal discounting, and
temporal estimation.
Email: Jose Luis Baroja, j.luis.baroja@gmail.com
(5145)
Survival Effects in a Change Detection Task. LISA A.
VANWORMER, LISA D. BLALOCK and ELIZABETH A.
POWERS, University of West Florida — Three experiments
examined the impact of survival relevance on change detection
for real world objects. In Experiment 1, items in the memory
array were from a category rated low in survival relevance
(e.g., basketballs) or high in survival relevance (e.g., fire
extinguishers). One item changed to a new item within the
same category at test. In Experiment 2, we controlled for
perceptual distinctiveness by using non-categorical, lowsurvival relevant objects only in the memory array. At test, one
item changed to either a new low-survival object or a new highsurvival object. In Experiment 3, the memory array also used
low-survival objects and we controlled for arousal effects by
changing one item to either a high-arousal, low-survival object
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(5148)
Attentional Flexibility Increases With Age in Visual Change
Detection. MARIA J. DONALDSON, Cleveland State
University, NAOHIDE YAMAMOTO, Queensland University
of Technology, ERIC S. ALLARD, Cleveland State University —
Onset primacy is a robust visual phenomenon wherein onset of
new objects captures observers’ attention more effectively than
other types of events such as deletions of previously viewed
objects. The present study sought to understand how older and
younger adults attend to visual events in the environment, and
if onset primacy changes with age. Participants were asked to
detect a change (either onset or offset) in visual scenes under
conditions in which they were biased toward prioritizing
detection of offset by experiencing offsets more frequently
than onsets and/or receiving an instruction to attend more to
offset than onset. Results revealed that although younger and
older participants generally exhibited the same degree of onset
primacy, some of the offset-biasing manipulations were more
effective in older adults, suggesting that attentional flexibility
might increase with advancing age.
Email: Maria J. Donaldson, m.j.donaldson@vikes.csuohio.edu
different judgment to scenes composed of environmental or
speech sounds. Sounds were presented dichotically (two sounds
presented to the right ear/left hemisphere and two presented
to the left ear/right hemisphere). There was a right hemisphere
advantage for detecting changes to scenes composed of
environmental and speech sounds, which suggests that a
strategy based on the global representation of the auditory
scene is more effective for successful change detection.
Email: Melissa Gregg Greggm@uwp.edu, greggm@uwp.edu
(5151)
The Differential Impacts of Task Demands on Change
Deafness and Inattentional Deafness. MICHAEL HALL
and HEATHER DALY, James Madison University, JEREMY
GASTON and KELLY DICKERSON, US Army Research
Laboratory — Several studies claim to demonstrate change
deafness, the failure to detect above-threshold changes in
auditory scenes, within a single trial. However, since detection
failure is preceded by misdirecting attention, they could
reflect inattentional deafness. The current investigation used
a multi-trial task to distinguish inattentional from change
deafness. Arrays consisted of the same four repeating events
(to eliminate identification uncertainty) moving randomly
through space. Each array contained one event that changed
with respect to either presentation rate, intensity, timbre (via
low-pass filtering), or continued movement. Listeners reported
which event changed; in the inattentional condition listeners
first reported the cued event’s final location. For intensity
and rate manipulations errors increased in the inattentional
condition, suggesting that localization demanded additional
resources. This was not observed for other manipulations,
where performance was generally poor. This suggests that
the inattentional condition redistributed resources that were
expended in the change deafness condition. Therefore, the
distinction between inattentional and change deafness, which
can be evaluated together, remains useful.
Email: Heather Daly, hrdaly90@gmail.com
(5149)
A Different Kind of Weapon Focus: Sensorimotor Experience
Reduces Change Blindness. ERIC TAYLOR, University of
Toronto, JESSICA WITT, Colorado State University, JAY
PRATT, University of Toronto — Attentional allocation is
flexibly altered by action-related priorities. Given that tools
– and specifically weapons – can affect attentional allocation,
we asked whether training with a weapon or holding a
weapon during search would affect change detection. In two
experiments, participants searched for changes to agents,
shootable objects, or environments in the popular flicker
paradigm. Participants trained with a simulated weapon or
watched a video from the same training perspective and then
searched for changes while holding a weapon or a control object.
Results show an effect of training, highlighting the importance
of sensorimotor experience for the action-relevant allocation
of attention, and a possible interaction between training and
the object held during search. Simulated training with ballistic
weapons reduces change blindness. Theoretically speaking, this
result has implications for the interaction between tool use and
attentional allocation. Practically speaking, this result informs
the responsible use of firearms.
Email: Eric Taylor, j.eric.t.taylor@gmail.com
(5152)
Aging and Visual Working Memory: Age-Related Differences
in Response Bias and Variability. MATTHEW C. COSTELLO,
University of Hartford, AARON T. BUSS, University of
Tennessee, DANIELLE T. KAPLAN and SAMANTHA FERA,
University of Hartford — Visual working memory (VWM)
declines with advanced age, although the mechanism for this
decline is poorly understood. The current project explores this
topic with two behavioral experiments and a dynamic neural
field (DNF) model. The first experiment is a change detection
task in which older and younger adults indicated same-different
to arrays of colored circles. Results indicated a ‘same bias’ for
older adults, with increased errors on different-trials compared
to same-trials. A DNF model was modified to capture the
age group differences, indicating an age-related imbalance in
excitatory contributions from the VWM field yielding overly
robust and broader activation peaks for VWM representation.
This suggests that older adults should exhibit greater variability
in response distributions but not increased forgetting when
estimating a color from memory, a hypothesis supported in
(5150)
Hemispheric Differences in Change Deafness. SAMANTHA
NOLL, KACY O’HAVER and MELISSA GREGG, University
of Wisconsin - Parkside — It is well established that the left
hemisphere processes information in a piecemeal manner,
while the right hemisphere processes information holistically.
The purpose of the present study was to determine if change
deafness, the finding that listeners are poor at detecting changes
to auditory scenes, is due to relying on the wrong hemisphere,
i.e., right hemisphere dominance during a change detection
task could cause changes occurring at the level of individual
objects to be missed. On each trial, listeners made a same/
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(5155)
Search and Memory in Partitioned Spaces. GRAYDEN
JF. SOLMAN and ALAN KINGSTONE, University of
British Columbia — While most visual search experiments
present targets and distractors against uniform or featureless
backgrounds, typical naturalistic search environments are
multiply subdivided – into buildings, rooms, pieces of furniture,
drawers, and containers. The influence of this ubiquitous feature
on search performance has received relatively little attention in
the literature. Here we examine the role of partitions during
mouse-contingent repeated search. Evaluating response times,
explicit memory performance, and search paths, we report:
1) that partitions facilitate memory, both speeding response
times during repeated search and improving explicit memory
following search, and 2) that search paths are biased to follow
partitions, potentially reducing the memory burden for tracking
previously inspected items.
Email: Grayden Solman, grayden@psych.ubc.ca
the second experiment. Taken together, we conclude that older
adult deficits in VWM are due to increased noise in visual
representations.
Email: Matthew C. Costello, mcostello@hartford.edu
VISUAL SEARCH II
(5153)
The Label Feedback Effect: Speaking Modulates Visual
Search, but Probably Not Visual Perception. KATHERINE
P. HEBERT and STEPHEN D. GOLDINGER, Arizona State
University — The label-feedback hypothesis (Lupyan, 2007)
proposes that language can modulate low- and high-level visual
processing, such as “priming” a visual object. Lupyan and
Swingley (2012) found that repeating target names facilitates
visual search (shorter RTs and higher accuracy). However, a
design limitation made their results challenging to assess. In
this study, we evaluated whether self-directed speech influences
target locating (i.e. attentional guidance) or target identification
after location (i.e. decision time), testing whether the Label
Feedback Effect reflects changes in visual attention or some
other mechanism (e.g. template maintenance in working
memory). Across three experiments, we analyzed search RTs
and eye movements from four within-subject conditions.
People spoke target names, nonwords, irrelevant (absent) object
names, or irrelevant (present) object names. Speaking target
names weakly facilitates visual search, but speaking different
names strongly inhibits search. The most parsimonious account
is that language affects target maintenance during search, rather
than visual perception.
Email: Katherine Hebert, kpjones7@asu.edu
(5156)
The Effects of Secondary Cognitive Task Demand on
Systematic Scanning Behavior During Visual Search.
STEVEN W. SAVAGE, Schepens Eye Research Institute,
Massachusetts Eye and Ear, Harvard Medical School, BENJAMIN
W. TATLER, University of Aberdeen, DOUGLAS D. POTTER,
University of Dundee — Previous research suggested that scan
paths may include a systematic component and that changes in
secondary cognitive task demand are associated with specific
changes in oculomotor metrics. This study investigated whether
these systematic components rely on higher level cognitive
resources and, as such, are affected by increased working
memory load. We used Gilchrist & Harvey’s (2006) structured
and unstructured visual search paradigm in which participants
searched for a target and made a present/absent decision with
the addition of Savage, Potter & Tatler’s (2013) secondary puzzle
task. The distribution of saccade directions indicated that scan
paths were modulated by secondary cognitive task demand,
indexed by a reduction in the frequency of horizontal and
vertical in favor of oblique saccades as demand increased. These
results suggest that the systematic component of visual search
may not be automatic and driven entirely by the structure of the
array, but requires higher order cognitive resources.
Email: Steven W Savage CPsychol., steven_savage@meei.
harvard.edu
(5154)
Visual Search: You Are Who You Are (+ a Learning Curve).
JUSTIN M. ERICSON, DWIGHT J. KRAVITZ and STEPHEN
R. MITROFF, The George Washington University — The ability to
take information learned from one visual search and apply that
knowledge to subsequent searches, dubbed “Long-Term Visual
Search” (LTVS), provides an important window into how search
competencies develop. This project investigated individual
differences in visual search performance by examining LTVS in
approximately 110,000 participants (data obtained from Airport
Scanner, Kedlin Co.; see Mitroff et al., 2015 JEP:HPP). While all
participants demonstrated learning curves, participants largely
stayed within a clearly distinguishable zone of performance
from their first searches until the end. Those who ultimately
became top performers started stronger, while those who
ended as bottom performers began weaker. When broken into
four distinct groups by their final performance, an individual’s
performance in early trials was predictive of their eventual
proficiency with over 90% accuracy between top and bottom
groups, and over 60% between all pairings, suggesting that
searchers’ initial abilities explained a fair proportion of their
peak potential. (The author is serving as a sub-contractor on
the contract to TSA who may potentially use the App used in
this research.)
Email: Justin Ericson, justinericson@gwu.edu
(5157)
Facing a Difficult Task: Integrating Information to Find
Faces in Crowds. JAMES D. DUNN, DAVID WHITE and
RICHARD I. KEMP, University of New South Wales — Humans
are often faced with a difficult situation of having to find
particular faces in crowds. To find the target we need a search
template: a pre-defined representation of the intended target
which serves as reference to match against. Robust templates
improve performance as they contain the features that
distinguish the target from the distractors. However, we don’t
yet know what information can be integrated to form the best
template. To examine this, we tested how to improve template
efficiency for facial images by measuring speed and accuracy in
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(5160)
The Onset of a Trailing Stimulus Re-Evokes Activity at the
Location of a Previous Target: An Event-Related Potential
Study. HAYLEY EP. LAGROIX, KEVIN M.D. BOYD, NADJA
JANKOVIC, AARON AN. RICHARDSON, VINCENT DI
LOLLO and THOMAS M. SPALEK, Simon Fraser University
— Perception of the second of two rapidly sequential targets
(T1, T2) is impaired when presented up to 700ms after the first
(attentional blink; AB). We investigated the neurophysiological
mechanisms underlying T1 processing throughout the AB, and
used electrophysiological measures (event-related potentials;
ERPs) to obviate ceiling constraints typically seen in T1
accuracy. The T1 and T2 stimuli each consisted of a target and
a distractor presented either on the vertical or on the horizontal
meridian. When T1 was presented horizontally, T2 was
presented vertically, and vice versa. T1 and T2 were presented
at SOAs of 100, 300, or 700 ms. Presentation of T1 elicited the
conventional components. A pronounced activity lateralized to
the T1 location was also recorded upon the onset of T2 or an
irrelevant stimulus. This unanticipated result suggests that the
location of T1 is maintained throughout the AB, even though
that information is irrelevant to the T1 task.
Email: Hayley Lagroix, hlagroix@sfu.ca
a visual search paradigm. Participants were given either a single
image of the target, 4 different images of the target, or a single
image created by averaging 20 other images of the target. We
found that the averaged photos improved the accuracy of target
selection. However, performance was most notably improved
when we gave 4 images of the target compared to just one.
These findings suggest how to optimize the search template
for searching for faces in crowds. Specifically, it suggests that
exposure to variability is the key to creating the best template.
Email: James Dunn, j.d.dunn@unsw.edu.au
(5158)
The Role of Decision Making in Cognitive Performance:
Attention, Working Memory, and Inhibition. LAURA A.
WALL and SCOTT D. BROWN, University of Newcastle —
The cognitive domains of attention, working memory and
inhibition are generally thought to index distinct cognitive
processes. However the tasks that we typically use to measure
these also share similarities, such as requiring participants to
make repeated speeded decisions. It is possible therefore that
performance on such tasks is more a measure of decision
making processes than abilities in that cognitive domain.
Mathematical models of decision making allow investigation
of the relative contributions to performance from different
components of the decision making processes, such as bias,
caution, and motor speed. If decision making processes play a
large role in determining performance, then we should expect
a high degree of consistency of these components across tasks
measuring different cognitive domains. Using a mathematical
decision making model, we investigated to what extent
individual performance was stable across tasks of attention,
working memory and inhibition, in terms of contributions
from different cognitive processes.
Email: Laura Wall, laura.wall@uon.edu.au
(5161)
Examining Visual Spatial Attention Using ResponseLocked Event-Related Potentials Shows Differences in
Post-Attentional Processing. BRANDI LEE DRISDELLE,
GREGORY WEST and PIERRE JOLICOEUR, Université de
Montréal — The N2pc is an event-related potential (ERP) with
a posterior negative and contralateral scalp distribution relative
to the side of the visual field where attention is deployed.
Most N2pc research time-locks data to the onset of the search
array (S-N2pc). The goal of the present study was to track the
disengagement of visual spatial attention as well as subsequent
mechanisms by time-locking to the motor response (R-N2pc).
The task was a simple visual search where subjects processed
a pop-out target among distractors. The scalp distributions
of both the S-N2pc and the R-N2pc demonstrated a similar
pattern of activity. We also separated trials by long and short
response times (RT) and observed a shorter delay between the
onset of the R-N2pc and the motor response for short RTs,
likely reflecting the duration of processes taking place after the
deployment of visual spatial attention.
Email: Brandi Lee Drisdelle, brandi.lee.drisdelle@umontreal.ca
(5159)
Exploring the Role of Working Memory in Visual Search:
Repeating Targets Does Not Diminish the Relationship
Between Search and Working Memory Capacity. LAUREN
WILLIAMS and TRAFTON DREW, University of Utah —
Working memory (WM) is thought to play an important role
in visual search. However, evidence for this relationship has
been mixed. Carlisle, et al. (2011) found electrophysiological
evidence that target representations are initially held in WM
and are transferred to long-term memory with target repetition.
Given this evidence, we should observe a relationship between
WM and search for early target repetitions that diminishes with
target repetition. This hypothesis was tested across four studies
using three types of stimuli (objects, letters, and triple feature
conjunction shapes). Multiple potential targets were presented
before each search array. Each target set was repeated for six
consecutive trials. WM capacity was measured using a change
detection task. WM and search correlations ranged from small
to moderate. However, no evidence emerged for a differential
role of WM for early repetitions. This suggests that performance
on early repetitions is not driven by WM limitations, as
previously supposed.
Email: Lauren Williams, lauren.h.williams@utah.edu
(5162)
Comparing Brain Activity Related to Attention for Lateral
Versus Central Targets Presented Among Distractors.
MATTIA DORO, University of Padova, PIERRE JOLICOEUR,
Université de Montréal, ROBERTO DELL’ACQUA, University of
Padova — Using electroencephalography, we investigated the
deployment of visuo-spatial attention in a visual search task.
The N2pc is a widely studied lateralized event-related potential
characterized by a parieto-occipital negativity peaking 250ms
after stimulus onset which is greater on contralateral than
ipsilateral electrodes (relative to the side of target presentation).
A common interpretation of this component asserts that
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N2pc is the summation of a contralateral negativity reflecting
target selection and an ipsilateral positive shift reflecting
distractor suppression. In our study, we investigated the
difference between lateralized and centrally presented targets,
in order to observe whether N2pc is actually a product of
both hemispheres. Results showed that at posterior electrodes
in both hemispheres, the negativity was similar in magnitude
for contralateral and central targets. The only lateralized effect
observed was a positive shift at ipsilateral sites when the target
was lateralized. Results will be discussed in terms of target
selection and distractors suppression.
Email: Mattia Doro, mattia.doro@gmail.com
only when there are a large proportion of target present trials;
thus, this type of adjustment may be ineffective in real-world
scenarios where targets are rare.
Email: Mark W. Becker, becker54@msu.edu
(5165)
The Role of Eye Movements in Parallel Search: Eye Movements
Are Neither Necessary Nor Sufficient for Logarithmic Search
Functions to Emerge. GAVIN J.P. NG, SIMONA BUETTI
and ALEJANDRO LLERAS, University of Illinois at UrbanaChampaign — Contrary to most models of visual search, our
lab recently reported systematic variance in reaction times in
so called “efficient search”, reflective of first stage processing
times (Buetti et al., 2016). Specifically, response times increased
logarithmically as a function of set size, and this increase
was modulated by target-distractor similarity. In the present
exploratory study, we investigated the role of eye movements in
producing these logarithmic functions. Participants completed
a parallel search task under both free-viewing and fixed-viewing
conditions while their eye movements were recorded. We found
that the same logarithmic slopes were produced in both viewing
conditions, suggesting that eye movements were not necessary
for these slopes. Additionally, we conducted exploratory
analyses on the number and probability of eye movements,
saccade latency, false alarm fixations, and minimum distance
between a fixation and the target. These variables were found to
vary with set size, and target-distractor similarity as well.
Email: Gavin Ng, jng17@illinois.edu
(5163)
Establishing Visual Continuity Across Saccades Is
Dependent on Visual Working Memory. STEFAN VAN DER
STIGCHEL, NATHAN VAN DER STOEP, ALBERT POSTMA
and MARTIJN SCHUT, Utrecht University — Despite variance
in saccade motor execution, the visual system is able to establish
continuity between saccades through corrective saccades. It has
previously been hypothesized that these corrective saccades are
dependent on the maintenance of the saccade target in visual
working memory (VWM). Here we tested the role of VWM in
maintaining visual stability using a dual task. Participants had
to remember several shapes for later recall. During retention,
participants had to saccade to a target in a visual search
display. In a subset of trials, the search display rotated during
the saccade, evoking a corrective saccade. Corrective saccades
were executed slower when VWM was occupied. Furthermore,
accuracy on the memory task was impaired in trials in which
the display rotated. These results indicate that visual continuity
is dependent on visual working memory and that information
that is relevant for maintaining visual continuity is prioritized
over the current VWM content.
Email: Stefan van der Stigchel, s.vanderstigchel@uu.nl
(5166)
What Cognitive Processes Mediate Changes in Performance
Across the Visual Field? MELISSA PRINCE and JASON
S. MCCARLEY, Flinders University — Many everyday tasks
require observers to process and respond to information
across a large area of the visual field (e.g., scanning for road
hazards when driving). However, observers are both slower
and less accurate when responding to targets located in the
periphery. The area of the visual field from which observers can
successfully extract information without resorting to head or
eye movements – the Functional Field of View (FFOV) – can
be assessed by asking participants to identify targets presented
at various eccentricities from central fixation. Restrictions of
the FFOV have been attributed to both processing speed losses
and peripheral crowding. Unfortunately, the measures used to
map the FFOV usually conflate different cognitive processes
(e.g., processing speed vs. asymptotic discriminability). We
used the Linear Ballistic Accumulator model to disentangle the
cognitive mechanisms mediating the FFOV in both cluttered
and uncluttered displays. Results suggest that both target
eccentricity and clutter degrade the quality of information that
can be extracted from the display, producing slower rates of
evidence accumulation. Moreover, clutter engendered longer
nondecision times, consistent with a perceptual filtering cost.
Email: Melissa Prince, melissa.prince@flinders.edu.au
(5164)
The Effect of Target Detection Times on Target Absent
Quitting Thresholds. MARK W. BECKER, GLEN GAGNON
and CHAD PELTIER, Michigan State University — We test the
theory that, in visual search without feedback, the time required
to find targets impacts target absent quitting thresholds. To
test this theory, we used eye-movement contingent changes to
experimentally manipulate target present reaction times (RTs)
and investigated target absent RTs. Participants searched an
array for a Landolt C with a break on the top. The search task
was difficult and detecting the target required fixation. Target
present trials began with all stimuli as distractors. During the
first eye movement after either 2s or 4s (manipulated in blocks)
all stimuli changed to targets. Making this switch during an eye
movement masked the change, and insured that the stimulus
at the saccade landing position was a target. In this way, we
experimentally manipulated target present RTs while keeping
all other aspects of the search arrays constant. Target absent RTs
were systematically influenced by the target present RTs, but the
effect was robust only when target prevalence rates were high
(80%). Target present RTs can influence quitting thresholds, but
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Posters (5167) - (5171)
COGNITIVE CONTROL IV
multitasking studies usually focus on interference mechanisms
after a specific response order has been determined, while a
comprehensive study of response order scheduling mechanisms
is lacking. In three psychological refractory period (PRP)
experiments, we examined the impact of stimulus order,
response characteristics, and other factors on response order
with a combination of effector systems (oculomotor and
manual) that is known to cause response order variability. The
results suggest that bottom-up factors alone (e.g., stimulus
order) are not the primary determinant of temporal action
scheduling. Instead, we found a major influence of effectorbased characteristics (i.e., oculomotor prioritization), which
could be attenuated by instructions or a predictable task
environment. Importantly, substantial effects of betweentask compatibility suggest that a stimulus comparison process
precedes response order decisions. Based on the present results
and previous findings, we propose a multi-phase framework
of temporal response order control which emphasizes how
cognitive control of action scheduling is dynamically adaptive
to task characteristics.
Email: Aleksandra Pieczykolan, aleks.pieczykolan@gmail.com
(5167)
The Influence of Top Down and Bottom Up Processes on
Task Switching. AARON T. BUSS, University of Tennessee Knoxville, ELIOT HAZELTINE and VINCENT MAGNOTTA,
University of Iowa, JOHN P. SPENCER, University of East Anglia
— The task-switching paradigm has been widely used to probe
executive function and frontal cortex processing. However,
more recent data have revealed a critical role for posterior
brain regions in parietal and temporal cortices. In the current
study we collected fMRI data while participants performed four
different task-switching conditions where they were asked to
switch attention between color and shape dimensions, switch
the spatial response mappings associated with the stimuli,
switch both attention and response mappings, or switch neither.
The behavioral data revealed that switch costs were largest when
both attention and response mappings needed to be switched.
The fMRI data showed that switching attention between
dimensions activated lateral frontal cortex, replicating previous
findings. However, switching response mappings resulted in
activations in regions of parietal and temporal cortices. Further,
when participants switched both attention and response
mapping, all three ROI’s were activated, suggesting that control
signals related to switching rules can arise both in a bottom up
and top down fashion depending on the nature of challenges
posed by the configuration of tasks during the pre- and postswitch phases.
Email: Aaron T. Buss, abuss@utk.edu
(5168)
The Effects of Action vs. Strategy Video Games on Cognitive
Control. KIRA BAILEY, Ohio Wesleyan University, BROOKE
MARTINEAU, Bay Path University, SEAN MCCARTT and
KEVIN ROSSI, Ohio Wesleyan University — Several studies
have demonstrated the benefits of playing action video games
(e.g., first-person shooters) on visuospatial cognition, while
other work has suggested that the same games may have
negative consequences for cognitive control. Few studies
have examined the impact of other genres of video games on
cognition. The goal of the current study was to replicate previous
work examining the effects of action video games on cognitive
control, and to extend the literature to another genre, strategy
video games. Participants completed the counting Stroop and
AX-CPT tasks while event-related potentials were recorded
before and after 10 hours of training on either an action video
game (Unreal Tournament 3) or a strategy video game (League
of Legends). Behavioral and neural results indicate that the two
genres of video games differentially impact the use of proactive
and reactive forms of cognitive control.
Email: Kira Bailey, kmbailey@owu.edu
W
IT
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A
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(5170)
The Eyes’ Many Stories About Action-Related Load: Saccadic
Amplitude, Latency, Errors, Pupil Response, and Blink Rate.
LYNN HUESTEGGE and ALEKS PIECZYKOLAN, Würzburg
University — Processing load is reflected in several eye-related
parameters including saccadic amplitude, latency, errors, pupil
response, and blink rate, indicating that “stressed” eyes hesitate,
widen, err, and eventually shut down. Here, these facets are
analyzed under single- and dual-action demands across different
effector systems. Participants in Experiment 1 switched between
single manual, single vocal, and dual (manual-vocal) response
demands while fixating a central fixation cross. Results suggest
dual-response costs for manual and vocal latencies. However,
while blink rate and pupil dilation were also increased in the
dual vs. single-manual condition, the data from the single vocal
condition resembled those from the dual condition. Thus, vocal
demands per se might increase blink rate and pupil dilation,
potentially overriding any load-related effects. Experiment 2
compared saccade amplitude, latency, pupil dilation and blink
rate in blocks of trials involving only basic saccade demands
vs. blocks with additional manual key press demands. Results
suggest increased saccadic latencies, shortened amplitudes,
and changes in pupil dynamics under dual- (vs. single-)action
demands, but no effect on blink rates. Taken together, the results
suggest that while all parameters may individually be associated
with variants of processing load, the underlying mechanisms
appear to be distinct.
Email: Lynn Huestegge, lynn.huestegge@uni-wuerzburg.de
(5171)
The Influence of Stimulus Modality on Response Modality
Prioritization in Dual Task Control. MAREIKE A.
HOFFMANN, ALEKSANDRA PIECZYKOLAN and LYNN
HUESTEGGE, University of Würzburg — Performing two
actions simultaneously (vs. in isolation) usually yields dualresponse costs in terms of longer reaction times or higher
(5169)
Action Scheduling in Multitasking - A Multi-Phase
Framework of Response Order Control. ALEKSANDRA
PIECZYKOLAN and LYNN HUESTEGGE, University of
Würzburg (Sponsored by Oliver Herbort) — A crucial challenge
in multitasking is to control temporal response order. However,
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error rates. However, these costs are typically not evenly
distributed across both responses when different response
modalities (effector systems) are involved. Previous studies
involving pairwise combinations of oculomotor, manual, and
vocal responses reported evidence for an ordinal prioritization
pattern among effector systems: Oculomotor actions dominate
vocal actions, whereas vocal actions dominate manual actions.
However, these studies involved only a single stimulus to trigger
both responses. In the present study, we employed two distinct
(visual and auditory) stimuli to trigger pairwise combinations
of saccades, manual, vocal, and pedal responses. Our findings
replicate and extend previous patterns of effector system
prioritization and quantify the impact of stimulus modality
on dominance patterns. Implications for flexible resource
scheduling models of dual-task control are discussed.
Email: Mareike Hoffmann, mareike.hoffmann@uni-wuerzburg.
de
threat detector activation ultimately elicits a phasic response in
the locus coeruleus, which in turn results in the facilitation of
cerebral cortex neurons involved in the decision and response
processes time-locked to the somatic threat.
Email: Robert Dowman, rdowman@clarkson.edu
(5174)
Do Visuospatial Reference Frames Produce Performance
Asymmetries in the Simon Task? Evidence from Handand Foot-Press Responses. JING CHEN, New Mexico State
University, JULIA C. SEIBOLD, RWTH Aachen University, QI
ZHONG, Purdue University, JOCHEN MÜSSELER, RWTH
Aachen University, ROBERT W. PROCTOR, Purdue University
(Sponsored by Motonori Yamaguchi) — The Simon effect
is a spatial stimulus-response compatibility effect in which
the spatial dimension of the stimulus is task-irrelevant. This
effect is often larger for the stimulus located on the dominanthand side of participants. Early results of Wallace (1972) did
not show this asymmetric pattern when participants were not
allowed to see the response keys or their hands placed on them
at any stage during the experiment. However, a recent study
showed the pattern when the participants placed their hands
on the keys prior to their being covered up (Seibold, Chen,
& Proctor, 2016). We tested whether viewing of the effectors/
keys in advance is sufficient to induce the asymmetric Simon
effect pattern for hand as well as foot responses. The pattern was
replicated for both hands and feet but not when participants
were unable to see the effectors placed on the response devices
prior to starting the experiment.
Email: Robert W. Proctor, proctor@psych.purdue.edu
(5172)
Conceptual Overlap Rather Than Modality Pairings Affects
Task Switch Costs. JONATHAN SCHACHERER and ELIOT
HAZELTINE, University of Iowa — The modality compatibility
effect refers to changes in the interference effects between tasks
depending on the input and output modalities. For example,
dual-task costs are smaller when pairing a visual-manual task
with an auditory-vocal task (compatible) than when the opposite
pairing is used (visual-vocal, auditory-manual; incompatible).
Stephan & Koch (2010, 2011) reported these effects in a taskswitching paradigm, with incompatible pairings exhibiting
greater switch costs than compatible pairings. However, with
these tasks there was conceptual overlap between the stimuli
and responses for one task in the compatible pairing. In
Experiment 1, we reversed this conceptual overlap condition
to an incompatible pairing and found greater switch costs in
the compatible condition, contrasting previous findings. In
Experiment 2, we eliminated conceptual overlap in both tasks
and found no effect of modality compatibility on switch costs.
These results reveal that modality pairings do not necessarily
affect switch costs when conceptual overlap is eliminated.
Email: Jonathan Schacherer, jonathan-schacherer@uiowa.edu
(5175)
Set-and-Element Level Compatibility in the Oculomotor
System. COURTNEY J. GRIFFIN-OLIVER and ROBERT W.
PROCTOR, Purdue University (Sponsored by Kim-Phuong
Vu) — Set-level and element-level compatibility are two ways
to differentiate between components of stimulus-response
compatibility. Element-level compatibility (the difference
between incongruent and congruent mappings) has been
shown to be an increasing function of set-level compatibility
(differences between pairings of stimulus and response sets),
which particularly influences performance for the congruent
mapping. The present experiments sought to evaluate this
phenomenon within the oculomotor system through eyetracking in two experiments. Stimuli were squares in left and
right locations or centered location words left and right. The
difference between congruent and incongruent mappings of
left-right eye-movement responses and spoken “left”-“right”
responses in one experiment and left-right eye-movement
responses and left-right keypresses in another. Eye-movement
responses produced a smaller mapping effect with physical
locations than with verbal stimuli, possibly because the target
locations for the eye-movement responses were designated by
outline boxes. Implications of these results for understanding
saccades and anti-saccades are considered.
Email: Courtney Griffin-Oliver, griffino@purdue.edu
(5173)
Evidence the Attentional Bias Towards Somatic Threats
Involves Threat Detectors in the Dorsal Posterior Insula.
ROBERT DOWMAN, NICHOLAS LISZCZYNSYJ, JONAS
EBERT and KATE WOLF, Clarkson University — The crossmodal endogenous cuing paradigm was used to investigate
the brain mechanisms underlying the attentional bias towards
somatic threats, such as a painful electrical stimulus applied to
the sural nerve or a non-painful sural nerve stimulus presented
in a pain context. The behavioral reaction time data show that
a non-painful sural nerve stimulus is detected and reorients
attention more quickly when presented in a pain context than
a pain absent context. The behavioral and electrophysiological
data argue against the attentional bias being due to general
arousal associated with the pain context. Rather the results
suggest that the attentional bias is due to activation of somatic
threat detectors in the dorsal posterior insula. The somatic
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Posters (5176) - (5180)
(5176)
How Does Sense of Body Ownership Vary With Cognitive
Effort? ZANE ZHENG and LYNDSEY CHARETTE, Lasell
College — Converging evidence suggests that sense of body
ownership is based on multisensory integration of incoming
information, as demonstrated by the rubber-hand illusion,
where seeing someone stroke the fingers of a fake hand while
feeling the stroking on one’s own hidden hand evokes the
illusory ownership of the fake hand. However, whether and
how this process of embodiment may vary as a function of
cognitive effort remains unknown. Here we developed a dualtask paradigm in which participants were instructed to perform
N-back tasks (from 0-back to 3-back) on the identity of the
stroked fingers during the induction of the rubber-hand illusion.
Across two experiments, we showed that the strength of body
ownership was strongly modulated by the cognitive effort only
when the task load was moderate (i.e., 1-back) but not when
the load was overwhelming (i.e., 3-back), and that the effect of
cognitive effort was specific only to when the multisensory cues
supporting the illusion were coherent. Therefore, our findings
suggest that sense of body ownership may be more strongly
influenced by the higher-level cognitive control than previously
thought.
Email: Zane Zheng, zzheng@lasell.edu
at different stages of information processing, improving
human-machine system performance in various operational
environments. However, characteristics of automated aids
can also counterproductively impact human behavior and
cause inappropriate use of automation potentially due to poor
allocation of attentional resources to multiple tasks. To better
characterize operators’ task selection when using an aid, we
have developed a computational model of multitasking when
interacting with an automated aid operating at different stages
of information processing. Each task is represented as a vector
of its resource demands, informed by task analysis and coding
guidelines. Automation is likewise represented as a vector of
automation functionality. The model accounts for automation
alleviating resource demands, outputs a conflict value for each
task pair, and predicts the order and magnitude of task selection
during human-automation interaction.
Email: Yusuke Yamani, yyamani@odu.edu
AUTOMATIC PROCESSING
(5179)
Negative Priming Effects Using Large Pools of Words From
Distinctly Different Languages. EWALD NEUMANN,
KRISTIN S. ROCHFORD, IVY NKRUMAH and PAUL N.
RUSSELL, University of Canterbury — Negative priming (NP)
typically entails slowed responses to a target item in a selective
attention task when an immediately preceding distractor item
becomes the subsequent target, compared to a control condition
in which there is no such identity ignored repetition. An
ongoing controversy in the NP literature, however, is whether
this effect can be obtained when a relatively large pool of words
is used. Several labs have claimed that in order to produce NP
with words, the words must be encountered at least several
times as an attended target prior to becoming the distractor
word and subsequent target word in an ignored repetition
condition. Contradicting the belief that NP cannot be produced
using once and only once presented ignored words, we observed
atypically large and long-lasting NP effects. English words were
used in Experiment 1, and words in Twi, the native language of
Ghana, Africa were used in Experiment 2.
Email: Ewald Neumann, ewald.neumann@canterbury.ac.nz
(5177)
Exploring Modality Compatibility in the Response-Effect
Compatibility Paradigm. NOÈMI FÖLDES and ANDREA
M. PHILIPP, RWTH Aachen University, ARNAUD BADETS,
Université de Bordeaux, IRING KOCH, RWTH Aachen
University — The ideomotor theory states that actions are
coded by anticipatory perceptual representations of their
effects. This notion has been investigated with the responseeffect compatibility (REC) paradigm, in which responses have
been shown to be facilitated if ensuing perceptual effects are
compatible with the response (R-E compatibility). Additionally,
according to the notion of ideomotor compatibility, certain
response-effect (R-E) mappings are stronger than others
due to resemblance of features of response and effects (e.g.,
vocal-auditory mapping). In our study we investigated the
role of modality compatibility of R-E mappings in two REC
experiments. In Experiment 1, we investigated R-E code
compatibility (a specific type of modality compatibility), while
in Experiment 2 we directly compared performance with a
modality compatible and incompatible R-E mapping (auditoryverbal vs. visual-verbal). Overall, results revealed some evidence
for an influence of code compatibility and somewhat stronger
evidence for an influence of modality compatibility influence.
The findings provide first evidence for modality compatibility
of response-effect mappings.
Email: Noémi Földes, Noemi.Foeldes@psych.rwth-aachen.de
(5180)
Stroop Interference in a Match-to-Sample Task: Implications
for Semantic and Response Competition Accounts.
MARSHALL L. GREEN, Mississippi State University,
LAWRENCE LOCKER, TY W. BOYER and BRADLEY R.
STURZ, Georgia Southern University — The Stroop effect has
long been studied when investigating attentional processes;
however, debate remains concerning the source of the effects
during a matching Stroop task. Semantic competition describes
competing semantic processes associated with the word and
color dimensions of the stimulus prior to response selection.
Response competition describes competing response codes
activated by articulating the word versus the color dimension
at the time of response selection. We presented the Stroop
sample and response options consecutively without retention
interval (Experiment 1), and we presented sample and response
(5178)
A Computational Model of Task Selection During HumanAutomation Interaction. YUSUKE YAMANI, NICOLE
D. KARPINSKY and CHRISTOPHER D. MORLEY, Old
Dominion University, WILLIAM J. HORREY, Liberty Mutual
Research Institute for Safety — Automation can operate
318
Posters (5181) - (5185)
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(5183)
Immunization From Flanker Interference by Subliminally
Presented Neutral Distractors. RICARDO MAX, New
York University, HAYLEY E.P. LAGROIX and VINCENT DI
LOLLO, Simon Fraser University, YEHOSHUA TSAL, Tel Aviv
University, THOMAS M. SPALEK, Simon Fraser University —
In typical flanker tasks response time (RT) to identify a target
is slower when the target is flanked by incongruent distractors
than when flanked by neutral distractors. In the present work,
the target was a line slanted left or right. In the Incongruent
condition, the target was flanked by incongruent distractors
(the alternative target slant) until response. In the Neutral
condition, the target was flanked by neutral distractors (half
circles) until response. In the Neutral-to-Incongruent condition,
the target was flanked by neutral distractors for 33 ms, replaced
immediately by incongruent distractors until response. RTs in
the Neutral and in the Neutral-to-Incongruent conditions were
similar and significantly faster than the Incongruent condition.
Notably, in the Neutral-to-Incongruent condition, participants
were phenomenologically unaware of the neutral distractors,
as though the incongruent distractors backward-masked the
neutral distractors. In contrast, in the behavioral responses
(RT), it was as though the (subliminal) neutral distractors
forward-masked the incongruent distractors, thus immunizing
target identification from flanker interference.
Email: Ricardo Max, ricardo.max@nyu.edu
options simultaneously (Experiment 2). Collectively, results
indicated RT interference on incongruent trials, both when the
foil response option was related to the irrelevant dimension and
when the foil response option was unrelated to the irrelevant
dimension. Stroop asymmetry was only observed when
sample and response options were presented simultaneously.
The matching task may serve as an ideal method to dissociate
semantic from response competition.
Email: Marshall L Green, mg2057@msstate.edu
(5181)
Attentional Bias Modification for the Simple Feature:
Preference and Choice Could Be Changed? TOMONARI
SHIMOMURA, Chukyo University, TOMOE INUKAI, Kobe
Shinwa Women’s University — In the present work we examined
whether a manipulated attentional bias for simple stimuli
induces shift in preference and increase motivation to selection
for the biased stimuli. The prior studies showed that food and
beverage, like chocolate and alcohols, could be biased with
attentional bias modification (ABM) procedure and increase
intake of the foods. We investigated whether a biased color
could induce such a change in preference and choice. A specific
color was biased using dot-probe paradigm and we compared
preference to the biased, non-biased, and neutral colors before
and after the procedure. In addition, two-alternative forced
choice task between biased and non-biased color was imposed
to the participants after the experiment. We found that there is
no difference in preference but biased color was more selected
in the choice task.
Email: Tomonari Shimomura, t-shimo@lets.chukyo-u.ac.jp
(5184)
An Eye Tracking Examination of Male Attractiveness
by Conceptive Risk Females. RAY GARZA, ROBERTO
R. HEREDIA and ANNA B. CIESLICKA, Texas A&M
International University — Previous research has indicated that
females prefer men that exhibit an android physical appearance
where fat distribution is deposited on the upper body (i.e.,
shoulders and arms) and abdomen. This ideal physical shape
has been associated with perceived dominance, health, and
immunocompetence. Although research has investigated
attractability of men with these ideal characteristics, research
on how females visually perceive these characteristics is limited.
The current study investigated visual perception and attraction
towards men in Hispanic women of Mexican-American
descent. Using a front posed male image and manipulating the
waist to chest ratio (WCR), women rated the male body image
associated with upper body strength (low WCR 0.7) as more
attractive. Additionally, high-conceptive risk women made
quicker judgments of attractiveness than low-conceptive risk
females. These findings suggest that physical characteristics
in men that exhibit upper body strength are strong predictors
of attraction, and visual perception is influenced by female
conceptive risk.
Email: Ray Garza, ray.garza@tamiu.edu
(5182)
Comparing 2011-2019 to 2015: Congruency Effect
Differences for Number Magnitude and Past-Future Time
Judgments. AIPING XIONG and ROBERT W. PROCTOR,
Purdue University — Although some congruency effects (e.g.,
the SNARC effect) have been attributed to representations of
the abstract conceptual dimensions (e.g., number) in terms of
more concrete dimensions (e.g., space), an alternative account
based on the notion of polarity correspondence has received
some empirical support. In this study we tested implications
of the polarity-correspondence account. In Experiment 1, no
SNARC effect was obtained when participants judged whether
numbers from the sets 2011-2014 and 2016-2019 were smaller
or larger than 2015. When participants were instructed to
perform the same task but making past-future judgments in
Experiment 2, a SNARC-like effect appeared. We conclude that
polarity correspondence provides an adequate explanation for
the results. The polarities are not distinct when all numbers
judged for magnitude are large, whereas portraying the task
as past and future provides a binary distinction between the
two number sets corresponding to the left and right response
distinction.
Email: Aiping Xiong, xionga@purdue.edu
(5185)
Chiari Malformation and Hyper-Vigilance: An EEG Study.
JAMES R. HOUSTON and PHILIP A. ALLEN, University of
Akron, MEI-CHING LIEN, Oregon State University, FRANCIS
LOTH, University of Akron, SAREL VORSTER, Cleveland
Clinic Foundation, MARK G. LUCIANO, Johns Hopkins
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University Medical Center — Chiari Malformation Type I is a
neurological syndrome in which the cerebellar tonsils descend
into the cervical spine area resulting in cervicomedullary
compression (i.e., the brainstem becomes compressed). We
hypothesize that this compression causes fiber-tract damage to
the ventral- and/or dorsal-stream attentional pathways. Thus,
we examined the effect of attentional demands in processing
facial emotions for 15 Chiari patients and 12 controls using a
dual-task (Task 1 tone discrimination, Task 2: emotional face
discrimination task [angry, happy, or neutral]) that varied
stimulus onset asynchrony (SOA: 100, 300, and 900 ms). P1
and P3 ERP components were measured as indices of ventral
and dorsal attentional stream processing, respectively. While
no ERP group differences in SOA (a measure of attentional
capacity) or emotional valence were observed, Chiari patients
showed significantly higher-amplitude P1 (but not P3) than
controls. These results suggest hyper-vigilance in the ventral
attentional stream for the Chiari group.
Email: Philip A. Allen, paallen@uakron.edu
tests to help differentiate the diagnosis in adult patients with
Bipolar Disorder (BD) and Attention Deficit Hyperactivity
Disorder (ADHD). These are psychiatric illnesses in which
attention routines and the architecture of attentional selection
are expected to differ in relation to the emotional salience of
the stimuli. We manipulated attentional performance during
behavioral trials by embedding emotional distracters in the
central visual field during instructed fixation. Our results
suggest that there are differences in how emotion processing
and executive functioning interact in different patient groups.
Patients presented with more direction errors than controls
and emotional processing appeared to impact processing speed
mostly in those with BD. We believe that these findings could be
further utilized to improve diagnosis specificity.
Email: Alina Marin, marina@hdh.kari.net
(5188)
The Influence of MAOA Across the Trajectory Development
of Reflexive Attention. KATHERINE E. CHRISTENSEN,
RACHEL NUTTALL, AMANDA KOCI, TYSON WADE,
ALLISON G. KOTTER and REBECCA A. LUNDWALL,
Brigham Young University — We researched the influence of
MAOA across the trajectory development of reflexive attention.
Previous studies reveal that MAOA influences neurotransmitter
availability, but its influence on attentional development
remains largely unknown. In our longitudinal study, we tested
195 infants (2-5 months) on a moving bar task and again in
childhood (9-16 years), at which time they provided a saliva
sample. Coders recorded eye movement direction and latency
(RT). We determined participants’ positions in a distribution
of scores by Z-scoring infant and child scores. Multilevel
modeling associated genetic markers on eleven genes to
changes in participants’ positions from infancy to childhood.
MAOA predicted a poorer attentional developmental course in
RT with girls who had the CC genotype. Future research can
monitor young girls with the CC genotype to determine the
need for intervention. Examining potential genetic influences
on the development of reflexive attention may help answer why
children experience different trajectories.
Email: Rebecca A. Lundwall, rebecca_lundwall@byu.edu
(5186)
The Effect of Hidden Facial Expressions in a Rapid Serial
Visual Presentation. BIANCA MONACHESI, Sapienza
University - Rome, BRUNO LAENG, University of Oslo, ANNA
PECCHINENDA, Sapienza University - Rome — Evidence on
whether emotional expressions are involuntarily processed even
when they are not fully visible and independently of attentional
resources is mixed (see Vuilleumier, 2005 and Pessoa, 2005). We
used the Rapid Serial Visual Presentation paradigm (Raymond,
Shapiro, & Arnell, 1992) to investigate to what extent hidden
emotional expression (obtained by using a HSF neutral
expression as a mask over an emotional LSF expression) affect
temporal selective attention. Participants (N= 27) performed
a RSVP task, in which T1 were faces showing neutral, hidden
happy or hidden afraid expressions and T2 were neutral faces.
They monitored streams of 16 faces (T1 and T2 presented
among inverted distractor-faces) and they reported the gender
of T1 and T2. Findings showed a lag 1 sparing and an AB at
lag 2 for T2 only when T1 had masked-Happy expression (F (3,
72)= 15.05, p= .001, partial η²= .38). In contrast, when T1 had
a masked Afraid expression, performance at lags 1 and 2 was
enhanced followed by an AB at lag 3 (F (3, 72) = 11.06, p< .001,
partial η²= .31). The present findings clearly show that hidden
emotional expression modulate temporal selective attention.
Email: Bianca Monachesi, bianca.monachesi@uniroma1.it
(5189)
Visual Activity Prolongs Perceived Duration in Naturalistic
Scenes. HAUKE S. MEYERHOFF, Leibniz-Institut fuer
Wissensmedien, Tuebingen, FRANK PAPENMEIER and
MARKUS HUFF, University of Tuebingen — Many everyday
activities such as acting and scheduling implicitly involve
duration judgments. Two distinct cognitive processes have
been proposed to determine the subjective impression of time.
Attention-based models have been proposed for prospective
paradigms in which participants are aware of the relevance of
time whereas memory-based models have been proposed for
retrospective paradigms in which participants become aware
of the relevance of time only after stimulus presentation. We
asked participants to reproduce the duration of brief movie
clips in a prospective paradigm. Most importantly, the visual
activity (i.e., the amount of perceptual change) varied between
the movie clips. Whereas memory-based models predict a
(5187)
Attention and Emotions at Crossroads of Psychiatric
Diagnoses. ALINA MARIN, DOUGLAS MUNOZ and
RACHEL YEP, Queen’s University — Previous research has
enhanced our understanding of the distinctions and overlaps
of behavioral and neural correlates of attentional distraction
and cognitive reappraisal, and how these functions interplay
in supporting emotion regulation. Applying this knowledge
to psychiatry would help finding better ways to define
biomarkers able to disentangle clinical diagnoses that share
attention and emotion regulation dysfunctions. We initiated
a pilot study using eye movement paradigms as objective
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(5192)
Questioning the Necessity for Rehearsal in Auditory
Distraction Effects During Serial Recall. COREY I. MCGILL
and EMILY M. ELLIOTT, Louisiana State University (Sponsored
by Arend Van Gemmert) — Irrelevant auditory stimuli can
impair serial recall. Empirically-supported explanations
propose that auditory stimuli changing appreciably from
item to item interfere with the sub-vocal rehearsal of the
visual stimuli. Importantly, the deleterious effect of changing
irrelevant sounds is reduced by eliminating order information
from the recall task (e.g., a missing item task). However, despite
a common assumption in the literature, the conflict of order
maintenance between the visual stimuli and the to-be-ignored
auditory channel may or may not implicate interference with
sub-vocal rehearsal. Across two experiments, rehearsal was
severely limited using silent articulatory suppression and rapid
serial visual presentation. Results indicated that while silent
articulatory suppression eliminated the effects of irrelevant
sounds, rapid serial visual presentation did not. This difference
implicated order processes other than rehearsal as the possible
cause of auditory distraction, suggesting that current theoretical
explanations for auditory distraction effects are incomplete.
Email: Corey McGill, cmcgil1@lsu.edu
subjective dilation of time with increasing visual activity of the
clips, attention-based models predict temporal contraction.
Despite the prospective nature of our task, our results matched
the predictions of the memory-based models. Furthermore, we
extended our findings to semantic-free versions of the same
video clips. In sum, our results show that the cognitive processes
of time estimation for naturalistic scenes are not as exclusive as
suggested by the dichotomy of attention- and memory-based
models.
Email: Hauke S. Meyerhoff, h.meyerhoff@iwm-kmrc.de
(5190)
Can Priming Affect an Implicit Colour Responding Memory
Task? DINKAR SHARMA, University of Kent — The Stroop
paradigm has been widely used to study attention whilst its use
to explore implicit memory have been mixed. Using the studytest procedure two studies are reported that investigate whether
priming from words that had previously been studied would
cause interference during test when responding to the printed
colour. Study 1 replicated MacLeod (1996) who showed no
difference in response latencies in a mixed block of studied and
unstudied words. However, presence of priming was indicated
by longer response latencies in a mixed block (studied and
unstudied words) than a pure block (unstudied words only).
Study 2 extended this research using drug-related words in a
group of drug-users and non-users. The results from study 1
were replicated in non-users. In users there was evidence of an
attentional bias to the drug-related words. We explore the role
of carryover effects and task conflict.
Email: Dinkar Sharma, d.sharma@kent.ac.uk
(5193)
The Effect of Red on Performance in an Achievement
Task: A Second Attempt. KENNETH M. STEELE, JUSTIN
FISHER, AMANDA NOVACHEK, JENNIFER RETARIDES,
ALEX VERNON, WILL ORR and ZACHARY MARTIN,
Appalachian State University — Elliot, Maier, Moller, Friedman,
and Meinhardt (2007) hypothesized that exposure to the
color red would impair performance in an achievement task.
They reported that a brief exposure to the color red reduced
the number of correctly-solved anagrams. Steele et al. (2015)
were unable to replicate the result. The purpose of the current
experiment was to replicate the Elliot et al. result using a
different red. Participants (N = 266) were asked to solve as
many 5-letter anagrams as possible in a 5-min period, briefly
exposed to either red, green, or gray, and then asked to solve
as many anagrams as possible in a second 5-min period.
Luminance, chroma, and hue values were similar to those used
by Elliot et al. Pre-color solution performance predicted postcolor solution performance but there was no difference among
the color conditions on post-color solution performance. The
results suggest the original effect may not be reliable.
Email: Ken Steele, steelekm@appstate.edu
(5191)
Multi-Level Response Coding in Stimulus-Response
Bindings: Irrelevant Distractors Retrieve Both Semantic
and Motor Response Codes. CARINA GIESEN and KLAUS
ROTHERMUND, University of Jena — Stimulus-response (SR) episodes are formed whenever a response is executed in
close temporal proximity to a stimulus. Subsequent stimulus
repetition will retrieve the episode from memory, re-activating
the previous response. Whereas many research findings attest
to the flexibility of representing stimulus features, only little is
known about the way responses are coded within transient S-R
episodes, that is, whether the retrieved response is represented
in terms of specific motor codes, abstract/semantic codes, or
both. To differentiate between these accounts, we employed
an approach/avoidance task in which semantic meanings (i.e.,
moving a word “towards” or “away from” a manikin on screen)
and motor codes of responses (i.e., pulling or pushing a joystick)
were manipulated orthogonally. Results of two experiments
indicated that stimulus repetitions retrieve both, semantic
as well as motor code representations, indicating multiple
and independent levels of response coding. We conclude that
response representation in S-R episodes follows similar binding
principles as are known from stimulus integration.
Email: Carina Giesen, carina.giesen@uni-jena.de
(5194)
Meta-Analysis of Inhibition of Return: Assessing
Discrimination Tasks in Speed-Accuracy Space. RALPH S.
REDDEN, Dalhousie University, JASON IVANOFF, Saint Mary’s
University, JOHN CHRISTIE and RAYMOND M. KLEIN,
Dalhousie University — Inhibition of return (IOR) is usually
viewed as an inhibitory aftermath of visual orienting typically
seen in the form of slower responses to targets presented
in a previously oriented to location. Since first reported in
a discrimination task over 20 years ago, many studies have
demonstrated IOR in non-spatial choice tasks. A recent theory
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has proposed two forms of IOR: one nearer the input end of the
information processing continuum and one nearer the output
end. The input form is assumed to decrease the salience of
recently attended objects in a salience map whereas the output
form biases orienting behaviours against previously attended
locations in a priority map. There are specific predictions for
the effect vectors for each of these forms when considering
performance in speed-accuracy space. The input form ought
to be manifest as a cost in both reaction time and accuracy
and the output form as a cost in reaction time corresponding
with a benefit in accuracy. We evaluate the literature on IOR specifically in non-spatial choice tasks - to assess and quantify
the experimental factors that may contribute to generating one
form or the other.
Email: Ralph Redden, rredden@dal.ca
We focus on three families of heuristics: single-cue decision
making, lexicographic decision making, and tallying. Our
empirical analysis is extensive, employing 63 natural data sets
on diverse subjects.
Email: Özgür Simsek, ozgur@mpib-berlin.mpg.de
(5197)
Harm to Myself Is Not Intentional: Effects of Causal
Structure and Probability on the Knobe Effect. KUNINORI
NAKAMURA, Seijo University — Knobe (2003) demonstrated
that people’s intentionality judgments of side-effects depend on
whether the consequence is positive or negative. This indicates
that people’s judgments of intentionality of action depend
not only on their perception of the intention of the actor but
also on the results of the action. The current study examines
the Knobe effect in terms of causal structure and probability.
To address these issues, this study employed almost the same
experimental procedure as Knobe’s original experiment (2003).
We also added a condition where participants were required
to consider the intentionality of an action whose side effect
also affected the actor. In addition, this condition required
intentionality and probability judgments about outcomes. The
results demonstrated that both causal structure and probability
play an important role in the Knobe effect.
Email: Kuninori Nakamura, knaka@seijo.ac.jp
JUDGMENT
(5195)
Self-Appraisal: Estimates of Intellectual Performance for
Persons With Acquired Brain Injury. GRACE-ANNA S.
CHANEY and RICK PARENTE, Towson University — Acquired
Brain Injury (ABI) limits a survivor’s ability to appraise their
task performance. There are, however, few measures of selfappraisal. This study developed a technique for measuring
self-appraisal originally proposed by Wilbur, Wilk, Silver, and
Parente (2008). A multivariate model of self-appraisal that
includes measures of predicted performance as well as measures
of over/under-estimation of performance was evaluated with
ABI survivors, participants with diagnosed learning disabilities,
and others with emotional impairments to determine which
measures were the most sensitive to the differences among the
groups. This model provided a more accurate assessment of
self-appraisal than the one previously proposed by Wilbur et
al. (2008). The two measures of self-appraisal measure different
psychological processes, and the overall model measures
aspects of performance that are unrelated to an individual’s IQ.
A measure of over/under-estimation was the most sensitive.
The findings corroborate previous literature suggesting that
persons with ABI have difficulty accurately assessing their task
performance resulting in inflated performance judgments. This
self-appraisal technique can be applied to most assessments of
performance.
Email: Grace-Anna Chaney, gchane2@students.towson.edu
(5198)
Evaluation Prompts Deliberative Thinking. DANA L.
CHESNEY, St. John’s University, NATALIE OBRECHT, William
Paterson University, RYAN SALIM, St. John’s University —
Previous research indicates that evaluating arguments about
the usefulness of base-rate and/or stereotype data increases
subsequent use of base-rates in a group membership judgment
task (Obrecht & Chesney, 2016). We hypothesized that this is
because evaluating arguments induces deliberative thinking
which in turn supports base-rate use while, in contrast,
stereotype use supported by default intuitive thinking. To
test this, we recorded participant’s RTs when making group
membership judgments in three different conditions: 1) After
evaluating arguments supporting base-rate and/or stereotype
use; 2) After evaluating recollections of base-rate and/or
stereotype information; 3) After no evaluations. Participants
took longer to make group membership judgments after they
had evaluated argument and recollection statements, compared
to the no-evaluation condition. This suggests that evaluation
prompted participants to deliberate more when making
subsequent judgments. This work supports the contention that
reasoning failures often result from overreliance on intuitive
cognition, while deliberation increases the rate of normative
judgments. It specifically supports the hypothesis that
evaluating statements can induce deliberation.
Email: Dana Chensey, dlchesney@gmail.com
(5196)
Learning Rate of Simple Decision Heuristics. ÖZGÜR SIMSEK
and MARCUS BUCKMANN, Max Planck Institute for Human
Development (Sponsored by Konstantinos Katsikopoulos) —
Simple decision heuristics are models of human and animal
behavior that use few pieces of information—perhaps only
a single piece of information—and integrate the pieces in
simple ways, for example, by considering them sequentially
or by giving them equal weight. Despite their simplicity, such
heuristics make accurate inferences under diverse settings. This
work examines how quickly such heuristics can be learned from
experience. We show, analytically and empirically, that only a
few training samples lead to substantial progress in learning.
(5199)
It’s About the Stereotype Until It’s Not: Confirmatory
Evidence From Eye Movements on Base-Rate Neglect
Judgments. ALEXANDER B. SWAN, MEGAN C. SPEARS,
RYAN S. ZAMANZADEH and RUSSELL REVLIN, University
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of California, Santa Barbara — Eye-tracking methods have
recently been utilized in dual process investigations. This study
incorporated this methodology within the classic base-rate
neglect task to determine if eye movements indicated cognitive
processing. Participants completed base-rate problems via a
desktop computer while their eye movements were tracked. It
was predicted that participants would generally spend more
time observing problems where the base-rates and stereotype
conflict than they would for problems of no conflict or when
no stereotype was given (neutral). It was also predicted that
problem type observations would correspond directly to baserate or stereotype areas of interest (AOI). Results show that
participants spent more time fixating on the stereotype AOI
on no-conflict problems and the base-rate AOI on neutral
problems. These results suggest some confirmatory evidence
that the stereotype is utilized more often to make judgments
on these problems rather than the base-rate, unless there is no
stereotype information given.
Email: Alexander Swan, alexbswan@gmail.com
However, when the judgement options are forced into the
same contextual space (unipolar scales), prompting direct
comparisons, they induce loss-averse judgements. In contrast,
we propose an alternative explanation based on decisioncontent comparability. Specifically, comparable decision
attributes fuel the gain and loss comparisons (inducing
loss averse judgements). Moreover, our results showed that
facilitating decision content comparability (DCC) (monetary
gamble-monetary worth evaluation) produces loss aversion
regardless of whether gains and losses are considered in
isolation. Accordingly, impeding DDC produces a decline in
loss aversion.
Email: Alex Cooke, k1002593@kingston.ac.uk
(5202)
Communicating Climate Change Effectively. RAONI F.G.
DEMNITZ and SUSAN JOSLYN, University of WashingtonSeattle — Although there is near-unanimous consensus among
scientists about the fact of climate change the general public,
especially in the US, remains insufficiently concerned and
somewhat skeptical. This may be due in part to how climate
change is communicated. The abstract nature of most climate
change projections, describing increases in average global
temperature and precipitation may fail to generate concern.
In addition, many climate projections fail to describe inherent
uncertainties, which may decrease trust. In this experiment we
tested whether climate change projections describing concrete
events (increase in the number of heat waves and floods) led
to greater concern than projections describing abstract events
(increase in average temperature and precipitation) and
whether adding a 90% predictive interval increased trust over
omitting it. The results add to our understanding of climate
change apathy and have the potential for practical applications.
Email: Raoni Demnitz, rfgd@uw.edu
(5200)
Mechanisms of Stimulus Discrimination: Temporal
Order Effects and the Internal Reference Model. RUBEN
ELLINGHAUS, University of Tübingen — Perceiving differences
is a fundamental component of human performance. To
investigate the mechanisms underlying this ability, researches
have tried to understand the processes that occur when people
compare and discriminate two stimuli, e.g. a person indicates
which is the brighter of two successively presented light patches.
Most theories of stimulus discrimination proposed in the
literature are based on Thurstone’s original difference model,
according to which a person’s decision in such a scenario is the
result of a comparison between the internal representations
of the two stimuli. However, these models fail to account for
the observation that discrimination performance is usually
better when a constant standard stimulus precedes rather than
follows a variable comparison stimulus; a result often obtained
in duration discrimination experiments. This so-called Type-B
order effect can be explained by a psychological model which
assumes that participants compare the second stimulus against
an internal standard which is dynamically updated from trial
to trial. I will present experiments designed to shed light on the
question whether the Type-B order effect is restricted to the
domain of duration perception or rather a general phenomenon
across a range of modalities and stimulus attributes.
Email: Ruben Ellinghaus, ruben.ellinghaus@uni-tuebingen.de
(5203)
How and Why is 9 > 221? Evoked Reference Sets and Rating
Scale Interpretations. LIM M. LEONG, CRAIG R.M.
MCKENZIE and JOHANNES MÜLLER-TREDE, University
of California, San Diego, SHLOMI SHER, Pomona College —
Previous research has demonstrated the surprising finding that
9 is judged larger than 221 when these numbers are evaluated
by different participants. The speculation for this effect was that
judging 9 evokes a reference set of single-digit numbers, which
makes 9 relatively large, while judging 221 evokes a reference
set of triple-digit numbers, which makes 221 relatively small.
In a series of experiments, we tested this speculation and
provided quantitative and qualitative evidence for the evoked
reference set account. Additionally, we extended the finding by
conceptually replicating it using a different set of stimuli, and
we tested the robustness of the original effect by manipulating
how ratings are elicited. Taken together, a single stimulus
without immediate context can generate particular reference
sets for comparison both from the stimulus itself and from the
provided rating scale, and this can explain surprising findings
when subjective judgments are made between-subjects.
Email: Lim M. Leong, lmleong@ucsd.edu
(5201)
The Influence of Decision Content Comparability on Gain
Loss Asymmetry. ALEX COOKE and PETKO KUSEV,
Kingston University London — Whether positive and negative
affects exist independently (Cacioppo & Berntson, 1994) or
coexist (Russel, 1980) has been heavily debated in psychological
research. Recent work by McGraw et al. (2010) has supported the
view of independent positive and negative utilitarian decision
functions. Specifically that gain and loss expected judgements,
in response to a mixed monetary gamble, are processed in
isolation (bipolar scales) and do not induce decision biases.
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Posters (5204) - (5209)
(5204)
Implications of the Testing Effect, Retrieval Practice,
and Episodic Memory for Understanding Biases in
Probability Judgments. ROSALIND NGUYEN, MICHAEL
DOUGHERTY and DANIEL BUTTACCIO, University of
Maryland — People often show probability judgments that
violate the principle of additivity, with the lion share of the data
indicating subadditivity. Although recent work suggests that
the degree to which people show subadditivity is related to both
working memory and memory retrieval variables, few studies
have evaluated the degree to which subadditivity is causally
related to episodic memory. In this paper, we examined the
relation between subadditivity, episodic memory, and retrieval
practice. Not only do the findings reveal a critical dependence
of judgment on memory, but they also suggest that so-called
violations of axiomatic probability theory derive not from the
judgment process itself, but from biases in the input to the
judgment process. At the same time, our data indicate that
research on the testing effect has implications for understanding
phenomena outside of educational contexts.
Email: Rosalind Nguyen, rhnguyen@umd.edu
intention behind the action has a reduced effect on judgment
when using a foreign language compared to a native one. We
investigated potential explanations for the effect of language
on moral judgment. Our findings are consistent with the use
of a foreign language increasing psychological distance and
decreasing emotional reactivity.
Email: Joanna D. Corey, joannacorey@gmail.com
(5207)
Priming Moral Reasoning Using Text. EYAL SAGI, University
of St. Francis — Many of the important decisions we make have
moral implications. Moral Foundations Theory (Haidt & Joseph,
2004) identifies 5 distinct styles of moral reasoning that may be
applied to such decisions. A study explores how reading text
that emphasizes one of these styles might affect our reasoning.
In particular, after participants read a series of tweets that
emphasized the Fairness/Cheating foundation they exhibited
an increase reliance on this style compared to when they read
tweets emphasizing the Care/Harm foundation. This affected
participants’ answers to a questionnaire designed to measure
the perceived importance of the different foundations, as well
as in their rating of the foundations evident in other tweets.
Interestingly, this effect was short lived and was not observed for
the Care/Harm foundation. These results suggest that exposure
to the moral reasoning of others might temporarily influence
what moral arguments we are likely to employ.
Email: Eyal Sagi, esagi@stfrancis.edu
(5205)
Iterated Learning Fails to Recover Strong Inductive Biases in
Multiple Cue Judgment. ARTHUR KARY, BEN R. NEWELL
and *CHRIS DONKIN, University of New South Wales —
“Iterated learning” is a procedure in which the data produced by
one participant is used to generate the training stimuli for the
next participant, and its aim is to recover the inductive biases of
the learning population. Iterated learning has been successfully
applied to single cue function learning, with the procedure
recovering a positive linear bias; application to categorization
also recovers a bias toward linear category boundaries. We
extend these results to a multiple cue judgment paradigm
(MCJ), with the expectation that the procedure will recover
an additive linear rule bias. Across 7 conditions, manipulating
starting function, length of training, and number of training
stimuli, we failed to find a consistent bias, with participants
producing a mixture of one cue rules, multiple cue additive
rules, and even rules containing configural cues. Our results
suggest that there is heterogeneity in the biases of the learning
population with respect to MCJ.
Email: Arthur Kary, a.kary@unsw.edu.au
(5208)
Explicit and Implicit Learning Contributions to BaseRate Sensitivity. ANDREW WISMER and COREY BOHIL,
University of Central Florida — This work assessed the
contributions of implicit and explicit learning to base-rate
sensitivity. Using a factorial design that included both implicit
and explicit learning disruptions, we tested the hypothesis
implicit learning underlies base-rate sensitivity from experience
(and explicit learning contributes little). Participants classified
simple stimuli (bar graph heights) with a 3:1 base-rate ratio.
Participants learned from either “observational” training
known to disrupt implicit learning or “response” training
which supports implicit learning. Category label feedback
was followed either immediately or after a 2.5 second delay
by a working memory task designed to disrupt explicit
reasoning about feedback. Decision criterion values were
more conservative after observational training, suggesting that
implicit learning underlies base-rate sensitivity. Disrupted or
intact explicit learning had no effect on base-rate sensitivity.
These results suggest base-rate sensitivity develops primarily
through implicit learning, consistent with the assumptions of
the COVIS theory of categorization (Ashby et al., 1998).
Email: Corey Bohil, corey.bohil@ucf.edu
(5206)
Our Moral Judgments Are Foreign to Us. JOANNA D.
COREY, Universitat Pompeu Fabra, SAYURI HAYAKAWA,
University of Chicago, ALICE FOUCART, Universitat Pompeu
Fabra, MELINA APARICI, Universitat Autònoma de Barcelona,
JUAN BOTELLA, Universidad Autónoma de Madrid, BOAZ
KEYSAR, University of Chicago, ALBERT COSTA, Universitat
Pompeu Fabra, ICREA — We present evidence that the use of
a foreign language, compared to a native one, leads to moral
judgments that are consistent with prioritizing outcomes
over means. In moral dilemmas, this leads to an increased
willingness to sacrifice the life of one person to save many
when using a foreign language compared to a native one.
When judging the deserved punishment for causing harm, the
(5209)
The Value-Weight Illusion: Can Value Bias Weight Estimates?
VERONICA U. WESER and DENNIS R. PROFFITT, University
of Virginia — In a classic demonstration of beliefs altering
perception, individuals who experience the size-weight illusion
invariably believe that the smaller of two equally-weighted
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items weighs more than the larger item. Since the discovery of
the size-weight illusion in the 1700s, similar illusions such as the
material-weight illusion and the color-weight illusion have been
documented. These illusions arise from people’s expectations
about the correspondence between object weight and some
visually perceptible feature, such as size, material, or color. If
people have strong expectations about associations between
object value and weight, then weight estimates might be biased
by value perception. In two studies, the weights of 5 vases that
differed in aesthetics and perceived monetary value were made
identical. After undergoing a priming procedure designed to
evoke an association between value and weight, participants
gave weight and value estimates of each of the vases. A valueweight illusion was found: participant weight judgments of
equally-weighted vases varied depending on the prime.
Email: Veronica Weser, vuw3nb@virginia.edu
recently argued that ROCs (receiver operating characteristics)
are required to understand whether the effects of race influence
decision accuracy, response biases, or both. We present four
replications of classic shooter bias tasks (Payne, 2001; Correll
et al., 2002), with minor modifications so that ROCs could be
generated. All ROCs were strongly curved and inconsistent
with the assumptions of process dissociation analyses and the
typically-reported ANOVA on error rates. The effects of suspect
race, including those on error rates and PDP estimates, are best
understood as response bias.
Email: Evan Heit, eheit@ucmerced.edu
(5212)
Context Effects on Beauty Ratings of Painted Artworks:
Contrast, Contrast, Everywhere! CODY TOUSIGNANT and
GLEN E. BODNER, University of Calgary — We explored how
the perceived beauty of a target painting is influenced by the
relative beauty of a context painting. Average-beauty target
paintings were paired with low-beauty or high-beauty context
paintings. This context beauty manipulation was crossed with
whether the target and context paintings were of similar or
different styles, were presented sequentially or simultaneously,
and whether 1 or 5 painting pairs were rated. Target paintings
were consistently rated as more beautiful when paired with lowbeauty context paintings. This contrast effect did not interact
with our other manipulations. This pattern better supported
a selective accessibility model over a range-frequency model,
but collecting target-context similarity ratings would help
clarify the process by which target evaluations are influenced
by context.
Email: Glen E. Bodner, bodner@ucalgary.ca
(5210)
The Effects of Race and Gender on Facial Perception and
Trustworthiness in Chinese and African Populations. DANA
BASNIGHT-BROWN, United States International UniversityAfrica — People often make trustworthiness judgments of
others at first sight, a process which can have positive or negative
outcomes. It is known that certain facial cues can also affect
trustworthiness judgments. Previous research has focused on
the influence of a single cue on trustworthiness, however, recent
research suggests that facial perception involves processing
multiple cues simultaneously, and indicates that these cues may
even interact with one another when making these judgments
(Dong et al. 2015). The current study examined the role of
two of these cues, face race and gender, and their effect on
trustworthiness judgments in Chinese and African individuals.
Participants were presented with faces where each cue was
manipulated, and completed a two-alternative forced choice
task. Gender-salient pairs included a female and male face with
the same race (i.e., Chinese or Black), while the race-salient
pairs included a Chinese and a Black face with the same gender.
For Chinese participants, Chinese female faces were the most
trustworthy when gender was salient, while Black male faces
were selected as more trustworthy when race was salient. For
African participants, Chinese faces were also more trustworthy
when gender was salient; but for race salient blocks, both Black
male and female faces were perceived as more trustworthy.
The results examine the different facial cues that people from
different races and cultures use when judging others.
Email: Dana Basnight-Brown, dana.basnightbrown@gmail.com
STATISTICS AND METHODOLOGY
(5213)
Assessing Parameter Validity and Practical Usage for
Diffusion Models of Conflict. COREY N. WHITE, Syracuse
University, MATHIEU SERVANT and GORDON D. LOGAN,
Vanderbilt University — Recent variants of drift-diffusion
models have been developed for conflict tasks, but these models
have not been validated for measuring processing in practical
situations. Using a parameter-recovery study, we assessed the
validity of the Dual-Stage Two-Phase model (Hubner et al.,
2010), the Shrinking Spotlight model (White et al., 2011), and
the Diffusion Model for Conflict Tasks (Ulrich et al., 2015). The
models were fit to simulated data to assess their ability to recover
the true parameter values with varying numbers of trials. Each
model had difficulty in recovery, however constraints could be
applied to improve estimation in certain situations. The results
reveal practical constraints for using these models to make
inferences about underlying cognitive processes, but show
that they can be confidently employed for some experimental
designs. The advantages of and practical concerns for
implementing and using these models are discussed.
Email: Corey White, cnwhite@syr.edu
(5211)
ROCs Show That Shooter Bias Is Response Bias. EVAN HEIT
and LAURA J. KELLY, University of California, Merced, CAREN
M. ROTELLO, University of Massachusetts Amherst — Police
officers sometimes make difficult decisions under time pressure:
is that suspect holding a gun or not? Shooter bias experiments
have shown that errors are systematically biased: more “gun”
errors occur with Black suspects, and more “non-gun” errors
with White suspects. Process dissociation (PDP) analysis has
attributed such errors to automatic processes that associate
Black suspects with guns. Rotello, Heit, and Dubé (2015)
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Posters (5214) - (5218)
(5214)
Approaching Individual Differences Questions in Cognition:
A Case Study of the AX-CPT. SHELLY R. COOPER and TODD
S. BRAVER, Washington University in St. Louis — Investigating
individual differences (ID) in cognition requires addressing
questions not often thought about in standard experimental
designs, especially those regarding the psychometrics of
the task. Using the AX-CPT cognitive control task as a
representative case study example, we illustrate four concerns
that one may encounter when approaching ID questions. First,
we demonstrate the importance of a task’s true score variance
(TSV) for evaluating potential failures to replicate predicted ID
effects. Second, we show evidence that internet-based studies
(e.g., MTurk) can exhibit comparable, or even higher TSV than
those conducted in the laboratory, suggesting the potential
advantages of such data. Third, we highlight the need to
constrain psychometric evaluations to a particular population
by demonstrating differences in TSV in a schizophrenia cohort
compared to matched and non-matched controls. Finally, we
demonstrate the relative advantages of theoretically-derived
vs. raw behavioral measures, through comparison of internal
consistency and test-retest reliability patterns.
Email: Shelly Cooper, shelly.cooper@wustl.edu
data from simulated “participants.” We examined the degree
to which spaces resulting from our “participants” captured the
organization of the “true” spaces. The higher set sizes decreased
model fit (i.e., they produced increased “stress”), but increased
the determinacy (i.e., the extent to which the model recovered
the true organization) of the MDS spaces. When the data were
scaled using the appropriate number of dimensions, the results
were consistent across different MDS scaling algorithms, and
across thousands of simulated iterations (but determinacy
deteriorated with incorrect estimation of dimensionality). We
argue that it is not only reasonable to adopt large stimulus set
sizes when using MDS, but it is advantageous to do so.
Email: Arryn Robbins, arobbins@nmsu.edu
(5217)
Using Adaptive Design Optimization (ADO) to Identify
the Psychological Bases of Uncertainty and Information.
MATTHIAS HOFER, Max Planck Institute for Human
Development, MARK PITT and JAY MYUNG, Ohio State
University, JONATHAN D. NELSON, Max Planck Institute
for Human Development — Many entropy measures from
mathematics, physics, and philosophy of science (e.g., Shannon,
Bayes’s error, Arimoto, and Tsallis) are special cases of the
Sharma-Mittal family of entropy functions. We ask whether
Adaptive Design Optimization (ADO) can be used to infer
which entropy functions best predict people’s informationseeking behavior. ADO is a computational technique that
optimizes the informativeness of experiments to discriminate
among models, given results of previous experiments. The highdimensional nature of our experimental task makes exhaustive
exploration of the design space infeasible, underlining the
importance of effective optimization strategies. We report
results from computer simulations using both Differential
Evolution and heuristic strategies to identify the most useful
experiments. We further elucidate conditions under which the
ADO procedure converges on the correct model of simulated
subjects.
Email: Matthias Hofer, hofer@mpib-berlin.de
(5215)
Identifying Discrete Serial Decisions in Multi-Stage
Decisions. PETER J. CASSEY and GORDON D. LOGAN,
Vanderbilt University — Arriving at a decision is typically the
result of multiple discrete decisions, for example, deciding
whether that is a sparrow or a finch in the pine tree. The
outcome of the decision is the result of not only deciding
between the two species of bird but also deciding on the species
of tree. Identifying the cognitive mechanisms underlying
the component decisions within the overall decision can be
problematic, not least because there is only one behavioral
outcome to measure. Our goal is to identify the latent cognitive
mechanisms underlying discrete stages of a simple dual
perceptual decision, where participants make component
decisions about size and orientation features of a stimulus in
order to make an overall decision. We modify two successful
computational decision making models in an effort to describe
each decision through the estimation of parameters for each
component decision from the one behavioral outcome of the
overall decision.
Email: Pete Cassey, peter.cassey@vanderbilt.edu
(5218)
Assessing Self-Selection Bias as a Function of Experiment
Title and Description: The Effect of Personality and Emotion.
TINA M. SUTTON, Rochester Institute of Technology —
Research has indicated that self-selection bias serves as a threat
to external validity when the title of an experiment directly
influences the dependent variables being measured. The goal
of the current study was to investigate mood and personality
differences between groups of individuals who signed up for a
study that varied on the type of emotion focused on as part of the
study description, as well as whether the study was purportedly
conducted in a group or individual setting. The results indicated
that participants who participated in the negative version of the
study reported higher levels of negative affect and displayed
mood-congruent judgment in a word fragment completion
task. Participants who signed up for the positive version of the
study showed the typical correlation between positive affect
(5216)
Strength in Numbers: Testing the Fidelity of Multidimensional
Scaling for Large Datasets. ARRYN ROBBINS, New Mexico
State University, CORBIN A. CUNNINGHAM, Johns Hopkins
University, JUSTIN MACDONALD and MICHAEL C. HOUT,
New Mexico State University — Multidimensional scaling
(MDS) is a statistical technique that is used to model the
psychological similarity among stimuli. In a set of simulations,
we tested the fidelity of MDS to quantify the similarity of large
stimulus sets (i.e. up to 1000 items), as this technique is more
commonly used with smaller sets (e.g., 30 items). Hypothetical
“true” MDS spaces were created, along with error-perturbed
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and extraversion reported in the literature. The current work
provides converging evidence that a self-selection bias can
impact the results of an experiment.
Email: Tina M. Sutton, tmsgsh@rit.edu
order to separate out these two contributory factors a model
of the underlying process is needed. These models, and their
associated measures (e.g. d’, Pr), make different predictions
as to how false-alarm and hit rate should co-vary. Previous
simulations have shown that use of an unprincipled sensitivity
measure can lead to an inflated type I error rate for tests of
main-effects, provided conditions differ in response bias. The
present simulations focus on two by two interaction-effects (e.g.
group by condition). In the absence of variation in bias, choice
of an unprincipled measure leads to an uncontrollable type I
error rate, provided there are true main-effects on sensitivity.
Variation in bias confounds this problem further and we
provide concrete suggestions to minimise errors.
Email: Stephen Rhodes, srhodes@exseed.ed.ac.uk
(5219)
Crowdsourcing Priors to Improve Planning and Analysis
of Psychological Studies. JEFFREY CHRABASZCZ, JOE
TIDWELL and MICHAEL DOUGHERTY, University of
Maryland, College Park — Prior information about a study’s
effect size, however minimal, would aid in both planning data
collection and maximizing the efficiency of Bayesian analysis.
We propose a method for estimating effect sizes by eliciting
continuous probability forecasts from naive participants.
Even when prior means are near-zero, this method provides a
principled way to estimate dispersion and produce shrinkage,
reducing the occurrence of overestimated effect sizes and
minimizing the effect of multiple comparisons on false
discovery rate. We demonstrate this method with a number
of published studies and compare the effect of different prior
elicitation methods.
Email: Jeffrey Chrabaszcz, jchrabaszcz@gmail.com
(5223)
Estimating the Variance of d’ from the Hits and False Alarm
Rates With Heterogeneous Participants. JUAN BOTELLA
and MANUEL SUERO, Universidad Autonoma de Madrid,
JESUS PRIVADO, Universidad Complutense de Madrid —
Meta-analyses of primary studies that originally analyzed their
results with parametric indices from Signal Detection Theory
(SDT) encounter some important barriers. One of them is
that the studies sometimes do not provide the variance of d’
and bias indices (or standard deviations) of the percentages
of hits and false alarms. Given that those variances often
exceed the expectations from the assumption of homogeneous
sensitivity and bias, the variance of d’ cannot be estimated
with the procedures proposed by Gourevitch and Gallanter
(1968) or Miller (1996). We ran several simulation studies with
heterogeneous assumptions and checked adaptations of those
procedures to this scenario. The results show reasonably good
adjustments, providing a way to save the data from primary
studies for meta-analyses that do not provide the basic statistics
of the SDT indices.
Email: Juan Botella, juan.botella@uam.es
(5220)
Breathe Easy EDA: A MATLAB Toolbox for Psychophysiology
Data Management, Cleaning, and Analysis. JOHN C.
KSANDER, CHRISTOPHER R. MADAN, SARAH M. KARK
and ELIZABETH A. KENSINGER, Boston College (Sponsored
by Angela Gutchess) — Electrodermal activity (EDA) methods
evaluate fluctuations in skin electrical conductance, providing
a measure of sympathetic nervous system arousal. Respiration
influences EDA, such that irregular breathing causes EDA
fluctuations which cannot be unambiguously distinguished
from changes related to psychophysiological arousal. Thus,
it is crucial to control for respiration-induced EDA artifacts.
Here we developed a MATLAB toolbox for eliminating EDA
respiration artifacts and analyzing EDA data, which we freely
distribute: Breathe Easy EDA or ‘BEEDA’. BEEDA’s artifact
removal GUI allows users to quickly clean EDA data, greatly
facilitating EDA analysis. Additionally, BEEDA’s analysis
functions allow users to seamlessly analyze the cleaned data.
The EDA analysis capabilities include tonic and phasic EDA
measurements, following from standard methodological
implementations. The toolbox is suitable for any experiment
recording both EDA and respiration data, and flexibly adjusts to
experiment-specific parameters (e.g., trial structure and desired
analysis parameters).
Email: John Ksander, jksander@brandeis.edu
(5225)
The Center for Data on the Mind: Using Big Data to Answer
Questions About Cognition. ALEXANDRA PAXTON
and TOM GRIFFITHS, University of California, Berkeley —
Today, more data about human activity is tracked, recorded,
and shared than ever before. The rapidly growing availability
of these massive datasets is being tapped by governments,
nonprofit organizations, and companies, but psychologists
have been slower to take advantage of the power of big data.
To that end, the Center for Data on the Mind has been created
to promote the adoption of a big-data mindset specifically
within psychology. We see this perspective as a new frontier to
explore human behavior and cognition at a larger scale and in
more naturalistic settings than laboratory experiments often
afford. By highlighting rich datasets and powerful techniques
to analyze them, we strive to help researchers acquire the keen
eye and appropriate techniques needed to delve into existing
large-scale datasets for insight into the behavioral and cognitive
dynamics that created them.
Email: Alexandra Paxton, paxton.alexandra@berkeley.edu
(5221)
Interaction Effects in Detection and Recognition: Choice
of Sensitivity Measure and Type I Error Rate. STEPHEN
RHODES, University of Missouri, MARIO A. PARRA, HeriotWatt University, NELSON COWAN, University of Missouri,
ROBERT H. LOGIE, University of Edinburgh (Sponsored by
Alan Baddeley) — Performance in detection and recognition
tasks is influenced not only by the sensitivity of the observer,
but also by their bias towards a particular response option. In
327
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Posters (5226) - (5230)
(5226)
A Bayesian Perspective on the Reproducibility Project:
Psychology.
ALEXANDER
ETZ
and
JOACHIM
VANDEKERCKHOVE, University of California, Irvine
(Sponsored by Eric-Jan Wagenmakers) — We revisit the
results of the recent Reproducibility Project: Psychology. We
compute Bayes factors—a quantity that can be used to express
comparative evidence for an hypothesis but also for the null
hypothesis—for a large subset (N = 72) of the original papers
and their corresponding replication attempts. In our evaluation,
we take into account the likely scenario that publication bias
had distorted the originally published results. Overall, 75%
of studies gave qualitatively similar results in terms of the
amount of evidence provided. However, the evidence was
often weak. The majority of the studies (64%) did not provide
strong evidence for either the null or the alternative hypothesis
in either the original or the replication, and no replication
attempts provided strong evidence in favor of the null. We
conclude that the apparent failure of the Reproducibility Project
to replicate many target effects can be adequately explained by
overestimation of effect sizes (or overestimation of evidence
against the null hypothesis) due to small sample sizes and
publication bias in the psychological literature.
Email: Alexander Etz, etz.alexander@gmail.com
BENJAMIN E. HILBIG, University of Koblenz-Landau, MARC
JEKEL, FernUniversität in Hagen — Recent investigations
of risky choice have found choice phenomena, particularly
coherence shifts, as well as process tracing data in line with
qualitative predictions derived from the class of Parallel
Constraint Satisfaction (PCS) models. These findings suggest
that this framework may provide a promising foundation
for a process model of risky choice. Although the current
evidence is favorable, candidate models have not yet been fully
specified, and quantitative investigations of these models are
lacking. We extend earlier model sketches by fully specifying
a process model of risky choice based on PCS, and examine
its quantitative predictions. In particular, we show that the
model can approximate choices prescribed by expected
value and predicted by cumulative prospect theory, thereby
extending a normative and a successful paramorphic model
by a process component that can be examined with regard to
process predictions. Through simulations, we demonstrate
that the model’s predictions correspond to commonly found
data patterns. Based on these results, we argue that singlemechanism accounts in general, and PCS in particular, offer
a promising potential description of the processes underlying
risky choices.
Email: Felix Henninger, henninger@uni-landau.de
DECISION MAKING III
(5229)
Understanding Factors That Influence the Decision to Text
and Driving Using the Delay Discounting Method. PAUL
ATCHLEY, ASHLEIGH V. TRAN and MOHAMMAD A.
SALEHINEJAD, University of Kansas — Despite the reported
and known dangers of texting while driving, people still text and
drive regardless of knowledge of risk. To understand this risky
decision, research has examined why individuals choose to text
and drive. Using the delay discounting method, participants
were asked to indicate preference between responding to a
text message immediately for a smaller reward opposed to
responding to the message later and receiving a larger reward.
Four scenarios were presented in either sunny conditions
or winter storm conditions and were presented either using
the handheld phone or the vehicle’s voice response system
as mediums of responding. Overall, people could not wait to
respond to a message while driving in sunny conditions and
showed an inability to wait to respond to a message received
through the vehicle system. These results show that people’s
decisions to respond to a message is valued differently given
informational medium and external conditions.
Email: Ashleigh Tran, ashleigh.tran@ku.edu
(5227)
Comparing Rule-Based and Sequential Sampling Models
of Deferred Decision Making. JARED M. HOTALING,
JÖRG RIESKAMP and SEBASTIAN GLUTH, University of
Basel — Deferred decision making (DDM) refers to scenarios
in which an individual must choose between two or more
risky or uncertain alternatives, but can also defer their final
choice in favor of collecting more information. We conducted
two medical diagnosis DDM experiments to investigate how
and when people decide to stop sampling. Participants could
purchase up to twenty independent observations about two
mutually exclusive diagnoses before making a final choice.
Their goal was to make accurate choices, while minimizing
sampling costs. Our results show sensitivity to sampling
costs—participants purchased more tests when sampling costs
were low—and risk—participants purchased more tests when
rewards and punishments were large. We also tested the ability
of several competing models to predict participants’ choices.
Our findings suggest that a sequential sampling model with
collapsing decision bounds gave the best account, however
substantial individual differences lead to some individuals
being best fit by heuristic or rule-based models. These findings
challenge the predictions of prominent normative theories, and
lay the groundwork for further investigation into the cognitive
mechanisms underlying DDM.
Email: Jared M. Hotaling, jaredhotaling@gmail.com
(5230)
The Influence of Emotion and Framing on Preferential
Choice. ANDREA M. CATALDO, ANDREW L. COHEN,
LINDA M. ISBELL and JEFFREY J. STARNS, University of
Massachusetts - Amherst — Emotion can affect preferential
choice. This study uses modeling to examine the effects of
particular emotional states on the underlying mechanisms of
preferential choice. Specifically, we used the MDFT and the
MLBA to investigate whether angry or fearful participants
would exhibit differences in attention or accumulation threshold
(5228)
A Parallel Constraint Satisfaction Model of Risky Choice.
FELIX HENNINGER, University of Koblenz-Landau,
ANDREAS GLÖCKNER, FernUniversität in Hagen,
328
Posters (5231) - (5235)
Saturday Evening
compared to controls in a task designed to elicit the similarity
effect. Attention to stimulus features was examined using a
novel manipulation in which features were framed positively
or negatively by comparison to a “currently-owned” alternative.
Angry and fearful participants were expected to attend more
to negatively framed features. Further, angry participants were
expected to have the lowest information threshold, and fearful
participants the highest. Emotion had equivocal effects on
choices. However, both models correctly predicted a large effect
of emotion on RT: angry participants were fastest and fearful
participants were slowest. There was also a large and surprising
effect of framing in all conditions: the similarity effect reversed
when all features were framed negatively. A simple modification
of the MDFT accounts for this reversal, but a corresponding
modification to the MLBA does not.
Email: Andrea M. Cataldo, amcataldo@psych.umass.edu
of claims that our ancestral human cognitive evolution selected
for specific reasoning mechanisms to detect resources that are
distributed in clumps or patches in space and time.
Email: Andreas Wilke, awilke@clarkson.edu
(5233)
Configural Learning of Co-Occurring Non-Salient Cues
Increases Their Chances of Overcoming the Competition
With a Salient Cue. VSEVOLOD KAPATSINSKI and ZARA
HARMON, University of Oregon — Several studies examined
cue competition in human learning by testing learners on a
combination of conflicting cues rooting for different outcomes,
with each cue perfectly predicting its outcome. A common
result has been that learners faced with cue conflict choose the
outcome associated with the rare cue (the Inverse Base Rate
Effect, IBRE). Here, we investigate cue competition including
IBRE with sentences containing cues to meanings in a visual
world. We do not observe IBRE. Instead we find that position
in the sentence strongly influences cue salience. Faced with
conflict between an initial cue and a non-initial cue, learners
choose the outcome associated with the initial cue, whether
frequent or rare. However, a frequent configuration of noninitial cues that are not sufficiently salient on their own can
overcome a competing salient initial cue rooting for a different
meaning. This provides a possible explanation for certain
recurring patterns in language change.
Email: Zara Harmon, zforough@uoregon.edu
(5231)
Aging and the Usage of a Frequency Heuristic in Decision
Making. BO PANG and KAILEIGH BYRNE, Texas A&M
University — Gain-loss frequency plays a critical role in
decision-making. This work examined the lifespan trajectory of
gain-loss frequency usage in decision-making by asking young,
middle-aged, older adults to perform a gambling task where
gain-loss frequency is a salient factor. Much work indicates
that older adults favor heuristics in decision-making. One
possibility is thus that reliance on a frequency heuristic would
increase in older, and perhaps middle-aged, adults. However,
other work found that reliance on a frequency heuristic is
working-memory-demanding. Hence older adults might use it
less often given age-related cognitive decline. Behavioral results
did not reveal significant differences in performance. Cognitive
modeling, however, indicated that older and middle-aged adults
relied more on gain-loss frequency compared to young adults,
although they were less consistent in their responses. Together,
this work suggests that people tend to utilize heuristics, such as
a reliance on the frequency of gains versus losses, more often
as they age.
Email: Bo Pang, pangbo@tamu.edu
(5234)
On the Contribution of Time, Executive Control, and
Metacognition to Effort Avoidance. TIMOTHY L. DUNN
and EVAN F. RISKO, University of Waterloo — The notion that
we adapt our behaviors in ways that avoid effort is considered
by many to be a fundamental principle of human behavior.
Nonetheless, we lack a deep understanding of how this process
unfolds. The goal of the current investigation was to directly
contrast three recent accounts of the information on which
individuals base their effort-based decisions: (1) time demands,
(2) demands placed on executive control (EC), and (3) a novel
cue-utilization account that hypothesizes that this information
consists of inferences generated over available effort cues.
Across a series of experiments, we utilized a variant of the
demand selection task where individuals gained experience
with two lines of action and subsequently attempted to generate
a least-effortful preference for one option. We demonstrate that
effort avoidance can be dissociated from both demands on time
and EC in a manner predicted by the cue-utilization account.
Email: Timothy L. Dunn, timothy.l.dunn1@gmail.com
(5232)
Spatial Dependency in Local Resource Distributions.
VALAREE BEDELL, JOSIE LYDICK, JORDAN TREAT,
TAYLOR DAWLEY, MADISON COLLINS and ANDREAS
WILKE, Clarkson University — We investigated the presence
and absence of different local resources to determine their
underlying spatial distributions. Past psychological research has
typically focused on empirical resource distributions of equal
base rates—such as a 10x10 grid with resource spots that have
50 resources/tokens in it—to compute alternation probabilities
that are indicative of how clumpy, random or dispersed the
distribution types are. The current methodology focuses on an
ecological point pattern analysis to overcome this limitation.
During the past semesters, we observed and coded various
resource domains at our university campus, such as seats taken
at a café, in a restaurant and by hockey arena audiences, as well
as used spots on a parking lot. We discuss our results in light
(5235)
Emergence of Regularity and Structure in Group Learning.
CHRISSY M. CHUBALA and RANDALL K. JAMIESON,
University of Manitoba — Humans are social animals and
rarely learn in isolation. Nevertheless, learning theorists
have traditionally made analyses and derivations of learning
principles from experiments in which each learner is a single
individual. It remains an open question whether an analysis
of learning by isolated individuals reflects how people learn in
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groups. We present data from a group-level function-learning
experiment. Results show patterns of learning, generalization,
and re-learning that are consistent with learning by single
individuals. The data also reveal evidence for the spontaneous
emergence of complicated group-level organizations: without
any communication or explicit coordination, participants
take on needed decision roles within their group. We discuss
our results in relation to distributed cognition, and emphasize
the value of considering scale-invariance for a general
understanding of perception, learning, and memory.
Email: Chrissy M. Chubala, umchubal@myumanitoba.ca
options increase decision-difficulty (experiment 1 - 4), but
only when choice options are comparable (e.g. two words, or
two pens). When choice options are incomparable (e.g. hat
and a lamp) physically close (vs. far) choice options lead to less
decision-difficulty (experiment 5).
Email: Dr. Iris K. Schneider, schneider.ik@gmail.com
(5238)
Modeling
2-Alternative
Forced-Choice
Decisions.
CHELSEA VOSKUILEN and ROGER RATCLIFF, The Ohio
State University — We examine performance in a perceptual
2-alternative forced-choice (2AFC) task and discuss possible
ways of modeling the effects observed in this task. In this task,
subjects are presented with two flickering patches of black and
white pixels and asked to make a comparative judgment (e.g.,
which of the two patches contains more white pixels). This
type of task differs from the more general 2-choice task in that
evidence for one response option is not necessarily evidence
against the other response. In this task, differences in the
brightness of the two patches produce typical RT and accuracy
effects (i.e., subjects respond more quickly and more accurately
when there is a larger difference between the two patches).
However, the overall brightness of the pair of stimuli also affects
RT and accuracy. We discuss how the diffusion model can be
adapted to handle these results and potential implications for
the Weber-Fechner law.
Email: Chelsea Voskuilen, voskuilen.2@osu.edu
(5236)
Why Free Choices Take Longer Than Forced Choices.
CHRISTOPH NAEFGEN, University of Tuebingen, MICHAEL
DAMBACHER, University of Leicester, MARKUS JANCZYK,
University of Tuebingen (Sponsored by Hartmut Leuthold) —
RTs for free choice tasks are consistently slower than those for
forced choice tasks. We examined the cause for this difference
in a color discrimination study with intermixed free and forced
choice trials, and adopted the rationale of sequential sampling
frameworks to test two alternative accounts: Slower RTs in
free choices are caused (1) by more (complex) operations that
lower the rate of information accumulation, or (2) by cognitive
processes that delay the start of information accumulation.
In three experiments, we made these accounts empirically
discriminable by manipulating decision thresholds via time
pressure and frequency of catch trials. Our results supported
the second account, suggesting a temporal delay of information
accumulation between the tasks, while the accumulation rate
remains unchanged. We propose that response execution in
both tasks relies on information accumulation towards a specific
goal (i.e., response). While in forced choice tasks, this goal is
externally determined by the stimulus, in free-choice tasks it
needs to be generated internally, which requires additional time.
Email: Christoph Naefgen, christoph.naefgen@uni-tuebingen.
de
(5239)
A Bayesian Method for Inferring Decision Strategies Based
on the Path to a Choice. JUN FANG and LAEL SCHOOLER,
Syracuse University — The simple heuristic framework
proposes that people are equipped with a toolbox of decision
strategies. Luan, Schooler and Gigerenzer (2014) investigated
the theoretical properties of Δ-inference, a simple heuristic
that ranks alternatives (e.g., banks) according to a criterion of
interest (e.g., risk of failure) based on cues (e.g., loan to capital
ratio). It makes a decision when the value on a cue exceeds
those of other alternatives by a threshold Δ. One question is
under what conditions, if any, do people adopt Δ-inference? A
methodological challenge is to recover the strategy used by a
decision maker to make a choice. Scheibehenne, Rieskamp &
Wagenmakers (2013) developed a Bayesian method to estimate
the probability that a decision maker used a particular strategy
based on the decision maker’s final choice. Building on their
work, we present a Bayesian approach that considers not only the
final choice but also the steps taken on the path to that choice.
We conduced computer simulations to investigate whether our
path-based approach effectively recovers the strategies decision
makers use to make their choices.
Email: Jun Fang, jfang100@syr.edu
(5237)
The Perils of Proximity: The Influence of Spatial Distance on
Decision Difficulty. IRIS K. SCHNEIDER, Vrije Universiteit
Amsterdam, NORBERT SCHWARZ, University of Southern
California, SANDER L. KOOLE, Vrije Universiteit Amsterdam
— In physical reality, two objects cannot occupy the same space
at the same time. Hence, spatial distance between objects is a
key feature of the world. To date, spatial distance has primarily
received attention in the context of construal level theory,
which addresses the distance between a perceiver and a target.
In contrast, the physical distance between choice alternatives
(rather than between the self and choice alternatives) has
received limited attention. However, choice options are often
presented in a spatial manner, be it on shelves, forms, or
computer screens. This work investigates this influence of
spatial distance on decision difficulty. In all studies, participants
chose between two choice options presented on a computerscreen. Crucially, choice options were presented physically
close together or far apart. Decision-time was recorded as an
indicator of decision-difficulty. Physically close (vs. far) choice
(5240)
The Role of Experience in Explaining People’s Financial
Choices. KATARZYNA SEKŚCIŃSKA, University of Warsaw
— Existing knowledge about the impact of the experience
prior to financial choices has been limited almost exclusively
to single risky choices. Moreover, the results obtained in
330
Posters (5241) - (5242)
Saturday Evening
these studies have not been entirely consistent. The results of
the two experimental studies presented in this paper provide
evidence for the hypothesis that the experience of success or
failure influences people’s financial choices, but the effect of the
success or failure depends on the type of task (financial and
non-financial) preceding a financial decision. The experience
of success in financial tasks increased participants’ tendency
to invest and make risky investment choices, while it also
made them less prone to save. While, the experience of failure
heightened the amount of money that participants decided
to save, and lowered their tendency to invest and make risky
investment choices. However, the effects of the experience
of success or failure in non-financial tasks were exactly the
opposite.
Email: Katarzyna Sekścińska, ks@psych.uw.edu.pl
reading, writing, mathematics, science, and study skills. Erin
Higgins, the program officer for the Cognition and Student
Learning topic, will be available to answer questions and talk
to attendees about their proposed work at the Friday night and
Saturday at noon poster sessions.
Email: Erin Higgins, Erin.Higgins@ed.gov
(5241)
Investigating Individual Differences in Risk-Taking
Preferences Among Preschoolers. EMILY S. SUMNER,
MICHAEL D. LEE and BARBARA W. SARNECKA, University
of California - Irvine (Sponsored by Martin Buschkuehl) —
Although there is a large academic literature on adult and
adolescent decision making, little is known about how decision
making develops through childhood. Only a handful of studies
have looked at preschool-aged children’s decision making,
and the tasks used in those studies fail to take into account
children’s cognitive limitations (e.g., limited working memory).
The present study used a novel gambling paradigm with spinner
wheels to investigate the individual decision-making strategies
of 39 preschoolers (mean: 54.07 range: 34.8 - 76.3 months). In
the study, children made several choices between two spinner
wheels to win sticker prizes — one more risky; the other less
risky. Using a latent-mixture model and Bayesian methods of
inference, we classified each child’s decision-making strategy as
risk-seeking, risk-averse, or perseverating. The most common
strategy used was risk-seeking, followed by perseveration, and
risk-averse. However, fewer children used the risk-seeking
strategy when the expected value of the risky wheel was lower
than that of the safer one. We discuss the advantages of our
approach to analysis, including the possibility of investigating
what variables determine the strategies children use.
Email: Emily Sumner, sumnere@uci.edu
FUNDING FROM US DEPARTMENT OF
EDUCATION
(5242)
Funding Opportunities for Cognitive Psychologists Through
the Institute of Education Sciences. ERIN HIGGINS, Institute
of Education Sciences — The Institute of Education Sciences
provides funding support for researchers to apply theories
and recent findings from psychological science to education
practice through the National Center for Education Research
and the National Center for Special Education Research. For
example, through the Cognition and Student Learning topic
within the Education Research Grants program, the Institute
supports research that capitalizes on our understanding of how
the mind works to inform and improve education practice in
331
Notes
332
Author Index
A
Abagis, Tessa, 3159
Abbott, Matthew J., 3220
Abdi, Herve, 2108
Abdollahi, Fatemeh, 2160
Abel, Hillary F., 4068
Abraham, Ashley N., 1160
Abrahamyan, Hayk, 4185
Abrams, Lise, 2169, 3195, 3196
Abrams, Richard A., 2016, 3024
Abu Mallouh, Reem, 127
Ackerman, Rakefet, 173, 1099
Adam, Kirsten C. S., 137, 1081
Adams, Caylee, 4163
Adcock, R. Alison, 70
Adelman, James S., 39, 293, 4195, 4204
Adler, Ariel, 4016
Adler, Rachel M., 1175
Agauas, Stephen J., 2151
Aguirre, Carmen, 2098
Ahlfors, Seppo, 214
Ahmad, Fahad N., 2082
Ahmed, Rifat, 5090
Ahmed Wick, Farahnaz, 3184
Ahn, Danbi, 3220
Akai, Seiki, 2218
Akan, Melisa, 3044
Akers, Eevin, 3100
Akhtar, Shazia, 254
Akırmak, Ümit, 4160
Alaoui Soce, Abla, 46, 3184
Alarcón, Cynthia, 3121
Alards-Tomalin, Doug, 5032
Alario, F.-Xavier, 162
Al-Azary, Hamad, 5107
Aldosari, Bushra, 2180
Alegria, Katie, 328
Alexander, Edward J., 2167
Alexandrou, Georgia, 3063
Alger, Sara E., 72, 1044
Alibali, Martha, 2044
Allaham, M. Mowafak, 4019
Allan, Jinan N., 1223, 5056
Allard, Eric S., 5148
Allen, Molly, 5138
Allen, Philip A., 2026, 3036, 5185
Allen, Richard J., 5094
Almor, Amit, 246, 4035
Alonso, María A., 4079
Altarriba, Jeanette, 1045, 2022, 5044, 5089
Altieri, Nicholas A., 217
Altmann, Erik M., 228
Amado, Sonia, 2018
Amati, Franco, 131
Amer, Lauren, 2170
Amichetti, Nicole, 1200
Amirazizi, Samira A., 1185, 4208
Anaki, David, 3226
Anders, Regina T., 222
Anders, Victoria Lea, 1178
Anderson, Brian A., 3171
Anderson, Eric, 1001
Anderson, Francis T., 3107
Anderson, John R., 36
Anderson, Kevin, 3183
Anderson, Maxwell T., 2115
Anderson, Nathaniel D., 3203
Anderson, Richard B., 108
Anderson, Stephen, 4241
Anderson, Theresa A., 4177
Andrews, Sally, 90, 3223
Angele, Bernhard, 4190, 4201
Annis, Jeffrey, 2086
Antalek, Catherine, 4158
Aparici, Melina, 5206
Apperly, Ian, 4231
Arber, Madeleine, 312
Arciuli, Joanne, 1032
Arduengo, Joshua A., 2107
Ariel, Robert, 105
Armstrong, Blair C., 40
Arndt, Jason, 3083
Arnell, Karen M., 2224
Arnold, Kathleen M., 1116
Arnold, Michelle M., 1228, 1230
Arrington, Catherine M., 2137
Asano, Akihiro, 4066
Asano, Michiko, 4003, 4012
Asche, Kennidy, 124
Aschenbrenner, Andrew J., 4116
Ashby, Jane, 2151
Ashe, Sarah C., 2034
Ashkar, Dana, 4170
Atagi, Eriko, 2102
Atchley, Paul, 5229
Atkinson, Dominick J., 1091
Aue, William R., 188, 3046
Aust, Frederik, 2075
Austerweil, Joseph L., 4019
Avital-Cohen, Rotem, 2124
Awh, Edward, 137, 1075
Axtell, Maeve, 2096
Ayasse, Nicole D., 1192
Ayçiçegi-Dinn, Ayse, 85
Ayoub, Ramy, 2236
Ayyash, Dima, 2162
Azgar, Samiha, 4134
Azuma, Miyuki, 2079
Azuma, Tamiko, 4176
B
Babkoff, Harvey, 63
Baccino, Thierry, 134
Baciero, Ana, 4202
Bacon, Elisabeth, 4023
Badde, Stephanie, 1004
Badets, Arnaud, 5177
Bae, SooJung, 2040
333
Baek, Jongsoo, 3020
Baese-Berk, Melissa M., 4162, 4186
Bagelmann, Kelsey A., 132
Bago, Bence, 2197
Bahle, Brett, 49
Bai, Jiuyang, 300
Bailey, Heather R., 4020
Bajo, Maria Teresa, 2098
Baker, David J., 4133
Baker, Lewis J., 30, 3182
Balass, Michal, 4158, 4193
Balasubramaniam, Ramesh, 1021
Baldwin, Dare A., 4022
Balewski, Zuzanna, 2190
Ball, B. Hunter, 3106
Ball, Linden J., 1235
Ballard, Timothy, 53, 4235
Ballenghein, Ugo, 134
Ballesteros, Soledad, 144
Balota, David A., 1123, 2100, 4116
Balsillie, Hannah, 2023
Banai, Karen, 4161
Bangert, Ashley S., 3170
Banich, Marie T., 4120
Baniqued, Pauline L., 5048
Banks, Jonathan B., 4114
Baranova, Victoria, 54
Baranski, Michael F.S., 3076
Barcroft, Joe, 1117
Bard, Gabriele M., 3101
Barger, Michael, 3121
Barhorst-Cates, Erica M., 4033
Baribault, Beth, 4228
Barideaux Jr, Kenneth J., 2077
Barnes, Jordan I., 117
Barnes, Kevin M., 4056
Barnhart, Anthony S., 3015
Baroja, Jose Luis, 5147
Barreau, Celine, 64
Barrett, Lisa F., 1001
Barrington, Rhiannon S., 1157
Barrouillet, Pierre, 209, 1076, 2074, 4122,
5098
Barshi, Immanuel, 2067
Bartek, Victoria A., 4064
Barth, Hilary C., 1213, 3030
Barth, Marius, 227
Bartlett, James C., 2107, 2108
Bartoli, Michael, 4165
Barton, Sean L., 297
Basak, Chandramallika, 231
Basnight-Brown, Dana, 5210
Bass, Ilona, 1213
Bassett, Danielle S., 2033
Bassili, Joseph J., 5084
Bassok, Miriam, 5025
Bat-El, Outi, 166
Bates, Lauren E., 5070
Batzloff, Brandon, 1021
Bauer, Anna-Katherina R., 3023
Author Index
Bauer, Emily, 187
Bauer, Laura, 3079
Bauernschmidt, Althea N., 3045
Baumann, Oliver, 190
Baumgartner, Taylor, 5059
Bäuml, Karl-Heinz T., 104
Baumler, Taylor, 4125
Baxter, Leslie C., 195
Bayliss, Andrew P., 2004
Beaman, Philip, 212
Beatty-Martínez, Anne, 1172
Beauchamp, Michael, 18, 4004
Beaudoin, Tristen, 112, 1006
Beck, Ron J., 5014
Beck, Sara L., 5012
Beck, Valerie M., 49
Becker, Mark W., 3164, 5164
Bedell, Valaree, 5232
Bednarz, Jane E., 155, 5055
Beek, Ruben van, 5077
Beesley, Tom, 2032
Behmer Jr., Lawrence P., 4123
Beighley, Steven, 191, 3079
Beilock, Sian L., 3149
Bélanger, Nathalie N., 220
Belevski, Bianca, 319
Bell, Douglas, 5083
Bellaj, Tarek, 2143
Belli, Robert F., 1084
Belopolsky, Artem V., 180
Ben-David, Boaz M., 17
Benjamin, Aaron S., 3048, 4059, 5099
Benkaim, Molly E., 1137
Bennett, Christopher R., 2027, 2028
Bennett, Daniel, 305
Benoit, Roland G., 2060
Benson, Valerie, 45, 4217
Beran, Michael J., 278, 2230, 2232, 2238,
3110
Berent, Iris, 166, 250
Berg, Jeffrey J., 244, 2059
Berger, Carole, 4005
Berger, Katherine, 5029
Berinsky, Adam J., 3070
Berkowitz, Shari, 5053
Bernhardt, Kyle, 4125
Bernhardt, Mary F., 1120
Berntsen, Dorthe, 4104
Besken, Miri, 5085
Besner, Derek, 2141, 4150
Bezdek, Matthew A., 1043
Bhatia, Sudeep, 2213
Bhattacharya, Joydeep, 5011
Biemann, Chris, 91
Bies-Hernandez, Nicole J., 4140
Biggs, Adam T., 284
Bilalic, Merim, 2196
Bilge, A. Reyyan, 1093, 3029
Bimonte-Nelson, Heather A., 195
Binte Faizal, Siti Syuhada, 4200
Biondi, Francesco, 2128
Bishara, Anthony J., 2100
Bishop, Catherine, 3153
Bjork, Elizabeth Ligon, 1103, 1122, 1124,
2053, 4052, 4060, 5066
Bjork, Robert A., 1103, 1122, 1124, 2053,
4052, 4060
Black, Jo S., 2161
Blacker, Kara J., 2069
Blair, Alyssa N., 5126
Blair, Mark R., 117
Blais, Chris, 1137, 3111
Blake, Adam B., 3091
Blalock, Lisa D., 5145
Blasko, Dawn G., 5118
Blaum, Dylan, 3202
Blazej, Laura J., 31
Bleichner, Martin G., 3023
Bloesch, Emily K., 1018
Blumenthal, Sarah A., 3133, 4062
Blumenthal, Terry D., 62
Blumstein, Sheila, 1188
Blunt, Janell R., 3129
Bobb, Susan C., 2183
Bochtler, Katharina S., 5006, 5007
Boddy, Peter, 2012
Bode, Stefan, 305
Bodenheimer, Bobby, 1062
Bodner, Glen E., 5212
Boduroglu, Aysecan, 2058, 3187, 4107
Boettcher, Sage E. P., 146
Bogetti, Curtis, 5019
Bohil, Corey, 1029, 1141, 2111, 5208
Bohn, Annette, 4104
Boiteau, Timothy W., 246
Boland, Julie, 4184
Boland, Sarah C., 5073
Boltz, Marilyn, 5138
Bolzius, Katharina, 2131
Boncoddo, Rebecca, 2044
Bond, Alesha D., 2111, 2113
Bookbinder, Sarah H., 3074
Booth, James R., 5112
Bordbar, Fareed, 333
Boroditsky, Lera, 5104
Borovsky, Arielle, 3207
Borrero, Camila, 1105
Borrie, Stephanie A., 20
Bortfeld, Heather, 18
Bosch, Laura, 2181
Botella, Juan, 5206, 5223
Botezatu, Mona R., 4172
Botta, Fabiano, 129
Bou Mansour, Carl, 5124
Bouamama, Sana, 13
Boutsen, Luc, 4
Bouzas, Arturo, 5147
Boveri, David J., 5116
Bowe, Kyra, 1087
Bowen, Holly J., 4099
334
Bowers, Jeffrey S., 261
Bowles, Anita R., 2170
Bowman, Kristen A., 5023
Boyd, Kevin MD., 5160
Boyer, Ty W., 5180
Bradford, Elisabeth E.F., 1008, 1035
Bradley, Petra, 1239
Bradlow, Ann R., 1201
Bradshaw, Gary L., 4056
Brainerd, Charles J., 184, 3074, 3077
Braithwaite, David W., 5031
Brashier, Nadia M., 2187
Braun, David A., 2137
Braver, Todd S., 1134, 3135, 5214
Brederson, Ryan, 220
Breeden, Prescott, 195
Breen, Mara, 64
Brennan, Susan E., 131
Brent, William, 5009
Brentari, Diane, 166
Breslow, Darby, 1215
Brewer, Gene A., 1137, 3111, 4088
Brewer, Neil, 3153
Brezis, Noam, 186
Briere, Jennifer L., 309, 4103
Brill-Schuetz, Katherine A., 3191
Britt, M. Anne, 2043, 3202, 4213
Broadbridge, Carissa L., 2054
Brockhoff, Alisa, 4013
Brockmole, James R., 1142, 3022
Bröder, Arndt, 2089
Brodeur, Mathieu B., 4226
Broers, Nico, 150
Broitman, Adam W., 4040
Bronfman, Zohar, 186
Broniatowski, David A., 56
Brooks, Daniel I., 296
Brooks, Patricia J., 5135
Brosnan, Sarah F., 2227, 2231
Brosowsky, Nicholaus P., 1133
Brown, Blair E., 1087
Brown, Gordon D. A., 53
Brown, Hunter, 2156
Brown, Jennifer M., 2178
Brown, Julie M., 5072
Brown, Mark, 1121
Brown, Meredith, 3215
Brown, Michael F., 2234
Brown, Morgan, 1014
Brown, Norman R., 100, 2064
Brown, Sara, 1152
Brown, Scott D., 4143, 5158
Brown, Steve, 3240
Brown, Violet, 2156
Brown, Zoe M., 1200
Brown-Schmidt, Sarah, 2163, 2166
Bruine de Bruin, Wandi, 140
Bruns, Patrick, 1004
Brunsdon, Victoria E.A., 1008, 1035, 3018
Brunyé, Tad T., 3002, 4030
Author Index
Brust, Philip, 4222
Brysbaert, Marc, 125
Bsales, Emma, 1075
Bub, Daniel N., 265
Bucciarelli, Monica, 1094
Buchanan, Erin M., 2038, 2097, 4157
Buchanan, Lori, 1163
Buchin, Zachary, 103
Buchner, Axel, 1017
Buck-Gengler, Carolyn J., 2067
Buckmann, Marcus, 5196
Budescu, David V., 51
Budson, Andrew E., 2095
Bueno, Steve, 3229
Buentello, Ian, 1005
Buetti, Simona, 48, 5036, 5165
Buffington, Joshua, 4182
Bugg, Julie M., 1134, 1139, 2123, 3106
Buitron, David, 2118
Bukach, Cindy M., 3014
Bulevich, John B., 3092
Bulgarelli, Federica, 2181, 4018
Bulkes, Nyssa, 4149
Bulthuis, Katherine, 1218
Bunker, Cameron J., 1218
Burgess, Curt, 41
Burke, Deborah, 1178, 3219
Burkle, Kyle A., 113
Burle, Boris, 2214
Burnham, Bryan R., 3160
Burte, Heather, 1063
Burton, Rachel L., 159
Buschkuehl, Martin, 1077, 2070, 3147,
3148, 4132
Bushmakin, Maxim A., 2102, 3012
Buss, Aaron T., 4127, 5152, 5167
Butkevits, Natasha M., 3133, 4062
Butler, Andrew C., 2039, 3121, 3124, 4057
Butner, Jon E., 1055
Buttaccio, Daniel, 5204
Butterfuss, Reese, 5122
Buxbaum, Laurel J., 2006
Byrne, Kaileigh A., 2030, 5231
Byrne, Patrick J., 298
C
Cabe, Patrick A., 5007
Cabeza, Roberto E., 2187
Cadieux, Michelle L., 4011
Cain, Matthew S., 50
Cain, Sasen S., 3027
Calcaterra, Ryan D., 1162
Caldara, Roberto, 3004, 4005
Caldwell, J. Lynn, 284
Caldwell-Harris, Catherine L., 85
Callahan-Flintoft, Chloe, 115
Callender, Aimee, 4063
Calvillo, Dustin P., 3071, 3072
Cameron, Lynn, 4222
Camos, Valérie, 181, 1082, 2074, 5098
Campagnolo, Ondrea, 4134
Campbell, Alana M., 2024
Campbell, Jessica T., 2169
Campbell, Spencer, 5113
Candan, Ayse, 97
Candice, Frances, 176
Cane, James E., 4231
Cantlon, Jessica F., 2237
Cantor, Allison D., 3049, 3124
Cao, Rui, 183
Caplan, David, 2155
Caplan, Jeremy B., 159
Carbonell, Kathy M., 1202
Carlos, Vanessa, 2068
Carlson, Curt A., 155, 5055
Carlson, Laura, 4027
Carlson, Maria A., 155, 5055
Carlson, Richard, 323, 4130
Carney, Russell N., 2034
Carpenter, Alexis C., 1095
Carpenter, Shana K., 3128
Carr, Thomas H., 3118
Carreiras, Manuel, 127, 2147
Carrigan, Ann J., 3157
Carruth, Nicholas P., 7, 8
Carter, Benjamin T., 4199
Carvalho, Paulo F., 239, 2049
Caselli, Naomi, 167
Cash, Daniella K., 1098, 4221
Cashdan, Elizabeth, 4032
Cassey, Peter J., 5215
Casteel, Mark A., 1210
Castel, Alan D., 61, 1096, 3084, 3091,
4096, 5083
Castel, Caroline, 5033
Castelhano, Monica S., 147
Castro, Nichol, 3119
Cataldo, Andrea M., 5230
Cavallero, Corrado, 2076
Cave, Kyle R., 3161
Ceci, Stephen J., 5057
Cerisano, Stefania, 1198
Cevolani, Gustavo, 275
Chaabi, Lina, 2074
Chai, Zixian, 4073
Chalmers, Kerry A., 4083
Chamberland, Justin A., 1154, 4147
Chambers, Craig G., 5137
Chan, Jason C.K., 4055, 4058
Chan, Joel, 2211
Chan, Kit Ying, 4167
Chandrasekaran, Bharath, 83
Chaney, Grace-Anna S., 5195
Chang, Junha, 3161
Chao, Hsuan-Fu, 1136
Chapman, Craig S., 295
Chapman, Greteche, 2225
Charette, Chantal, 1154
Charette, Lyndsey, 5176
335
Chase, Sheila, 199
Che, Elizabeth S., 5135
Chein, Jason, 1073
Chekaf, Mustapha, 5093
Chen, Angela, 4126
Chen, Jay, 2146
Chen, Jenny, 3227
Chen, Jenn-Yeu, 3199
Chen, Jing, 2019, 5174
Chen, Lin, 4194
Chen, Makayla Szu-Yu, 2142
Chen, Peiyao, 2183
Chen, Sharon, 4041
Chesney, Dana L., 5198
Chetail, Fabienne, 271, 1165
Cheung, Allen, 190
Chiba, Itsuki, 1206
Chin, Iris, 5119
Chistopolskaya, Alexandra V., 1226
Cho, Kit W., 3158
Cho, Sang A, 1148
Cho, Yang Seok, 1148, 2139, 3138, 4124
Choi, Connie, 2167, 3205
Chong, Isis, 1170
Chou, Juliet, 22
Chrabaszcz, Jeffrey, 5219
Chrastil, Elizabeth R., 3032
Christensen, Katherine E., 5188
Christiansen, Morten H., 5103
Christianson, Kiel, 4121, 5127, 5128
Christie, John, 1, 5194
Christman, Stephen D., 4045
Christofalos, Andriana L., 1155
Christophe, Anne, 43
Christopher, Eddie A., 3141
Chrobak, Quin M., 1087
Chrysikou, Evangelia G., 76, 1019
Chu, Veronica C., 118
Chua, Elizabeth F., 5090
Chubala, Chrissy M., 5235
Chubb, Charles, 3010, 3166, 3167, 3169
Chun, Jennifer, 3131
Chung, Mingi, 1040
Chunharas, Chaipat, 3025, 4098
Cieslicka, Anna B., 1183, 5184
Cimpian, Andrei, 2202
Cintron-Valentin, Myrna C., 5134
Clark, Courtney M., 4052
Clark, Steven E., 2087
Clarke, Debbie, 219
Clark-Foos, Arlo, 2036, 3102
Claxton, Alexander B., 172
Clay, Summer N., 4238
Claypool, Tim, 309
Cleary, Anne M., 172
Cleland, Lauren M., 193, 5140
Clement, Andrew S., 3022
Clithero, John A., 4238
Coane, Jennifer, 1090, 3170, 5073
Cohen, Andrew L., 4169, 5230
Author Index
Cohen, Anna-Lisa, 4016
Cohen, Emily, 2102
Cohen, Noga, 1034
Cohen-Goldberg, Ariel M., 31, 167
Cokely, Edward T., 1223, 4234, 5056
Cole, Geoff G., 2120
Coley, John D., 5071
Collins, Madison, 5232
Colombo, Lucia, 3200
Colzato, Lorenza S., 177, 2134
Comeaux, Ian S., 4188
Comesaña, Montserrat, 4183
Conder, Julie, 1198
Conley, Michael J., 3045
Connolly, John F., 5139
Constable, Merryn D., 2004
Content, Alain, 271
Conway, Andrew R.A., 3135, 3234
Conway, Christopher M., 262, 2232
Conway, Martin A., 254
Cook, Gabriel I., 2036, 3102
Cook, Robert G., 197, 296, 2239
Cooke, Alex, 5201
Cooke, Katherine A., 4132
Cooney, Leah H., 5073
Cooper, Angela, 1201
Cooper, Kentrell, 3039
Cooper, Shelly R., 5214
Cop, Uschi, 316
Copeland, David E., 4140, 4209, 4215
Corbin, Jonathan C., 3035
Corbin, Sierra F., 3011
Corbin, William R., 86
Cordeiro, Sarah, 1046
Cordes, Sara, 5026
Corey, Joanna D., 5206
Coria, Katie A., 3122
Corley, Jackman, 4239
Corral, Daniel, 2206
Corter, James E., 233
Cory, Molly, 3233
Cosgrove, Abigail L., 4152
Costa, Albert, 1176, 5206
Costello, Matthew C., 5152
Cotrupi, Carter J., 1105
Courtney, Susan M., 2069
Cousineau, Denis, 3151
Cowan, Nelson, 1069, 5093, 5098, 5221
Cowell, Rosemary A., 1088, 4046, 4069
Cowen, Mikaela, 5073
Cox, Gregory E., 58, 188
Crane, Breanna, 3098
Crawford, Laura E., 3035
Creem-Regehr, Sarah H., 263, 1059, 4033
Crépeau, Johnathan, 1074, 1145
Crews, Alex, 5124
Crisostomo, Marisa E., 4065
Criss, Amy H., 58, 188, 3053, 4041
Crocco, Stephanie C., 2103
Crukley, Jeff, 1198
Crump, Matthew J.C., 1133, 4123
Crupi, Vincenzo, 275
Crystal, Jonathon D., 196
Culham, Jody C., 1023
Cundiff, Meredith, 1014
Cunha Lima, Maria, 133
Cunningham, Corbin A., 5216
Cunningham, Emily, 4223, 5048
Curby, Kim M., 67
Curl, Ryan, 3054
Curry, Samuel D., 2066
Cushing, Kathryn, 4068
Cutting, James E., 98
D
Dabbakeh, Nadeem, 2189
Dagry, Isabelle, 209, 1076
Dahan, Delphine, 130
Dai, Ruizhi, 4131
Dalca, Ioana, 5104
Dale, Rick, 161
Dalmaijer, Edwin, 3179, 3180
Dalton, Polly, 2119
Daly, Heather, 5151
Dambacher, Michael, 5236
Damian, Markus F., 165
Danek, Amory H., 23
Daniel, David B., 2045, 5114
Daniel, Thomas A., 197, 2085
Darowski, Emily S., 148
Davachi, Lila, 70
Davalos, Deana, 2024
Davis, Andrea K., 1193
Davis, Charles P., 5108
Davis, Colin J., 39
Davis, Danielle K., 3196
Davis, Kristin E., 301
Davis, Matthew H., 3222
Davis, Sara D., 4055, 4058
Davis, Tyler H., 1104, 2030, 2189
Davoli, Christopher C., 2011
Dawdanow, Anastasia, 1114
Dawley, Taylor, 5232
Dayer, Alex, 1025
De Bartolo, Adriana, 4106
De Forrest, Ross, 4091
De Houwer, Jan, 327
De Neys, Wim, 2197
De Ruiter, Jan P., 2010
De Simoni, Carla, 313, 2071
de Voogt, Alex, 205
Deason, Rebecca G., 2094, 2095
Debener, Stefan, 3023
DeBrock, Catherine A., 4076
DeCaro, Marci S., 4128
DeCaro, Renee, 1102
Declerck, Mathieu, 317, 1171, 2179
DeFranco, Rachel, 5058
Degani, Tamar, 2172
336
Degno, Federica, 4206
DeGutis, Joseph, 2126, 3144, 4230
Dekhes, Peter, 3090
Del Missier, Fabio, 4118
Delahay, Anita, 179
Delaney, Peter F., 322
Delaney-Busch, Nathaniel, 3213, 3215
Dell, Gary S., 3203
Dell’Acqua, Roberto, 5162
DeLosh, Edward L., 5070
DeLozier, Sarah J., 5082
Demestre, Joseph, 4183
Demnitz, Raoni F.G., 5202
Demos, Alexander P., 3023
Denby, Thomas, 82
Dennie, Emma, 4054
Dennis, Nancy A., 1010
Dennis, Simon, 281, 319, 3065
Deocampo, Joanne A., 262
Depue, Brendan E., 257
Desmarais, Annie, 1147
DeSoto, Kurt Andrew, 3090
Desroches, Amy S., 4153
Destefano, Marc, 232
Devis, Ester, 1007
Dewald, Ilona, 286
DeWolf, Melissa, 5025
Dey, Abhishek, 298
DeYoung, Carlee M., 1106
Dhaim, Ashley, 2210
Di Lascio, Joseph M., 3225
Di Lollo, Vincent, 306, 5160, 5183
Dial, Heather R., 1195
Diana, Rachel A., 2186
Dianiska, Rachel E., 4082
Dias, James W., 4006, 4170
Dias, Patricia, 2147
Diaz, Michele, 1178
Dickerson, Kelly, 5151
Dickey, Michael W., 3209
Dickinson, Joël D., 4147
Didierjean, Andre, 1225
Diecidue, Enrico, 51
Diede, Nathaniel T., 1139
Diederich, Adele, 1216, 2213
Diehl, Virginia A., 1232
Díez, Emiliano, 4079
Díez-Álamo, Antonio M., 4079
Dijk, Derk-Jan, 259
Dijkstra, Katinka, 2014
Diliberto-Macaluso, Kristen A., 2022
Dillon, Brian, 5129
Dirix, Nicolas, 316
Ditta, Annie S., 2207
Dittrich, Kerstin, 1130
Dixon, Lanie, 1059
Dixon, Peter, 3134, 4112
Djalal, Farah M., 3218
D’Mello, Sidney K., 1142, 4014
Do, Anh, 1064
Author Index
Dobbins, Ian G., 3055, 4080
Dodd, Michael D., 3179, 3180
Dodson, Chad, 152
Dogruel, Esra, 4181
Doherty, Jason M., 5098
Dole, Marjorie, 4005
Dombroski, Brynn A., 257
Dominguez, Jose Ramon, 124
Donaldson, David I., 3063
Donaldson, Maria J., 5148
Donato, Francesco, 1050
Dondas, Corina, 1033
Donevska, Galina, 3018
Donkin, Chris, 111, 3009, 5205
Donnelly, Nick, 3161, 4206
Donnelly, Seamus, 4146
Donovan, Amalia M., 4214
Dopkins, Stephen, 1056, 3007
Doro, Mattia, 5162
Dorsi, Josh, 4170
Doss, Manoj K., 3064
Dosso, Jill A., 2008
Dougherty, Michael, 1100, 5204, 5219
Dowley, Rose, 3241
Dowman, Robert, 5173
Doyle, Randi, 3031
Draheim, Christopher, 285, 1080
Drascher, Maxwell L., 3135
Dreisbach, Gesine, 1126, 2125, 2138
Dressler, Cody, 5029
Drew, Trafton, 50, 304, 5159
Drieghe, Denis, 13, 316
Drisdelle, Brandi Lee, 5161
Droit-Volet, Sylvie, 1097
Drummey, Anna B., 3082, 4068
Drummond, Caitlin M., 2034
DSouza, Annalise, 2135
D’Souza, Antonia, 2120
Du, Yu, 4026
Dube, Blaire, 4126
Dubé, Chad, 187
Duffels, Brian, 3224
Dumay, Nicolas, 40, 269
Dumitru, Magda L., 267
Dunabeitia, Jon Andoni, 1176
Dunlosky, John, 242, 2042, 3096, 3097
Dunn, James D., 5157
Dunn, John C., 280, 2199
Dunn, Timothy L., 5234
Dupuis, Amanda, 166, 250
Duran, Nicholas D., 4237
Durand, Guillaume, 3151
Durgin, Frank H., 27
Duris, Jessica, 3224
Durso, Francis T., 2208
Durst, Moritz, 2007
Duru, Adil Deniz, 1093
Dussias, Paola E., 2174
Dusthimer, Paige, 1051
Dutilh, Gilles, 111
Dux, Paul E., 4224
Duyck, Wouter, 316
Dye, Matthew W., 3004
Dyer, Matthew, 3087
Dyre, Brian P., 112, 1006, 1022
Dyson, Benjamin J., 71
Esterman, Michael, 2126, 3144, 4230
Etz, Alexander, 5226
Evans, Jonathan St. B. T., 25
Evans, Nathan, 281, 4143
Evans, Theodore A., 2238
Ewen, Joshua B., 2069
E
F
Eakin, Deborah K., 3081, 3093, 3095,
5087
Earles, Julie L., 60
Eastwood, John D., 4126
Ebert, Jonas, 5173
Echon, Reinalyn, 1078
Ecker, Ullrich K.H., 256, 3070
Eddine, Samer, 2155
Eddington, Chelsea M., 5110
Eddy, Marianna D., 4030
Eder, Jeffrey R., 298
Edwards, Erica, 5112
Edwards, Jan, 4187
Eglington, Luke G., 1112
Eidels, Ami, 319, 2128, 2146, 5021
Einstein, Gilles O., 3107
Eisenberg, Michelle L., 96, 4021
Eitam, Baruch, 299
Ell, Shawn W., 2072, 5049, 5050
Ellefson, Michelle R., 21, 1231
Ellenblum, Gali, 3193
Ellinghaus, Ruben, 5200
Elliott, Blake L., 4088
Elliott, Emily M., 1144, 4133, 5192
Ellis, Derek, 2092
Ellis, Nick, 5134
Elmir, Mohammed, 2150
Embretson, Susan E., 1080
Emerson, Haley, 5132
Emery, Lisa, 1011
Emmorey, Karen, 171, 2154
Enam, Tasnuva, 5087
Engert, Kaleigh, 3016
England, Benjamin D., 2047, 5091
Engle, Randall W., 285, 1080, 2208, 3132,
3143, 5068
Englebretson, Robert, 272
Enns, James T., 295
Ensor, Tyler M., 3059
Entenman, Robert, 67
Epstein, Russell A., 4025
Erb, Keri, 4105
Erdemir, Aysu, 301
Ericson, Justin M., 307, 5154
Eriksson Sorman, Daniel, 1143
Erlinger, May, 2032
Erwin, Hillary, 3087, 3098
Escudero, Inmaculada, 4218
Eskelinen, Holli C., 2240
Eskenazi, Michael A., 1160, 1164
Eslick, Andrea N., 5059
Faber, Myrthe, 4014
Fagot, Joël, 2235
Failing, Michel, 3
Fairchild, Sarah, 3208
Fajen, Brett R., 297
Fan, Carina L., 2061
Fan, Yuyu, 51
Fang, Jun, 5239
Fang, Xiaoping, 4194
Fang, Xinyi, 1081
Farley, James, 4112
Farmer-Dougan, Valeri, 1015
Farris, Emily A., 3067
Faulkenberry, Thomas J., 123, 5023
Faust, Mark E., 1153
Faust, Miriam, 3226
Fazio, Lisa K., 6, 4061
Federmeier, Kara D., 1027
Federova, Valeriya, 16
Fedorenko, Evelina, 2162, 2190
Feghhi, Iman, 2005
Fehrman, Christof, 3183
Feitelson, Emma, 4010
Feldman, Laurie Beth, 161, 2143
Feldmann-Wüstefeld, Tobias, 2117, 2121
Fellner, Wendi, 176
Fels, Janina, 2133
Fenn, Kimberly, 5053
Fennell, Alex B., 1205
Fenske, Mark J., 4126
Fera, Samantha, 5152
Ferguson, Heather J., 1008, 1035, 2161,
3018, 4231
Ferguson, Ryan, 1049
Fernandes, Myra A., 3047
Fernandes, Natália L., 2106
Fernandes, Suzette, 147
Fernandez, Angel, 4079
Fernandez, Carla, 1196
Fernandez, Eva, 4189
Fernandez, Gabriel, 16
Ferraro, Ric, 4125
Ferré, Pilar, 4183
Ferreira, Fernanda, 42, 2165
Ferreira, Victor S., 3220
Ferretti, Todd R., 5123
Ferrigno, Stephen, 2237
Feuerbach, David A., 176
Fiacconi, Chris M., 2090
Fiallo, Katherine, 5132
Fiechter, Joshua L., 4059
337
Author Index
Fific, Mario, 55, 1218
Finn, Bridgid, 174
Fiorella, Logan, 1118, 1119
Fischer, Rico, 1126, 2138
Fischer-Baum, Simon J., 272, 4078
Fisenne, Sarah E., 3133, 4062
Fisher, Jerry S., 99
Fisher, Justin, 5193
Fisher, Nina, 5010
Fitneva, Stanka A., 5103
Fitzroy, Ahren, 80
Fitzsimmons, Gemma, 303
Flannery, Sean, 2095
Flombaum, Jonathan I., 279
Flores, Andrea, 3071
Flores, Shaney, 4021
Flurry, Ethan, 3093
Fluss, Joël, 5033
Foglia, Victoria, 1154
Földes, Noèmi, 5177
Folk, Charles L., 5
Folk, Jocelyn R., 1160, 1164
Foraker, Stephani M., 249
Ford, Jaclyn H., 2055
Forloines, Martha R., 197
Forrester-Fronstin, Zoey, 5018
Forster, Kenneth I., 126
Forstmann, Birte U., 35
Fortier-Brown, Amy, 2027
Foss, Donald J., 106, 2048
Foster, Joshua J., 1075
Fostick, Leah, 63
Foucart, Alice, 5206
Fournier, Lisa R., 1022
Fowler, Carol A., 4192
Fox Tree, Jean E., 5120, 5121
Francis, Andrea P., 3118
Francis, Wendy S., 318, 2178, 4087
Franco, Patricia, 4070
Franconeri, Steven, 114
Frank, David J., 5047
Franklin, Donald, 320
Franks, Bryan, 3068
Frasca, Mickaël, 129
Fraundorf, Scott H., 248
Frazer, Alexandra K., 3198
Freedberg, Michael V., 294
Freeman, Emily E., 4084
Frenck-Mestre, Cheryl, 2184
Freund, Michael, 163
Freyman, Richard L., 5004
Frick, Erin E., 2240
Fricke, Melinda, 3214
Friedman, Greg, 2203
Friedman, Michael, 2041
Friel, Brian M., 1208
Friesen, Deanna C., 4180
Frissen, Ilja, 4008
Fritzen, Bruna W., 1234
Fröber, Kerstin, 2125
Fu, En, 4028
Fugate, Jennifer M.B., 1046
Fuhrmeister, Pamela, 1188
Fujita, Tetsuya, 4093
G
Gaab, Nadine, 1152
Gabay, Shai, 2226
Gabrieli, John D.E., 1032, 1152
Gagne, Christina, 3122
Gagne, Faby, 3240
Gagné, Christina L., 3212
Gagnon, Glen, 5164
Gagnon, Holly C., 2011, 2151
Gainer, Morgan, 1118
Gale, Shawn D., 148
Galindo, Daniella, 5080
Gall, Jay, 3181
Gallo, David A., 3064, 4109
Gallup, Andrew C., 3016
Galotti, Kathleen M., 4236
Gal-Rosenblum, Sarah, 17
Gao, Chenlu, 3109
Garcia, Michael A., 1122
Garcia, Omar, 1051, 1183
Garcia, Sandry, 5090
Garcia, Victor, 4080
Garcia-Larrea, Luis, 1033
Garcia-Marques, Leonel, 282
Gardony, Aaron L., 1052, 1063, 4030
Garg, Sahaj, 3184
Gargya, Sanchita, 1009
Garner, K. G., 4229
Garnsey, Susan, 2191, 5127
Garrett, Paul M., 281, 5021
Garza, Ray, 5184
Gaskell, Gareth, 5136
Gaspelin, Nicholas, 235
Gaston, Jeremy, 5151
Gauer, Gustavo, 1234
Gauvrit, Nicolas, 44
Gaylord, Nicholas, 2189
Gazes, Regina, 5029
Geiger, Darren O.J., 3133, 4062
Geigerman, Shriradha, 4142
Geller, Jason, 1156
Georgan, Wendy C., 1032
George, Nathan R., 4018
George, Seth, 4034
George, Tim, 1241
Gepilano, Pauline, 1073
Geraci, Lisa, 4091
Gerbier, Emilie, 2105
Germine, Laura, 3144
Gerrig, Richard J., 132
Getz, Laura M., 5008
Geuss, Michael N., 263
Ghetti, Simona, 3062
Gibson, Bradley S., 3162
338
Giesen, Carina, 5191
Giezen, Marcel R., 2147
Giglio, Rebecca E., 213
Gill, Devin M., 4032
Gilmore, Adrian W., 2059
Gilmore, Grace, 3090
Gilson, Shannon L., 1087
Ginther, Matthew, 1212
Giraudo, Hélène, 4145
Giudice, Nicholas A., 2027, 2028
Glass, Arnold L., 258
Glidden, Nicolette P., 3195
Glöckner, Andreas, 5228
Gloede, Michele E., 2083
Gluth, Sebastian, 5227
Godwin, Hayward J., 45, 303
Goh, Ariel, 305
Goh, Joshua O., 1013
Goh, Winston D., 1168
Gold, Jason M., 2078
Goldberg, Chaim, 4016
Goldberg, Devora, 164
Goldinger, Stephen D., 3015, 3150, 5153
Goldin-Meadow, Susan, 2190
Goldman, Ronit, 5027
Goldman, Susan R., 5126
Goldrick, Matthew, 82, 314
Goldstein, Ariel, 4115
Goldstone, Robert L., 239, 2049, 5020
Goldwater, Micah B., 2189
Gollan, Tamar H., 314, 1174, 3220, 4173
Golob, Edward J., 2115
Gomes, C. F.A., 184
Gomez, Pablo, 1007, 4202
Gómez-Ariza, Carlos J., 2098
Gomide, Gabriel, 4080
Gomides, Mariuche R. A., 4080
Gonçalves, Ana M., 4183
Goodale, Melvyn A., 1023
Goodbourn, Patrick T., 14, 5097
Goodman, Sara G., 5074
Goodsell, Charles A., 155
Goodwin, Kerri A., 5092
Gordon, Leamarie T., 1084, 4064
Gordon, Peter C., 5025
Goring, Sara A., 3204
Gorman, Henry, 4073
Goshen-Gottstein, Yonatan, 186
Gossett, Katherine, 3071
Gottschalk, Caroline, 1126
Gouravajhala, Reshma, 2045
Gourley, Erin M., 1134
Gow, David W., 214
Gozli, Davood G., 1026, 3019
Graesser, Arthur C., 3192
Graham, Erin N., 2204
Graham, Michelle, 4147
Grainger, Jonathan, 317, 1161, 1171, 2143,
2179
Gramann, Klaus, 75
Author Index
Grant, Angela M., 2185
Gray, Nicholas D., 1028
Gray, Suzanne L., 200
Gray, Wayne D., 232
Green, Christopher, 2158
Green, Elizabeth A., 3086
Green, Leonard, 2222
Green, Marshall L., 5180
Green, Mitchell, 5119
Greenberg, Adam S., 3176
Greene, Ciara M., 3069
Greene, Daniel, 3234
Greene, Michelle R., 28
Greene, Robert L., 1089
Greenspon, Emma B., 3190
Gregg, Julie, 1107, 1194
Gregg, Melissa, 2083, 5150
Gretton, Matthew, 57
Grey, Sarah, 1196, 4152
Griffin, Michael, 5099
Griffin, Nicholas, 1085
Griffin, Thomas D., 3094
Griffin, Valera, 57
Griffin-Oliver, Courtney J., 5175
Griffiths, Lauren, 102, 5088
Griffiths, Oren, 2032
Griffiths, Thomas L., 273, 5225
Grishaw, Anna, 4239
Groeger, John A., 259
Grogan, Bailey, 189
Gronau, Nurit, 5027, 5144
Gronlund, Scott D., 154, 5056, 5060
Gross, Julien, 3073
Gross, Marina P., 3055
Grossi, Giordana, 4227
Grosso, Mallory, 4230
Groulx, Kier, 3010
Gu, Hairong, 110
Gubian, Michele, 39
Guediche, Sara, 1188
Guedin, Nolwenn, 5033
Guenther, Benjamin A., 3034
Guerard, Katherine, 1079
Guerrette, Marie-Claude, 1079
Guerrini, Chiara, 4106
Guerzoni, Elena, 4160
Guevara Pinto, Juan D., 3152
Guignard-Perret, Anne, 4070
Gullifer, Jason, 315
Gunal, Mehmet, 2108
Gunawan, Kris, 4215
Güney, Şule, 2215
Guo, Taomei, 1196
Gutchess, Angela H., 74, 1013
Guynn, Melissa J., 3104, 3105
H
Haaf, Julia M., 109
Hackley, Steven A., 1069
Haflich, Bryan, 1022
Hagen, Aste, 1159, 5106
Hahn, Sowon, 4002, 5037
Haider, Hilde, 227
Häikiö, Tuomo, 245
Haj, Refa, 1064
Hajajra, Walaa’, 2172
Hajnal, Alen, 1025
Hakim, Nicole, 1070
Hall, Anna M., 1045
Hall, Deanna C., 5123
Hall, Geoffrey, 2116
Hall, Michael D., 4167, 5151
Hallinen, Nicole R., 1110
Halpern, Andrea R., 5011
Hambrick, David Z., 228
Hamilton, Natasha, 4208
Hamm, Robert M., 89
Hammett, Kenneth, 3087
Hampton, James A., 93
Han, Hye Joo, 4024
Hancock, Kelsey P., 5018
Hancock, Peter A., 4001
Hancock, Peter J.B., 3063
Hancock, Thomas W., 5052
Hanczakowski, Maciej, 212, 3043
Handley, Simon, 2198
Handy, Justin D., 210
Handy, Todd C., 1146
Hannon, Brenda A., 5115
Hannula, Deborah E., 1150, 1151
Harada, Etsuko T., 4066
Hardin, Kathryn, 1011
Harel, Assaf, 3188
Hargis, Mary B., 3091, 5083
Harley, Heidi E., 176
Harmon, Zara, 5233
Harper, David, 2170
Harriott, Emily M., 1152
Harris, Alison, 4238
Harris, Anthony M., 4224
Harris, Christine, 1040
Harrison, Alan, 3098
Harrison, Geoffrey W., 3172
Harrison, Tyler L., 285, 1080, 3143
Hart, Einav, 4232
Hartsfield, Leigh Ann, 200
Hartsough, Lauren, 1212
Harvey, David R., 4195
Hasher, Lynn, 4066
Hassan, Tariq, 1
Hassin, Ran, 4115
Hatch, Rachel, 2195
Hattori, Yuri, 3005
Hausman, Hannah, 3126
Havard, Catriona, 5061
Hawkins, Matthew, 1020
Hawkins, Whitney C., 3072
Hawthorne, Melissa J., 3088
Hay, Phillipa, 1038
339
Hayakawa, Sayuri, 5206
Hayes, Adele M., 3079
Hayes, Brett K., 280, 2199
Hayes, Taylor R., 3178
Hayne, Harlene, 3073
Hazeltine, Eliot, 5167, 5172
Hazeltine, Richard E., 294
He, Qiliang, 1062
Heald, Shannon LM., 19, 4074, 4164
Healey, Karl, 160
Healey, Michael K., 4040
Healy, Alice F., 2067, 3239
Heathcote, Andrew, 57, 274, 1219, 2128,
3065
Heatherly, James G., 4239
Hebert, Katherine P., 5153
Heilman, Renata M., 1209
Heisick, Laura L., 2112
Heit, Evan, 26, 5211
Helie, Sebastien, 5049, 5050
Heller, Wendy, 5036
Hemmer, Pernille, 121, 188, 2225, 4042
Henderson, Eric, 3039
Henderson, John M., 3178
Henderson, Lydia, 2229
Hendricks, Michael D., 1055
Heng, Adalyn Qiu Hui, 5064
Henik, Avishai, 1034, 1054
Henkel, Linda A., 141
Hennessee, Joseph P., 61
Henninger, Felix, 5228
Henry, Andrea T., 3149
Hensley, Cody J., 5043
Hepsomali, Piril, 4206
Heredia, Roberto R., 1183, 5184
Hermena, Ehab W., 13
Hernandez, Alan, 210, 4072
Hernandez, Arturo E., 221, 4119
Herron, Kimberly, 2072
Hertwig, Ralph, 1207, 1211, 1216
Herzog, Stefan M., 1211, 2216
Heslin, Kelsey A., 2234
Heyman, Gene M., 79
Heyman, Tom, 92
Hicks, Eileen, 2212
Hicks, Jason L., 3057, 3068
Hicks, John, 3181
Hicks, Kenny L., 285, 2208
Higashiyama, Atsuki, 2017
Higby, Eve, 4146, 4189
Higgs, Karyn P., 4213
Higham, Philip A., 102, 3122, 5088
Hilbig, Benjamin E., 5228
Hilchey, Matthew D., 3173
Hill, Audrey P., 1029, 1141
Hill, Elaine, 1153
Hill, Heather M., 203
Hill, Paul F., 2186
Hillairet de Boisferon, Anne, 4005
Hillstrom, Anne P., 45
Author Index
Himmelbergerer, Zachary, 1061
Hino, Yasushi, 2148, 2153
Hirsch, Dale A., 4071
Hirsch, Patricia, 1127
Hitchcock, Olivia, 1227
Hjartstrom, Hanna, 1143
Ho, Serena, 4011
Hocaoğlu, Sevil, 85
Hockley, William E., 2082
Hodge, Jack H., 1228
Hodgetts, Helen M., 5146
Hoeben Mannaert, Lara N., 2014
Hofer, Matthias, 5217
Hoffman, James E., 3174
Hoffmann, Janina A., 87
Hoffmann, Mareike A., 5171
Hofilena, Javier, 3035
Hofmann, Markus J., 91
Hohl, Katrin, 254
Holcomb, Michelle B., 3209
Holcomb, Phillip J., 2154, 4203
Holcombe, Alex O., 14
Holden, LaTasha, 3234
Hollands, Justin G., 112, 1006
Hollingworth, Andrew, 49
Hollis, Geoff, 94, 5102
Holmes, Amanda, 3002
Holmes, Corinne A., 1068
Holmes, Rebecca, 3013
Holmes, Theresa, 3038
Holmes, William R., 274
Holt, Lori L., 1191, 4166, 5001
Holyoak, Keith J., 5025
Homa, Donald, 2092
Hommel, Bernhard, 116, 1026, 2134, 3019
Hong, Min Kyung, 4061
Hong, Seok-sung, 5038
Hood, Audrey V.B., 4114
Hopkins, Robin F., 257
Hopper, William J., 4036
Horita, Tatsuya, 3123
Horn, Sebastian S., 2216, 4240
Horne, Murray R., 1058
Horne, Zachary, 2202
Horrey, William J., 5178
Hoshino, Noriko, 2183
Hosokawa, Aya, 4110
Hotaling, Jared M., 5227
Houghton, Kenneth, 4211
Houpt, Joseph W., 2146, 3188, 5021
Houston, James R., 2026, 5185
Hout, Michael C., 303, 3150, 3154, 5216
Hove, Michael J., 5005
Howard, Cortney M., 2006
Howard, Marc W., 283, 3225
Howard, Philippa, 4217
Howard, Zach, 319
Howe, Mark L., 251
Howell, Timothy J., 1208
Hoyer, Darin L., 1056, 3007
Hsieh, Shulan, 2140
Hsu, Nina S., 2157, 4121
Hsu, Yung-Fong, 3026
Huang, Alex, 4074
Hubbard, Timothy L., 101
Hubbard, Tyler, 3183
Huber, David E., 237, 3009, 4036, 4069
Huber, Rafael, 2216
Huebner, Matthew G., 5028
Huebner, Philip A., 3210
Huestegge, Lynn, 5169, 5170, 5171
Huette, Stephanie, 3216, 3231
Huff, Mark J., 1123
Huff, Markus, 4013, 4015, 5189
Huff, Rachael, 2072
Huffman, Greg, 1026, 3173
Hughes, Gregory, 3092
Hughes, Robert W., 1125
Huhn, III, John M., 1010
Humphreys, Karin R., 164, 325, 1135,
1198
Humprhies, Joyce, 5061
Huney, Jenna, 4034
Hung, I-Tzu, 1013
Hunt, Andrew P., 1083, 3183
Hunt, Preston, 3038
Hunter, Cynthia R., 4163
Hupbach, Almut, 4048
Hur, Juyoen, 5036
Hussey, Erika K., 4121, 4223, 5048
Hutcheon, Thomas G., 1129
Hutchison, Keith A., 92, 3142, 3236
Hutson, James, 84
Hutson, John P., 149, 3185
Hutter, Sarah A., 3130
Hutton, Allyson, 1063
Hwang, Jihyun, 5035
Hwang, Jin K., 1159, 5106
Hwang, Leslie, 52
Hyman, Ira E., 59
Hyönä, Jukka, 11, 245
I
Ianì, Francesco, 1094
Iannuccilli, Lisa, 5030
Ida, Keisuke, 2153
Idsardi, William J., 5003
Ikeda, Kazuhiro, 4101
Ikeda, Kenji, 4094
Ikier, Simay, 4159
Imbault, Constance, 1047
Imuta, Kana, 1222
Incera, Sara, 1177, 2091
Ingle, Harriet E., 2009
Ingvalson, Erin M., 16
Inhoff, Albrecht W., 264
Insa, Beatriz, 1169
Intraub, Helene, 191, 3079
Inukai, Tomoe, 5181
340
Ionin, Tania, 2191
Iordan, Alexandru D., 4132
Iran-Nejad, Asghar, 333
Irons, Jessica L., 302
Irwin, David E., 3177
Irwin, Julia, 5119
Isaacs, Shelby H., 1152
Isbell, Linda M., 5230
Isham, Eve A., 223
Ishiguchi, Akira, 3001
Ishiguro, Sho, 3145
Ishikawa, Kenta, 1041
Ivanoff, Jason, 5194
Ivanova, Iva, 4175
Ivaz, Lela S., 1176
Izaute, Marie, 1097
Izoutcheev, Anna, 5144
J
Jaafari, Nematollah, 129
Jackson, Abigail, 1089
Jackson, Andrea M., 1163
Jackson, Carrie N., 5014
Jackson, Jonathan, 1013
Jacobs, Arthur M., 91
Jacobsen, Jessi, 5124
Jacoby, Larry L., 210, 2100
Jaeger, Allison J., 1114, 1236
Jaeger, Antonio, 4080
Jaeger, Chris B., 30
Jaeggi, Susanne M., 1077, 1159, 2070,
3147, 3148, 4132, 5106
Jakobsen, Krisztina V., 5114
Jalbert, Madeline, 59
James, Brielle T., 2232
James, Lori E., 3189, 3196, 3204
James, Tyronne, 3108
Jamieson, Randall K., 5235
Janczyk, Markus, 2007, 5236
Jang, Yoonhee, 1113
Jankovic, Nadja, 5160
Jansen, Petra, 4029
Jansson, Anna, 3065
Jantz, Tiffany K., 4097
Janzen, Austin, 4125
Jardin, Elliott, 2026
Jared, Debra, 218, 2176, 4180
Jarosz, Andrew F., 1236
Jee, Benjamin D., 1065
Jekel, Marc, 5228
Jennings, Janine M., 3133, 4062
Jensen, Clint, 2044
Jent, Kelly C., 5052
Jentzsch, Ines, 5010
Jeong, Heejung, 2139
Jerome, Lucie, 4208
Jesse, Alexandra, 1199, 4165
Jeye, Brittany M., 4085
Ji, Eunhee, 2021
Author Index
Jia, Ning, 1057
Jiang, Juming, 4094
Jiang, Yuhong V., 77, 4037
Joanisse, Marc F., 1184
Job, Remo, 2020
Jodoin, Geneviève, 4226
John, Richard S., 2223
Johnson, Chelsea K., 4237
Johnson, David, 301
Johnson, Jenne, 4081
Johnson, Kelli L., 1221
Johnson, Marcia K., 142, 4081
Johnson, Nicole H., 1087
Johnson, Rebecca L., 1045, 1167
Johnston, Jacob R., 3034
Johnstone, Alexander H., 1059
Johri, Avantika, 4192
Jolicoeur, Pierre, 5161, 5162
Jones, Alyssa R., 155
Jones, Angela C., 1115, 1160
Jones, Caelyn N., 4224
Jones, Dylan M., 212
Jones, Jeffery A., 5013
Jones, John L., 3207
Jones, Katie L., 1132
Jones, Lara L., 1162
Jones, Masha R., 3147, 3148
Jones, Matt, 2206
Jones, Michael N., 4043
Jones, Todd C., 322
Jonides, John, 1077, 3147, 3159, 4132
Jonker, Tanya R., 3042, 4038
Jordan, J. Scott, 300
Jordano, Megan L., 224
Joslyn, Susan, 5202
Joubert, Amy, 280
Jouravlev, Olessia, 218, 2162, 2190
Juhasz, Barbara J., 1166
Jung, Tzyy-Ping, 75
Junker, Matthew, 4124
Jüttner, Martin, 4
K
Kaakinen, Johanna K., 134, 3232, 4217
Kable, Joseph W., 1215
Kadel, Hanna, 2117
Kahan, Todd A., 2144
Kahana, Michael J., 160, 4040
Kahn, Ari E., 2033
Kahta, Shani, 2029
Kajander, David A., 1199
Kakinuma, Ryosuke, 4094
Kalchik, Andrea E., 99
Kalinowski, Leanna, 249
Kalinowski, Sarah, 5096
Kalish, Charles, 2044
Kalish, Michael, 5075
Kallestad, Lillian, 124
Kaltner, Sandra, 4029
Kamarsu, Snigdha, 1077
Kan, Irene P., 3082, 4068
Kane, Michael J., 7, 8, 78, 224, 3137
Kang, Melissa, 3172
Kang, Sean H.K., 1112
Kann, Spencer, 196
Kapatsinski, Vsevolod, 5233
Kaplan, Danielle T., 5152
Kaplan, Elina, 1199, 3161
Kaplan, Toni M., 2027
Kapucu, Aycan, 5045
Karaaslan, Aslan, 2018
Karanian, Jessica M., 2193
Karimi, Hossein, 2165
Kark, Sarah M., 3051, 5220
Karoly, Paul, 3111
Karpicke, Jeffrey D., 105, 3046, 3129, 5064
Karpicke, Stephanie S., 3129
Karpinsky, Nicole D., 5178
Karuza, Elisabeth A., 2033
Kary, Arthur, 5205
Kaschak, Michael P., 3207, 5034
Kaszowska, Aleksandra, 1052, 1238
Katahira, Kenji, 1042, 5041
Kato, Misaki, 4186
Kato, Mizuki, 4093
Katsikopoulos, Konstantinos, 276
Katz, Albert N., 2013, 2056, 5107
Katz, Benjamin D., 2070, 3147, 3148, 4132
Katz, David P., 4136
Katz, Jeffrey S., 197, 198, 2085
Katz, Leonard, 4192
Katzin, David, 1054
Katzin, Naama, 1054
Kaufer, Celia S., 1152
Kaushanskaya, Margarita, 4187
Kawaguchi, Jun, 2081
Kawahara, Jun I., 2109
Kawakami, Ai, 1042, 5041
Kawasaki, Masahiro, 1036
Kaya Kızılöz, Burcu, 4107
Kazanas, Stephanie A., 2022, 5044
Kazmerski, Victoria A., 5118
Keefer, Lucas A., 3011
Keep, David J., 4229
Keetels, Mirjam, 81
Kelemen, William L., 5084
Kellen, David, 4044
Keller, Ashlynn M., 2239
Keller, Justin, 3035
Keller, Mikayla, 3037
Kelley, Colleen M., 321, 1028
Kelley, Matthew R., 2066
Kelley, Timothy D., 1104
Kellis, Devin M., 3039
Kellman, Philip J., 326, 3238
Kelly, Andrew J., 278, 3110
Kelly, Debbie, 198
Kelly, Jonathan W., 4031, 4034
Kelly, Kristine, 1233
341
Kelly, Laura J., 26, 5211
Kelly, Victoria, 278, 3110
Kelty-Stephen, Damian, 4192
Kemp, Jovan T., 97
Kemp, Lisa S., 4221
Kemp, Richard I., 5157
Kempe, Vera, 44, 2023
Kendall, Lia N., 3175
Kendeou, Panayiota, 4219, 5122
Kenett, Yoed N., 3226, 4019
Kensinger, Elizabeth A., 73, 2055, 3051,
4099, 5220
Kern, Megan E., 2034
Kerr, Tyson K., 1096, 3084
Kershaw, Trina C., 2195
Kersten, Alan W., 60
Kessler, Theresa T., 4001
Keuleers, Emmanuel, 125, 316
Key, Kylie, 5056
Keysar, Boaz, 5206
Khairalla, Annmarie, 1105
Khalifa, Batoul, 127
Khattab, Ghada, 4200
Khuu, Ngoc-Thoa, 301
Kilb, Angela, 4075
Killeen, Isabella, 153
Kim, Bia, 3140
Kim, Cheongtag, 2040
Kim, Cora, 5104
Kim, Daniella, 2096
Kim, Hye Ji, 2118
Kim, Hyojeong, 3058
Kim, In-Kyeong, 5057
Kim, Jeahong, 4179
Kim, Joseph A., 1124, 2052
Kim, Joshua C., 4208
Kim, Kyungil, 5038
Kim, Kyungmi, 4081
Kim, Minhee, 1040
Kim, Minjae, 3205
Kim, Min-Shik, 2021
Kim, Myeong W., 1108
Kim, Nancy S., 1086
Kim, Sangyub, 4179
Kim, Say Young, 1168
Kim, Taewan, 5037
Kim, Woojae, 40, 110
Kim, Yongwoo, 4179
Kimball, Daniel R., 3235, 4065
Kinder, Kaleb, 4127
King, Michael J., 2130
King-Shepard, Quentin, 3045
Kingston, John, 4169
Kingstone, Alan, 1140, 2008, 3008, 3175,
5155
Kinoshita, Sachiko, 270
Kirkby, Julie A., 1157, 4190
Kiyokawa, Sachiko, 2205, 5076
Klatzky, Roberta L., 1002
Klauer, Christoph, 1130
Author Index
Kleider-Offutt, Heather, 2111, 2113
Klein, Brandi A., 3033
Klein, Michael D., 1131
Klein, Raymond M., 1, 2226, 5194
Kleinsmith, Abigail L., 5016
Klesel, Brenna, 4034
Kliegel, Matthias, 143
Kliegl, Oliver, 104
Klin, Celia M., 4211
Klindzic, Nikki L., 1228
Klippel, Alexander, 1062
Klos, Serena, 4164
Klucharev, Vasily, 2216
Klug, Emily R., 2038
Kneusel, Ronald T., 151
Knickerbocker, H. Faye, 1045
Knoll, Abby R., 5043
Knoph, Rebecca E., 2034, 2038, 4157
Knowles, Erica R., 5015
Knowlton, Barbara J., 61
Kobayashi, Masanori, 2081
Koch, Amber M., 2186
Koch, Chris, 4054
Koch, Griffin E., 2173
Koch, Iring, 1127, 1171, 2131, 2132, 2133,
2179, 5177
Koci, Amanda, 5188
Koeritzer, Margaret, 3056
Köhler, Stefan, 2090
Kole, James A., 2067
Kolesari, Jennifer, 4027
Kolev II, Lyubomir N., 2195
Konstantinidis, Emmanouil, 2215
Koole, Sander L., 5237
Koop, Gregory J., 3053
Kopatich, Ryan D., 4216
Kopp, Kristopher, 3202
Koppel, Rebecca H., 3131
Korell, Alyssa M., 1078
Korenz, Ryan, 5095
Kornell, Nate, 324, 2237, 3117
Korning Ljungberg, Jessica, 1143
Kornstein, Joanna L., 2239
Korovkin, Sergei Y., 2209
Kose, Gary, 2203
Koshino, Hideya, 2118
Kosie, Jessica E., 4022
Kostic, Bogdan, 2097, 4157
Kotansky, Leah J., 5092
Kotov, Alexey A., 4090
Kotova, Tatyana N., 4090
Kotter, Allison G., 5188
Kotz, Sonja A., 2188
Kougl, Maggie, 3038
Kovacs, Paul, 1016
Kowalsky, Amanda L., 5034
Kozlik, Julia, 1048
Kraemer, David J.M., 5042
Kraemer, Kyle R., 1061, 4109
Kramer, Arthur F., 4121, 4223, 5048
Krampe, Ralf T., 260
Kranz, Michael B., 5048
Krasich, Kristina, 1142
Kravitz, Dwight J., 307, 5154
Krefeld-Schwalb, Antonia, 4044
Krenzer, William L. D., 1007
Kreutzfeldt, Magali, 2132
Kreykenbohm, Elisabeth, 3163, 5142
Kris, Alison, 141
Kroll, Judith F., 1172, 1178, 1187, 3214,
4172
Kroneisen, Meike, 4077
Krueger, Nathan, 1159
Kruijne, Wouter, 158
Ksander, John C., 5220
Ktori, Maria, 4197
Kubik, Veit, 4118
Kubota, Emily Chieko, 1178
Kubovy, Michael, 5008
Kuchinsky, Stefanie E., 2157
Kuczaj, Stan A., 2240
Kuhlmann, Beatrice G., 2093
Kumpan, Tamara, 3224
Kunar, Melina A., 1132
Kuntzelman, Karl, 1107
Kunz, Benjamin R., 3011
Kuperberg, Gina, 133, 2167, 3205, 3213,
3215
Kuperman, Victor, 1047
Kurby, Christopher A., 4017
Kurinec, Courtney A., 3109, 4177, 5054
Kurtz, Kenneth J., 1240
Kurumada, Chigusa, 2166
Kusel, Elizabeth, 2038
Kusev, Petko, 54, 1214, 5201
Kustenbauder, Alyssa, 4130
Kusumi, Takashi, 3197
Kusunose, Yuu, 2153
Kvavilashvili, Lia, 143, 3112
Kwapil, Thomas R., 3137
Kwiat, Paul G., 3013
Kwon, Doyeon, 4002
Kwon, Enoch S., 5057
Kytola, Keri L., 3040
L
Laarhoven, Thijs van, 81
Labonté, Katherine, 1125, 1145, 1147
Lacroix, Guy, 1121
Laeng, Bruno, 5186
LaForge, Christian, 1049, 1154
LaFortune, Jasper, 3021
Lagroix, Hayley E.P., 306, 5160, 5183
Laidlaw, Kaitlin, 1023
Lalchandani, Lakshmi A., 3239
Lally, Clare, 128
Lam, Tuan Q., 4178
Lamotte, Mathilde, 1097
Lanagan-Leitzel, Lyndsey K., 3156
342
Landi, Nicole, 5119
Landy, David, 5020, 5021
Lane, Libby, 1227
Lane, Sean M., 1098, 4095
Langerock, Naomi, 308, 1082
Langford, John S., 4239
Langley, Matthew D., 1015
Langston, William, 3183
Lansford, Kaitlin L., 16, 20
Lanzini, Mariana, 4011
Lao, Junpeng, 3004
LaPointe, Mitch, 2080
Larsen, Aidan, 5124
Larson, Elizabeth D., 3236
Larson, Kathleen G., 4140
Lau, Ellen, 3213
Laughland, Andrew, 3112
Lauzon, Sébastien, 3151
Lavie, Limor, 4161
Lavric, Aureliu, 219, 289
Lawrence, Joshua F., 1159, 5106
Lawrence-Dewar, Jane M., 4153
Lawson, Monica, 4045
Lazar, Alpar S., 259
Lazareva, Olga F., 5029
Le Pelley, Mike E., 122, 2032, 2114, 2116
Leach, Ryan C., 3060
Lebed, Anton A., 1226, 1232, 1233
Lebed, Olga V., 1232, 1233, 2209
Leber, Andrew B., 302
LeBlanc, Vincent, 3151
Leboe-McGowan, Jason P., 5032
Leboe-McGowan, Launa C., 5032
Lee, Chang, 128
Lee, Hye Rynn J., 4208
Lee, Hyunjeong, 2046
Lee, Justin G., 1066
Lee, Kang, 4005
Lee, Kyle, 3035
Lee, Michael D., 241, 5241
Lee, Ronnie, 5140
Lee, Seungyeon, 1108
Lee, Yeonjoo, 4179
Lee, Yoon Kyung, 5037
Lees, Lindsey, 1135
LeFevre, Jo-Anne, 5028
Legault, Monique, 1090
Lei, Daisy, 3230
Lei, Xuehui, 1060
Leinenger, Mallorie, 292, 4151
Leising, Kenneth J., 193, 5140
Lek, Isabel, 159
Lelonkiewicz, Jaroslaw, 311
Lentz, Jennifer, 217
León, Jose A., 4218
Leonard, Kevin, 198
Leong, Lim M., 5203
Leppanen, Marcus L., 257
Leshikar, Eric D., 3060
Lesser, Justin S., 200
Author Index
Lester, Wilson, 3087
Levant, Ronald F., 2026
Lévesque-Dion, Michaël, 1074, 1145
Levin, Daniel T., 3182
Levin, Daniel, 30
Levin, Gabrielle, 2203
Levin, Joel R., 2034
Lewandowsky, Stephan, 53, 1243, 2243,
3070, 3243, 4243
Lewis, Emily A., 5026
Lewis-Peacock, Jarrod A., 3058
Lewkowicz, David J., 4005
Li, Chuchu, 4173
Li, Haiying, 3192
Li, Ping, 2185
Li, Qi, 4003
Li, Tong, 5072
Li, Xingshan, 12, 3232
Lian, Aileen, 1129
Libben, Gary, 5108
Lichtenberg, Jan Malte, 276
Liefooghe, Baptist, 327
Lien, Me-Ching, 3036
Lien, Mei-Ching, 2026, 5185
Lieser, Cody, 4049
Light, Sharee N., 1043
Lilienthal, Lindsey, 4135
Lillard, Angeline S., 206
Lillo-Martin, Diane, 168
Lim, Chaeeun, 3138
Lim, Stephen Wee Hun, 5064
Lin, Conny H., 2170
Lin, Grace C., 1159, 5106
Lin, Pei-Ying, 4174
Lin, Shane Shih-Hsuan, 2142
Lin, Wenbo, 5063
Lin, Yu-Cheng, 4174
Lin, Yu-Chi, 2140
Lin, Ziyong, 4089
Linck, Jared A., 2158, 2170
Linde, Maximilian, 3186
Lindsay, D. Stephen, 3061
Lindsen, Job, 5011
Lindsey, Andre, 5080
Lindsey, Dakota R.B., 230, 4047
Linnenbrink-Garcia, Lisa, 3121
Lippelt, Dominique K., 116
List, Alexandra, 4010
Liszczynsyj, Nicholas, 5173
Litcofsky, Kaitlyn A., 5125
Little, Daniel R., 305, 2146
Little, Jeri L., 2204
Little, Josh, 30
Littman, Eric, 284
Litvinova, Aleksandra, 1211
Liu, Guanyu, 4230
Liu, Kris, 5120
Liu, Xiaonan, 3114
Liu, Yanping, 3232
Liu, Yuqi, 65
Liversedge, Simon P., 13, 45, 245, 303,
1157, 4206
Lleras, Alejandro, 48, 5165
Lloyd, Marianne E., 4064
Lo, June C., 259
Loaiza, Vanessa, 181, 310
Locker, Lawrence, 5180
Loevenbruck, Hélène, 4005
Logan, Gordon D., 230, 4047, 5213, 5215
Logie, Robert H., 178, 4102, 4108, 5098,
5221
LoGiudice, Andrew, 2052
London, Kamala, 4045
Long, Dianna S., 1084
Longcamp, Marieke, 162
Lonigan, Christopher J., 3207
Lopez, Alexis, 3154
López, Belem G., 2175, 4182
Lorch, Robert F., 4218
Lorenz, Robert, 4240
Los, Sander A., 158
Losch, Barbara A., 176
Loschky, Lester C., 149, 3185
Loth, Francis, 5185
Lotto, Andrew J., 5002
Lou, Ya, 3232
Love, Melany, 278, 3110
Lovelett, Jarrett T., 3127
Lowder, Matthew W., 42
Lu, Vivian, 3167
Lu, Yi-Chun Angela, 3080
Lu, Zhong-Lin, 110
Lu, Zhongyi, 1057
Luan, Shenghua, 277
Luce, Paul, 4185
Luciano, Mark G., 5185
Luck, Steven J., 235
Luhmann, Christian C., 1221
Luk, Peggy Y., 3110
Luk, Peggy, 278
Luke, Steven G., 148, 4199
Lundwall, Rebecca A., 5188
Lupker, Stephen J., 2145, 2152, 2153, 3211
Lurquin, John H., 7, 8
Lutfi-Proctor, Danielle A., 1144
Luthra, Sahil, 1188
Ly, Amanda, 191
Lydick, Josie, 5232
Lyle, Keith B., 257
Lynch, Daniel, 4027
Lyons, Adam J., 3137
M
Ma, Ke, 116
Ma, Qiuli, 3052
Ma, Xiaoqi, 4113
Maass, Jaclyn K., 3125
MacArthur, Keith, 4001
MacDonald, Justin, 5216
343
MacGillivray, Thomas, 4001
Macias, Gia, 2068
Mack, Michael L., 37
MacKeben, Manfred, 3230
MacKenzie, Graham, 3063
MacLean, Kelsie, 1049
MacLeod, Colin M., 4038
Macnamara, Brooke N., 2130, 5047
MacNeal, Abbie, 5132
Macuga, Kristen L., 3021
Maczkowiack, Joel, 190
Madan, Christopher R., 69, 73, 5220
Madison, Anna M., 48
Magats, Nicole, 5124
Magid, Rachel, 3227
Magliano, Joseph P., 149, 3185, 4213, 4216
Magnotta, Vincent, 5167
Magnotti, John, 198, 4004
Magreehan, Debbie A., 1104, 3099
Maharjan, Sujala, 2078
Mahoney, Elaine J., 1151
Maillet, David, 1138, 4111
Maiti, Rounak, 5017
Makeig, Scott, 75
Makovski, Tal, 47
Malassis, Raphaëlle, 2235
Malavanti, Karenna F., 4177, 5054
Malejka, Simone, 2089
Malle, Bertram F., 4019
Mallik, Peter R., 3036
Malmberg, Kenneth, 4105
Malone, Nick, 5140
Malt, Barbara C., 5105, 5109
Mamus, A. Ezgi, 3187
Manamoto, Takehiro, 2079
Mandera, Paweł, 125
Mangigian, Grace, 5138
Manheim, Maayan, 4161
Manley, Krista D., 4055
Manning, Lyssa, 2050
Manning, Philip, 2091
Mansour, Jamal, 5053
Mansour, Salwa, 4105
Mantell, James T., 5018
Mäntylä, Timo, 4118
Maraver, Maria Jesus, 2098
Marcet, Ana, 4202
Marche, Tammy A., 309, 4103
Marchette, Steven A., 4025
Mareva, Silvana, 311
Marghetis, Tyler, 5020
Margulis, Kate, 1064
Marian, Viorica, 2183, 4178
Maril, Anat, 2037
Marin, Alina, 5187, 5187
Marin-Garcia, Eugenia, 3075
Markant, Douglas, 1216
Marois, Alexandre, 1074
Marois, René, 1212
Marques, Pedro, 282
Author Index
Mars, Franck, 4008
Marsh, Elizabeth J., 1111, 1116, 2062,
2187, 3049, 3124
Marsh, Jessecae K., 24
Marsh, John E., 1125, 1147, 1235
Marsh, Richard L., 2036
Marshall, Caleb Z., 2038
Marshall, Elaine, 1113
Marshall, Philip, 1050
Martin, Clara D., 3115
Martin, Jennifer M., 5089
Martin, Jessie D., 5068
Martin, Katherine I., 2159
Martin, Randi C., 1195
Martin, Rose K., 1214
Martin, Russell, 1219
Martin, Zachary, 5193
Martín, Lorena A., 4218
Martinez, David, 4155
Martinez, Steven A., 5005
Martín-Luengo, Beatriz, 5086
Marzouki, Yousri, 317, 2143
Masnick, Amy M., 4207
Massey, Christine M., 326, 3238
Massol, Stéphanie, 269
Masson, Michael E. J., 265
Masuda, Shigeaki, 222
Maswood, Raeya, 2065
Mathis, Ariel, 3216
Mathis, Katherine M., 4067
Mathy, Fabien, 5093
Matsukura, Michi, 136
Matsuo, Akiko, 3005
Matsushita, Soyogu, 2218
Matthis, Jonathan S., 297
Mattingley, Jason B., 4224
Mattys, Sven, 84
Maurer, Annika, 4013
Max, Ricardo, 306, 5183
Maxwell, Nicholas, 2038
Mayas, Julia, 144
Mayer, Richard E., 1118, 3237
Mayr, Susanne, 1017
Mazerolle, Marie, 255
Mazza, Stéphanie, 1033, 2105, 4070
Mazzoni, Giuliana, 253, 1094, 4106
McAdoo, Ryan M., 154, 5060
McBeath, Michael K., 195
McBride, Dawn M., 1090, 3066, 3103
McCabe, Patrick J., 259
McCain, Jason L., 3088
McCarley, Jason S., 3153, 5166
McCarthy, Mary K., 5018
McCartney, Marsha J., 3119
McCloskey, Michael, 3193
McClure, Kenneth, 3038
McColeman, Caitlyn, 3163
McConnell, Bridget L., 211
McCoy, Shannon K., 2072
McCurdy, Erik, 2026
McCurdy, Matthew P., 3060
McDaniel, Mark A., 1106, 1116, 2045,
4051, 4212
McDermott, Kathleen B., 244, 2059
McDonald, Janet L., 4188
McDonald, Margarethe, 4187
McDonough, Ian M., 1108, 4109, 5087
McDowell, Alessandra K., 2084
McGill, Corey I., 5192
McGoldrick, John E., 3014
McGuire, Joseph T., 1215
McHugh, Lindsay, 2096
McIntosh, Robert D., 2009
McIntyre, Laureen, 309
McKenzie, Craig R.M., 5203
McKinley, Geoffrey L., 3048
McKoon, Gail, 29
McLaren, Rossy, 329
McLean, Janet F., 2023
McLennan, Conor T., 1177, 2091
McManus, Robert, 1142
McMurray, Bob, 294, 1195, 1203, 1204,
4156
McNamara, Timothy P., 1062
McNorgan, Christopher, 5112
McPhedran, Mark, 3211
Meade, Gabriela, 4203
Meade, Melissa E., 3047
Meagher, Brian, 241
Meder, Björn, 275
Medina, Jared, 65
Meek, Scott W., 1037
Meeks, J. Thaddeus, 2036
Meeter, Martijn, 158, 1161
Megherbi, Hakima, 3229
Meidinger, Chase, 4049
Meier, Matt E., 3137
Meiran, Nachshon, 329
Meisinger, Piper, 4033
Meissner, Christian A., 1091, 4082
Meitz, Tino G.K., 4015
Mejia, Camille, 223
Meldrum, Sheila R., 2107
Meltzer, Mitchell A., 2107
Melvin, Laura R., 3050
Memmert, Daniel, 4029
Memon, Amina, 5061
Mendoza, Jessica S., 1108
Menneer, Tamaryn, 303, 3161
Mennie, Kacie, 4095
Menzel, Kelsey, 1018
Merrill, Edward C., 1061
Messner, William, 1238
Mestre, Daniel, 2184
Metcalfe, Janet, 2002
Mettler, Everett, 326, 3238
Metzger, Mitchell, 2241
Mewaldt, Steven P., 3050
Mewhort, Douglas J., 320
Meyerhoff, Hauke S., 5189
344
Meza, Jennifer, 4189
Michael, Erica B., 1239, 2158
Michael, Mike A., 3050
Michaud, Jennifer, 2155
Middlebrooks, Catherine D., 1096, 3084
Midgley, Katherine J., 2154, 4203
Miele, David B., 174
Mielicki, Marta K., 3131
Mikulinsky, Roman, 222
Miles, Katharine P., 4146
Millar, Peter R., 2100
Miller, Hilary E., 192
Miller, Jeremy K., 2096
Miller, Katherine D., 2038
Miller, Krista A., 5117
Miller, Lance, 202
Miller, Leonie M., 5095
Miller, Noam, 2236
Miller, Tyler, 3089
Miller, William, 3038
Milliken, Bruce, 2080
Millis, Keith K., 2043, 4216, 5116
Mills, Mark, 3179, 3180
Mills, Nicole V., 3071
Minda, John Paul, 145
Minear, Meredith E., 3038, 5073
Mineroff, Zachary, 2162
Miozzo, Michele, 3194
Mirkovic, Jelena, 5136
Mishra, Ramesh K., 226
Mitchell, Karen J., 142
Mitko, Alex, 4230
Mitroff, Stephen R., 307, 5154
Miyake, Akira, 7, 8
Miyatsu, Toshiya, 1106
Miyauchi, Eri, 1036
Miyazaki, Yuki, 3155
Mizrak, Eda, 2099
Mock, Jeffrey R., 2115
Moffett, Katherine, 4125
Moffitt, Chad, 3142
Mohammed, Ahmed, 127
Mohammed, Shafee, 2070
Mohler, Betty J., 263
Moldoveanu, Georgiana, 251
Molinaro, Nicola, 3115
Möller, Malte, 1017
Monachesi, Bianca, 5186
Monaghan, Sarah, 5124
Mondor, Todd A., 5032
Monge, Andrea, 4146
Monsell, Stephen, 219, 289
Montagnini, Anna, 2214
Montemayor, Jaime, 79
Montoya, Alejandra C., 4142
Mooney, Katherine A., 2094
Moore, Cathleen M., 2
Moored, Kyle D., 4132
Mor, Nilly, 1034
Mora, Gerome, 181
Author Index
Moran, R., 184
Morash, Valerie S., 3230
Mordkoff, J. Toby, 286
Moreau, David, 3234
Morehead, Kayla E., 3097
Moreland, Molly B., 2087
Moreno, Jose D., 4218
Morett, Laura M., 248
Morey, Candice C., 311
Morey, Richard D., 107
Morford, Jill P., 220
Morgan, Emily, 3213
Morgan, Lindsay, 1121
Morgan-Short, Kara, 3191
Morley, Christopher D., 5178
Morrill, Tuuli H., 4162
Morris, Rachael, 4230
Morrow, Hannah M., 1019
Moscovitch, Morris, 2082
Moshontz, Hannah, 1111
Most, Steven B., 332, 2114
Mou, Weimin, 1060, 4026
Moulds, David J., 2023
Moulton, Samuel, 2041
Mousikou, Petroula Betty, 216, 4197
Mozer, Michael C., 151
Mueller, Michael L., 3096
Muir, Michele A., 2003
Mulatti, Claudio, 2020
Muldner, Kasia, 5028
Müller, Hermann J., 75
Müller-Trede, Johannes, 5203
Mulligan, Neil W., 103, 4086
Multhaup, Kristi S., 4100
Mumper, Micah L., 132
Munakata, Yuko, 4120
Mungan, Esra, 4160
Munger, Margaret P., 3028
Munion, A. K., 1055
Munoz, Douglas, 5187
Munson, Brandin A., 221, 4119
Muramoto, Toshiaki, 3123
Murayama, Kou, 3084
Murphy, April, 2044
Murphy, Sandra, 2119
Murty, Vishnu P., 70
Musicant, Alan D., 1083
Müsseler, Jochen, 2133, 5174
Mutlutürk, Aysu, 2058
Mutter, Sharon, 1014
Myachykov, Andriy, 5086
Myers, Emily B., 1188
Myers, Sarah J., 4058
Myerson, Joel, 2222
Myung, Jay I., 110, 2136, 5217
N
Nachimson, Sarah, 4016
Nadeu, Marianna, 2171
Nador, Jeff, 234
Naefgen, Christoph, 5236
Naeije, Lilian, 3017
Nagai, Jun-ichi, 4012
Nah, Joseph C., 3168
Nahouli, Zacharia, 4106
Naigles, Letitia, 5119
Nairne, James S., 2106
Nakamura, Koyuki, 3077
Nakamura, Kuninori, 5197
Nakamura, Megan, 3219
Nakayama, Mariko, 2145, 2148
Nam, Kichun, 4179
Narasimham, Gayathri, 301
Nardi, Daniele, 3034
Nash, Jeremy S., 1222
Nashiro, Kaoru, 231
Naveh-Benjamin, Moshe, 1009, 1012,
5098
Naylor, Jamie, 1224
Nazareth, Alina, 1064
Neal, Andrew, 1219, 4235
Neal, Jane E., 5111
Neath, Ian, 3059
Neely, James H., 1030, 2103
Negley, Jacob H., 321
Negoita, Serban, 2069
Negron, Joseph A., 1180
Neider, Mark, 1029, 1141
Neill, W. T., 1092, 5016
Neiworth, Julie J., 2229
Nelligan, Benjamin D., 1066
Nelson, Jonathan D., 275, 5217
Nelson, Monica, 4100
Nesbitt, Brittany N., 5054
Nespodzany, Ashley, 4129
Neuhoff, John G., 5006, 5007
Neumann, Ewald, 5179
Neumann, Roland, 1048
Neuschatz, Jeffrey S., 5060
Newberry, Kimberly M., 4020
Newcombe, Nora S., 1064, 1068, 2057
Newell, Benjamin R., 122, 2215, 5205
Newell, Fiona N., 1005
Newman, Ian R., 2198
Newman, Rochelle S., 4154
Ng, Gavin J.P., 5036, 5165
Ngiam, William X., 5097
Ngo, Chi T., 2057
Ngo, Joan, 4066
Nguyen, Elizabeth, 14
Nguyen, Kenneth, 2223
Nguyen, Khuyen, 3109, 4051, 4212
Nguyen, Rosalind, 5204
Nicholson, Stephen P., 4237
Nickel, Allison E., 1150
Nicora, Grace, 3176
Niedźwieńska, Agnieszka, 143
Nielsen, Mark, 1222
345
Nieuwenstein, Mark R., 150, 1072, 3186,
5141
Niikuni, Keiyu, 3123
Niklaus, Marcel, 4141
Nishimura, Akio, 2122
Nissens, Tom, 3
Niven, Elaine H., 4102, 4108
Nkrumah, Ivy, 5179
Noda, Masayo, 2219
Noe, Colin M., 4078
Nolden, Sophie, 1127, 2131, 2133
Noll, Samantha, 5150
Norris, Dennis, 270
Norton, Elizabeth S., 1152
Nosofsky, Robert, 183, 241
Novachek, Amanda, 5193
Novick, Jared M., 1175, 2157
Nozari, Nazbanou, 163, 4220
Nuesi, Desiret, 4146
Nunes, Ludmila D., 5064
Nusbaum, Howard C., 19, 4074, 4164
Nuttall, Rachel, 5188
O
O’Brien, Emily, 2022
O’Murchu, Andrej S., 209
Oakes, Mark, 3241
Oakleaf, Dendara, 2241
Obeid, Rita, 5135
Oberauer, Klaus, 208, 4141, 5100, 5101
Oberem, Josefa, 2133
Obler, Loraine K., 4189
Obrecht, Natalie, 5198
O’Connell, Margaret A., 231
O’Donnell, Brian F., 4043
Ofen, Noa, 1162
Oftinger, Anne-Laure, 181
Ogg, Mattson W., 5003
Oghalai, John, 18
Oh, Songjoo, 5035
O’Haver, Kacy, 5150
Ohnishi, Kouhei, 2217
O’Hora, Katheleen, 4068
Oka, Ryunosuke, 3197
Okabe, Hidefusa, 3144
O’Keeffe, Bailey, 3241
Okon-Singer, Hadas, 1034
Okubo, Matia, 1041
Okun, Morris, 3111
Olds, Justin M., 2096
Oliver, L. Kathleen, 164
Olivers, Christian N.L., 180
Olmos, Ricardo, 4218
Olson, Ingrid R., 2057
O’Malley, Shannon, 1198
O’Neil, Jonathan T., 2192
O’Neil, Kiera, 4153
Onie, Sandersan, 332
Onyper, Serge, 3241
Author Index
Orghian, Diana, 282
Orihuela, Karla, 4145
O’Rourke, Holly, 4088
Orr, Will, 5193
Ortegren, Francesca R., 2047
Ortiz, Javier, 2080
Osaka, Mariko, 2079
Osaka, Naoyuki, 2079
Osbourn, Madison, 1014
O’Seaghdha, Padraig, 3198
Oshio, Keigo, 2031
Osnis, Michelle, 2096
Osth, Adam F., 3065
Osugi, Takayuki, 2109
Otani, Hajime, 5043
Otgaar, Henry, 251
Otsuka, Sachio, 2035
Ouslis, Natasha, 1071
Overman, Amy A., 1010, 1120
Overoye, Acacia L., 2015
Overvliet, Krista E., 1003
Owais, Sawayra, 2090
Oyserman, Daphna, 1103
Özbek, Müge, 4104
Ozgurer, Reha, 4233
Oztekin, Ilke, 2099
P
Paap, Kenneth R., 222
Pachur, Thorsten, 119, 120, 1207, 1216
Packer, Dominic J., 1229
Padilla, Lace M., 1059, 4032
Pagan, Ascension, 245, 2151
Pala, Sinem, 1093
Palada, Hector D., 1219
Palena, Michael T., 4209
Palinski, Amy M., 268
Palluel-Germain, Richard, 4009
Palmer, Caroline, 3023, 3190, 5019
Palmer, Jacquelyn B., 4105
Palmer, John, 2
Palmer, Matthew A., 57, 3153
Palmer, Shekeila, 84
Palmer, Stephen E., 66
Palmeri, Thomas J., 32, 33, 2086
Palumbo, Robert T., 2192
Pambuccian, Felix S., 1158
Pan, Steven C., 1115, 3127, 3130, 5067
Pan, Xuan, 2176
Pandeirada, Josefa N. S., 2106
Paneerselvam, Bavani, 4063
Pang, Bo, 5231
Papafragou, Anna, 3208
Papenmeier, Frank, 4013, 4015, 5189
Papesh, Megan H., 2112, 3152, 3154
Pardo, Jennifer S., 247
Parente, Rick, 5195
Park, Bo Youn, 4124
Park, Jin Hong, 5124
Park, Joonsuk, 2136
Park, Jooyong, 2040, 2046
Park, Juana, 3122, 3212
Park, Su Hyoun, 1217
Park, Sungjoon, 1040
Parker, Adam, 290
Parker, Andrew M., 140
Parker, Christopher, 4216
Parmentier, Fabrice B. R., 236
Parong, Jocelyn A., 3237
Parra, Mario A., 5221
Parrish, Audrey E., 278, 2232, 3110
Parshina, Olga A., 5135
Pascalis, Olivier, 3004, 4005, 4009
Paschek, Gabriele, 2010
Pashler, Hal, 1040, 5051
Pasko, Kristen, 3160
Pasvanis, Stamatoula, 1179
Patalano, Andrea L., 1213
Patel, Pooja, 1029
Patel, Trisha N., 3116
Patil, Gouri, 226
Paul, Erick J., 4223
Pavlik Jr., Philip I., 2077, 3125
Paxton, Alexandra, 5225
Payne, Alexis E., 3081
Payne, Jessica D., 72, 1044
Paz-Alonso, Pedro M., 2012, 3075
Pearce, Marcus T., 5011
Pearlmutter, Neal J., 3201
Pearson, Daniel, 2114, 2116
Pearson, Nathan, 4
Pecchinenda, Anna, 331, 5186
Pecher, Diane, 266, 3017
Peelle, Jonathan, 3056
Peinado, Vanesa, 144
Pellis, Sergio M., 204
Peltier, Chad, 3164, 5053, 5164
Peltier, Scott J., 4132
Penalver, Renee M., 318
Pennycook, Gordon, 25
Penta, Darrell, 3201
Pepperberg, Irene M., 200
Peralta, Gabriela, 2072, 5049
Perdue, Bonnie M., 278, 2238, 3110
Perea, Manuel, 127, 1007, 4202
Pereg, Maayan, 329
Perez, Shannon, 5080
Perez, Stephanie, 4189
Perez-Cotapos, Victor, 2220
Perfetti, Charles, 4194
Pergandi, Jean Marie, 2184
Perniss, Pamela, 170
Perret, Sarah, 2158
Perron, Melanie, 1049
Persaud, Kimele, 4042
Pesquita, Ana C., 295
Peter, Erika L., 2090
Peters, Emily, 141
Peters, Sara A., 2051
346
Peters, Sarah L., 2061
Peterson, Daniel J., 4053
Peterson, Dwight J., 1012
Peterson, Hope, 62
Peterson, Joshua, 66
Peterson, Thomas, 1215
Petrucci, Manuel, 331
Pettijohn, Kyle A., 2101
Pexman, Penny M., 94, 95, 3224
Peynircioğlu, Zehra F., 182, 5009
Pfordresher, Peter Q., 1016, 3190
Pham, Hellen, 3221
Pham, Nguyen, 1218
Phelan, Heather-Anne, 5079
Phifer, Casey M., 3165
Philipp, Andrea M., 1182, 5177
Phillips, Jason, 4075
Phillips, Webb, 5104
Phillips-Meek, Michelle C., 1037
Picart, Jamila K., 3064
Pieczykolan, Aleksandra, 5169, 5170,
5171
Pierce, Benton H., 3088
Pierce, Danielle, 4067
Pierce, Jordan, 1153
Pilegard, Celeste, 1119
Pinet, Svetlana, 162
Pinhas, Michal, 5024
Pinheiro, Ana P., 2188
Pinilla, Andres, 5040
Pirozzolo, Joseph W., 106, 2048
Pisoni, David B., 4163
Pitães, Margarida, 3111
Pitt, Mark A., 40, 110, 1197, 2136, 4171,
5217
Pizzica, Christopher B., 3082
Pizzie, Rachel G., 5042
Pizzo, Matthew J., 196
Plagianakos, Demi, 1121
Plançon, Ezra, 169
Plater, Lindsay A., 5013
Pleskac, Timothy J., 1216, 4240
Ploran, Elisabeth, 4134
Plummer, Patrick, 5025
Pody, Benjamin C., 1108
Poepsel, Tim, 2177
Pointon, Grant, 5118
Poirier, Marie, 2104
Pokidysheva, Svetlana N., 4090
Polk, Thad A., 4132
Pollock, Jennifer, 5030
Pollonini, Luca, 18
Polyn, Sean M., 38, 4061
Popov, Vencislav, 179, 2194
Portley, Makayla, 27
Postma, Albert, 5163
Potter, Douglas D., 5156
Potter, Kevin W., 1088, 3009
Potter, Mary C., 150
Potts, Cory A., 2001, 2003, 4130
Author Index
Potts, Rosalind, 5065
Powers, Elizabeth A., 5145
Prasad, Seema, 226
Pratt, Jay, 1026, 1071, 2004, 3019, 3173,
5149
Pratte, Michael S., 135
Preston, Alison R., 3058
Preti, Daphne M., 1045
Price, Jodi, 3087, 3098
Prieto, Antonio, 144
Prike, Toby, 1228, 1230
Prince, Jonathan B., 1016
Prince, Melissa, 5166
Prior, Anat, 2172
Pritchard, Haley, 4139
Privado, Jesus, 5223
Proctor, Robert W., 1128, 4117, 5174,
5175, 5182
Proffitt, Dennis R., 5209
Ptok, Melissa J., 325, 1135
Puig, Vannia A., 5039
Pulido-Azpiroz, Manuel, 2174
Purcell, Dean G., 2110
Putnam, Adam L., 3090
Pyers, Jennie, 169, 170, 3227
Q
Qadri, Muhammad A.J., 296, 2239
Qi, Zhenghan, 1032
Qian, Zhiying, 5133
Qiao, Xiaomei, 126
Qin, Shuo, 231
Qu, Qingqing, 165
Quinn, Connor, 21, 1231
Quinn, Paul C., 4005
R
Rabi, Rahel, 145
Race, Elizabeth, 5096
Rackstraw, Helen, 102
Radach, Ralph, 91
Radvansky, Gabriel A., 99, 2101, 4014
Raffaelli, Quentin, 3175
Raijmakers, Maartje, 5077
Rajah, M. Natasha, 1179, 2050
Rajaram, Suparna, 2065
Rajsic, Jason, 1071, 3173
Raley, Nathaniel D., 2039, 3124, 4057
Ramachandran, Vilayanur S., 3025, 4098
Raman, Evren, 4159
Raman, Ilhan, 4159
Raman, Jayanthi, 1038
Ramanathan, Pradeep, 5080
Ramirez, Lizbeth, 4134
Ramirez, Wendy, 4189
Randall, Janet, 5132
Raney, Gary E., 1155, 1158, 5113, 5117
Ranganath, Charan, 3042
Ransley, Kim, 14
Rapp, David N., 4214
Rasmussen, Anne S., 2065
Rastle, Kathleen, 128, 216, 3222, 4197
Ratcliff, Roger, 29, 1205, 5238
Ratiu, Ileana, 4176
Rauschenberger, Robert, 201
Rawson, Katherine A., 242, 5069
Ray, Melissa, 4216
Raymond, Jane E., 4229
Raymond, Sophie, 195
Reales, José M., 144
Redden, Ralph S., 5194
Reder, Lynne M., 179, 2194, 3114
Redick, Thomas S., 3141, 3146
Reece, Hayden, 4239
Reed, Catherine L., 3014, 4238
Reese-Melancon, Celinda, 3040
Reeves, Adam, 234
Reggev, Niv, 2037
Rehder, Bob, 2201
Reichelson, Sheri, 1213
Reid, Jeffrey N., 2013
Reider, Lori, 4207
Reilly, Walter, 1116, 4212
Reimer, Jason F., 2068
Reimer, Phillip, 100
Reindl, Anna-Lena, 2138
Rekart, Jerome, 3240
Remez, Robert E., 213
Remington, Roger, 5
Rendler, Kristy, 2068
Repeta, Elle, 193
Rerko, Laura, 4141
Retarides, Jennifer, 5193
Reuter-Lorenz, Patricia A., 4089, 4097,
4132
Revlin, Russell, 5199
Rey, Amandine E., 1033, 4070
Rey, Arnaud, 2235
Reyes, Amalia, 5130
Reyes, Tomas, 2220
Reyna, Valerie F., 56, 88, 184
Reynolds, Catherine, 1108
Rhodes, Matthew G., 3126, 5082
Rhodes, Stephen, 5098, 5221
Rhone, Ariane, 1203
Rice, Caitlin, 4193
Rich, Alexander, 240
Rich, Anina N., 3157
Rich, Patrick R., 2042
Richard, Anna, 1129
Richard, Mylene, 1079
Richards, Scott M., 2028
Richardson, Aaron A.N., 5160
Richmond, Lauren L., 4225
Richoz, Anne-Raphaelle, 4005
Rickard, Timothy C., 1115, 3127, 3130,
5067
347
Ricker, Timothy J., 139, 3139, 5135
Ricks, Travis R., 4049
Rieser, John J., 301, 5012
Rieskamp, Jörg, 87, 2216, 5227
Rigalleau, François, 129
Riley, Elizabeth B., 3144
Riley, Michael, 1020
Riley, Simone, 133
Rimzhim, Anurag, 4192
Rindal, Eric J., 3078
Riontino, Laura, 2076
Riordan, Monica A., 2164
Ripa, Chris, 4001
Ripberger, Joseph T., 1223
Risko, Evan F., 5234
Ritchey, Maureen, 3042
Rivas, Alexandra, 1181
Rivera, Edwin, 2022
Rivlin, Ido, 4115
Roark, Casey L., 5001
Robbins, Arryn, 3154, 5216
Robbins, Talia, 121
Roberge-Vallieres, Benoit, 5146
Roberts, Kevin H., 3008
Robey, Alison, 1100
Robidoux, Serje, 2141
Robinson, Maria M., 3177
Roca, Javier, 1169
Rochford, Kristin S., 5179
Röder, Brigitte, 1004
Rodriguez, Laris M., 3166
Roediger, III, Henry L., 175, 3120, 5063
Roelke, Andre, 91
Roembke, Tanja C., 294, 4156
Roest, Sander A., 3017
Rogers, Chad S., 3056
Rogers, Timothy, 2044
Romo, Meaghan R., 2068
Roome, Nicholas, 112, 1006
Roper, Zachary, 1149
Ros, Christine, 129
Rosales, Kevin, 2068
Rosen, Monica L., 3179, 3180
Rosenbaum, David A., 1022, 2001, 2003,
2005
Rosenblum, Lawrence D., 4006, 4170
Roskos, Beverly, 3233, 4028
Rosner, Tamara, 2080
Ross, David A., 4046
Rossi, Eleonora, 1181, 3219
Rotello, Caren M., 26, 5045, 5129, 5211
Roth, Jennifer K., 4139
Rothermund, Klaus, 5191
Rothlein, David, 2126
Rothweiler, Jesse N., 5092
Rouder, Jeffrey N., 109
Rouet, Jean-François, 129
Rovira, Ericka, 1055
Roy-Charland, Annie, 1049, 1154
Rueckl, Jay G., 4205, 5072
Author Index
Rueda, Carolina, 5040
Ruginski, Ian T., 4032
Ruiz, Eloisa, 144
Ruiz, Marcos, 4218
Rummel, Jan, 78
Runge, Nichole, 1117
Rupp, Kathryn, 3202
Ruppel, Susan E., 101
Rusconi, Patrice, 237
Russell, Paul N., 5179
Rutstein, Brooke, 4074
Ryals, Anthony J., 2192
Ryan, Jack, 4025
Ryan, Morgan, 68
Ryherd, Kayleigh A., 3140
Ryskin, Rachel A., 2166
Rysling, Amanda, 4169, 5129
S
Saban, William, 2226
Sabic, Edin, 3104
Sacchi, Elizabeth, 1107
Sacco, Garret R., 3079
Sadil, Patrick, 4046, 4069
Sager, Bertrand, 3163, 5142
Sagi, Eyal, 5207
Sahakyan, Lili, 3044, 3116
Saiki, Jun, 138, 2035
Saint-Aubin, Jean, 95, 194, 1079
Saito, Ryo, 3123
Saito, Satoru, 3145
Sajin, Stanislav, 1194
Sakuma, Yasuyuki, 2182
Salamanca, J. Antonio, 2129
Salehinejad, Mohammad A., 5229
Salgado, Gabriela, 2224
Salim, Ryan, 5198
Salti, Moti, 1054
Saltzman, David, 1203
Sampaio, Cristina, 1067
Samper, Jamielyn R., 1073
Samuel, Arthur G., 215, 4168
Sana, Faria, 1124, 2052, 2053, 3122, 3212
Sanada, Motoyuki, 5094
Sanchez, Christopher A., 1224, 3221
Sanchez Araujo, Yoel, 1032
Sanders, Craig, 241
Sanders, Kristen L., 5036
Sanders, Lisa D., 80, 5004
Sandry, Joshua, 3139
Santana, Andrew R., 2094
Santhi, Nayantara, 259
Saranu, Chetana, 122
Sargent, Jesse Q., 3039
Sarkis, Justin, 4184
Sarmento, David, 3094
Sarnecka, Barbara W., 5241
Saryazdi, Raheleh, 5137
Sasin, Edyta, 1072
Sato, Kazunori, 3123
Sattizahn, Jason R., 3149
Sauer, Jim, 57
Sauzeau, Jean-Baptiste, 4070
Savage, Steven W., 5156
Savinova, Anna D., 2209
Sawi, Oliver, 4205
Saxon, Marie E., 2234
Scaltritti, Michele, 162
Schacherer, Jonathan, 5172
Schacter, Daniel L., 1095, 1138, 2060, 4111
Schaeffner, Simone, 1182
Schatz, Philip, 4234
Scheen, Sarah, 2131
Scheerer, Nichole E., 5013
Scheuerman, Jaelle, 2115
Scheurich, Rebecca, 5019
Scheutz, Matthias, 1238
Schiff, Rachel, 2029
Schimpf, Nadine, 1130
Schlichting, Margaret L., 3058
Schloesser, Daniel S., 300
Schloss, Karen B., 10
Schlottmann, Anne, 21, 1231
Schmank, Christopher J., 3189
Schmiedeler, James, 4027
Schnackenberg, Ui’lani, 3204
Schneider, Darryl W., 288
Schneider, Iris K., 5237
Schneider, Vivian I., 2067
Schnyer, David M., 1085
Schooler, Lael J., 277, 5239
Schotter, Elizabeth R., 292
Schramm, Kyle R., 4017
Schramski, Kayla, 1005
Schreiber, Kayleen E., 1204
Schreifels, Paige E., 1087
Schrijver, 4122
Schroeder, Sascha, 245
Schroeder, Scott R., 4178
Schubert, Torsten, 229
Schubö, Anna, 2117
Schulze, Christin, 1207
Schumacher, John R., 3100
Schunn, Christian D., 2211
Schurgin, Mark W., 279
Schut, Martijn, 5163
Schutten, Dan, 2224
Schwartz, Ana I., 1180, 2178
Schwartz, Bennett L., 182
Schwartz, Daniel L., 1110
Schwartz, Rachael, 2162
Schwarz, Norbert, 5237
Schweickart, Oliver, 100
Schweickert, Richard, 4024
Schweitzer, Maurice, 4232
Scoboria, Alan, 252
Scofield, John E., 2097
Scolaro, Ashley J., 3113
Scott, Ned, 2144
348
Scullin, Michael K., 3108, 3109
Scully, Iiona D., 4048
Scurich, Nicholas, 2223
Sederberg, Per B., 3225
Seech, Todd, 284
Segabinazi, Joice D., 45
Segalowitz, Sidney J., 5108
Seibold, Julia C., 2133, 5174
Seigneuric, Alix, 3229
Seitz, Aaron R., 2068
Sekścińska, Katarzyna, 5240
Sekuler, Robert, 2078, 3012
Sekurtseva, Yuliya G., 1226
Seli, Paul, 1039, 1138, 4111
Selim, Mina S., 2068
Sellaro, Roberta, 116, 2134
Selman, Saliha Busra, 1093
Selmeczy, Diana, 3062
Selph, Linda, 1152
Semenuks, Arturs, 5104
Senghas, Ann, 169
Sense, Florian, 1072, 4092
Seo, Osung, 5075
Serra, Michael J., 1104, 3086, 3099
Servant, Mathieu, 2214, 5213
Sevcikova Sehyr, Zed, 2154
Seymour, Travis L., 5074
Shabahang, Kevin, 320
Shadbolt, Emma, 243
Shafer, Valerie L., 4189
Shafiro, Valeriy, 83
Shah, Priti, 1077, 3147, 3148
Shahin, Antoine J., 4171
Shakuf, Vered, 17
Shamloo, Farzin, 5050
Shanahan, Daniel T., 4133
Shanahan, Tara, 193
Shankleman, Martin, 5011
Shanks, David R., 5065
Sharma, Dinkar, 5190
Sharoni, Reut, 2037
Shatzer, Hannah E., 4171
Shears, Connie, 1185, 2228, 4208
Sheft, Stanley, 83
Sheldon, Signy, 2061
Shelton, Amy L., 1066
Shelton, Jill Talley, 3108
Shen, Zhangfan, 179
Shepherdson, Peter, 5101
Sher, Shlomi, 5203
Sheridan, Heather, 291
Sherman, Aleksandra, 5017
Sherrill, Katherine R., 3032
Shetreet, Einat, 2167
Shevenell, Megan, 3240
Shevlin, Blair R. K., 2221
Sheya, Adam, 2210
Shi, Liangzi, 100, 2064
Shi, Qiwan, 5143
Shiffrin, Richard M., 183
Author Index
Shigeta, Tatsuya T., 3103
Shimomura, Tomonari, 5181
Shin, Jacqueline C., 4124
Shipley, Thomas F., 1114
Shipstead, Zach, 4129
Shlanta, Peter, 2151
Shomstein, Sarah, 3168
Shore, David I., 4011
Shrikanth, Sushmita, 2063
Shtyrov, Yury, 5086
Shuster, Victoria, 3194
Siakaluk, Paul D., 3224
Sidhu, David M., 94, 95
Sidi, Yael, 1099
Siegel, Alexander L.M., 4096
Siegel, Zachary D., 4034
Siegler, Robert S., 5031
Siew, Cynthia S. Q., 3119, 4148
Silver, Adam, 3189
Silvia, Paul J., 7, 3137
Simmering, Vanessa R., 192
Simsek, Özgür, 276, 5196
Singer, Murray, 5123
Singh, Inder, 283
Singmann, Henrik, 2088
Sinha, Neha, 258
Sitzman, Danielle M., 1101
Sjolund, Lori A., 4031
Skarratt, Paul A., 2120
Skinner, Donald, 3087, 3098
Skóra, Zuzanna, 4137
Slate, Sarah Rose, 1045
Slattery, Timothy J., 290, 4190
Slayton, Trevor, 3108
Slevc, L. Robert, 5003
Slifkin, Andrew B., 298
Sloane, Jennifer F., 3054
Sloman, Steven, 2200
Slotnick, Scott D., 2193, 4085
Slowiaczek, Louisa M., 2144
Smeekens, Bridget A., 7, 8, 78, 3137
Smilek, Daniel, 1138
Smiljanic, Rajka, 83
Smith, Albert F., 268
Smith, Amy, 255
Smith, Cameron M., 246, 4035
Smith, Cybelle M., 1027
Smith, David B., 2072, 5049
Smith, Evan, 231
Smith, Evelyn, 1038
Smith, Greg, 5112
Smith, Gretchen N.L., 262
Smith, Jodi R., 86
Smith, Joelle, 2022
Smith, Kendra C., 2016
Smith, Louisa L., 2006
Smith, Mackenzie F., 2231
Smith, Mackenzie P., 2228
Smith, Mackenzie, 4208
Smith, Paige, 4147
Smith, Richard J., 88
Smith, Samuel A., 4086
Smith, Sinead, 4084
Smith, Steven, 210, 4072
Smith, Tim J., 149, 3185
Smith, Travis R., 2230
Smith, Troy A., 4222
Smith Randle, Terumi, 3083
Snefjella, Bryor, 5139
Snell, Joshua J., 1161
Snoddy, Sean, 1240
Soares, Ana Paula, 4183
Soares, Julia, 4050
Soares, Sandra C., 2106
Soderstrom, Nicholas C., 5066
Sohn, Myeong-Ho, 3140
Solberg, Alessandra, 4130
Solman, Grayden JF., 5155
Solomon, Kathryn, 130
Soltész, Fruzsina, 4206
Somerwill, Luke, 53
Sommers, Mitchell S., 1117
Son, Lisa K., 2021
Souto Maior Osthoff, Eduarda, 4067
Souza, Alessandra S., 208, 4137, 5100
Sovansky, Erin E., 5046
Spalding, Thomas L., 3122, 3212
Spalek, Thomas M., 306, 3163, 5142,
5160, 5183
Spaniol, Ana, 2004
Spaniol, Julia, 71
Sparck, Erin M., 4060, 5066
Spears, Megan C., 5199
Speelman, Craig P., 243
Spencer, John P., 5167
Sperling, George, 118, 3169
Spinelli, Giacomo, 3211
Spitler, Samantha N., 3057
Sprengelmeyer, Reiner, 5010
Squire, Peter N., 1055
Sreekumar, Vishnu, 281
Srinivasan, Mahesh, 5105
St. Hilaire, Kyle J., 4062
Stacy, Stephanie, 240
Stager, Catanya G., 333, 2025
Stahl, Christoph, 227, 2075
Stancil-Bacon, Rachel, 3033
Starns, Jeffrey J., 3052, 4169, 5230
Starr, Emma L., 1045, 1167
Stasenko, Alena, 1174
Staub, Adrian, 15, 2155, 4169
Steele, Kenneth M., 5193
Stefanucci, Jeanine K., 1055, 1059, 4032
Steffens, Brent, 2043
Steinert, Aleksandra M., 3015
Steinert, Steven W., 1087
Steinmetz, Scott T., 297
Stepan, Michelle E., 5053
Stephan, Denise N., 1171, 2132, 2179
Stephens, Joseph D.W., 1120
349
Stephens, Rachel G., 2199
Stern, Chantal E., 3032
Stevenson, Lisa M., 323, 4130
Stevenson, Mary Kay, 52
Stewart, Alan L., 2110
Stewart, Marina, 286
Steyvers, Mark, 4143
Stiegler-Balfour, Jennifer J., 5114
Still, Amanda, 3038
Still, Jeremiah D., 3181
Still, Mary L., 1156
Stilwell, Brad T., 1149
Stoeckenius, Derek T., 2053
Stokes, Kirk A., 2224
Stoll, Chloé, 3004, 4009
Stolz, Jennifer A., 1131
Stoops, Anastasia, 2191
Storch, Barbara, 3215
Storm, Benjamin C., 2207, 4050
Storms, Gert, 92, 3218, 5109
Strand, Julia F., 2156
Strandberg, Hannah, 5059
Strayer, David, 2128
Streich, Breeanna, 4147
Strobach, Tilo, 229
Strong, Jessica V., 2095
Stroud, Michael J., 5114
Strough, JoNell, 140
Struk, Andriy A., 1039
Strybel, Thomas Z., 1170
Stubblefield, Alexandra, 1022
Stubbs, Renée C., 2051
Stuellein, Nicole, 91
Stull, Andrew T., 1118
Sturz, Bradley R., 5180
Subramaniapillai, Sivaniya, 1179
Suero, Manuel, 5223
Suh, Jihyun, 3024
Sumner, Emily S., 5241
Sumner, Meghan, 1193
Sun, Deanna, 4170
Sun, Peng, 118
Surprenant, Aimee M., 3059
Surtees, Andrew, 3018
Sussman, Lauren A., 3133
Sutton, Jennifer E., 189, 3037
Sutton, Tina M., 5218
Suzuki, Atsunobu, 3005
Suzuki, Hikaru, 1041
Swadley, Rachel L., 2038
Swallow, Khena M., 97
Swan, Alexander B., 5199
Swan, Garrett S., 2073
Swinnen, Stephan, 260
Swire, Briony, 3070
Switala, Andrew E., 257
Sylvara, Ashley, 2047
Szary, Janelle K., 4043
Szpunar, Karl K., 2063, 4055, 5039
Sztybel, Pedro, 3162
Author Index
T
Taber, Keith S., 21, 1231
Taddese, Ezana, 1022
Taggart, Candice, 2068
Taikh, Alexander, 2152, 3211
Taiwo, Zinat O., 1043
Takahashi, Maiko, 5076
Takahesu Tabori, Andrea A., 1187
Takaki, Shuichi, 4210
Takeda, Yuji, 1206
Tamayo, Ricardo M., 5040
Tan, Deborah H., 4037
Tan, Elaine W., 3095
Tan, Jolene, 277
Tanaka, Ayumi, 4094
Tang, Xuyan, 4113
Tanner, Darren, 4149, 5130
Tanriverdi Ozkan, Busra, 1093
Tao, Liang, 2168
Taraban, Roman, 3100
Tart-Zelvin, Ariana, 1078
Tas, Caglar, 4127
Tat, Michelle J., 2095
Tatler, Benjamin W., 5156
Tatz, Joshua, 5009
Tauber, Uma S. K., 1101, 1109
Tay, Rachel, 1219
Taylor, Eric, 5149
Taylor, Holly A., 1052, 1063, 1238, 4030,
4131
Taylor, J. S. H., 3222
Taylor, Jacob, 1164
Taylor, James, 5140
Taylor, Joanne, 128
Taylor, Randolph S., 4087
Taylor, Robert, 280
Taylor, Sarah, 3071
Tchanturia, Kate, 1038
Tedder, Laura, 1227
Tehan, Gerry, 312
Tejero, Pilar, 1169
Tekcan, Ali I., 4107
Tekcan, Ali İ., 2058
Tekin, Eylul, 175
Tentori, Katya, 275
Terao, Takahiro, 5076
Thakral, Preston P., 2060
Thalla, Natasha, 1229
Thalmann, Mirko, 5100
Thar, Marvin, 1033
Theeuwes, Jan, 3
Theoret, Cara, 4018
Thevenot, Catherine, 5033
Thio, Kara, 1116
Thomas, Adam J., 1197
Thomas, Amber, 176
Thomas, Ashley, 2157
Thomas, Ayanna K., 255, 1084, 1102,
3092, 4131
Thomas, Brandon J., 1020
Thomas, Christopher, 1052
Thomas, Cyril, 1225
Thomas, Emily F., 213
Thompson, Laurel, 3003
Thompson, Lee A., 4136
Thompson, Valerie A., 25, 2198
Thompson-Schill, Sharon L., 2033
Thomson, Sandra J., 325
Thorpe, Alexander, 5021
Thorup, Jessie, 5091
Threadgold, Emma, 1235
Thuku, Winnie W., 1208
Tian, Jing, 5031
Tidwell, Joe, 5219
Tiernan, Brandy N., 4239
Tiganj, Zoran, 3225
Tillman, Gabriel, 2128
Ting, Caitlin Y., 5014
Tipper, Steven P., 2004
Tirrell, Mitchell J., 2195
Tissier, Geoffrey, 134
Titone, Debra, 315, 1179, 4180
Titus, Alex J., 1173
Tobin, Hope, 5096
Todd, Rebecca M., 3008, 3175
Todorov, Ivo, 4118
Toftness, Alexander R., 3128
Toglia, Michael P., 3067
Tokowicz, Natasha, 2160, 2173, 4193,
5110
Tolan, Georgina A., 312
Tolins, Jackson, 5121
Töllner, Thomas, 75
Tomita, Akitoshi, 2218
Tomm, Brandon M., 3041
Tompary, Alexa, 70
Tooley, Kristen M., 5131
Toppino, Thomas C., 2105, 5079
Torgerson, Tommy, 122
Toril, Pilar, 144
Toscano, Joe, 1203
Tosun, Sümeyra, 2175, 4181, 4182, 4233
Touron, Dayna R., 224
Tousignant, Cody, 5212
Townsend, James T., 217
Tran, Annie, 3174
Tran, Ashleigh V., 5229
Tran, Phuoc (Jimmy), 3235
Tran, Randy, 5051
Traut, Donald G., 5002
Traut, Hilary J., 4120
Treat, Jordan, 5232
Treat, Teresa A., 86
Tremblay, Sebastien, 5146
Trifonova, Iliyana V., 4204
Trippas, Dries, 25, 119, 120
Tronsky, Loel N., 5030
Trude, Alison M., 4220
Trueblood, Jennifer, 274
350
Trujillo-Silva, Manuel, 4001
Truong, Grace, 1146
Truong, Lina, 2096
Tsai, Nancy, 1077
Tsal, Yehoshua, 306, 2124, 5183
Tsapali, Maria, 21, 1231
Tseng, Alison, 2158
Tsukahara, Jason S., 285, 3132
Tsushiro, Takuya, 4003
Tsuzuki, Takashi, 1206
Tuft, Samantha E., 1177, 2091
Tullis, Jonathan G., 3085
Tupper, Paul F., 117
Turgeon, Alexandra, 3151
Turley-Ames, Kandi Jo, 1078
Turner, Brandon M., 32, 34
Tversky, Barbara, 22
Tzelgov, Joseph, 5024, 5027
U
Uddin, Sophia, 4164
Ueda, Sachiyo, 3001
Ueda, Yoshiyuki, 3006
Ueno, Taiji, 5094
Uittenhove, Kim Lynn, 2074
Ulrich, Jana E., 230
Ulrich, Philip, 4231
Ulrich, Rolf, 2007
Umanath, Sharda, 1116, 4212
Underwood, Adam G., 3105
Underwood, Amy L., 1069, 3115
Undorf, Monika, 173
Uner, Oyku, 3120
Unwalla, Kaian, 4011
Upadhyay, Sri Siddhi N., 1107, 4211
Urbanik, Christopher, 2036, 3102
Urmanche, Adelya, 247
V
Vachon, François, 1074, 1125, 1145, 1147,
5146
Vaid, Jyotsna, 1051, 2175, 4182
Vainio, Seppo, 11
Valdes, Leslie A., 1092
Valdes Kroff, Jorge R., 1175
Valencia, Gabriela, 3131
Valente, Daniela, 4183
Valle Flores, Dorosi, 3083
Valle-Inclan, Fernando, 1069
van den Berg, Berry, 4092
van den Bos, Wouter, 4240
Van der Stigchel, Stefan, 5163
Van der Stoep, Nathan, 5163
Van Der Wege, Mija, 5124
Van Engen, Kristin, 3056
Van Hedger, Stephen C., 19, 4074, 4164
Author Index
van Hell, Janet G., 1196, 2160, 2171, 3214,
4152, 5014, 5125
van Heugten, Marieke, 43
van Heuven, Walter J. B., 4183
Van Lieshout, Pascal, 17
Van Loon, Mariëtte H., 2042
Van Ravenzwaaij, Don, 111, 2215, 4092
Van Rijn, Hedderik, 3186, 4092
Van Schaik, Paul, 54
Van Stockum, Jr., Charles A., 4128
Vandekerckhove, Bram, 3205
Vandekerckhove, Joachim, 111, 4228,
5226
Vangsness, Lisa, 1220
Vankov, Ivan I., 261
VanWormer, Lisa A., 5145
Varao-Sousa, Trish L., 1140
Varela, Erika, 4189
Vargas, Ibana, 4189
Varkanitsa, Maria, 2155
Varney, Joseph, 1005
Vasilev, Martin R., 4190, 4201
Vass, Lindsay K., 4025
Vaughn, Kalif E., 242, 324, 3117
Vaughn, Kelly A., 221, 4119
Vavra, Dylan, 3035
Vecera, Shaun P., 136, 1149
Veldre, Aaron, 90, 3223
Venable, Kristen B., 2115
Ventura, Juan A., 4133
Venuti, Sydney J., 1105
Verbruggen, Frederick, 329
Verdonschot, Rinus G., 2148
Vergauwe, Evie, 181, 308, 1082
Verhaeghen, Paul, 4142
Verheyen, Steven, 5109
Vernon, Alex, 5193
Vernouillet, Alizée, 198
Viaud, Jeffrey, 3231
Viau-Quesnel, Charles, 4024
Vibert, Nicolas, 129
Vicari, Stephanie M., 3082
Vickery, Timothy J., 156, 1217
Victora, Michelle, 3013
Viken, Richard J., 86
Vilanova, Natasha, 3139
Villalba, Anthony, 2026
Villalobos, Elizabeth, 4222
Villameriel, Saúl, 2147
Vinson, David W., 161
Visser, Ingmar, 5077
Vitevitch, Michael S., 4148
Vitrano, Deana, 1030
Vlach, Haley A., 4076, 4219
Vlachos, Elizabeth, 191
Vladimirov, Ilya Yu, 1226
Vo, Kathy, 5062
Vo, Melissa L.-H., 146, 5057
Vogel, Edward K., 137, 1070, 1081, 2121
Vollebregt, Meghan, 189
von Baeyer, Carl L., 4103
von Bastian, Claudia C., 8, 313, 2071
von Helversen, Bettina, 87
von Muhlenen, Adrian, 2127
VonderHaar, Rachel L., 3066
Vorster, Sarel, 5185
Vorwerk, Tommy, 3108
Voskuilen, Chelsea, 29, 5238
Voss, Joel L., 2192
Voyer, Daniel, 194, 3031
Voyer, Susan D., 194
Vroomen, Jean, 81
Vu, Kim-Phuong L., 4117
Vu, My Q., 2034
Vuorre, Matti, 2002
W
Wade, Tyson, 5188
Wagman, Jeffrey B., 1015, 1020, 1025
Wahlheim, Christopher N., 96
Waldon, Michael A., 3098
Walenchok, Stephen C., 3150
Wall, Daniel, 2225
Wall, Helen J., 287
Wall, Laura A., 5158
Wallace, Patricia, 3202
Walsh, Matthew, 242
Walsh, Tess, 1121
Walshe, R. Calen, 117
Wammes, Jeffrey D., 3047
Wang, Frances, 3013
Wang, Jane, 251
Wang, Lisi, 4057
Wang, Qi, 1053
Wang, Ranxiao Frances, 1067, 3136
Wang, Tzu-Yun, 2142
Wang, Wei-Chun, 2187
Wang, X.T. (XiaoTian), 124
Wang, Yijun, 75
Wang, Zeyu, 4108
Wang, Zhiyuan, 48
Ward, Nathan, 4121, 4223
Wardle, Susan G., 3157
Warner, Karyn, 2112
Warren, Tessa C., 2173, 3209
Was, Christopher A., 3076, 4071
Washburn, David A., 2129, 2232
Watson, Derrick G., 1132
Watson, Jason M., 3142
Watter, Scott, 325, 1135, 1198
Watzek, Julia, 2227
Weal, Mark, 303
Weatherford, Dawn R., 155, 1227, 5055
Weatherhead, Drew, 1190, 4150
Weaver, Nick, 301
Weaver, III, Charles A., 5054
Wehe, Hillary S., 5082
Weidler, Blaire J., 2123
Weine, Erienne R., 1086
351
Weingartner, Kristin M., 4207
Weinstein, Yana, 225, 1105, 3101
Weisberg, Steven M., 1064
Weiss, Daniel J., 2177, 2181, 4018
Weitnauer, Claire E., 3028
Wekenmann, Caley, 249
Weldon, Rebecca B., 3140
Welhaf, Matthew S., 4114
Welles, Rebecca, 4007
Wells, Catherine, 3069
Welsh, Timothy N., 2004
Wenderoth, Nicole, 260
Wenger, Michael J., 217
Weser, Veronica U., 5209
West, Gregory, 5161
West, Robert, 4241
Westbury, Chris F., 94, 5102
Westerman, Deanne L., 1107
Westfall, Holly, 187
Wetmore, Stacy A., 5060
Wheeler, Gregory, 276
Whiffen, Joshua W., 3129
Whisenhunt, Katherine E., 2034
White, Anne, 5109
White, Corey N., 2214, 3054, 5213
White, Darcy, 4150
White, David, 5157
White, Holly, 2212
White, Katherine K., 3195
White, Katherine S., 1190, 4150
Whiteford Damerall, Alison, 3228
Whitford, Veronica, 1184, 4180
Whitham, Will, 278, 2232, 3110
Whitlock, Jonathon S., 3102
Wiemer, Katja, 5111
Wiemers, Elizabeth A., 3146
Wiener, Jaclyn, 247
Wieth, Mareike B., 3118
Wikowsky, Addie, 5091
Wilding, Edward L., 3043
Wiley, Jennifer, 23, 1241, 3094, 3131, 5046
Wilford, Miko M., 225, 1105
Wilke, Andreas, 5232
Will, Kelsey, 4219
Williams, Carrick C., 113
Williams, David, 2161
Williams, Helen L., 3061
Williams, Lauren, 5159
Williams, Ryan S., 71
Williams, Sarah, 2111
Williams, Shauna-Kaye, 93
Williamson, Paul, 1230
Willits, Jon A., 3210
Willmes, Klaus, 2132
Willoughby, Hannah V., 3059
Wilman, Sherilyn, 247
Wilmer, Jeremy, 3144
Wilson, A. George, 196
Wilson, Brent M., 5062
Wilson, D. Merika, 1088, 4046
Author Index
Wilson, Daryl E., 1071, 3172
Wilson, Delaney, 2171
Wilson, Jack, 188, 4041
Wilson, Margaret, 2015
Wing, Erik A., 2187
Wingfield, Arthur, 1192, 1200, 2102
Winsler, Kurt, 4203
Winter, A. Nicole, 3169
Wiradhany, Wisnu, 5141
Wiseheart, Melody, 2135
Wish, Gabrielle, 5142
Wismer, Andrew, 1141, 5208
Wissman, Kathryn T., 5078
Witherby, Amber E., 1109
Witt, Jessica, 5149
Wixted, John T., 153, 5062
Wlotko, Edward W., 133, 3205, 3215
Wohldmann, Erica L., 328
Wolf, Josh E., 193, 5140
Wolf, Kate, 5173
Wolfe, Christopher R., 88
Wolfe, Jeremy M., 46, 3184
Wolford, George L., 1052, 4030
Wolska, Julia, 2127
Wolters, Maria K., 4108
Wong, Eugene H., 2068
Wong, Patrick C.M., 5015
Wooldridge, Cindy, 4212
Woosley, Catherine, 1014
Wooten, Alex, 5055
Workman, Rachel A., 1090
Worthy, Darrell A., 2030
Wortman, Brittany A., 1037
Wright, Anthony A., 198
Wright, Charles E., 3166, 3167, 3169
Wright, Emily, 3011
Wright, Julian, 4239
Wright, Richard D., 5143
Wu, Bing, 1002
Wu, Charles, 1191
Wu, Denise Hsien, 2142
Wu, Denise, 4144
Wulf, Krystal, 223
Wulff, Alia, 59
Wurm, Lee, 1162
Wyatt, Jordan R., 5009
Wyble, Brad, 115, 2073
Wynne, Clive D.L., 195
X
Xi, Johanna, 4024
Xiang, Ming, 2167
Xiang, Yingnan, 4113
Xiao, Yin, 1053
Xing, Chenmu, 233
Xiong, Aiping, 1128, 4117, 5182
Xu, Ingrid, 3083
Xu, Kun-Yu, 4144
Xu, Xiaomeng, 1078
Xu, Yang, 5105
Xu, Yian, 5071, 5132
Xu, Zhan, 1081
Y
Yakushijin, Reiko, 3001
Yallak, Ece, 4160
Yamagishi, Kimihiko, 2217
Yamaguchi, Motonori, 287, 1128, 2019
Yamakawa, Mayu, 2205
Yamamoto, Naohide, 190, 5148
Yamani, Yusuke, 5178
Yan, Ming, 11
Yan, Veronica X., 1103, 1124, 2053
Yang, Brenda W., 2062
Yang, Cheng-Ta, 2146
Yang, Lee-Xieng, 1031
Yang, Yingying, 4113
Yao, Theresa Jingyun, 5080
Yao, Yun, 5128
Yaoi, Ken, 2079
Yap, Melvin J., 92, 1168
Yasushi, Hino, 2145
Yates, Mark, 290
Yazbec, Angele, 3207
Ybarra, Vincent T., 1223, 4234
Yee, Eiling, 2012, 4007
Yeh, Li-Hao, 3080
Yeh, Yu-Hua, 2222
Yep, Rachel, 5187
Yi, Do-Joon, 3020
Yip, Michael C. W., 3206
Yokosawa, Kazuhiko, 2122, 4003, 4012
Yoon, Si On, 2163
Yoshihara, Masahiro, 2148
Yoshimitsu, Akira, 2218
Young, David, 5055
Young, Michael, 1220
Yovel, Galit, 186, 5144
Z
Zabel, Kevin L., 3118
Zacks, Jeffrey M., 96, 4017, 4021, 4225
Zahner, Doris C., 233
Zaki, Safa, 240
Zaki-Azat, Justeena, 5013
Zaks-Ohayon, Rut, 5024
Zamanzadeh, Ryan S., 5199
Zamary, Amanda, 5069
Zamm, Anna, 3023, 5019
Zappa, Ana, 2184
Zaragoza, Maria S., 2042, 3078, 5058
Zator, Krysten D., 2056
Zawadzka, Katarzyna, 3043
Zax, Alexandra M., 1213, 5026
Zeelenberg, René, 266, 3017
Zeitlin, Margarita, 133
352
Zemla, Jeffrey C., 2200
Zerr, Christopher L., 244
Zeveney, Andrew S., 24
Zhai, Minna M., 3206
Zhang, Hanshu, 3188
Zhang, Haoyun, 1178
Zhang, Lei, 1060, 4026
Zhang, Qingfang, 165
Zhang, Stephen X., 2220
Zhang, Wanbing, 1013
Zhang, Weiwei, 3073
Zhang, Xujin, 4166
Zhao, Jiaying, 3041
Zhao, JingJing, 5072
Zhao, Joyce Wenjia, 2213
Zheng, David, 2190
Zheng, Jiayin, 211
Zheng, Yi, 4168
Zheng, Zane, 5176
Zhong, Qi, 4117, 5174
Zhou, Peiyun, 5127, 5128
Ziat, Mounia, 1005
Ziino, Nicole, 1046
Zioga, Ioanna, 5011
Zirnstein, Megan, 1172, 3214
Zlochevsky, Nathan J., 3139
Zobel, Benjamin H., 5004
Zola, Caroline, 169
Zukosky, Meera, 3136
Zuppichini, Mark D., 3139
Zwaan, Rolf A., 2014
Notes
353
Keyword Index
A
Absolute pitch, 4074
Abstract concepts, 198, 5111
Academic performance, 5042, 5073
Academic self-efficacy, 4233
Accent, 1117, 4167, 4168
Achievement, 174, 2051, 4094
Acoustic features, 5003
Acoustic packaging, 4018
Acoustics, 216
Action, 300, 327, 2003, 2005, 3021, 4027
Action and perception, 300, 1018, 1025,
2011, 5149
Action compatibility, 266
Action control, 1017, 2007, 5177
Action discrimination, 296
Action dynamics and computer-mouse
tracking, 4237
Action effect, 299, 2007, 3024
Action intention, 1023
Action kinematics, 1023
Action planning, 1022
Action prediction, 295
Action recognition, 2239
Action representations, 265
Action selection, 299, 2006
Action-perception interface, 3019
Action-sentence compatibility effect,
4079
Action-specific perception, active
learning, 5217
Acute pain, 3111
Adaptation, 43, 3213
Adaption-innovation, 1239
Adaptive expertise, 3235
Adaptive learning, 326, 3238
Adaptive memory, 2106, 3045
ADHD, 3148, 5091
Adversarial collaboration, 5098
Aesthetics, 1050, 1051, 5209, 5212
Affect, 1001, 1048, 2110, 2164, 3008,
3221, 4114, 5037
Affordances, 263, 266, 1015, 1020, 1025,
3017
Age of acquisition, 13, 126, 1187, 4159
Agency, 299
Aggregation of probabilities, 51
Aging, 63, 140, 143, 164, 196, 260, 1008,
1009, 1010, 1011, 1013, 1014, 1044,
1088, 1101, 1138, 1192, 2055, 2061,
2096, 2100, 2102, 2140, 3106, 3189,
4040, 4096, 4110, 4131, 4132, 4161,
4240, 5148, 5152, 5231
Aha experience, 23
Alcohol, 86, 4139, 4231
Alerting, 2098
Alexithymia, 2026
Algebra, 179, 5020
Alignment effects, 266
Alpha, 1075
Alzheimer’s disease, 2050, 2095
Ambiguity, 1221, 3206
Amnesia, 4023
Analogical reasoning, 1241, 3117, 5025
Analytic thinking, 25, 2040
Anchor papers, 2046
Anchoring and adjustment, 277, 2217
Animacy, 3045
Animal behavior, 202, 203, 204, 205, 206,
207, 2231
Anomalistic belief, 1228, 1230
Anthropocentric thinking, 5071
Antisaccade task, 3133, 3137, 5175
Anxiety, 1049, 2027, 5042
Aphasia, 3209, 4220
Apparent motion, 1004
Applied attention, 3181
Applied cognition, 4221
Arabic language, 2150
Arithmetic, 5030, 5031
Arousal, 4093, 5044
Articulatory movements, 5076
Artifact categories, 5109
Artificial language, 3216, 4188, 5015
Artificial orthography, 5072
Artificial script, 1165
Assessment, 5106
Associative inference, 1095
Associative information, 4042
Associative learning, 156, 158, 2032,
4156, 5037
Associative memory, 5, 58, 91, 159, 1010,
2067, 2107, 3019, 4075, 4095
Attention, 14, 48, 49, 79, 118, 180, 217,
225, 234, 285, 289, 302, 306, 308, 1036,
1129, 1133, 1146, 1149, 1158, 2003,
2005, 2009, 2080, 2114, 2120, 2123,
2127, 2129, 2130, 2133, 2182, 2226,
3007, 3041, 3116, 3135, 3139, 3146,
3150, 3159, 3161, 3163, 3170, 3171,
3172, 3173, 3174, 4010, 4125, 4128,
4231, 5145, 5149, 5151, 5173, 5178,
5180, 5183, 5185, 5187
Attention capture,
Attentional bias, 332, 1038, 5181
Attentional blink, 237, 1038, 3186, 5160,
5186
Attentional boost effect, 2080, 4086
Attentional capture, 4, 5, 235, 1072, 1144,
1145, 1149, 1150, 1151, 2114, 2116,
2117, 2121, 4224,
Attentional control, 2116, 3133, 3137,
4116
Attitudes, 2241
Attraction effect, 1206
Attractiveness, 3005
Attribute binding, 3050
Audiovisual speech, 1199, 4004, 4006,
4165, 4168, 4171
354
Audition, 1017, 2115, 4010, 5151
Auditory and visual memory, 2083
Auditory attention, 289, 2131, 2133
Auditory distraction, 212, 236, 1125,
1144, 1145, 1147, 2077, 5192
Auditory integration, 213, 5002
Auditory perception, 63, 2016, 5003,
5005, 5006, 5007, 5127, 5150
Auditory rhythm, 5002
Auditory-motor tasks, 5019
Autism, 295, 2161, 4217
Autobiographical memory, 100, 141, 143,
1011, 1107, 2054, 2056, 2059, 2062,
2063, 2064, 2065, 4100, 4101, 4102,
4103, 4105, 4106, 4108, 4109, 4110
Automatic, 1132
Automatic processing, 210, 230, 243,
282, 1132, 3050, 4072, 5008, 5030
Avian cognition, 198, 200
Aviation, 284
Awareness, 243, 5051
AX-CPT, 1172
B
Backward recall, 1079
Base rate fallacy, 1230
Base-rate, 1230, 2198, 5198, 5199, 5208,
5233
Bat-and-ball problem, 2197
Bayesian approach, 34, 108, 109, 110,
273, 274, 2086, 2088, 2223, 4228, 5219,
5226,
Beauty identification, 2142
Behavioral investment, 1222
Beliefs, 256, 2199, 2203, 3183
Benzodiazepines, 4023
Bias, 124, 172, 2200, 3101, 4101
Big data, 307, 5154, 5225
Big five personality traits, 1042
Bigram frequency, 2144
Bilingual advantage, 222, 1174, 4181,
4184
Bilingual control, 315, 1181
Bilingual memory, 4183, 4174, 4176
Bilingualism, 14, 166, 167, 168, 169,
170, 171, 218, 219, 220, 221, 245, 314,
316, 317, 318, 1170, 1171, 1172, 1173,
1174, 1175, 1176, 1178, 1179, 1180,
1181, 1183, 1184, 1185, 1187, 1201,
2147, 2170, 2171, 2172, 2175, 2176,
2177, 2178, 2179, 2181, 2183, 3075,
3080, 3131, 4119, 4145, 4173, 4174,
4176, 4177, 4178, 4180, 4182, 4184,
4185, 4189
Bimanual coordination, 257
Bimodal input, 249
Binding, 1010, 3057
Biofunctional, 333, 2025
Biological motion, 3028
Keyword Index
Biological thinking, 5071
Body processing, 65, 3014, 2010, 2018,
4011, 5176
Boredom, 1036, 1039, 4126
Boundary extension, 1092, 3079, 3187
Braille, 272, 3230
Brain injury, 5195
Brain stimulation, 4121
Brain training, 144, 2170
Brunswik lens model, 89
Business meeting, 51
C
Calculation fluency, 5034
Calibration, 152, 5055
Calligraphy, 2142
Canines, 1015
Capacity, 137, 195
Career of metaphor, 3122
Caregiving, 3113
Cartoon imagery, 3175
Casual speech, 4185
Categorization, 37, 93, 117, 120, 145,
239, 240, 241, 1029, 1031, 1046, 1067,
1122, 1124, 1141, 1240, 2113, 3030,
4108, 4137, 5049, 5109
Category learning, 117, 145, 1065, 1106,
2030, 2053, 2204, 2206, 3097, 4090,
5001, 5075, 5077
Causal reasoning, 2201, 4004, 5197
Cell phone, 1108
Centroid task, 3166, 3167, 3169
Cerebral palsy, 5033
CFs, 4115
Change blindness, 5142, 5143, 5149
Change deafness, 5006, 5150, 5151
Change detection, 96, 232, 3152, 3177,
5006, 5140, 5141, 5143, 5146, 5147,
5148, 5152
Character, 4194
Cheater detection, 4077
Chemistry, 21, 1231
Chiari malformation type i, 5185
Child witnesses, 5061
Children, 278, 309, 331, 1032, 1184,
4045, 5012
Children’s category membership, 3218
Chimpanzee, 2238
Chinese reading, 3199,,, 5113, 5128
Chunking, 179, 5100
Cinema memory, 2092
Circadian, 259
Classroom learning, 6, 2045, 3118
Climate change, 5202
Clinical reasoning, 1086
Clustering, 3151, 4148
Cochlear implants, 18
Code-switching, 1175, 2171
Cogmed, 309
Cognate effects, 2158
Cognition and emotion, 1214
Cognitive aging, 17, 61, 141, 142, 144,
145, 310, 1102, 2093, 3056, 3112, 3170,
4066, 4116, 5011
Cognitive aptitude, 3219
Cognitive control, 75, 76, 77, 163, 219,
221, 224, 325, 1007, 1034, 1125, 1126,
1129, 1133, 1135, 1136, 1137, 1139,
1153, 1172, 1175, 2001, 2129, 2131,
2134, 2137, 2138, 2185, 3106, 3138,
3142, 3146, 4119, 4208, 5141, 5168,
5176
Cognitive development, 1213, 4076
Cognitive impairments, 284
Cognitive interventions, 231
Cognitive load, 209, 1198, 2130, 3233,
4158, 5047, 5075
Cognitive map, 189
Cognitive modeling, 33, 36, 110, 2215,
5215, 5227, 5228
Cognitive neuroscience, 32, 33, 34, 35,
36, 37, 38, 1188
Cognitive performance, 3234
Cognitive plasticity, 231
Cognitive psychometrics, 111, 2136
Cognitive reflection, 2221, 038
Cognitive training, 86, 313, 2068, 2069,
4030, 5048
Collaboration, 59, 2058, 2065, 2236,
3155, 5078, 5235
College instruction, 2048
Collocations, 2174
Color, 10, 5193
Common ground, 5124
Commonality search, 2205
Community, 3240
Comparative cognition, 196, 2227, 2232,
2234
Compensation, 4099
Competency-based, 3240
Competition resolution, 2006, 2160
Complex events, 2092
Complex span, 1080, 3143, 4122
Compositionality, 5050
Compound probabilities, 51
Compound stimulus processing, 199
Compound words, 1168, 5108
Comprehension, 292, 1119, 2043, 4051,
4214, 4216, 5115, 5131
Compression of information, 5093
Computational models, 39, 293, 2073,
2115, 3225, 4043, 4197
Computational neuroscience, 187, 4228
Computerized learning, 2184
Computer-mediated communication,
5120
Concept learning, 93, 239, 1162, 2049,
2077, 2176, 2204, 2206, 3117, 3126,
3130, 4207
355
Conceptual change, 4207
Conceptual metaphor, 3228
Conceptualizing problems, 1238
Concreteness, 4087
Confidence, 152, 175, 237, 1097, 1098,
1100, 2220, 3026, 3055, 3090, 3114,
4060, 4091, 5055, 5056
Configural learning, 1058, 5233
Confirmation bias, 2218, 3150
Conflict monitoring, 75, 2197, 2198,
2214, 3140, 5040, 5213
Congruency sequence effect, 163, 5182,
2037, 2139, 3138, 4116
Conjunction tasks, 3077, 3169
Connectionist models, 40
Connectives, 5116
Consciousness, 223, 1137, 3024, 5051
Consecutive presentation, 4193
Consolidation, 139, 4098, 4122
Construal level theory, 2013
Contagious yawning, 3016
Contamination, 2106
Context, 47, 52, 184, 210, 1160, 098,
1120, 1027, 2127, 2156, 3043, 3060,
3064, 3108, 3145, 020, 4164, 4222,
5203, 5212
Context specific proportion congruency,
1126, 2138
Contextual diversity, 125
Contiguity, 160
Continuous flash suppression, 1069,
4069
Contrast sensitivity function, 110, 3020
Conventionality, 3122
Convergence of bipolar disorder and
ADHD in adults, 5187
Conversation, 130
Co-occurrence models, 5102
Core knowledge, 279
Co-representation, 287
Cortical response to speech, 18
Counterfactual processing, 2161
Counting, 5027
Co-verbal gestures, co-speech gestures,
3204
Creativity, 22, 1232, 1235, 2207, 2208,
2211, 5121
Cross-cultural research, 1013, 2021,
4066, 5071
Crossed-hands, 4011
Cross-linguistic research, 2159, 2172,
4180, 4183, 4187
Cross-modality, 66, 2074, 3170, 4002,
4007, 5008, 5125
Cross-race effects, 5061, 5062
Cross-situational statistical learning,
2177
Crovitz method, 100
Crowding, 234
Keyword Index
Cue processing, 89, 2104, 2135, 4031,
5233
Cued recall, 4080, 4041, 5086, 5099
D
Dance, 64
Data mining, 2070
Data-explanation, 248
Data-rich methods, 5225
Deafness, 220, 226, 2147, 3004, 4009
Deception, 131, 1037, 1091, 1176
Decision heuristics, 5196
Decision making, 51, 53, 55, 56, 57, 119,
120, 121, 122, 172, 223, 1206, 1209,
1213, 1216, 1219, 1221,1222, 1223,
1234, 2001, 2032, 2137, 2218, 2221,
2225, 4235, 4238, 5052, 5053, 5054,
5158, 5215, 5229, 5230, 5231, 5232,
5237, 5241
Decision strategies, 1207, 1208, 5196
Declarative concepts, 5069
Declarative memory, 4071
Decomposed processing, 5023
Deductive reasoning, 2199
Degradation, 1202, 4206
Delay of gratification, 1215, 2222, 2224,
5229
Deliberation without attention, 1208
Delta/theta, 2191
Dementia, 164
Dependency locality theory, 4144
Depression, 1047, 4107
Design of informative experiments, 5217
Desirable difficulty, 325, 1103, 1135
Detecting strategies, 5077
Development, 245, 301, 329, 1003, 3062,
3110, 3207, 5188, 5241
Deviation effect, 236, 1147
Dialogue, 131, 2023, 2163, 5120, 5121,
5125
Diaries, 3112
Different-script, 2172
Difficult speech perception, 16
Difficulty, 324
Diffusion model, 29, 111, 2128, 4240,
5213, 5236, 5238
Dimensional relevance shift, 5075
Dimension-based statistical learning,
4166
Direct vs. Generative retrieval, 4100
Discourse processing, 132, 248, 2163,
4211, 5123, 5126
Discrete capacity, 135
Discrimination, 193, 285, 3046, 3054,
5016, 5194
Disfluency, 42, 2165, 3215
Disjunction fallacy, 3077
Display change detection, 4190
Dissociation, 1134
Distance perception, 298, 1056, 3007,
3011, 3022, 4017, 4032, 4034
Distinctiveness, 2067, 3044
Distraction, 1108, 1143, 1235, 2130, 5229
Distractor memory, 4066
Distractor suppression, 48
Distributed cognition, 5235
Distributed practice, 5079
Distribution elicitation, 53
Distributional analyses, 291
Divergent thinking, 2212
Divided attention, 1096, 4086
DM, 4078
Dogs, 2228
Dolphin, 176
Domain-specificity, 2074, 5015
Doodling, 3047
Dopamine, 177
Dot-probe paradigm, 5181
Double pass procedure, 29
Drift diffusion model, 2214, 4238
Driving, 1169, 1170, 2128, 3233
DRM paradigm, 1088, 3233, 3075, 3076
Dual process thinking, 5199
Dual tasks, 178, 229, 1127, 1131, 1173,
4208, 4223, 5098, 5169, 5170, 5171
Dual-process models, 186, 280, 2197,
2221
Dynamic decision making, 1220, 5146
Dynamic scene perception, 3184
Dyslexia, 1157, 2029
Dysrhythmic speech, 20
E
Ecological psychology, 1020
Education, 8, 2041, 3101, 3120, 3129,
3239, 4053, 4062, 5064
EEG, 80, 1036, 2024, 4123, 4222, 4224,
5011
Effect size, 108
Effective connectivity, 214
Effector prioritization, 5169
Effort discounting, 1220
Effort-avoidance, 5234
Egocentric memory, 59
Einstellung, 1225
Elaboration, 5070
Electrodermal activity, 5220
Electrophysiology, 186, 2214, 3023
Embarrassment, 1040
Embedded words, 215
Embodied cognition, 41, 264, 265, 333,
1018, 2010, 2011, 2012, 2015, 2025,
2056, 3022, 3229, 4029, 4079, 5027,
5107, 5237
Emergency decision-making, 1210
356
Emotion, 17, 140, 267, 332, 1009, 1034,
1045, 1046, 1047, 1048, 1143, 1185,
1212, 2020, 2021, 2024, 2025, 2026,
2055, 2065, 2079, 2090, 2099, 2109,
2110, 2188, 3004, 3079, 3088, 3093,
3195, 3196, 3197, 4095, 4130, 4208,
4239, 5010, 5016, 5026, 5038, 5039,
5041, 5043, 5045, 5139, 5187, 5230
Emotion and memory , 1044, 2022, 3051,
3067, 3073, 4090, 4107, 5045
Emotional faces, 1049, 2018
Empathy, 1043, 5010
Enactment, 3044
Encoding, 3083, 3109, 3122, 5096
Encoding goal structure, 3067
Encoding retrieval match, 2104
Encoding variability, 3043
Endogenous and exogenous, 2226
Endogenous timing, 3190
End-state comfort, 2004
Ensemble perception, 3005, 3006
Entropy and human behavior, 5217
Enumeration, 1054
Environmental factors, 3033
Episodic future simulation, 2059, 4104
Episodic integration, 3173
Episodic memory, 160, 257, 310, 1095,
2050, 2057, 2060, 2061, 2104, 2194,
4042, 4048, 4085, 4104, 5096
Epistemological style, 4236
ERPs, 64, 133, 1085, 1204, 1206, 2026,
2154, 2160, 2167, 2174, 2183, 2188,
3036, 3205, 2184, 3213, 3215, 4147,
4152, 4153, 4226, 4241, 5004, 5108,
5123, 5130, 5139, 5160, 5161, 5162,
5168, 5185
Errors, 1101, 2006, 4052, 5065
Estimation, 27, 1121, 5031
Ethical decision making, 4233
Ethnicity, 4168
Event cognition, 30, 60, 96, 98, 3049,
3184, 4013, 4014, 4015, 4022, 4102
Event segmentation, 97, 2033, 4017,
4018, 4020, 4021, 4022, 4210
Evoked reference set, 5203
Evolution, 5232
Examples, 2031, 5069, 5070
Executive function, 224, 229, 1008,
1035,1043, 1178, 1179, 2098, 2134,
3103, 3141, 3212, 3237, 4118, 4120,
4184, 5234
Exemplar-based models, 3218
Experience sampling, 281
Experimental semiotics, 44
Expertise, 232, 233, 260, 2196, 3154,
3157, 4014, 4049
Explanation, 24, 1086, 2200, 2202, 3202,
4219
Explicit learning, 1029
Keyword Index
Explicit/implicit semantic processing,
3075
Expository text, 5114
Exposure therapy, 2027, 2028
Eye fixation, 5094
Eye movements, 1, 3, 11, 12, 13, 15, 45,
90, 122, 134, 147, 148, 149, 180, 220,
245, 264, 290, 291, 303, 315, 1045,
1142, 1157, 1166, 1167, 1226, 2151,
2157, 2196, 3161, 3178, 3179, 3180,
3185, 3223, 3232, 4015, 4151,, 4201,
4217, 4218, 5156, 5163, 5165, 5170,
5184
Eye tracking, 79, 117, 129, 218, 304,
316, 1119, 1164, 2161, 2166, 3002,
3206,3214, 4021, 4121, 4187, 5025,
5028, 5113, 5175, 5199
Eyewitness identification, 152, 153, 154,
155, 1087, 5053, 5055, 5056, 5060,
5061, 5063
Eyewitness memory, 3078, 4037, 5052,
5058, 5059, 5062
F
Face perception, 4, 2109, 2110, 2111,
2112, 2139, 3015, 4165, 5210
Face processing, 67, 2113, 3004, 3005,
4009, 4173, 5157
Face recognition, 322, 2107, 2108, 3015,
3035, 3063, 4092
Face-body integration, 2018
Facebook, 3241
Face-name pair learning, 5044
Facial expression, 331, 2021, 3006, 5186
Facial muscle contractions, 1048
False memory, 251, 252, 253, 254, 1086,
1087, 1088, 1090, 1094, 1095, 1228,
2062, 2075, 3069, 3071, 3072, 3073,
3074, 3076, 3078, 3080, 3081, 3082,
3083, 3228, 5057
False pop-out, 3027
Familiarity, 2090, 3064, 4073
Fast mapping, 4068
Feature processing, 138, 116, 1227, 3167
Feedback, 304, 1113, 1120, 2039, 2042,
3068, 3153, 4241
Fidgeting, 4126
Figurative language, 5113, 5117
Figure drawing, 1051
Filler siphoning, 5060
Film and cognition, 149, 4016
Financial decisions, 5240
Finger gnosia, 5033, 5034
Fitts’ law, 298
Fixation-related potentials, 4206
Fixing effect, 1225
Flanker task, 2
Flexibility, 76, 197
Flow, 225, 2002
Fluency, 182, 1089, 1105, 2187, 3082,
3087, 3098
Fluid intelligence, 3132, 4129, 5068
fMRI, 258, 1043, 1078, 2060, 2079, 2185,
2190, 2193, 2194, 4119, 5112, 5167
Focus of attention, 1073
Focused study, 1115
Font size, 3098, 3099
Food, 1001
Forced choice, 183, 2092, 5236
Forced confabulation, 5059
Forecasting, 1107
Foreign accent, 1196, 4167
Foreign language, 85, 4155, 4160
Forgetting, 99, 2081, 2093, 2207, 3058,
3116, 4050, 4082
Form priming, 3211
Fractions, 5031
Framing effects, 56
Free choice, 5236
Free recall, 38, 209, 320, 2106, 4040,
4159, 4215
Frequency, 126, 5231
Function learning, 1121
Functional connectivity, 5112
Functional field of view, 5166
Functional fixedness, 1227
Funding, 2242, 3242
Future thinking, 2063, 5039
Fuzzy-trace theory, 88, 2082
G
Gain/loss, 52, 4089
Gambling, 2230
Gaze cueing, 331
Gaze detection, 1041
Gaze-contingent display change
paradigm, 4190
Gender differences, 194, 222, 1041, 1059,
1061, 1204, 3031, 3034, 3144, 4032
Gender identification, 5009
Gender pay gap, 1209
General vs. specific instructions, 4218
Generalized additive mixed models,
5139
Generation constraint, 3060
Generation effect, 1120, 3060, 3239,
4061, 4075
Genetics, 4143, 5188
Gesture, 192, 2015, 2190, 3227, 5137
Global and local processing, 1005
Global property, 3188
Global representation, 1060
Go/no-go response time, 3134
Goal effects, 1039, 2218, 3011, 5074
Good enough processing, 5128
Goosebumps, 1042
GPS technology, 3233
Grammar, 43, 146, 4189, 5104, 5127
357
Grandmother cells, 261
Grapheme-color association, 4003, 4012
Grey parrots, 200
Grounded cognition, 3224
Grouping, 114, 118
Guessing, 1123
Guided search, 3162
Gum chewing, 3016
H
H.M., 3119
Habits, 77, 330
Hand proximity effects, 2016
Handedness, 4045, 5174
Handwriting, 1156, 3193
Haptics, 1002, 4008
Health cognition, 121
Hearing acuity, 1198, 1200
Hebb repetition effect, 1079
Heterogeneity, 3167
Heuristics, 273, 276, 277, 1054, 2202,
2227, 5239
Hierarchical control, 230, 4123
Higher order learning, 2034
Hindi, 4192
Holistic processing, 67, 3014, 3015, 5023
Holograph, 320
Homograph disambiguation, 1153
Horserace model, 2136
Human-animal interaction, 2228
Human-computer interaction, 151, 1099,
3181, 4001
Humor production, 5121
I
I-clicker, 3236
Iconic memory, 135
Iconicity, 3227
Idea generation, 2205
Ideation, 22
Identification, 234
Identity, 3211, 4113
Ideomotor theory, 1026, 2007, 5177
Idioms, 5117
Illusion, 24, 4027, 4098, 5035, 5209
Illusory conjunctions, 116
Illusory truth, 2187
Imagery, 3032, 3109
Imitation, 5018
Implementation intention, 3108, 3109
Implicit associations, 3081
Implicit learning, 227, 262, 1029, 1141,
3203, 4124, 4200, 5208
Implicit memory, 282, 4067, 4074, 5051,
5080, 5190
Implicit theories of intelligence, 3234
Implicit trait aggression, 5040
Keyword Index
Impulsivity, 2127, 2224
Incentives, 4099
Incidental learning, 2078
Incomplete knowledge, 1238
Increasing or decreasing data, 2219
Incubation, 2195, 2207
Independent component analysis, 75
Indirect memory, 4072
Individual differences, 8, 19, 109, 148,
244, 332, 1063, 1134, 1160, 1202, 2126,
2212, 3032, 3038, 3113, 3122, 3178,
3192, 3220, 4125, 4135, 4156, 4199,
4205, 4216, 4236, 5042, 5073, 5115,
5130, 5214
Induction, 1110, 1122, 1124, 2053, 3035
Infant language development, 1190
Infants, 4005
Inference, 1112
Informal translation, 2175
Information processing, 286, 1219, 5001,
5101, 5194
Information search, 5227
Information visualization, 10
Informational masking, 5004
Inhibition, 177, 211, 2098, 2140, 3147,
3148, 3200, 4127, 5122
Inhibition of return, 238, 3163, 5194
Inner speech, 4211
Insight problem solving, 23, 1226, 1227,
1232, 2195, 2209, 4128
Instructed refreshing, 1082
Instruction, 7, 3236, 3238
Instructions, 327
Integration, 5116
Integrative priming, 1162
Intelligence, 285, 4133
Intentional forgetting, 1072
Intentionality, 323, 329, 1138, 3102, 5197
Interactive activation, 91
Interference, 104, 159, 321, 1028, 2091,
2099, 3065, 4065, 4157
Inter-group cognition, 124
Interhemispheric interaction, 2084
Interleaving, 239, 1124, 2053
Interlingual homograph, 1183
Intertemporal choice, 1215, 2213
Interval timing, 1021
Intervenor, 3211
Intrusions, 4044
Intuitive design, 277, 25
Inverted encoding model, 1075
In-vivo, 2211
Involuntary future thinking, 143
Irrelevant sounds, 312, 2077, 5192
Isolation effect, 3044
Item response theory, 1080
Item-specific processing , 4038, 4094
Iterated learning, 44, 5205
J
Japanese kanji, 2148, 2153
Joint action, 287, 2004, 3023
Judgments, 87, 89, 1276, 211, 1211, 3086,
5196, 5198, 5203
Judgment aggregation, 1211
Judgments of learning, 173, 1100, 1109,
2038, 3088, 3090, 3091, 3096, 3099,
3100, 5080, 5084, 5089
Juror decision-making, 5222, 3054
K
Keyword method, 2034
Knowledge, 1111, 2038, 2042, 3049,
3209, 5049
Kurdish-Turkish bilingual, 4181
L
L2 processing 2145, 2168, 4210
Language, 95, 1046, 3231, 4018, 4137,
4164, 4214, 4227, 5118
Language and writing, 3193
Language acquisition, 2160
Language and law, 5132
Language and music, 5015
Language and perception, 2013
Language co-activation, 2183
Language comprehension, 1185, 2014,
2157, 2162, 2166, 2191, 3215, 4149,
5132
Language control, 1182, 4175
Language development, 5119
Language learning, 2170, 3210, 4157,
4172, 5136
Language network, 2190
Language processing, 1196, 4195, 5068
Language production, 163, 164, 1178,
2169, 3190, 4173
Language similarity, 2158
Language switching, 219, 1171, 1182,
4175
Language-vision interactions, 1194
Lateralization, 246, 2084, 2154
Launching effect, 101
Learned attention, 5134
Learning, 6, 81, 87, 119, 241, 244, 294,
324, 327, 328, 1014, 1111, 1116, 1122,
1140, 1141, 1187, 2032, 2033, 2039,
2044, 2047, 2051, 2180, 3021, 3058,
3119, 3222, 3236, 3240, 4022, 4089,
4161, 4179, 5066, 5078, 5088, 5110,
5154, 5196
Lectures, 3122
Letter crowding, 2143
Letter detection, 1155, 1158
Letter identification, 1165
358
Letter number sequencing task, 3131
Letter position coding, 128, 4202
Letter repetition, 4204
Letter-in-string identification, 2143
Levels of processing, 4176, 4093, 4203
Lexical access, 165, 215, 269, 271, 1160,
1195, 2152, 2159, 3207, 4154, 4166,
4169
Lexical decision task, 268, 1162, 1183,
2141, 4195, 4200
Lexical differentiation, 2163, 5124
Lexical stress, 216, 4182
Life script, 2064, 4110
Lifeguarding, 3156
Lifespan, 1179, 2135
Liking, 4073
Linear ballistic accumulator, 5166
Linguistic relativity, 5104
Linguistic structure, 44, 5132
Lipreading, 81
List strength paradigm, 4041
List type, 4159
Listening effort, 3056, 4163
Literacy skills, 3232
Load theory of attention, 4067
Localist coding, 261
Location, 3066, 4113
Locomotion, 297, 4026
Logarithmic function, 5165
Logic, 1229
Long-term memory, 1150, 1151, 2083,
3064, 3139, 4042
Long-term priming, 215, 5179
Long-term retention, 242, 1113
Long-term semantic transfer, 4071
Loss aversion, 4238, 5201
Low-prevalence effect, 3152
LRP, 162
Lying, 1091, 3078
M
Macaques, 2230
Machine learning, 151, 276, 2070
Magic, 1225
Magnitude estimation, 3030, 5024
Malfunction, 4001
Manual aiming, 298
Markov violations, 2201
Masked priming, 126, 127, 128, 226,
2145, 2148, 4195
Massed repetition, 322
Match-to-sample, 5180
Math anxiety, 1236, 3149, 5034, 5046
Mathematical modeling, 3009, 5200
Mathematics problem solving, 233
Maximizing, 140
Maze, 195
McGurk effect, 217, 4004, 5009
Mean size, 3166
Keyword Index
Meaning, 95, 4194
Meaningful learning, 3123
Measurement, 5221
Media multitasking, 2224, 5141
Medial temporal lobe, 4046
Mediator effectiveness hypothesis, 1030
Medical embarrassment, 1040
Medical imaging, 3157
Medications, 5083
Megastudies, 1168
Memory, 99, 100, 103, 182, 188, 211, 244,
248, 280, 281, 309, 319, 1009, 1012,
1013, 1014, 1061, 1084, 1104, 1105,
1109, 1111, 1116, 2015, 2035, 2036,
2037, 2047, 2055, 2097, 2101, 2107,
2193, 3037, 3045, 3047, 3050, 3061,
3062, 3093, 3116, 3128, 3129, 3135,
4023, 4024, 4038, 4045, 4049, 4050,
4056, 4057, 4070, 4076, 4077, 4086,
4088, 4097, 4098, 4103, 4105, 4127,
4143, 4179, 55057, 065, 5066, 5070,
5083, 5085, 5138, 5155, 5204
Memory and beliefs, 251, 252, 253, 254,
1094, 3098
Memory bias, 1085, 3054, 4103
Memory consolidation, 269, 5136
Memory errors, 3052, 4064
Memory inhibition, 282, 2081, 4106
Memory models, 58, 188, 3052, 4036,
188, 4040
Memory retrieval, 46, 4043, 5094, 5129
Memory self-efficacy, 1108, 3040
Mental arithmetic, 5028
Mental representations, 3029, 3154
Mental rotation, 2010, 3031, 4029, 4030
Mental set, 2196
Mental simulation, 2014
Mere exposure effect, 4067
Meta-analysis, 2097, 4048, 5223
Metacognition, 176, 278, 323, 1090,
1097, 1099, 1104, 1105, 1106, 1119,
2038, 2041, 2192, 2237, 2238, 3062,
3085, 3087, 3089, 3092, 3097, 3099,
3100, 3101, 3155, 4157, 5038, 5084,
5087, 5088, 5091, 5234
Metacomprehension, 3086, 3094, 3095
Meta-creativity, 2212
Meta-knowledge, 137
Metamemory, 173, 1102, 1109, 3090,
3092, 3093, 3095, 3096, 5080, 5082,
5083, 5087, 5089, 5090
Metaphor, 2013, 3197, 3212, 5105, 5107,
5113, 5118
Metaphor processing, 1158
Metaphors, 4227
Metaphors and emotion, 1050
Methods, 107
Middle-aged adults, 2050
Mind wandering, 7, 8, 78, 224, 225, 1138,
1139, 1140, 1142, 2195, 3002, 3132,
3136, 4014, 4111, 4112, 4114
Mind-body interaction, 3025
Mindfulness, 3076, 3080
Mindset, 22, 3234
Mirror box, 65
Mirror effect, 4083, 4084
Misconceptions, 3125
Misinformation, 255, 256, 1083, 3070,
3071, 3072, 4219, 5122
Misreaching, 2009
Missing-letter effect, 1154
Mixture model, 3174
Mnemonic strategy, 2034
Modality, 2132, 5171, 5172, 5177
Modality-specific congruency effects,
2132
Modeling, 26, 41, 4228, 5178
Moment of intent, 223
Monkeys, 2229
Mood, 2023, 1054, 3073, 3074
Moral judgment, 54, 85, 122, 11001, 057,
1234, 4239, 5206, 5207
Morphology, 11, 31, 161, 1166, 3194,
4145, 4205, 5134, 5136
Moses illusion, 4160
Motion perception, 30, 64, 134
Motivation, 61, 69, 70, 71, 72, 73, 74,
1103, 3070, 4092, 4099, 4229, 4232,
4235, 5082
Motor control, 230, 301
Motor preparation, 4008
Motor simulation, 4030
Motorcycle conspicuity, 5142
Mouse tracking, 123, 3053
Movies, 98
Multidimensional scaling, 5216
Multidimensional source memory, 3057
Multidimensional stimuli, 3001
Multimedia, 1118, 3119
Multi-media comprehension battery
(MMCB), 5114
Multimodal communication, 5137
Multimodal integration, 4007, 4171
Multinomial modeling, 2100
Multiple cue judgment, 5205
Multiple documents, 3202, 4213
Multiple identity tracking, 3184
Multiple mappings, 2177
Multiple object tracking, 3174, 5144
Multiple-choice testing, 102, 4060
Multisensory integration, 65, 4002, 4006,
5138
Multisensory processes, 3012, 4005,
4008, 4170
Multitasking, 4118, 4125, 4223, 5146,
5178
359
Music, 20, 66, 182, 1016, 1235, 2056,
2094, 3190, 4133, 5002, 5005, 5010,
5011, 5012, 5013, 5016, 5017, 5096
Mutations paradigm, 306, 5183
Mutlimedia design, 4158
Myths, 1223
N
N170, 3175
N2pc, 115
N400, 162, 3213, 4203
Narrative, 98, 4016, 4209, 4215
Native versus foreign language
processing, 5206
Natural category learning, 1106
Natural hazards, 1223
Natural language, 3225
Naturalistic cognition and behavior,
5225
Naturalistic scenes, 5189
Navigation, 189, 190, 1052, 1066, 3032,
4025, 4026, 4031
N-back task, 3143, 3147, 5176
Negation, 3216, 4082
Negative memories, 5043
Negative patterning, 1058
Negative priming, 1125, 1136, 5179
Negotiation, 4232
Neighborhood effects, 2091, 3059
Network science, 2033, 3226, 4148
Neural habituation, 237
Neural mechanisms, 237, 258, 260, 2186,
3036, 4132, 4224
Neural networks, 261, 3210
Neurocognitive assessment, 4234
Neuroimaging, 257, 2189
Neurophysiology of language, 4189
Neutral events, 1093
Nonadjacent associations, 2235
Nonhuman rights project, 2241
Noninvasive stimulation, 2192
Nonnative speakers, 83, 4146, 4162
Non-synesthetes, 4012
Nonword processing, 94
Norms, 4019
Note taking, 2047, 3100, 3122, 3239
Novelty, 2037, 4068
Number comparison, 123, 5023
Numerical cognition, 267, 2044, 2217,
5020, 5021, 5025, 5026, 5029, 5030,
5032, 5033, 5035
Numerosity, 27, 5024
O
Object processing, 28, 138, 147, 279,
1019, 41027, 226
Object-based attention, 3168, 3176
Keyword Index
Obsessive-compulsive disorder, 129
Occlusion, 113
Oddity, 183, 236, 1143
Odor vs. Picture cues, 4100
Older adults, 16, 255, 3200
Olfaction, 2012
Online instruction, 1118
Oppositional test, 4072
Optic ataxia, 2009
Optimal experimental design, 275
Optimal inference, 3030
Optimality theory, 3193
Order memory, 5095
Orientation specificity, 3014
Orienting, 5173, 5188
Orthography, 39, 128, 268, 272, 1156,
1165, 2153, 3222, 4153, 4146, 4150,
4203
Oscillatory dynamics, 2191
Output interference, 3054
Overgeneral memory, 4107
Ownership, 1146
P
P value, 108
P3, 3036
P300, 4222
Pain, 112, 1006, 1033, 5173
Paired-associate learning, 2031, 3091
Parafoveal processing, 15, 218, 292, 1161,
3223, 2151, 4201
Parallel constraint satisfaction, 5228
Parallel processing, 48, 319, 1161
Partition dependence, 1213
Part-set cuing, 2066
Password security, 2091
Path integration, 190, 1060
Pattern analysis, 55
Pattern separation, 2057
Peer assessment, 2040, 2046
Perception, 101, 150, 213, 271, 306, 1022,
1197, 2017, 2086, 2126, 3002, 3012,
3183, 5183
Perception and action, 301, 1015, 1020,
1026, 2004, 2210
Perception of control, 5036
Perception of randomness, 1230
Perceptual decision-making, 111, 274,
2216, 3027
Perceptual fluency, 1224, 4147, 5085
Perceptual grouping, 67, 1163, 3176
Perceptual interference effect, 5089
Perceptual learning, 20, 326, 1188, 1199,
1201, 5007
Perceptual load, 2118, 3069
Performance, 1070, 3040, 5047
Performance judgments, 3089, 5195
Peripersonal space, 2008, 3020
Peripheral field loss, 4033
Perirhinal cortex, 2187
Personality, 2240, 4054
Perspective taking, 263, 333, 1008, 1035,
3018, 3182, 4220, 4231
Phenomenology, 2062
Phonological loop, 4155
Phonology, 214, 247, 250, 312, 1191,
1193, 2141, 2148, 2153, 2159, 3198,
4140, 4151, 4146, 4166
Phonotactic learning, 82
Physical effort, 2001, 3034
Physics misconceptions, 3121
Piagetian liquid conservation, 200
Picture memory, 150, 1092, 3186
Picture processing, 113, 191, 4175
Pigeons, 197, 199, 296, 2239
Pinyin, 4194
Pitch, 5013, 5017, 5018
Placebo effect, 1077
Planning, 3110
Plausibility, 5133
Play, 202, 203, 204, 205, 206, 207
Plurality option, 5086
Point of view, 97
Polarity correspondence, 5182
Politeness, 131, 5120
Political conspiracies and implicit beliefs,
4237
Polysemy, 1159, 5105, 5106
Post-hoc methodological changes, 307
Practice effects, 228, 229, 4117
Pragmatics, 2166, 3208, 5119
Precocious intellectual children, 4070
Pre-crastination, 1022
Prediction, 15, 28, 121, 133, 146, 2167,
3058, 3205, 3214, 4021, 4115
Preferences, 5017
Preferred viewing location, 1167
Prefrontal cortex, 76, 2192
Prejudice, 1173
Preparation, 3198
Prepulse, 62
Presumption of innocence, 2223
Pretesting, 3126, 3128
Prevalence, 125, 2112, 3164, 5142
Primate behavior, 2231
Primates, 198, 2231, 2237
Priming, 1, 109, 288, 1136, 3009, 3160,
4177, 5193
Prior knowledge, 1101
ProactProactive control, 287, 329, 1134
Proactive interference, 2076, 2103, 5092
Probabilistic losses, 2222
Probability judgment, 5204
Problem solving, 23, 1099, 1110, 1224,
1233, 1236, 1239, 2061, 2203, 2206,
2208
Procedural error, 228
Procedural memory, 4071
360
Process-dissociation procedure, 227,
1130
Processing efficiency, 2146, 2174, 4160
Production and comprehension, 5125
Production rate, 5019
Pronoun processing, 2165
Proper names, 2169
Property induction, 21
Proportion congruence, 2123
Propositional representation, 4179
Prosody, 1200
Prospective memory, 78, 196, 323, 3041,
3102, 3103, 3104, 3105, 3106, 3107,
3108, 3110, 3111, 3113
Prototype-based models, 3218
Proxemics, 2008
Pseudoword effect, 4084
Psychiatry, 129
Psycholinguistics, 2157, 4149, 4177,
5128, 5129, 5138
Psychometrics, 5214
Psychophysical scaling, 112, 1006
Psychophysics, 1021, 5200
Psychophysiology, 5220
PTSD, 2028
Publication bias, 5226
Punishment, 1212
Pupil dilation, 1074, 1200, 2120
Q
Quantitative estimation, 88
Quantitative model, 79
Quantity judgment, 2232
Quantum cognition, 1128
Quasiregularity, 40
Question generation, 5064
Question placement, 3120
Quitting thresholds, 5164
Quizzes, 2048, 3118
R
Racial perception, 124, 2111
Rapid automatized naming, 1152
Rare word learning, 4193
Ratings 2046, 5212
Ratio production, 1006
Ratio rule, 228
Rationality, 54, 273m 1214
Reach tracking, 3027
Reaching, 2008, 3027
Reaction time, 1007, 5151, 3197, 3229,
4225, 4234, 5198
Keyword Index
Reading, 11, 12, 13, 14, 90, 264, 270, 290,
291, 292, 294, 303, 316, 1045, 1152,
1154, 1155, 1157, 1161, 1164, 1167,
1169, 1184, 2151, 2180, 3214, 3219,
3220, 3223, 3230, 4151, 4190, 4199,
4201, 4211, 5072, 5112, 5115
Reading aloud, 270, 293, 3220, 4197
Reading comprehension, 2150, 4218,
5114
Reality monitoring, 4109
Real-time language processing, 5137
Reasoning, 21, 25, 26, 256, 1228, 1229
Recall, 96, 1117, 2096, 2099, 2102, 3046,
3117, 3160, 3241, 4020, 4036, 4037,
4046, 5087, 5090
Receiver operating characteristic (ROC)
analysis, 153, 5060
Recency, 4141
Reciprocity, 2229
Recognition, 57, 61, 183, 187, 258, 280,
1049, 2080, 2083, 2084, 2085, 2086,
2087, 2088, 2089, 2090, 2092, 2094,
2095, 3052, 3053, 3055, 3059, 3061,
3063, 3065, 3056, 3068, 3241, 4037,
4073, 4078, 4083, 4084, 4087, 5016,
5063, 5101, 5221
Recollection, 184, 2100, 2108, 3063,
4069, 4080
Reconsolidation, 4048
Reconstruction of order, 2066
Redundancy gain, 5144
Re-experiencing, 3051
Reference, 130, 2023, 4035, 5103, 5124
Reference frame, 4011, 4027
Refreshing, 181, 308
Refutation text, 2042, 3121, 4207
Regressions, 3230
Regularity, 4150
Regulation of accuracy-informativeness,
5086
Regulatory fit, 4091
Rehearsal, 208, 5192
Reinforcement learning, 156
Reinterpretation, 4101
Relational memory, 1027, 2057
Relational process, 4094
Relationship, 2189, 4232
Relative judgment, 2219
Relearning, 2105
Relevance processing, 4213
Reliability, 1081, 4199
Remember-know, 186, 3061
Reminding, 321, 1028
Reminiscence, 141, 2054
Repair, 2168
Repeated retrieval, 282
Repeated visual search, 4113
Repetition, 5079
Repetition blindness, 1163
Repetition priming, 237, 1076, 2178
Replication, 4082, 4134, 5193, 5226
Representation, 1226, 3028, 5104
RES, 4064
Research methodology, 5218
Residual switch cost, 3134
Resource scheduling, 5171
Response bias, 2089
Response force, 2122
Response probability, 286
Response selection, 123, 1026, 2138,
5169
Response time, 29, 57, 92, 217, 305,
2087, 2213, 3009
Retention interval, 99, 136, 4055
Retention-interval cue, 136
Retrieval, 106, 324, 1084, 1100, 1107,
3118, 3104, 3124, 3126, 4063, 4065
Retrieval practice, 6, 105, 1112, 1123,
2052, 3042, 3120, 3121, 3123, 3124,
3125, 3127, 3130, 4058, 4061, 5064,
5067
Retrieval-induced forgetting, 104, 211,
2081
Retroactive interference, 2103, 3069,
5043
Retro-cueing, 1073, 4044, 4141
Retrospective evaluations, 174
Retrospective memory, 3041
Reversal, 197
Reward, 69, 70, 71, 72, 73, 74, 156, 1148,
1149, 2030, 2114, 2137, 2230, 4092,
4230, 4234, 4235
Reward learning, 2116, 3165, 3171
RIF, 4138
Risk, 56, 1210, 2215, 2225, 5202, 5228,
5240, 5241
Risk preference, 56
Routes, 1053, 1062, 4017, 4028
RSVP, 150, 5186
Rules, 157, 214, 2072, 2204, 5050
Rumination, 3079
S
Saccades, 3177
Salience, 118, 3010, 3231
Same race bias, 5210
Same-different task, 3151
Sampling, 1207, 5227
Scaffolding, 4059
Scalar implicature, 3208
Scale development, 3235
Scale-invariant memory, 283
Scaling, 3007
Scanning models, 283
Scene processing, 45, 146, 147, 1092,
1142, 2082, 3178, 3178, 3179, 3180,
3188, 4226
Schema, 233, 4147, 1012
361
Science learning, 1114, 2043, 2202, 3094,
3202, 4207
Scope and sequence, 9
Search , 5, 1071, 3158, 5157
Second language acquisition, 1177,,
2184, 2185, 3115, 3191, 4158, 4188,
5134
Security screening, 3153
Seductive details, 1114
Seeding, 328
Selection restriction violation, 3209
Selective attention, 2, 80, 1017, 1135,
2117, 2119, 2124, 3168, 3182, 4229,
5001, 5148
Selective speech adaptation, 4006
Selectivity, 1096, 3084, 4120
Self, 1132, 1146, 1218, 3136, 4081, 4241,
5195, 5218, 5235
Self-reference effect, 2020, 4081, 4093
Self-regulated learning, 173, 105, 1103,
2031, 3048, 3097, 3127
Self-report, 1066, 4112
Self-talk, 5074
Semantic distance, 3226
Semantic memory, 1019, 2058, 2194,
4019
Semantic priming, 91, 92, 2152
Semantic processing, 212, 1147, 3224
Semantics, 41, 90, 94, 1159, 2012, 2063,
2175, 2189, 3222, 3228, 3229, 4043,
5102, 5108, 5109, 5110, 5111
Sensation seeking, 5118
Sense of agency, 2002
Sensorimotor properties, 1019, 1021,
1024
Sentence comprehension, 265, 1153,
2155, 3205, 4152
Sentence processing, 315, 3201, 4180,
5129, 5135
Sequence effects in learning, 2049
Sequential accumulator modeling, 2215
Sequential dependencies, 3055
Sequential learning, 262, 1016, 2179
Sequential narrative comprehension,
3185
Sequential sampling models, 274, 1216,
2213, 2216
Serial order, 305, 319, 2143, 4047, 4049,
4142
Serial reaction time task, 227
Serial recall, 208, 320, 4047
Shape perception, 5007
Short-term memory, 139, 311, 312, 2075,
2078, 5095
Sigma, 5091
Sign language, 166, 167, 168, 169, 170,
171, 250, 1182, 4009
Signal detection theory, 26, 153, 154,
199, 2088, 2199, 5211, 5223
Significance testing, 107
Keyword Index
Similarity, 241, 267, 2087, 5077, 5216,
5230
Simon effect, 1128, 1171, 2019, 2118,
2122, 4117, 5174
Simulations, 5216
Simultaneous lineup, 155
Situation model, 132, 4209, 4015, 4215,
5123
Size congruity effect, 5035
Size-weight illusion, 3025
Sketching, 1114
Skill acquisition, 243, 5047, 5048, 5074
Sleep, 259, 1044, 2076, 2105, 4024, 4070,
5053
Slope perception, 1025
Small scale navigation, 4033
SNARC, 5020, 5029, 5182
Social agency theory, 1118
Social anxiety, 1041
Social categories, 1229
Social cognition, 1037, 1217, 2186, 2216,
2229, 2234, 2236, 3115, 3182, 4019,
5012, 5211
Social contagion, 5057
Social joint action, 1023
Social media, 1083
Social n400, 2162
Social perception, 86, 116, 295
Social rejection, 1233
Social reward, 330
Social status, 2240
Sociocultural indices, 3144
Somatic perception , 2017
Sound representation, 4186, 5003
Sound symbolism, 94, 95, 4007
Source memory, 59, 60, 142, 318, 2036,
2093, 3077, 4080, 4081
Sourcing, 5116
Space fortress, 232
Spaced repetition, 322, 3048
Spacing, 3048
Span tasks, 5093
Spatial ability, 194, 3033, 3037, 3038,
4118
Spatial and temporal luminances, 2078
Spatial cognition, 77, 189, 192, 193, 246,
279, 1051, 1055, 1056, 1057, 1059,
1062, 1063, 1064, 1065, 1066, 1068,
2115, 2210, 2234, 3011, 3017, 3029,
3173, 4031, 4032, 5232, 5237
Spatial memory, 311, 1060, 1067, 1068,
1112, 2011, 3034, 3035, 4025
Spatial navigation, 1055, 1064, 4028
Spatial representation, 191, 3162, 4035,
5029
Speaker gender, 5032
Speaker reliability, 43
Speech errors, 42, 314, 2168
Speech in noise, 80, 83,, 5004
Speech perception, 17, 18, 19, 63, 81,
82, 83, 84, 213, 216, 1188, 1190, 1191,
1192, 1193, 1195, 1197, 1199, 1201,
1202, 1203, 1204, 2102, 3204, 4161,
4162, 4164, 4165, 4167, 4170, 4171,
4178, 4186, 5076, 5103
Speech production, 247, 3195, 3203,
3204, 4005, 4186, 5153
Spelling, 1115, 2141, 3194
Spoken language, 4153
Spoken word recognition, 1194, 1197,
2156, 3206, 4162, 4163, 4172, 4185
Spontaneous retrieval, 3107
Startle, 62
Statistical learning, 84, 262, 1032, 1215,
2029, 2181, 2232, 2235, 4074, 5072,
5103, 5135
Statistics, 107, 187, 3006, 3166
Stereotype threat, 255
Stiffness perception, 1002
Stimulus effects, 286, 2019, 4111, 5097,
5191, 5200
Stimulus-response binding, 5191
Stimulus-response compatibility, 1128,
2019, 2122, 3017, 4117, 5175
STM and LTM, 1012
Stochastic dependence, 3057
Stopping rule, 55
Stopping rules, 55, 1218
Strategies in complex skill acquisition,
231
Strategy, 1119, 59, 231, 302, 1078, 2066,
2140, 2198, 2203, 5099, 5239
Stress, 2072, 2228, 4139
Stress assignment, 4197
Stroop effect, 250, 270, 1130, 1137, 1144,
1205, 5040, 5180, 5190
Structural brain-behavior correlations,
4240
Structure building, 2045, 4212
Study behaviors, 2041, 5073
Study design, 5219
Subadditivity, 5204
Sub-cortical regions, 2226
Subitizing, 5021
Subject-verb agreement, 3201
Sublexical, 272, 1195
Subsequent memory, 2060, 4078
Successive relearning, 242
Summary writing, 3192
Summed similarity, 2075
Sunk cost, 1222
Superior colliculus, 1
Support vector machines, 3232
Suppression, 235
Surveillance, 3156
Survival, 3066, 5145
Survival processing, 2096, 2097, 2108,
2158, 3066, 5145
Suspect position, 155
362
Sustained attention, 2126, 3144, 4230
Syllable, 3199
Symbolic learning, 3175
Symmetry effect, 3039
Synesthesia, 31, 2101, 4003
Syntactic processing, 246, 2155, 4144,
5014, 5131
System processing, 5021
Systems factorial technology, 58, 305,
2146
T
Taboo words, 1177, 3196
Tactile perception, 1004, 1005, 2119
Talker specificity, 1193
Target checking, 3105
Target recollection, 184
Target-distractor similarity, 3169
Task difficulty, 2003, 2220
Task interference, 3104, 3105
Task order control, 1127
Task switching, 288, 289, 314, 1127,
1174, 2085, 2125, 21312135, 2136,
3134, 3179, 4223, 5167, 5172
Task-relevance, 5144
TDCS, 5090
Technology use, 326, 1239, 3235
Temporal discounting, 52, 2186, 5147
Temporal effects, 66, 1203, 3013, 4124,
51335189
Test expectancy, 1123, 3084
Testimony, 5052
Testing effect, 102, 103, 104, 105, 106,
1030, 1113, 1115, 1241, 2048, 2052,
2103, 3042, 3046, 3065, 3092, 3114,
3127, 3130, 4036, 4051, 4052, 4053,
4054, 4055, 4056, 4057, 4058, 4059,
4060, 4061, 4062, 4063, 4064, 4065,
5044, 5067
Text analysis, 4221
Text comprehension, 134, 1154, 1155,
1180, 1236, 3095, 3321, 4212, 5076,
5126, 5207
Text segmentation, 3221
Texting, 2164
Texture perception, 1005, 3010
Theory of mind, 1035, 1047, 2162
Thinking, 1232, 1233
Thought probe, 3107
Threat, 3, 2139
Three-dimensional space, 3003
Threshold estimation, 3026
Time perception, 1131, 1033, 1097, 2020,
2225, 3003, 5036
Timesharing, 1170
Timing, 158, 5019, 5147
, 5019
Tinnitus, 62
Keyword Index
Tip-of-the-tongue, 172, 1181, 2169,
3189, 3196
Titrated demand, 5098
Tongue twisters, 249
Tool use, 2238, 3022
Top-down effects,, 2124, 5008
Topological property, 238
Touch, 1003
Trace conditioning, 158
Training, 1007, 1034, 1077, 2071, 4170
Trait empathy, 5041
Transcranial direct current stimulation
(TDSC), 4225
Transfer, 106, 328, 1110, 1240, 2052,
2069, 3124, 3237, 4051, 4057, 5050
Transition, 2064
Transitivity, 2227
Translation ambiguity, 2173
Transposed-letter effects, 4174
Transposition effect, 4192
Traumatic events, 1093
Trial sequencing, 157
Trust, 4001, 4077, 5210
Truth bias, 1176
Truth judgments, 1089, 5085
Truthiness, 1089
Tunnel memory, 1093
Two-alternative forced-choice, 5238
Typing, 161, 4047
U
Ultimatum game, 1209
Uncertainty, 275, 278, 1052, 1221, 5202
Unconscious, 1069, 1208, 4115
Understanding, 2200
Unique cue theory, 1058
Unskilled and unaware, 3086
Updating, 4129, 4130
Up-down method, 3026
Urgency, 35
US Dept. of Education Funding, 2242,
3242
Utility, 54
V
Vagueness, 93
Validation, 4214
Value, 275, 4088, 4229
Value of information, 275
Value-directed remembering, 1096,
3084, 3087, 4096, 4097
Value-driven attention, 1148, 3171
Variance perception, 3001
Verbal fluency, 4120
Verbal reasoning, 1231
Vestibular stimulation, 3018
Video games, 144, 3237, 5168
Vigilance, 4230
Virtual environment, 1064
Virtual reality1053, 1056, 2027, 2028,
3021, 4028, 4034
Vision, 47, 114, 197, 1003, 2059, 2193,
3008, 3010, 3013, 3177, 3186, 4010,
4026, 4188, 5163, 5184, 5189
Visual attention, 46, 114, 115, 136, 149,
238, 2121, 2124, 3019, 3165, 5161,
5162, 5166, 5184
Visual memory, 113, 4046, 4069, 4085,
4106
Visual search, 45, 46, 49, 50, 151, 235,
302, 303, 304, 307, 1071, 1148, 2117,
3150, 3152, 3153, 3154, 3155, 3157,
3158, 3159, 3161, 3164, 5143, 5153,
5154, 5155, 5156, 5157, 5159, 5164,
5165
Visual statistical learning, 2035
Visual weight of emotions, 1050
Visual word recognition, 31, 39, 271,
293, 1168, 1169, 2146, 2147, 3224,
4148, 4149, 4192, 4200, 4202, 4204,
4205
Visual working memory, 49, 135, 138,
1071, 2073, 4137, 5094, 5097, 5163
Visual world paradigm, 1194
Visual-spatial working memory, 136,
194, 249, 4096, 4135, 4131
Vividness, 3051
Vocabulary, 5106
Vocabulary learning, 1117, 2173, 3115
Vocal control, 5013
Voice, 2188, 5018, 5009
Voluntary action, 226, 2125
Von restorff, 2101
VSWM, 3039
W
Wayfinding, 1053, 1061
Ways of knowing, 4236
Weak central coherence, 4217
Wearable technology, 3042
Weather decision-making, 1210
Wisdom of the inner crowd, 1211
Wishful thinking, 53
Word acquisition, 269
Word frequency, 125, 165, 318, 4083,
4087, 4206, 5095, 5102, 5117
Word learning, 40, 3216, 3227, 4068,
4076, 4155, 4156
Word processing, 12, 268, 1180, 2144,
2154, 3189, 4172, 5105
Word production, 3198, 3199, 3200
Word recognition, 127, 317, 1156, 1166,
1190, 4150, 4154, 4182
Wordnet, 1159
363
Working memory, 19, 50, 137, 139, 177,
178, 179, 180, 181, 191, 208, 209, 308,
310, 311, 313, 1069, 1070, 1072, 1073,
1075, 1076, 1077, 1078, 1080, 1081,
1082, 1164, 2024, 2067, 2069, 2070,
2071, 2074, 2076, 2079, 2085, 2121,
2150, 2209, 2231, 3038, 3132, 3133,
3137, 3138, 3139, 3140, 3141, 3145,
3146, 3147, 3148, 3149, 3172, 4114,
4122, 4128, 4129, 4130, 4133, 4134,
4135, 4136, 4139, 4140, 4141, 4142,
4181, 4216, 5046, 5092, 5093, 5099,
5100, 5101, 5135, 5140, 5152, 5156,
5159
Working memory capacity, 1074, 1145,
2068, 2073, 2128, 2208, 3072, 3131,
3136, 3142, 3143, 4097, 132
Writing, 161, 162, 165, 1116, 3194
Z
Zebrafish, 2236
Notes
364
Notes
365
Notes
366
Manuel Trujillo-Silva
Keith R MacArthur