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1.
Behav Brain Sci ; 46: e379, 2023 11 14.
Artículo en Inglés | MEDLINE | ID: mdl-37961794

RESUMEN

The target article claims that involuntary autobiographical memories and déjà vu are based on the same retrieval processes, although they result in different phenomenological states. Here we argue that the differential engagement of attention at various stages of memory may be one of the determinants of when common retrieval processes give rise to such different experiences.


Asunto(s)
Memoria Episódica , Humanos , Atención , Recuerdo Mental
2.
Mem Cognit ; 51(8): 1745-1760, 2023 11.
Artículo en Inglés | MEDLINE | ID: mdl-37084068

RESUMEN

We investigated whether people can discriminate between sources of information that are either credible or respond at random, based only on their own knowledge and the responses provided by these sources. In three experiments, participants were asked to judge the validity of trivia statements. Some statements were accompanied by true/false responses provided by either a credible source or a source whose responses were random. In Experiment 1, participants first saw a set of easy questions, which provided the basis for assessing the relative credibility of the sources, before responding to a set of difficult questions, where response borrowing was assessed. In Experiments 2 and 3, participants solved a test composed of difficult questions only, but only after studying the correct responses to all these questions. In Experiment 2, there was no delay between the study and test phases, whereas in Experiment 3, the delay was 24 hours. In all experiments, more participants explicitly identified the more credible source in the postexperimental questionnaire than misidentified the noninformative source as credible. However, differentiated response borrowing-borrowing more responses from the credible than the noninformative source-emerged only in Experiment 2. Therefore, people can often explicitly infer source credibility from the responses the sources provide. However, using these inferences to regulate response borrowing is relatively less likely and happens only under specific, favorable circumstances.


Asunto(s)
Conocimiento , Confianza , Humanos , Encuestas y Cuestionarios
3.
Mem Cognit ; 51(5): 1235-1248, 2023 07.
Artículo en Inglés | MEDLINE | ID: mdl-36633821

RESUMEN

Trying to guess what the correct answer to a question might be can facilitate future learning of this answer when presented in the form of corrective feedback. One issue that determines the effectiveness of guessing as a learning strategy is the timing of the presentation of feedback: it can be presented either immediately after the guess, or after a delay. Whereas the timing of feedback is of little importance for complex materials such as trivia questions, previous research suggests that for simpler materials such as related word pairs guessing seems to benefit learning only when feedback is immediate. In order to test whether this always has to be the case, we conducted two experiments in which we increased the richness of study materials by superimposing the to-be-learned word pairs over unrelated context pictures. We then manipulated the match between contexts at study and at test (Experiment 1) and at the time of feedback delivery (Experiment 2). Contrary to previous studies showing no benefits of guessing with delayed feedback, our results show that learning related word pairs can benefit from guessing even when feedback is delayed. These benefits of guessing occur if participants are reminded via reinstated contexts of the guessing stage at the time of feedback delivery. Our results help constrain theories of guessing benefits and extend theories of reminding.


Asunto(s)
Retroalimentación Formativa , Lenguaje , Recuerdo Mental , Incertidumbre , Factores de Tiempo , Señales (Psicología) , Humanos , Adolescente , Adulto Joven , Adulto , Persona de Mediana Edad , Recuerdo Mental/fisiología
4.
J Exp Psychol Learn Mem Cogn ; 49(3): 371-388, 2023 Mar.
Artículo en Inglés | MEDLINE | ID: mdl-36201800

RESUMEN

Distraction embedded in working memory tasks leads to impaired performance. This impairment is mitigated when targets and distractors that follow them share common features-a signature effect of interference by superposition. Here we propose that target-distractor similarity modulates not only forgetting from working memory but also encoding into long-term memory. In five experiments, we test this elaboration-by-superposition hypothesis, demonstrating that semantic relatedness between targets and distractors benefits delayed category-cued recall performance (Experiments 1a and 1b), which is not due to carry-over effects from working memory testing (Experiment 2). Just as in the case of working memory, this long-term memory effect is reduced when distractors precede targets (Experiment 3). Finally, we show that while high target-distractor similarity reduces forgetting from working memory, it produces net benefits for long-term memory performance (Experiment 4). Together, the results suggest that common mechanisms underlie encoding into working and long-term memory, and that bindings between features of spatiotemporal context and features of to-be-remembered items play a crucial role. (PsycInfo Database Record (c) 2023 APA, all rights reserved).


Asunto(s)
Atención , Memoria a Corto Plazo , Humanos , Memoria a Largo Plazo , Recuerdo Mental , Señales (Psicología)
5.
Mem Cognit ; 50(5): 1033-1047, 2022 07.
Artículo en Inglés | MEDLINE | ID: mdl-34913140

RESUMEN

Guessing the meaning of a foreign word before being presented with the right answer benefits recognition performance for the translation compared to reading the full translation outright. However, guessing does not increase memory for the foreign-word-to-translation associations, which is crucial for language acquisition. In this study, we aimed to investigate whether this disadvantage of guessing for performance in cued-recall tests would be eliminated if a restudy phase was added. In Experiments 1-3, we consistently demonstrated that guessing resulted in lower cued-recall performance compared to reading, both before and after restudy. Even for items for which participants successfully recalled their initial guesses on the cued-recall test, accuracy levels did not exceed those from the reading condition. In Experiment 4, we aimed to generalize our findings concerning restudy to a different set of materials - weakly associated word pairs. Even though this time guessing led to better performance than reading, consistent with previous studies, this guessing benefit was not moderated by adding a restudy phase. Our results thus underscore the importance of the initial learning phase for future learning and retention, while undermining the usefulness of the learning-through-guessing strategy for acquiring foreign language vocabulary.


Asunto(s)
Lenguaje , Recuerdo Mental , Señales (Psicología) , Humanos , Aprendizaje , Reconocimiento en Psicología
6.
J Exp Psychol Learn Mem Cogn ; 47(7): 1067-1082, 2021 Jul.
Artículo en Inglés | MEDLINE | ID: mdl-33591775

RESUMEN

Encoding variability refers to the situation in which repeated items are processed in different ways on each presentation. Superior memory performance resulting from encoding variability is sometimes argued to underlie important phenomena in human memory such as the spacing effect. However, the memory benefits of encoding variability are often elusive. Here we investigated encoding variability in ten experiments in which participants studied words with the same or different orienting tasks across repetitions. We have found the benefits of variable encoding to depend on the number of learning cycles and the retrieval demands at test. These results are interpreted in light of a distinction between different components of memory representations established at study, suggesting that encoding variability promoted via different orienting tasks-as implemented in the present study-fosters more elaborate encoding of semantic features. This augmented semantic component benefits memory performance only when a memory test is used that taps predominantly semantic features of memory representations, minimizing the role of contextual and relational factors. (PsycInfo Database Record (c) 2021 APA, all rights reserved).


Asunto(s)
Aprendizaje , Semántica , Humanos , Factores de Tiempo
7.
J Exp Psychol Gen ; 149(7): 1231-1248, 2020 Jul.
Artículo en Inglés | MEDLINE | ID: mdl-31714096

RESUMEN

When queried about events in the past, a person may face questions that concern details that have been witnessed-answerable questions-and details that have not been witnessed-unanswerable questions. With regard to answerable questions, the person's willingness to answer these questions increases as a function of not only information available about the queried detail itself, but also as a function of contextual information. The present research assesses whether the willingness to report specific-and thus incorrect-answers when facing unanswerable questions also increases with the amount of available contextual information. In 3 experiments, we show that when recognition questions for critical details one had not encoded are preceded by reinstated contexts, participants are less willing to respond "don't know" to these questions, thus making more commission errors. These results show how greater access to contextual information, commonly associated with better memory for answerable questions, can also lead to more incorrect responses in the case of unanswerable questions. This documents how conversion processes-metacognitive processes of monitoring retrieval from memory and controlling the quality of output-play an important role in shaping the accuracy of memory reports. (PsycInfo Database Record (c) 2020 APA, all rights reserved).


Asunto(s)
Memoria/fisiología , Metacognición/fisiología , Pensamiento/fisiología , Adulto , Femenino , Humanos , Masculino
8.
Mem Cognit ; 47(1): 117-129, 2019 01.
Artículo en Inglés | MEDLINE | ID: mdl-30191407

RESUMEN

Involuntary autobiographical memories (IAMs) are memories of past events that come to mind without deliberate retrieval attempts. Common in everyday life, IAMs have recently become a topic of experimental investigations with laboratory procedures. In the present study, we build on the recent methodological advancements in the study of IAMs, and we investigate the effects of manipulating the attentional load on the incidence of IAMs, as well as on the level of meta-awareness of these memories. In two experiments, attentional load was manipulated by varying the demands of the focal vigilance task, and reports of IAMs were collected. In Experiment 1, participants were instructed to stop the vigilance task whenever mental contents unrelated to the task came to their minds (self-caught method). In Experiment 2, participants were intermittently interrupted and probed regarding the contents of their experience (probe-caught method) and the level of meta-awareness for these contents. In both experiments, we found a reduction in the frequency of reported IAMs under increased attentional load. Moreover, in Experiment 2, IAMs were characterized by varied levels of meta-awareness, which was reduced by increased attentional load. These results indicate that allocation of attentional resources toward a focal task reduces reporting of IAMs experienced while performing this task because attentional resources play a role in both retrieval of IAMs and the realization that one is experiencing a memory.


Asunto(s)
Atención/fisiología , Concienciación/fisiología , Memoria Episódica , Recuerdo Mental/fisiología , Metacognición/fisiología , Adulto , Femenino , Humanos , Masculino , Adulto Joven
9.
J Exp Psychol Learn Mem Cogn ; 45(10): 1748-1760, 2019 Oct.
Artículo en Inglés | MEDLINE | ID: mdl-30570326

RESUMEN

Attempting to guess an answer to a memory question has repeatedly been shown to benefit memory for the answer compared to merely reading what the answer is, even when the guess is incorrect. In this study, we investigate 2 potential explanations for this effect in a single experimental procedure. According to the semantic explanation, the benefits of guessing require a clear semantic relationship between the cue, the guess, and the target, and these benefits arise at the stage of guessing. The attentional explanation places the locus of the effect at the stage of feedback presentation and ignores the issue of semantic relatedness. To disentangle the 2 mechanisms, we used homograph cues with at least 2 different meanings (e.g., arms) and asked participants to either study an intact cue-target pair or guess a word related to each cue before being presented with the target. This allowed us to compare memory performance on trials in which participants' guesses tapped the same meaning of the cue as the later presented target (e.g., a guess legs for a pair arms-hug), versus a different meaning (e.g., weapons). In 4 experiments, we demonstrated that both the semantic and the attentional mechanism operate in the guessing task, but their roles are different: Semantic relatedness supports memory for cue-to-target associations, whereas increased attention to feedback benefits memory for targets alone. We discuss these findings in the context of educational utility of errorful learning. (PsycINFO Database Record (c) 2019 APA, all rights reserved).


Asunto(s)
Aprendizaje por Asociación/fisiología , Atención/fisiología , Retroalimentación Psicológica/fisiología , Recuerdo Mental/fisiología , Psicolingüística , Adolescente , Adulto , Señales (Psicología) , Femenino , Humanos , Masculino , Semántica , Adulto Joven
10.
J Exp Psychol Gen ; 147(7): 1005-1022, 2018 07.
Artículo en Inglés | MEDLINE | ID: mdl-29975090

RESUMEN

Memory tasks involve a degree of judgment and strategic decision-making, based upon the perceived benefits of particular learning, maintenance and recall strategies. The consequences of these metacognitive judgments for memory have been amply documented under experimental conditions that require participants to focus upon a task in the absence of distractors. Eight experiments consider the impact of less benign environmental conditions-specifically, the presence of distracting speech-upon the metacognitive aspects of memory. Distraction reliably disrupted free recall and, as indicated by judgments of learning, participants were aware of this effect. However, because participants did not adjust study time in compensation, the distraction effect was exaggerated relative to experimenter-imposed presentation rates. This finding appears to be the consequence of distraction-induced disruption of time perception at encoding, rather than any deliberate strategy. The results highlight the need to consider the impact of more challenging environments on metacognition generally. (PsycINFO Database Record


Asunto(s)
Atención/fisiología , Percepción Auditiva/fisiología , Aprendizaje/fisiología , Recuerdo Mental/fisiología , Metacognición , Humanos , Juicio/fisiología , Ruido
11.
J Exp Psychol Learn Mem Cogn ; 43(1): 59-71, 2017 01.
Artículo en Inglés | MEDLINE | ID: mdl-27280853

RESUMEN

Feeling-of-knowing (FOK) judgments are judgments of future recognizability of currently inaccessible information. They are known to depend both on the access to partial information about a target of retrieval and on the familiarity of the cue that is used as a memory probe. In the present study we assessed whether FOK judgments could also be shaped by incidental environmental context in which these judgments are made. To this end, we investigated 2 phenomena previously documented in studies on recognition memory-a context familiarity effect and a context reinstatement effect-in the procedure used to investigate FOK judgments. In 2 experiments, we found that FOK judgments increase in the presence of a familiar environmental context. The results of both experiments further revealed still higher FOK judgments when made in the presence of environmental context matching the encoding context of both cue and its associated target. The effect of context familiarity on FOK judgment was paralleled by an effect on the latencies of an unsuccessful memory search, but the effect of context reinstatement was not. Importantly, the elevated feeling of knowing in reinstated and familiar contexts was not accompanied by an increase in the accuracy of those judgments. Together, these results demonstrate that metacognitive processes are shaped by the overall volume of memory information accessed at retrieval, independently of whether this memory information is related to a cue, a target, or a context in which remembering takes place. (PsycINFO Database Record


Asunto(s)
Emociones/fisiología , Ambiente , Conocimiento , Metacognición/fisiología , Reconocimiento en Psicología/fisiología , Análisis de Varianza , Señales (Psicología) , Femenino , Humanos , Juicio , Masculino , Recuerdo Mental , Estudiantes , Universidades , Aprendizaje Verbal , Vocabulario
12.
J Exp Psychol Learn Mem Cogn ; 43(4): 552-564, 2017 04.
Artículo en Inglés | MEDLINE | ID: mdl-27685019

RESUMEN

Two-alternative forced-choice recognition tests are commonly used to assess recognition accuracy that is uncontaminated by changes in bias. In such tests, participants are asked to endorse the studied item out of 2 presented alternatives. Participants may be further asked to provide confidence judgments for their recognition decisions. It is often assumed that both recognition decisions and confidence judgments in 2-alternative forced-choice recognition tests depend on participants' assessments of a difference in strength of memory evidence supporting the 2 alternatives-the relative account. In the present study we focus on the basis of confidence judgments and we assess the relative account of confidence against the absolute account of confidence, by which in assigning confidence participants consider only strength of memory evidence supporting the chosen alternative. The results of the study show that confidence in 2-alternative forced-choice recognition decisions is higher when memory evidence is stronger for the chosen alternative and also when memory evidence is stronger for the unchosen alternative. These patterns of results are consistent with the absolute account of confidence in 2-alternative forced-choice recognition but they are inconsistent with the relative account. (PsycINFO Database Record


Asunto(s)
Conducta de Elección/fisiología , Coerción , Juicio , Reconocimiento en Psicología/fisiología , Animales , Femenino , Humanos , Masculino , Tiempo de Reacción/fisiología , Reproducibilidad de los Resultados , Estudiantes , Universidades , Aprendizaje Verbal , Vocabulario
13.
J Exp Psychol Gen ; 145(2): 181-99, 2016 Feb.
Artículo en Inglés | MEDLINE | ID: mdl-26523424

RESUMEN

When presented with responses of another person, people incorporate these responses into memory reports: a finding termed memory conformity. Research on memory conformity in recognition reveals that people rely on external social cues to guide their memory responses when their own ability to respond is at chance. In this way, conforming to a reliable source boosts recognition performance but conforming to a random source does not impair it. In the present study we assessed whether people would conform indiscriminately to reliable and unreliable (random) sources when they are given the opportunity to exercise metamemory control over their responding by withholding answers in a recognition test. In Experiments 1 and 2, we found the pattern of memory conformity to reliable and unreliable sources in 2 variants of a free-report recognition test, yet at the same time the provision of external cues did not affect the rate of response withholding. In Experiment 3, we provided participants with initial feedback on their recognition decisions, facilitating the discrimination between the reliable and unreliable source. This led to the reduction of memory conformity to the unreliable source, and at the same time modulated metamemory decisions concerning response withholding: participants displayed metamemory conformity to the reliable source, volunteering more responses in their memory report, and metamemory resistance to the random source, withholding more responses from the memory report. Together, the results show how metamemory decisions dissociate various types of memory conformity and that memory and metamemory decisions can be independent of each other.


Asunto(s)
Señales (Psicología) , Memoria/fisiología , Metacognición/fisiología , Reconocimiento en Psicología/fisiología , Conformidad Social , Percepción Social , Adulto , Humanos , Adulto Joven
14.
J Exp Psychol Learn Mem Cogn ; 42(5): 686-99, 2016 05.
Artículo en Inglés | MEDLINE | ID: mdl-26595066

RESUMEN

Negative priming in free recall is the finding of impaired memory performance when previously ignored auditory distracters become targets of encoding and retrieval. This negative priming has been attributed to an aftereffect of deploying inhibitory mechanisms that serve to suppress auditory distraction and minimize interference with learning and retrieval of task-relevant information. In 6 experiments, we tested the inhibitory account of the effect of negative priming in free recall against alternative accounts. We found that ignoring auditory distracters is neither sufficient nor necessary to produce the effect of negative priming in free recall. Instead, the effect is more readily accounted for by a buildup of proactive interference occurring whenever 2 successively presented lists of words are drawn from the same semantic category. (PsycINFO Database Record


Asunto(s)
Atención/fisiología , Inhibición Psicológica , Recuerdo Mental/fisiología , Semántica , Aprendizaje Verbal/fisiología , Análisis de Varianza , Femenino , Humanos , Masculino , Estimulación Luminosa , Inhibición Proactiva , Tiempo de Reacción/fisiología , Lectura , Estudiantes , Universidades , Vocabulario
15.
Mem Cognit ; 43(5): 788-97, 2015 Jul.
Artículo en Inglés | MEDLINE | ID: mdl-25586819

RESUMEN

The context reinstatement effect refers to the enhanced memory performance found when the context information paired with a target item at study is re-presented at test. Here we investigated the consequences of the way that context information is processed in such a setting that gives rise to its beneficial effect on item recognition memory. Specifically, we assessed whether reinstating context in a recognition test facilitates subsequent memory for this context, beyond the facilitation conferred by presentation of the same context with a different study item. Reinstating the study context at test led to better accuracy in two-alternative forced choice recognition for target faces than did re-pairing those faces with another context encountered during the study phase. The advantage for reinstated over re-paired conditions occurred for both within-subjects (Exp. 1) and between-subjects (Exp. 2) manipulations. Critically, in a subsequent recognition test for the contexts themselves, contexts that had previously served in the reinstated condition were recognized better than contexts that had previously served in the re-paired context condition. This constitutes the first demonstration of continuous effects of context reinstatement on memory for context.


Asunto(s)
Reconocimiento Facial/fisiología , Recuerdo Mental/fisiología , Reconocimiento en Psicología/fisiología , Adulto , Humanos , Adulto Joven
16.
Psychol Res ; 79(6): 1077-85, 2015 Nov.
Artículo en Inglés | MEDLINE | ID: mdl-25468208

RESUMEN

Recent research on involuntary autobiographical memories (IAMs) has shown that these memories can be elicited and studied in the laboratory under controlled conditions. Employing a modified version of a vigilance task developed by Schlagman and Kvavilashvili (Mem Cogn 36:920-932, 2008) to elicit IAMs, we investigated the effects of varying the frequency of external cues on the number of IAMs reported. During the vigilance task, participants had to detect an occasional target stimulus (vertical lines) in a constant stream of non-target stimuli (horizontal lines). Participants had to interrupt the task whenever they became aware of any task-unrelated mental contents and to report them. In addition to line patterns, participants were exposed to verbal cues and their frequency was experimentally manipulated in three conditions (frequent cues vs. infrequent cues vs. infrequent cues plus arithmetic operations). We found that, compared to infrequent cues, both conditions with frequent cues and infrequent cues plus arithmetic operations decreased the number of IAMs reported. The comparison between the three experimental conditions suggests that this reduction was due to the greater cognitive load in conditions of frequent cues and infrequent cue plus arithmetic operations. Possible mechanisms involved in this effect and their implications for research on IAMs are discussed.


Asunto(s)
Atención , Concienciación , Señales (Psicología) , Memoria Episódica , Adolescente , Adulto , Femenino , Humanos , Masculino , Recuerdo Mental , Reconocimiento Visual de Modelos , Solución de Problemas , Percepción del Habla , Adulto Joven
17.
Memory ; 23(4): 507-17, 2015.
Artículo en Inglés | MEDLINE | ID: mdl-24758404

RESUMEN

When people try not to think about a certain item, they can accomplish this goal by using a thought substitution strategy and think about something else. Research conducted with the think/no-think (TNT) paradigm indicates that such strategy leads subsequently to forgetting the information participants tried not to think about. The present study pursued two goals. First, it investigated the mechanism of forgetting due to thought substitution, contrasting the hypothesis by which forgetting is due to blocking caused by substitutes with the hypothesis that forgetting is due to inhibition (using an independent cue methodology). Second, a boundary condition for forgetting due to thought substitution was examined by creating conditions under which the generation of appropriate substitutes would be impaired. In two experiments, participants completed a TNT task under thought substitution instructions in which either words or pseudo-words were used as original cues and memory was assessed with original and independent cues. The results revealed forgetting in both original and independent cue tests, supporting the inhibitory account of thought substitution, but only when cues were words, and not when they were non-words, pointing to the ineffectiveness of a thought substitution strategy when original cues lack semantic content.


Asunto(s)
Señales (Psicología) , Inhibición Psicológica , Recuerdo Mental , Pensamiento , Adulto , Femenino , Humanos , Masculino , Semántica , Adulto Joven
18.
Front Psychol ; 5: 439, 2014.
Artículo en Inglés | MEDLINE | ID: mdl-24860543

RESUMEN

The effects of auditory distraction in memory tasks have, to date, been examined with procedures that minimize participants' control over their own memory processes. Surprisingly little attention has been paid to metacognitive control factors which might affect memory performance. In this study, we investigate the effects of auditory distraction on metacognitive control of memory, examining the effects of auditory distraction in recognition tasks utilizing the metacognitive framework of Koriat and Goldsmith (1996), to determine whether strategic regulation of memory accuracy is impacted by auditory distraction. Results replicated previous findings in showing that auditory distraction impairs memory performance in tasks minimizing participants' metacognitive control (forced-report test). However, the results revealed also that when metacognitive control is allowed (free-report tests), auditory distraction impacts upon a range of metacognitive indices. In the present study, auditory distraction undermined accuracy of metacognitive monitoring (resolution), reduced confidence in responses provided and, correspondingly, increased participants' propensity to withhold responses in free-report recognition. Crucially, changes in metacognitive processes were related to impairment in free-report recognition performance, as the use of the "don't know" option under distraction led to a reduction in the number of correct responses volunteered in free-report tests. Overall, the present results show how auditory distraction exerts its influence on memory performance via both memory and metamemory processes.

19.
Psychon Bull Rev ; 21(6): 1617-22, 2014 Dec.
Artículo en Inglés | MEDLINE | ID: mdl-24659050

RESUMEN

Feeling-of-knowing judgments (FOK-Js) reflect people's confidence that they would be able to recognize a currently unrecallable item. Although much research has been devoted to the factors determining the magnitude and accuracy of FOK-Js, much less work has addressed the issue of whether FOK-Js are related to any form of metacognitive control over memory processes. In the present study, we tested the hypothesis that FOK-Js are related to participants' choices of which unrecallable items should be restudied. In three experiments, we showed that participants tend to choose for restudy items with high FOK-Js, both when they are explicitly asked to choose for restudy items that can be mastered in the restudy session (Exps. 1a and 2) and when such specific instructions are omitted (Exp. 1b). The study further demonstrated that increasing FOK-Js via priming cues affects restudy choices, even though it does not affect recall directly. Finally, Experiment 2 showed the strategy of restudying unrecalled items with high FOK-Js to be adaptive, because the efficacy of restudy is greater for these items than for items with low FOK-Js. Altogether, the present findings underscore an important role of FOK-Js for the metacognitive control of study operations.


Asunto(s)
Recuerdo Mental/fisiología , Metacognición/fisiología , Práctica Psicológica , Reconocimiento en Psicología/fisiología , Adulto , Conducta de Elección/fisiología , Señales (Psicología) , Humanos , Juicio , Adulto Joven
20.
Psychon Bull Rev ; 21(2): 543-8, 2014 Apr.
Artículo en Inglés | MEDLINE | ID: mdl-23943557

RESUMEN

When participants are asked to provide confidence judgments for each provided alternative in a multiple-choice memory task, such judgments are inflated if the assessed alternatives are accompanied by an implausible (dud) alternative. This finding, termed the dud-alternative effect, has been recently documented in a memory setting with a lineup procedure (Charman, Wells, & Joy, Law & Human Behavior 35:479-500 2011). In the present study, we developed a novel paradigm to investigate the dud-alternative effect in memory. The paradigm utilizes a multiple-choice associative recognition task in which dud alternatives can be rejected on the basis of their unfamiliarity. In two experiments, we demonstrated a reliable dud-alternative effect with our novel procedure. The results demonstrated that the dud-alternative effect in episodic memory is not limited to tasks based on perceptual factors, but is a general phenomenon concerning confidence judgments.


Asunto(s)
Asociación , Memoria Episódica , Reconocimiento en Psicología/fisiología , Adulto , Conducta de Elección/fisiología , Femenino , Humanos , Adulto Joven
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