Higher judgements of learning for emotional words: processing fluency or memory beliefs?

Previous research has shown that emotionally-valenced words are given higher judgements of learning (JOLs) than are neutral words. The current study examined potential explanations for this emotional salience effect on JOLs. Experiment 1 replicated the basic emotionality/JOL effect. In Experiments 2A and 2B, we used pre-study JOLs and assessed memory beliefs qualitatively, finding that, on average, participants believed that positive and negative words were more memorable than neutral words. Experiment 3 utilised a lexical decision task, resulting in lower reaction times (RTs) 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. Finally, we conducted a series of moderation analyses in Experiment 4 which assessed the relative contributions of fluency and beliefs to JOLs by measuring both factors in the same participants, showing that RTs made no significant contribution to JOLs for either positive or negative words. Our findings suggest that although positive words may be more fluently processed than neutral words, memory beliefs are the primary factor underlying higher JOLs for both positive and negative words.

How do task characteristics affect learning and performance? The roles of simultaneous, interactive, and continuous tasks.

Why are some tasks more difficult to learn than others? Hoffman et al. (Accelerated expertise: training for high proficiency in a complex world. Psychology Press, New York, 2014) hypothesized that certain task characteristics-termed "dimensions of difficulty"-hindered learning and performance. Previously, we tested two dimensions: consistent vs. variably mapped and static vs. dynamic. Here, we test three more dimensions of difficulty: sequential vs. simultaneous, discrete vs. continuous, and separable vs. interactive. In each study, we manipulate a single task feature (dimension of difficulty) while holding all others constant. Tasks with continuous (rather than discrete) features slowed participants' performance but did not impair learning. Learning and performance were unimpaired in tasks with interactive (rather than largely separable) processes. By contrast, we found strong evidence that simultaneous tasks (i.e., those that demand multitasking) inhibit learning, slow performance, and increase task errors. Importantly, this occurred in the absence of perceptual and mechanical bottlenecks present in most other studies of multitasking. We also are the first to examine simultaneity on learning a new task while controlling for other dimensions of difficulty. We discuss the potential impact of these results on current theory and application to real-world domains.

Retrieval shifts in spatial skill acquisition are collective rather than item-specific.

How do people improve their ability to intercept moving targets? Prior research and theories of skill acquisition suggest that individuals engage in item-specific retrieval shifts (Anglim & Wynton, 2015; Logan, 1988; Palmeri, 1997; Rickard, 1997, 2004; Touron, 2006; Wilkins & Rawson, 2010). However, this prior research examined performance on nonspatial, nondynamic tasks. In three experiments, we pitted four hypotheses against each other, to test skill acquisition for intercepting repeated trajectories in a spatial and dynamic task: the item-specific algorithmic speedup hypothesis, the item-specific retrieval shift hypothesis, the collective retrieval shift hypothesis, and the combined hypothesis (item-specific algorithmic speedup followed by a collective retrieval shift). We found evidence for the combined hypothesis. Specifically, under easy conditions, we found small improvements on repeated trajectories that were attributable to item-specific algorithmic speedup. By contrast, under difficult conditions, we found strong evidence that the performance benefits for repeated trajectories were driven primarily by a collective shift from algorithmic to direct-retrieval strategies. This evidence for collective retrieval shift is in direct contrast to theories suggesting item-specific retrieval shifts. Theoretical and practical implications are discussed.

The Role of Task Understanding on Younger and Older Adults' Performance.

Objectives: Age-related performance decrements have been linked to inferior strategic choices. Strategy selection models argue that accurate task representations are necessary for choosing appropriate strategies. But no studies to date have compared task representations in younger and older adults. Metacognition research suggests age-related deficits in updating and utilizing strategy knowledge, but other research suggests age-related sparing when information can be consolidated into a coherent mental model. Method: Study 1 validated the use of concept mapping as a tool for measuring task representation accuracy. Study 2 measured task representations before and after a complex strategic task to test for age-related decrements in task representation formation and updating. Results: Task representation accuracy and task performance were equivalent across age groups. Better task representations were related to better performance. However, task representation scores remained fairly stable over the task with minimal evidence of updating. Discussion: Our findings mirror those in the mental model literature suggesting age-related sparing of strategy use when information can be integrated into a coherent mental model. Future research should manipulate the presence of a unifying context to better evaluate this hypothesis.

How do task characteristics affect learning and performance? The roles of variably mapped and dynamic tasks.

For well over a century, scientists have investigated individual differences in performance. The majority of studies have focused on either differences in practice, or differences in cognitive resources. However, the predictive ability of either practice or cognitive resources varies considerably across tasks. We are the first to examine task characteristics' impact on learning and performance in a complex task while controlling for other task characteristics. In 2 experiments we test key theoretical task characteristic thought to moderate the relationship between practice, cognitive resources, and performance. We devised a task where each of several key task characteristics can be manipulated independently. Participants played 5 rounds of a game similar to the popular tower defense videogame Plants vs. Zombies where both cognitive load and game characteristics were manipulated. In Experiment 1, participants either played a consistently mapped version-the stimuli and the associated meaning of their properties were constant across the 5 rounds-or played a variably mapped version-the stimuli and the associated meaning of their properties changed every few minutes. In Experiment 2, participants either played a static version-that is, turn taking with no time pressure-or played a dynamic version-that is, the stimuli moved regardless of participants' response rates. In Experiment 1, participants' accuracy and efficiency were substantially hindered in the variably mapped conditions. In Experiment 2, learning and performance accuracy were hindered in the dynamic conditions, especially when under cognitive load. Our results suggest that task characteristics impact the relative importance of cognitive resources and practice on predicting learning and performance. (PsycINFO Database Record

Does the acquisition of spatial skill involve a shift from algorithm to memory retrieval?

Performance on verbal and mathematical tasks is enhanced when participants shift from using algorithms to retrieving information directly from memory (Siegler, 1988a). However, it is unknown whether a shift to retrieval is involved in dynamic spatial skill acquisition. For example, do athletes mentally extrapolate the trajectory of the ball, or do they retrieve the future location from memory? To examine this question, 2 experiments were conducted using a task paradigm similar to the game Pong-a ball was launched from 1 side of the screen and participants attempted to position a paddle to intercept the ball. In Experiment 1, participants responded to a limited number of repeated trajectories. During the learning phase, the response deadline was near the paddle. During the difficult phase, the response deadline was closer to the launch point. During the critical phase, novel trajectories were introduced at the difficult response deadline. If participants are using a retrieval strategy by the critical phase, performance should be significantly worse on the novel trajectories, whereas if they are using an algorithmic strategy, performance on the novel trials should be similar to performance on the repeated trajectories. In Experiment 2, half the participants followed an experimental paradigm similar to Experiment 1 and half experienced all novel trajectories throughout the task. Our results were consistent with a shift from algorithmic processing to retrieval-participants performed significantly better on repeated trajectories relative to novel trajectories. Furthermore, retrieval strategies enhance performance above and beyond what is gained by practicing the algorithm alone. (PsycINFO Database Record

More than just beliefs: Experience and beliefs jointly contribute to volume effects on metacognitive judgments.

Experience-based cues, such as perceptual fluency, have long been thought to influence metacognitive judgments (Kelley & Jacoby, 1996; Koriat, 1997). Studies found that manipulations of perceptual fluency via changes in font and volume alter Judgments of Learning (JOLs) without influencing memory performance (Rhodes & Castel, 2008, 2009). Nonetheless, recent research (Mueller, Tauber, & Dunlosky, 2013; Mueller, Dunlosky, Tauber, & Rhodes, 2014, 2016) has challenged the notion that experience-based cues such as fluency are the primary basis for item-level JOLs, arguing instead that preexisting beliefs about these manipulations are responsible for these effects. For the first time, we compared global metacognitive judgments to item-level JOLs made during study to independently assess the contribution of beliefs and experience to volume-effects on JOLs. In 3 experiments, we found evidence for strong beliefs about volume-effects on memory, both before and after a study-test phase. However, these beliefs either did not account for the volume effect on JOLs (Experiment 3) or only partially accounted for the volume effect on JOLs (Experiments 1 and 2). Further, in Experiments 2 and 3 global performance estimates (before and after study) did not differ with respect to the volume dose whereas item-level JOLs generally varied with dose strength. Taken together, our findings suggest that both beliefs and experience-based cues contribute independently to the effects of volume on item-level JOLs, but that beliefs alone cannot fully account for the effects of volume on item-level JOLs. (PsycINFO Database Record

Older Adults' Use of Retrieval Strategies in Everyday Life.

BACKGROUND: Despite declines in cognitive abilities, older adults often perform comparable to younger adults in everyday tasks [J Am Geriatr Soc 1999;47:172-183]. Older adults may compensate for cognitive declines by using more efficient strategies. People often improve their efficiency by switching from an algorithmic strategy where information is computed or looked-up, to a strategy where the information is retrieved directly from memory [J Exp Psychol Gen 1988;117:258-275]. However, older adults are reluctant to shift from algorithmic strategies to retrieval strategies in the laboratory, and this reluctance to use retrieval is driven by both bottom-up (slower learning) and top-down influences (memory confidence, motivation to be quick/accurate) [Psychol Aging 2004;19:452-466; Mem Cognit 2004;32:298-310]. OBJECTIVE: We investigated whether bottom-up and top-down factors influence younger and older adults' decisions to use retrieval-based or algorithmic strategies in everyday life. METHODS: In two studies, participants completed a daily diary for 5 (study 1) or 7 (study 2) days. Participants were asked if and how they completed daily activities within several everyday task domains. They also indicated for how long and how often they completed the specific activity (bottom-up factors), as well as how confident they were in using their memory and how motivated they were to perform the specific activity quickly and accurately (top-down influences). RESULTS: Both studies provided evidence for bottom-up and top-down influences. Additionally, study 2 found that top-down factors (memory confidence and motivation to be quick) were more important for older compared to younger adults. CONCLUSION: These results indicate that strategy choices influence older adults' cognitive efficiency in everyday as well as laboratory learning.

Validating older adults' reports of less mind-wandering: An examination of eye movements and dispositional influences.

The Control Failures × Concerns theory perspective proposes that mind-wandering occurs, in part, because of failures to inhibit distracting thoughts from entering consciousness (McVay & Kane, 2012). Despite older adults (OAs) exhibiting poorer inhibition, they report less mind-wandering than do young adults (YAs). Proposed explanations include (a) that OAs' thought reports are less valid due to an unawareness of, or reluctance to report, task-unrelated thoughts (TUTs) and (b) that dispositional factors protect OAs from mind-wandering. The primary goal of the current study was to test the validity of thought reports via eye-tracking. A secondary goal was to examine whether OAs' greater mindfulness (Splevins, Smith, & Simpson, 2009) or more positive mood (Carstensen, Isaacowitz, & Charles, 1999) protects them from TUTs. We found that eye movement patterns predicted OAs' TUT reports and YAs' task-related interference (TRI, or thoughts about one's performance) reports. Additionally, poor comprehension was associated with more TUTs in both age groups and more TRI in YAs. These results support the validity of OAs' thought reports. Concerning the second aim of the study, OAs' greater tendency to observe their surroundings (a facet of mindfulness) was related to increased TRI, and OAs' more positive mood and greater motivation partially mediated age differences in TUTs. OAs' reduced TUT reports appear to be genuine and potentially related to dispositional factors.

Switching of ferroelectric polarization in epitaxial BaTiO3 films on silicon without a conducting bottom electrode.

Epitaxial growth of SrTiO3 on silicon by molecular beam epitaxy has opened up the route to the integration of functional complex oxides on a silicon platform. Chief among them is ferroelectric functionality using perovskite oxides such as BaTiO3. However, it has remained a challenge to achieve ferroelectricity in epitaxial BaTiO3 films with a polarization pointing perpendicular to the silicon substrate without a conducting bottom electrode. Here, we demonstrate ferroelectricity in such stacks. Synchrotron X-ray diffraction and high-resolution scanning transmission electron microscopy reveal the presence of crystalline domains with the long axis of the tetragonal structure oriented perpendicular to the substrate. Using piezoforce microscopy, polar domains can be written and read and are reversibly switched with a phase change of 180°. Open, saturated hysteresis loops are recorded. Thus, ferroelectric switching of 8- to 40-nm-thick BaTiO3 films in metal-ferroelectric-semiconductor structures is realized, and field-effect devices using this epitaxial oxide stack can be envisaged.

Age differences in strategy shift: retrieval avoidance or general shift reluctance?

Previous studies of metacognitive age differences in skill acquisition strategies have relied exclusively on tasks with a processing shift from an algorithm to retrieval strategy. Older adults' demonstrated reluctance to shift strategies in such tasks could reflect either a specific aversion to a memory retrieval strategy or a general, inertial resistance to strategy change. Haider and Frensch's (1999) alphabet verification task (AVT) affords a non-retrieval-based strategy shift. Participants verify the continuation of alphabet strings such as D E F G [4] L, with the bracketed digit indicating a number of letters to be skipped. When all deviations are restricted to the letter-digit-letter portion, participants can speed their responses by selectively attending to only that part of the stimulus. We adapted the AVT to include conditions that promoted shift to a retrieval strategy, a selective attention strategy, or both strategies. Item-level strategy reports were validated by eye movement data. Older adults shifted more slowly to the retrieval strategy but more quickly to the selective attention strategy than young adults, indicating a retrieval-strategy avoidance. Strategy confidence and perceived strategy difficulty correlated with shift to the two strategies in both age groups. Perceived speed of responses with each strategy specifically correlated with older adults' strategy choices, suggesting that some older adults avoid retrieval because they do not appreciate its efficiency benefits.